In this paper we present a computer assisted language learning (CALL) system that is developed to practice grammar in spoken language. To enable this, the system uses Automatic Speech Recognition (ASR) to process the L2 learner’s responses. We investigate the possibility of providing corrective feedback (CF) on learner errors, and compare that with self-monitored language learning through outpu...

the purpose of the present study was to identify any significant relationship between critical thinking ability, l2 vocabulary knowledge, and l2 vocabulary learning strategies of iranian efl learners. to this aim, the productive vocabulary levels test was administered to measure the learner’s l2 vocabulary knowledge and observe homogeneity in terms of vocabulary knowledge. at the second stage, ...

This response to Azar (this volume) intends to discuss from an academic's perspective the main points raised in her paper (i.e., grammar-based instruction and its relation to focus on form and error correction) and, to encourage a more concept-based approach to grammar instruction (CBT). A CBT approach to language development argues that the conceptual nature of grammatical forms is best expres...

This study explored the effects of learning activities which encouraged positive crosslinguistic influence from L2 Spanish to L1 English grammar in young learners. The learners (N = 82) were studying as their compulsory foreign language at an state primary school UK. As part ten timetabled classes over a period six months, 40 pupils, aged 10–11, engaged self-study involving aspects grammar. inc...

Collocation is an aspect of language generally considered arbitrary by nature and problematic to L2 learners who need collocational competence for effective communication. This study attempts, from the perspective of L2 learners, to have a deeper understanding of collocational use and some of the problems involved, by adopting a task based approach, using two highly comparable corpora based on ...

Abstract To probe the limits of attention raising through form-focused instruction, second-language research must adapt to needs a technologically driven learning environment. In this study, we used randomized control design investigate effect captioned media on vocabulary and grammar in L2 Spanish ( n = 369 learners). Through four data-collection sessions, participants were presented with gram...

The purpose of the present study was to identify any significant relationship between critical thinking ability, L2 vocabulary knowledge, and L2 vocabulary learning strategies of Iranian EFL learners. To this aim, the productive vocabulary levels test was administered to measure the learner’s L2 vocabulary knowledge and observe homogeneity in terms of vocabulary knowledge. At the second stage, ...

We report a set of results in the second language (L2) acquisition of English phonology by first language (L1) speakers of Korean. Specifically, we focus on significant differences isolated between L2 speakers‟ production of isolated words in English and their production of the same words in sentence and phrasal contexts. Results indicate significantly more accurate production of words in isola...