This paper stresses the urgent need to implement critical and open pedagogies in language teaching, especially Spanish heritage classroom. Language courses are often compulsory secondary higher education typically employ traditional pedagogical models that structured by grammar and/or communication tasks. study introduces how teaching emerged as a field of United States offers brief overview th...

This study presents productive L2 French grammar data obtained at the end of grade 1 from 186 elementary school children learning in bilingual (CLIL) or regular programs Germany. The completed a picture description task to assess their oral skills and two standardized cognitive tests on nonverbal intelligence sustained attention. results did not indicate any significant effects child-internal v...

Different syntactic frameworks have different ways to deal with dislocation constructions. One major disagreement is whether or not empty categories should be assumed. Researchers have been working on this issue on the ground of "psychological reality" (of empty categories), yet have not come to an agreement. The first aim of this paper is to propose an experimental scheme to settle the issue o...

The meaning of an idiomatic expression cannot be transparently worked out from the meanings of its constituent words due to its figurative and unpredictable nature. Consequently, the syntactic composition and the structural paradigm of an idiomatic expression are supposed to be the same in every context. However, this is not the case in the institutionalized second language varieties of English...

the present study was planned to investigate the efficiency of explicit teaching and adequacy of the l2 learners' exposure to l2 input in academic contexts in iran. the case at hand was the acquisition of referential, quasi and expletive subject pronouns, as three different types of obligatory subjects in english. 96 iranian efl learners were selected from two universities in isfahan. they were...

Multiple intelligences (MI), second/foreign (L2) proficiency and gender are postulated to contribute to language learning strategies (LLS). This study, first, examined whether there was any relationship between Iranian EFL learners’ LLS, on the one hand, and their MI, L2 proficiency, on the other hand. In so doing, it explored the relationship of the overall L2 strategy as well as individual st...

In this article, we bring together conversation analysis and usage-based linguistics to investigate the second language (L2) developmental trajectory of a linguistic construction within complex multimodal ecology naturally occurring social interaction. We document how, over course 15 months, an L2 speaker's use French multiword expression comment on dit [how do you say] diversifies in both form...