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Since Dörnyei and Csizér's (1998) landmark study of the importance that Hungarian English as a Foreign Language (EFL) teachers attached to a selection of motivational strategies and the frequency they reported using them in their classrooms, there have been few published attempts to examine the cross-cultural validity of their findings. The study reported in this paper builds on the work of Dörnyei...
The study on which this article is based investigated reasons for learning a foreign language at university in a predominantly English-speaking environment (the UK). It examined the relative importance of motivational variables as theorised in the field of second language (L2) motivation, and the effect of first language (L1) and linguistic background (English only versus other), country of birth...
The present study investigates the patterns of corrective feedback and learner repair present in advanced-level adult ESL classrooms, and examines both teacher and student preferences regarding that feedback. The data were collected through actual classroom observations, questionnaires, and in-depth follow-up interviews. The findings of this study were as follows: first of all, based on classroom...
The main aim of this paper is to test Matrix Language Frame (MLF) model of code-switching with Persian–English data, and to see whether the data confirm the principles of the model or not. A Persian–English corpus was provided from the formal and informal conversations of Persian–English bilinguals on TV shows. Then the three principles of the MLF model, that is, the Matrix Language principle, asymmetry...
Corrective feedback (CF) research conducted within a cognitive-interactionist framework has examined the effectiveness of specific types of CF (e.g. Ellis et al., 2006). In contrast, CF research conducted within a sociocultural framework has sought to show how tailoring the feedback to the learners' zone of proximal development assists learning (e.g. Aljaafreh and Lantolf, 1994). The study reported...
This study explored learners' attitudes and perceptions toward collaborative writing in pairs and small groups. Fifty-five intermediate level learners of Spanish as a foreign language were asked to complete a collaborative writing task as part of their classroom activities. Half of them worked in pairs and the other half in groups of four. Afterward, they all received the same post-task questionnaire...
One of the key goals in SLA research is investigating methods of instruction to bring about the acquisition of targeted structures in unplanned language use. This has led researchers to investigate the relative effectiveness of different approaches such as consciousness-raising (C-R), production practice, and recasts. However, a critical review of the research of these approaches has shown that many...
Although a number of studies have investigated the effects of corrective feedback on L2 development, little is understood about how corrective feedback assists L2 development. In particular, researchers have recently sought to explore learners' perceptions of corrective feedback as a cognitive window to learning mechanisms involved. The current study examines the relationship between the effects of...
This article presents the results of a study centered on the effect of instruction on second language (L2) learners' sociolinguistic awareness, with specific focus on French negative structures (i.e., presence vs. absence of ne). Drawing on data from a metalinguistic awareness questionnaire completed by 110 US university learners of French in five different groups, we examine the extent to which instruction...
In the present study we surveyed the English language learning motivations of 740 secondary school students belonging to different social classes in the capital of Chile, Santiago. We applied multiple analyses of variance to analyse how motivational variables differ depending on students' social class. The results suggest that social class has an overall medium-size effect on motivational factors...
This study examined gender differences in language anxiety and a possible influence of gender and anxiety on L2 performance. Anxiety was measured by the Foreign Language Classroom Anxiety Scale (FLCAS) and L2 performance was determined by the final grade of 948 university students learning English in Korea. The results indicated that (a) females reported higher anxiety levels compared to males, (b)...
Widening participation in Higher Education and a dramatic increase in the recruitment of overseas students has led to an urgent need for academic institutions to recognise the literacy demands they make of their students, and to respond to these students' learning needs. In this paper we report on the first phase of a discipline-specific academic writing project at King's College London. The instructional...
An important element of EFL (English as a Foreign Language) reading instruction is helping students to recognize paragraph elements and to comprehend the main idea of a paragraph. This study proposed an interactive approach and constructed an online annotation system, Paragraph Annotator, to assist EFL students in learning paragraph structure. It allows readers to analyze paragraphs of text on web...
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