NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 10 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Yashima, Tomoko; MacIntyre, Peter D.; Ikeda, Maiko – Language Teaching Research, 2018
Recently, situated willingness to communicate (WTC) has received increasing research attention in addition to traditional quantitative studies of trait-like WTC. This article is an addition to the former but unique in two ways. First, it investigates both trait and state WTC in a classroom context and explores ways to combine the two to reach a…
Descriptors: Individual Characteristics, Second Language Learning, Second Language Instruction, College Students
Peer reviewed Peer reviewed
Direct linkDirect link
Saito, Kazuya; Hanzawa, Keiko – Language Teaching Research, 2018
The current project longitudinally investigated the extent to which first-year Japanese university students developed their second language (L2) oral ability in relation to increased input in foreign language classrooms. Their spontaneous speech was elicited at the beginning, middle and end of one academic year, and then judged by linguistically…
Descriptors: Role, Linguistic Input, Second Language Learning, Phonemes
Peer reviewed Peer reviewed
Direct linkDirect link
Lambert, Craig; Philp, Jenefer; Nakamura, Sachiko – Language Teaching Research, 2017
This study investigates the benefits of designing second language (L2) learning tasks to operate on learner-generated content (related to actual content in their lives and experiences) as opposed to teacher-generated content typical of current approaches to L2 task design (fictitious ideas and events created to provide an opportunity for…
Descriptors: Second Language Learning, Task Analysis, Language Usage, Second Language Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Aubrey, Scott – Language Teaching Research, 2017
Flow represents a state of complete involvement and heightened intensity that leads to improved performance on a task (Csikszentmihalyi, 1975, 1990). The notion of flow has the potential to provide worthwhile insights into the area of task engagement, yet the construct has received relatively little empirical attention by second language…
Descriptors: Intercultural Communication, English (Second Language), Second Language Learning, Oral Language
Peer reviewed Peer reviewed
Direct linkDirect link
Hamada, Yo – Language Teaching Research, 2016
This study examines common claims associated with shadowing. Studies in Japan conclude that shadowing is effective for improving learners' listening skills. Two common claims are that shadowing is effective for lower-proficiency learners and that it enhances learners' phoneme perception, thus improving listening comprehension skills. The former…
Descriptors: Listening Comprehension, English (Second Language), Second Language Learning, Second Language Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Fukuta, Junya – Language Teaching Research, 2016
Task repetition facilitates learners' performance, at least temporarily: Since learners are already familiar with the content of the task at the initial enactment, they are capable of focusing their attention on linguistic form during the following enactment. However, the analysis in previous studies treated various aspects of "form" as…
Descriptors: Task Analysis, Oral Language, English (Second Language), Second Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Rogers, James; Webb, Stuart; Nakata, Tatsuya – Language Teaching Research, 2015
This study investigates the effects of cognacy on vocabulary learning. The research expands on earlier designs by measuring learning of English-Japanese cognates with both decontextualized and contextualized tests, scoring responses at two levels of sensitivity, and examining learning in a more ecologically valid setting. The results indicated…
Descriptors: Vocabulary Development, Second Language Learning, Scoring, Recall (Psychology)
Peer reviewed Peer reviewed
Direct linkDirect link
McLean, Stuart; Kramer, Brandon; Beglar, David – Language Teaching Research, 2015
An important gap in the field of second language vocabulary assessment concerns the lack of validated tests measuring aural vocabulary knowledge. The primary purpose of this study is to introduce and provide preliminary validity evidence for the Listening Vocabulary Levels Test (LVLT), which has been designed as a diagnostic tool to measure…
Descriptors: Test Construction, Test Validity, English (Second Language), Second Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Ishii, Tomoko – Language Teaching Research, 2015
It has been repeatedly argued among vocabulary researchers that semantically related words should not be taught simultaneously because they can interfere with each other. However, the question of what types of relatedness cause interference has rarely been examined carefully. In addition, there are disagreements among the past studies that have…
Descriptors: Semantics, Memory, Vocabulary Development, Interference (Language)
Peer reviewed Peer reviewed
Direct linkDirect link
Nakata, Tatsuya – Language Teaching Research, 2015
Feedback, or information given to learners regarding their performance, is found to facilitate second language (L2) learning. Research also suggests that the timing of feedback (whether it is provided immediately or after a delay) may affect learning. The purpose of the present study was to identify the optimal feedback timing for L2 vocabulary…
Descriptors: Feedback (Response), Second Language Learning, Second Language Instruction, Vocabulary Development