Teaching English in the context of foreign language needs vigorous efforts and strong commitment, especially for non-native English-speaking teachers to maintain professionalism achieve success learning language. Generally, it is believed that a teacher should be model learners by providing great deal input target applying L2 only policy. However, some finally decide use their first (L1) or mix...

Informed by the expectancy–value theory and motivational factors influencing teaching model choices, this case study explored three Chinese-as-a-foreign-language assistants’ (L2 Chinese TAs’) engagement in L2 as a sustainable lifelong career New Zealand. Each TA participated rounds of semi-structured interviews process data collection. The findings revealed that (1) TAs’ expectancy was all stud...

It is undoubtedly true that some factors influence students' learning of the English language. This research examines Saudi learning, studying in second language acquisition (ENG 466) course, at and Translation Department, Qasim University qualitative study included 13 EFL learners using an open-ended three feedback questions to collect data explored linguistics, social, psychological their L2 ...

This study examined the relation between musical ability and second-language (L2) proficiency in adult learners. L2 ability was assessed in four domains: receptive phonology, productive phonology, syntax, and lexical knowledge. Also assessed were various other factors that might explain individual differences in L2 ability, including age of L2 immersion, patterns of language use and exposure, a...

This qualitative study explored English as a foreign language (EFL) teachers’ perspectives on first (L1) use in the second (L2) classroom. The focused Jordanian public secondary school EFL teachers and drew Macaro’s (2001) three codeswitching positions—optimal (i.e., L1 can enhance L2 learning), maximal should be minimized virtual never used learning). Data were collected through classroom obse...

This study attempts to answer one straightforward question: “what is the relationship between students’ proficiency level and their willingness communicate?”, i.e., “readiness enter into discourse at a particular time with specific person or persons”, using an L2. Understanding link WTC important as great deal of effort expended by teachers worldwide on encouraging learners engage in L2, intera...

The present study aims to investigated Iranian L2 speaker`s knowledge of the overt pronounconstraint (OPC) in English. It also aims to examine L2 learners understanding of UniversalGrammar (Chomsky 1981, 1986, 2000, 2001) and if it is common to all languages. Specifically,this study takes a new look at the L2 acquisition of knowledge of the overt pronoun constraint(Montalbetti 1984) by Persian ...

recent interaction studies havefocused on the relationship between interactional feedback and l2 development.despite the large body of knowledge in this regard, few studies have examinedlearners’ preferences for interactional feedback. besides, different findingshave been reported concerning learners’ preferences for feedback and none hasexamined the factors accounting for the variation in the ...

The current project aimed to investigate the potentially different linguistic correlates of comprehensibility (i.e., ease of understanding) and accentedness (i.e., linguistic nativelikeness) in adult second language (L2) learners’ extemporaneous speech production. Timed picture descriptions from 120 beginner, intermediate, and advanced Japanese learners of English were analyzed using native spe...