This paper presents a detailed examination of learning transfer from an English for Specific Academic Purposes course to authentic discipline-specific writing tasks. To enhance transfer practices, a new approach in planning writing tasks and materials selection was developed. Concerning the conventions of studies in learning transfer that acknowledge different learning preferences, the instruct...

The integration of digital multimodal composing (DMC) in the second language (L2) and heritage (HL) classrooms has expanded our notion writing, shifting from a focus on written mode to include other modes expression (e.g., visual, textual, or aural). Notwithstanding increasing presence L2 learning tasks, which combine different semiotic resources visual components such as images videos) intrins...

There is insufficient rigorous research examining which features of EFL/ESL learners’ writing can be improved through their awareness/knowledge of collocation. This study, therefore, addressed this issue and examined the effect of this awareness on Iranian EFL learners’ writing performance with respect to the specific features of each writing sub-component (i.e., content, organization, vocabula...

Corpus linguistic methods have led to many revelations about the nature of language use and language learning which are otherwise untenable. To date, however, these findings have not had major impact on L2 (second and foreign language) teaching, except in a few areas like L2 for specialized purposes. This may be due to a number of reasons, including issues of theoretical commensurability and th...

Advanced second language (henceforth L2) learners in a formal setting can suppress many first language (henceforth L1) processes in L2 pronunciation when provided with sufficient exposure to L2 and meta competence (see Sect. 4 for a definition of this term). This paper shows how imitation in L2 teaching can be enhanced on the basis of current phonetic research and how complex allophonic process...

This study investigates phraseological units produced by Norwegian secondary school students (aged 13 to 17) writing in English L2. The employs association measure as a way of calculating the collocational strength and certainty words word pairs (bigrams) L2 learners’ writing. measures MI t-score have been shown be reliable for telling learner language apart from native language. Durrant Schmit...