Abstract This paper examined lag effects in the learning of second language (L2) grammar. Moreover, following Desirable Difficulty Framework for L2 practice, present study investigated whether could be explained by other sources difficulty. Using digital flashcards, 117 English learners (aged 10–18) learned two grammatical structures over different sessions at a 1-day or 7-day intersession inte...

The current study was an attempt to explore the common grammatical errors in written discourse of EFL Iraqi learners across gender. To this end, five male and female academic with same proficiency level were randomly selected. participants supposed write a descriptive composition on topic. Findings showed made various following categories including tenses, prepositions, articles, active passive...

1.1 Disfluencies in L2 speech For most of us, speaking a second language (L2) is a challenging task. Even if we call ourselves ‘fluent’ in the L2, we may at times find ourselves unsure about the grammar or at a loss for the right words. In fact, we are often not so fluent at all. The most obvious reason for this lack of fluency is a lack of proficiency, that is, a speaker has insufficient knowl...

Spanish-English bilinguals were taught academic-type information about History, Biology, Chemistry and Mythology in their two languages. Upon testing, it was found that memory was more accurate and retrieval was faster when the language of retrieval and the language of encoding matched than when they did not match. For accuracy, the pattern of results was influenced by bilinguals’ language prof...

Students who are deaf or hard of hearing (SDHH) often need accommodations to participate in large-scale standardized assessments. One way to bridge the gap between the language of the test (English) and a student's linguistic background (often including American Sign Language [ASL]) is to present test items in ASL. The specific aim of this project was to measure the effects of an ASL accommodat...

Existing research indicates that instructed learners’ L2 proficiency and their metalinguistic knowledge are moderately correlated. However, the operationalization of the construct of metalinguistic knowledge has varied somewhat across studies. Metalinguistic knowledge has typically been operationalized as learners’ ability to correct, describe, and explain L2 errors. More recently, this operati...

abstractwriting and speaking are the productive skills of a language and share similar components. however, there has been little attempt to investigate the impact of writing practice on the speaking proficiency of the learners. the present study using a pretest-posttest controlled group design in a quasi-experimental approach investigated the effect of guided writing practice on the speaking p...