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Benati, Alessandro; Batziou, Maria – Language Awareness, 2019
The present study explores discourse and long-term effects of structured input (SI) and structured output when delivered in isolation or in combination on the acquisition of the English causative. Research investigating the effects of SI has indicated that it is the causative variable in the positive effects of processing instruction. To provide…
Descriptors: Linguistic Input, Teaching Methods, Language Processing, Elementary School Students
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Basterrechea, María; Leeser, Michael J. – Language Awareness, 2019
Research on form focused instruction has provided support for the use of collaborative tasks in which learners focus their attention on formal aspects of language and consciously reflect on their own language use (i.e. produce language-related episodes or LREs). A strand of research on LREs in different educational contexts examines the effect of…
Descriptors: Teaching Methods, Second Language Learning, Language Proficiency, Language of Instruction
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Candry, Sarah; Deconinck, Julie; Eyckmans, June – Language Awareness, 2017
Research has shown that prompting learners to elaborate on the appropriateness of form-meaning links can be an efficient vocabulary learning exercise (Deconinck, Boers & Eyckmans, 2017). In this paper we wish to shed more light on the mental processes that occur during this specific elaborative task by investigating the influence of individual…
Descriptors: Metalinguistics, Second Language Learning, Likert Scales, Protocol Analysis
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Cheng, Dongmei – Language Awareness, 2017
Adopting retrospective verbal report, or RVR as the instrument, this study reports an analysis of the perceptions of native-English-speaking (NES) and non-native-English-speaking (NNES) students, who apologised to their instructors in coursework-related situations. Sixty NESs from different levels and disciplinary areas and 63 NNESs (Arabic and…
Descriptors: Metalinguistics, Semitic Languages, Chinese, Native Language
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Tsang, Art – Language Awareness, 2017
Learning whether English nouns are countable or not is a source of great difficulty for many ESL/EFL learners. In the present study, a grammaticality judgement task comprised of a range of nouns representative of the different facets of the countability system in English was distributed to 82 native speakers of English (NSs) and 98 non-native…
Descriptors: Morphemes, English (Second Language), Second Language Learning, Second Language Instruction
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Nguyen, Thi Thuy Minh; Do, Thi Thanh Ha; Nguyen, Anh Tuan; Pham, Thi Thanh Thuy – Language Awareness, 2015
As email requests from students to professors have become increasingly common in academic settings, research has also shown second-language (L2) students' unfamiliarity with email etiquette in L2 has adversely affected their communication with their professors. The present study examines whether giving corrective feedback on students' performance…
Descriptors: Electronic Mail, Pragmatics, Error Correction, Teacher Student Relationship
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Park, Eun Sung; Nassif, Lama – Language Awareness, 2014
Research on textual enhancement (TE) has given rise to several factors that may play a role in generating learners' noticing of target forms, one of which pertains to the nature of the target form(s). In particular, results have suggested that learners are more likely to notice more meaning-bearing forms than less meaning-bearing forms.…
Descriptors: Semitic Languages, Second Language Learning, Semantics, Form Classes (Languages)
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Xu, Hainu; Lyster, Roy – Language Awareness, 2014
This study explores whether and to what degree explicit form-focused instruction (FFI) facilitates the use of morphosyntactic forms in second language oral production and also whether it has differential effects on morphosyntactic forms with different linguistic variables. Twenty-seven university-level Chinese EFL participants were randomly…
Descriptors: Morphology (Languages), Syntax, Pretests Posttests, English (Second Language)
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Philp, Jenefer; Iwashita, Noriko – Language Awareness, 2013
This study examines whether the process of interacting in a second language, versus observing others interact, may differentially affect learner's awareness of language. This study involved 26 university students of intermediate-level French. Two experimental groups, Interactors and Observers, engaged in three sessions of dyadic task-based…
Descriptors: Peer Relationship, Task Analysis, Second Language Learning, Second Language Instruction
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Svalberg, Agneta Marie-Louise – Language Awareness, 2012
This study explored some MA students' perceptions of a Grammar Awareness course for language teachers. The aim was to understand how group tasks might help students build Grammar Awareness. Two cohorts of students were surveyed and interviewed. In this paper, the survey responses are discussed in some depth. While the first cohort was left to…
Descriptors: Student Attitudes, Conflict, Beginning Teachers, English (Second Language)
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Finkbeiner, Claudia; Knierim, Markus; Smasal, Marc; Ludwig, Peter H. – Language Awareness, 2012
The ADEQUA research project has gained empirical evidence on how the situationally adequate use of learning strategies can be facilitated during cooperative reading tasks in the EFL (English as a foreign language) classroom. Two video studies were conducted with ninth-grade EFL learners in German schools: the first (laboratory) study investigated…
Descriptors: Metacognition, Video Technology, Learning Strategies, English (Second Language)
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Seifoori, Zohreh; Vahidi, Zahra – Language Awareness, 2012
The research findings reported on here confirm the facilitative role of pre-task planning on fluency and of online task planning on accuracy of speech. This quasi-experimental research was conducted to examine whether learners could be trained to attend to the fluency of their speech while planning online and whether such training might compensate…
Descriptors: Second Language Learning, English (Second Language), Foreign Countries, Second Language Instruction
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van Compernolle, Remi A.; Williams, Lawrence – Language Awareness, 2011
This article reports on a study of second language (L2) French learners' self-generated use of gesture to think through and resolve a metalinguistic awareness-raising task during small-group work with an expert mediator. Although the use of gesture in L2 communication and pedagogy has recently received increasing attention, little research has…
Descriptors: Video Technology, Metalinguistics, French, Nonverbal Communication
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Lam, Yvonne – Language Awareness, 2009
L2 prepositions are traditionally taught in a non-explanatory manner by having students learn each use individually. This study examines the effectiveness of an alternative explanatory approach based on cognitive linguistics, which considers the multiple uses of a preposition as related. Consequently, learners can be shown a general schema that…
Descriptors: Experimental Groups, Writing (Composition), Form Classes (Languages), Linguistics
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Bouffard, Laura Annie; Sarkar, Mela – Language Awareness, 2008
Most research on language awareness in a second language (L2) has been carried out with adult learners. This research presents data showing that pedagogical techniques can be devised enabling children as young as 8 to develop metalinguistic awareness of their emerging L2 system. Building on existing work by Canadian researchers, this…
Descriptors: Group Discussion, Immersion Programs, Metalinguistics, Teaching Methods
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