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Hwang, Haerim; Jung, Hyeyoung; Kim, Hyunwoo – Modern Language Journal, 2020
Learner corpus studies using syntactic complexity as a construct for characterizing learner proficiency have found that higher proficiency permits learners to produce more complex syntactic structures. However, the majority of previous studies have focused on writing, almost exclusively with adult second language (L2) learners. Given the…
Descriptors: Syntax, Second Language Learning, Second Language Instruction, English (Second Language)
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Rassaei, Ehsan – Modern Language Journal, 2020
The present study investigated the effects of 2 forms of text-based second language (L2) vocabulary glosses, namely dynamic and nondynamic glosses on EFL learners' vocabulary knowledge. Dynamic glosses were operationalized as a set of incrementally ordered mediating annotations designed to help learners identify the correct word definition while…
Descriptors: Telecommunications, Handheld Devices, Teaching Methods, Second Language Learning
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Jin, Tan; Lu, Xiaofei; Ni, Jing – Modern Language Journal, 2020
An extensive body of research has investigated the role of syntactic complexity in gauging the linguistic complexity of reading texts, particularly for the purpose of determining their grade appropriateness. However, little such research has focused on adapted teaching materials for English as a foreign language (EFL) contexts, and to date there…
Descriptors: Syntax, English (Second Language), Second Language Learning, Reading Materials
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Lee, Hansol; Warschauer, Mark; Lee, Jang Ho – Modern Language Journal, 2020
We investigated how learner factors, such as vocabulary proficiency, strategy use, and working memory, are associated with successful corpus-based second language (L2) vocabulary learning, in which learners are encouraged to analyze and explore large, structured collections of authentic language data (i.e., corpora) to resolve their lexical issues…
Descriptors: Second Language Learning, Vocabulary Development, Language Proficiency, Learning Strategies
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LaScotte, Darren; Tarone, Elaine – Modern Language Journal, 2019
Addressing themes from the Douglas Fir Group's (2016) transdisciplinary framework, this paper bridges boundaries between cognitive and social disciplines by showing how social contextual factors can affect the psycholinguistic development of complexity, accuracy, and fluency (CAF) in learner language. Sociolinguistic and sociocultural frameworks…
Descriptors: Context Effect, Psycholinguistics, Language Fluency, Language Skills
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Dávila, Liv T. – Modern Language Journal, 2019
Creative manipulations of language have long been recognized as important aspects of second language development. Research has largely examined playful language within adult foreign language classrooms; however, less attention has been given to the pragmatic use of humor among adolescent multilingual learners of English. Drawing on oral…
Descriptors: Humor, Teaching Methods, English (Second Language), Second Language Instruction
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Van Batenburg, Eline S. L.; Oostdam, Ron J.; Van Gelderen, Amos J. S.; Fukkink, Ruben G.; De Jong, Nivja H. – Modern Language Journal, 2019
Little is known about the effects of different instructional approaches on learner affect in oral interaction in the foreign language classroom. In a randomized experiment with Dutch pre-vocational learners (N = 147), we evaluated the effects of 3 newly developed instructional programs for English as a foreign language (EFL). These programs…
Descriptors: Oral Language, English (Second Language), Second Language Learning, Second Language Instruction
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Dewaele, Jean-Marc; Magdalena, Andrea Franco; Saito, Kazuya – Modern Language Journal, 2019
The present study explores the relationship between Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) and a number of teacher-centered variables within the Spanish classroom context. Participants were 210 former and current learners of English as a foreign language (EFL) from all over Spain who filled out an online…
Descriptors: Second Language Learning, Second Language Instruction, Language Teachers, Teacher Characteristics
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Herazo, José David; Davin, Kristin J.; Sagre, Anamaria – Modern Language Journal, 2019
Because scaffolded feedback is a key component of dynamic assessment (DA) and is present in some forms of corrective feedback (CF), it can be unclear how the 2 frameworks differ. Further complicating the distinction, many second language (L2) DA studies have focused on how a teacher provides mediation as a series of prompts, usually in reaction to…
Descriptors: Second Language Learning, Second Language Instruction, Feedback (Response), Student Evaluation
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Lambert, Craig; Zhang, Grace – Modern Language Journal, 2019
This study investigates learner engagement in pedagogic task performance by triangulating multiple sources of data to gain insight into the cognitive and affective processes that take place on a range of tasks and how they engage learners of different target languages. The study provides a detailed analysis of 4 learners' second language (L2)…
Descriptors: Cognitive Processes, Learner Engagement, Second Language Learning, Japanese
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Hayashi, Yuko – Modern Language Journal, 2019
The current 2-part study investigated the relative contributions of English language training (ELT) and computerized Cogmed working memory training (WMT) to improvements in English-as-a-foreign language (EFL) proficiency and working memory capacity. In Study 1, Japanese undergraduate EFL learners were randomly allocated to 1 of 3 experimental…
Descriptors: Short Term Memory, Second Language Learning, Second Language Instruction, English (Second Language)
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Nakata, Tatsuya; Suzuki, Yuichi – Modern Language Journal, 2019
Cognitive psychology research has shown that interleaving, wherein learners practice multiple skills or concepts at once, facilitates learning more than does blocking, wherein learners practice only one skill or concept at a time. Despite the advantage of interleaving over blocking observed across a number of domains, limited attention has been…
Descriptors: Grammar, Second Language Learning, Second Language Instruction, Language Tests
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Strong, Brian; Boers, Frank – Modern Language Journal, 2019
English-as-a-foreign-language (EFL) textbooks and internet resources exhibit various formats and implementations of exercises on phrasal verbs. The experimental study reported here examines whether some of these might be more effective than others. EFL learners at a university in Japan were randomly assigned to 4 treatment groups. Two groups were…
Descriptors: Verbs, Phrase Structure, Teaching Methods, Feedback (Response)
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Zhao, Helen; MacWhinney, Brian – Modern Language Journal, 2018
This article analyzes the instructed learning of the English article system by second language (L2) learners. The Competition Model (MacWhinney, 1987, 2012) was adopted as the theoretical framework for analyzing the cues to article usage and for designing effective computer-based article instruction. Study 1 found that article cues followed a…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Cues
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Butler, Yuko Goto – Modern Language Journal, 2018
With use of self-assessment (SA) of young language learners on the rise, educators of young learners often want to know what SA captures and how best to use it in order to assist their students' learning. This study focuses on understanding how young learners' processes for responding to SA items differ by age and by context of implementation…
Descriptors: Context Effect, Self Evaluation (Individuals), Second Language Learning, Second Language Instruction
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