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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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Suzuki, Yuichi; Nakata, Tatsuya; Dekeyser, Robert – Modern Language Journal, 2020
In the coda chapter of the special issue on second language (L2) practice and cognitive psychology, we proposed a theoretical framework for optimizing and researching L2 practice (Suzuki, Nakata, & DeKeyser, 2019). Rogers and Leow's commentary (2020) raised three potential issues regarding this framework, and the present response article aims…
Descriptors: Second Language Learning, Second Language Instruction, Cognitive Psychology, Learning Processes
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Wiener, Seth; Chan, Marjorie K. M.; Ito, Kiwako – Modern Language Journal, 2020
This study examines the putative benefits of explicit phonetic instruction, high variability phonetic training, and their effects on adult nonnative speakers' Mandarin tone productions. Monolingual first language (L1) English speakers (n = 80), intermediate second language (L2) Mandarin learners (n = 40), and L1 Mandarin speakers (n = 40) took…
Descriptors: Phonetics, English, Mandarin Chinese, Tone Languages
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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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Azaz, Mahmoud – Modern Language Journal, 2019
This study examines first language (L1) English transfer in the acquisition of plural noun semantics in second language (L2) Arabic. Drawing on previous research on the L2 acquisition of plural noun interpretation, the study presents and discusses new production data of specific and generic definite plurals by English-speaking learners of Arabic…
Descriptors: Native Language, Transfer of Training, Semitic Languages, Second Language Learning
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Matsumoto, Yumi – Modern Language Journal, 2019
This qualitative study examines moments in the multilingual classroom when materials become prominent in whole-class interactions. Despite the critical impact that materials can have on classroom discourse and learning/teaching, research on "actual usage" of materials in second language (L2) classroom interactions has been scarce…
Descriptors: Multilingualism, Second Language Learning, Second Language Instruction, Worksheets
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MacIntyre, Peter D.; Gregersen, Tammy; Mercer, Sarah – Modern Language Journal, 2019
In this article we introduce Positive Psychology (PP), a relatively new subfield of psychology, and outline its development since the year 2000. We describe ways in which PP represents an exciting addition to the Second Language Acquisition (SLA) literature and the ways it is already influencing trends in education generally, thus creating…
Descriptors: Psychology, Language Research, Second Language Learning, Educational Trends
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McManus, Kevin; Marsden, Emma – Modern Language Journal, 2019
This study advances previous research about the effects of explicit instruction on second language (L2) development by examining learners' use of verbal morphology following different types of explicit information (EI) and comprehension practice. We investigated the extent to which additional EI about the first language (L1) can reduce the effects…
Descriptors: Direct Instruction, Teaching Methods, Second Language Instruction, Oral Language
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Yilmaz, Yucel; Granena, Gisela – Modern Language Journal, 2019
The present study investigated a group of cognitive individual differences considered advantageous in second language learning and their role in language learning under implicit and explicit feedback conditions using both language awareness and language development measures. The study further investigated whether different types of awareness are…
Descriptors: Individual Differences, Second Language Learning, Second Language Instruction, Oral Language
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Suzuki, Yuichi; Nakata, Tatsuya; Dekeyser, Robert – Modern Language Journal, 2019
This coda article offers unified theoretical accounts of the major findings of the empirical studies in this special issue of "Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology." We present a theoretical framework from cognitive psychology (desirable difficulty framework) and link it to the…
Descriptors: Second Language Learning, Second Language Instruction, Teaching Methods, Cognitive Psychology
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Lightbown, Patsy Martin – Modern Language Journal, 2019
This special issue contains reports of research on a variety of variables that are hypothesized to have an impact on how practice affects language learning. This includes spacing of practice opportunities, the provision of feedback, training working memory, and oral versus written input. Each study is complex and clearly contextualized within the…
Descriptors: Feedback (Response), Second Language Learning, Second Language Instruction, Short Term Memory
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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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Kim, Kathy Minhye; Godfroid, Aline – Modern Language Journal, 2019
We examined the role of modality in learning second language (L2) grammar and forming implicit (unconscious) and explicit (conscious) knowledge. To this end, we isolated the effects of the physical medium of input (i.e., aural or visual) from those of the presentation method (i.e., word-by-word or simultaneous). We also explored the role of test…
Descriptors: Second Language Learning, Second Language Instruction, Linguistic Input, Psycholinguistics
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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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