Grammatical gender is one of the most difficult aspects to acquire in a latelearned second language (L2), especially for learners whose first language does not have grammatical gender, e.g. English (Franceschina, 2005). There are two aspects of gender that present challenges to learners: First, learners need to learn the target gender of individual nouns, i.e. they need to assign a noun (e.g. S...

This paper presents an investigation of hesitation strategies of intermediate learners of German as a second or foreign language (L2) when they take part in oral L2 tests. Previous studies of L2 hesitation strategies have focused on beginning and advanced L2 learners. They found that beginners tend to leave their hesitation pauses unfilled making their speech highly disfluent [17], while advanc...

Abstract This study aimed to determine the relationship between L2 learners' autonomy and their cognitive style focusing on reflectivity. It was conducted with 140 Iranian M.A. EFL learners from Department of English at Islamic Azad University of Najafabad. In order to have a homogeneous sample, the second version of Quick Placement Test (QPT) was administered. Then, 85 lower ...

In this study, we present a pronunciation scoring method for second language learners of English (hereafter, L2 learners). This study presents a method using both confidence scoring and classifiers. Classifiers have an advantage over confidence scoring for specialization in the specific phonemes where L2 learners make frequent errors. Classifiers (Landmark-based Support Vector Machines) were tr...

It is axiomatic that L2 teaching and learning is a process that requires dynamic involvement of L2 learners in the acquisition of knowledge and skills. L2 learners need to be assisted in setting individual learning goals. They should also be given the exposure to and guidance in effective language learning strategies (LLSs) in order to build a high level of confidence in the learning process. T...

this study compared the effects of two annotation modalities on the reading comprehension of iranian intermediate level efl learners. the two experimental groups under study received treatment on 10 academic l2 reading passages under one of two conditions: one group received treatment on key words in the reading passages through a multimedia environment providing textual annotations. the second...

We examined discrimination of a second-language (L2) vowel duration contrast in English learners of Japanese (JP) with different amounts of experience using the magnetoencephalography mismatch field (MMF) component. Twelve L2 learners were tested before and after a second semester of college-level JP; half attended a regular rate course and half an accelerated course with more hours per week. R...

this study was an attempt to explore the role that the increased perceptual saliency of l2 input features or output flaws and hereby promoting l2 learners’ noticing (through planned instructional activities) can play in the learners’ use of correct english intonation patterns. the participants were 80 iranian efl students attending four intact classes, two low-intermediate and two upper-interme...