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Lee, James F.; Doherty, Stephen – Studies in Second Language Acquisition, 2019
The present study compares native and nonnative processing of Spanish active and passive sentences. The nonnative speakers were tested before and after receiving processing instruction on the Spanish passive. The native speakers were tested once and provide a baseline for comparisons. We measured accuracy and response time to select the correct…
Descriptors: Language Processing, Second Language Learning, Native Language, Comparative Analysis
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Sinkeviciute, Ruta; Brown, Helen; Brekelmans, Gwen; Wonnacott, Elizabeth – Studies in Second Language Acquisition, 2019
Input variability is key in many aspects of linguistic learning, yet variability increases input complexity, which may cause difficulty in some learning contexts. The current work investigates this trade-off by comparing speaker variability effects on L2 vocabulary learning in different age groups. Existing literature suggests that speaker…
Descriptors: Linguistic Input, Second Language Learning, Vocabulary Development, Comparative Analysis
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Nagle, Charles; Trofimovich, Pavel; Bergeron, Annie – Studies in Second Language Acquisition, 2019
This study took a dynamic approach to second language (L2) comprehensibility, examining how listeners construct comprehensibility profiles for L2 Spanish speakers during the listening task and what features enhance or diminish comprehensibility. Listeners were 24 native Spanish speakers who evaluated 2-5 minute audio clips recorded by three…
Descriptors: Second Language Learning, Profiles, Spanish, Listening Comprehension
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Torres, Julio; Estremera, Ricardo; Mohamed, Sherez – Studies in Second Language Acquisition, 2019
Individual differences (IDs) largely contribute to success in adult second language attainment (e.g., Dörnyei, 2006). Heritage language (HL) studies have also explored the role of IDs, namely psychosocial variables, and biographical factors with an adult HL learner population. However, the specific contribution of these variables to HL learners'…
Descriptors: Spanish, Heritage Education, Second Language Learning, English (Second Language)
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Feng, Shuo – Studies in Second Language Acquisition, 2019
By replicating Cho (2017), this article investigates how second language (L2) learners with an article-less first language acquire two types of English definiteness, anaphoric and nonanaphoric. Mandarin Chinese, as an article-less language, has a demonstrative determiner that shares the same feature set as the English definite article…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Nouns
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Crossley, Scott A.; Skalicky, Stephen; Kyle, Kristopher; Monteiro, Katia – Studies in Second Language Acquisition, 2019
A number of longitudinal studies of L2 production have reported frequency effects wherein learners' produce more frequent words as a function of time. The current study investigated the spoken output of English L2 learners over a four-month period of time using both native and non-native English speaker frequency norms for both word types and word…
Descriptors: Second Language Learning, Longitudinal Studies, English (Second Language), Speech Communication
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Pavia, Niousha; Webb, Stuart; Faez, Farahnaz – Studies in Second Language Acquisition, 2019
Research investigating incidental vocabulary learning through listening to songs has primarily relied on participants' self-report surveys on listening behaviors and its relationship with their vocabulary knowledge (Kuppens, 2010). Only one experimental study has investigated vocabulary learning gains from listening to songs (Medina, 1993). From…
Descriptors: Incidental Learning, Vocabulary Development, Singing, Correlation
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Wiener, Seth; Goss, Seth – Studies in Second Language Acquisition, 2019
This study examines second (L2) and third (L3) language learners' pitch perception. We test the hypothesis that a listener's discrimination of and sensitivity (d') to Japanese pitch accent reflects how pitch cues inform all words a listener knows in an additive, nonselective manner rather than how pitch cues inform words in a selective,…
Descriptors: Japanese, Phonology, Second Language Learning, Native Language
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Noels, Kimberly A.; Lascano, Dayuma I. Vargas; Saumure, Kristie – Studies in Second Language Acquisition, 2019
Research suggests that students put more effort into language learning when they feel that it is a voluntary and self-relevant activity or they enjoy the process of mastering that language (i.e., they have a more self-determined orientation). This orientation is fostered when learners feel autonomous, competent, and related to others in their…
Descriptors: Self Determination, Psychological Needs, Learning Motivation, Second Language Learning
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Chang, Anna C.-S. – Studies in Second Language Acquisition, 2019
Sixty target words were selected from two sets of graded readers. One set contained three readers with the same title, "The Railway Children," and the other set, three books about Sherlock Holmes. Students chose one of the two sets to read and were given a pretest, an immediate posttest, and a five-week delayed posttest on their…
Descriptors: Second Language Learning, Vocabulary Development, Reading Materials, Pretests Posttests
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Del Saz, María – Studies in Second Language Acquisition, 2019
Many college students set out on Study Abroad Programs to other countries in which the variant of the foreign language spoken in the region differs from the variant to which learners have been exposed. This study explores the perception of L2 Western Andalusian Spanish aspiration of word-final /s/ by L1 American English listeners, in relation to…
Descriptors: College Students, Study Abroad, Second Language Learning, Language Variation
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Pelzl, Eric; Lau, Ellen F.; Guo, Taomei; DeKeyser, Robert – Studies in Second Language Acquisition, 2019
It is commonly believed that second language (L2) acquisition of lexical tones presents a major challenge for learners from nontonal language backgrounds. This belief is somewhat at odds with research that consistently shows beginning learners making quick gains through focused tone training, as well as research showing advanced learners achieving…
Descriptors: Advanced Students, Second Language Learning, Second Language Instruction, Intonation
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Saito, Kazuya; Suzukida, Yui; Sun, Hui – Studies in Second Language Acquisition, 2019
The current study longitudinally examined the influence of aptitude on second language (L2) pronunciation development when 40 first-year Japanese university students engaged in practice activities inside and outside English-as-a-Foreign-Language classrooms over one academic year. Spontaneous speech samples were elicited at the beginning, middle,…
Descriptors: Second Language Learning, Second Language Instruction, Pronunciation, Pronunciation Instruction
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De Jong, Nivja H.; Mora, Joan C. – Studies in Second Language Acquisition, 2019
Speaking fluently requires three main processes to run smoothly: conceptualization, formulation, and articulation. This study investigates to what extent fluency in spontaneous speech in both first (L1) and second (L2) languages can be explained by individual differences in articulatory skills. A group of L2 English learners (n = 51) performed…
Descriptors: Native Language, Second Language Learning, Language Fluency, Speech Communication
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Shea, Christine – Studies in Second Language Acquisition, 2019
This study examines how dominance and proficiency relate to Spanish heritage speaker vowel productions. Participants' normalized vowel measurements were compared to nonheritage native speakers of Spanish and English using the Pillai score, an output of Multivariate Analysis of Variances (MANOVAs) that allows comparisons across distributions of two…
Descriptors: Language Dominance, Native Language, Language Proficiency, Spanish
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