This study investigated the prosodic grouping of L2 spoken English. A set of ten recordings was extracted from an in-progress learner corpus on an English proficiency test. Each recording consisted of two passages read aloud by a learner who had received a grade of 3, the median grade of the test, on a five-point scale. A group of ten native speakers was recruited to serve as control. They were...

Linguistic computing can make two important contributions to second language (L2) reading instruction. One is to resolve longstanding research issues that are based on an insufficiency of data for the researcher, and the other is to resolve related pedagogical problems based on insufficiency of input for the learner. The research section of the paper addresses the question of whether reading al...

Title of Document: CONTRIBUTIONS OF PRIOR KNOWLEDGE, MOTIVATION, AND STRATEGIES TO KOREAN COLLEGE STUDENTS’ L2 WRITING DEVELOPMENT Soo Eun Chae Doctor of Philosophy, 2011 Directed By: Professor Patricia A. Alexander, Department of Human Development The current study examined Korean college students’ L2 writing development and performance, motivation, and strategies while taking ESL writing clas...

People are constrained by their culture and social life when telling stories. A second language learner then cannot be expected to tell stories in the target language without cross-cultural effects that influence the way of narration. The present study examined the role of the first language (L1) and second language (L2) in the organization of narratives by focusing on Persian speakers’ and EFL...

Abstract This article focuses on designing and evaluating conversation practice in a second language (L2) with robot that employs human spoken non-verbal interaction strategies. Based an analysis of previous work semi-structured interviews L2 learners teachers, recommendations for robot-led adult at intermediate level are first defined, focused learning, the social context, conversational struc...

Introduction From Guesswork to Inquiry: A Rationale “Why am I learning this language? How is my language learning affected by my attitudes and my context?” For the average second language (L2) learner, these questions are probably not often considered in such an explicit fashion. For L2 educators and L2 motivation researchers, however, these student-centered questions are urgent and ever-presen...

& Lexical proficiency, as a cognitive construct, is poorly understood. However, lexical proficiency is an important element of language proficiency and fluency, especially for second language (L2) learners. For example, lexical errors are a common cause of L2 miscommunication (Ellis, 1995). Lexical proficiency is also an important attribute of L2 academic achievement (Daller, van Hout, & Treffe...

A three-month longitudinal case study is reported of a L2 learner's response to corrective feedback. While the major bulk of evidence indicates that correction on the whole has positive effects on the particular learner's learning, there is also evidence contradicting the popular assumption that feedback is always semantically transparent with respect to the learning problem. Confronted with co...

This corpus-based study compares the use of the alternating ditransitive verb TELL by native speakers and Chinese learners of English. The corpora used are the written sub-corpus of ICE-GB (the British component of International Corpus of English) and CLEC (the Chinese Learner English Corpus). CLEC consists of both lowand high-proficiency L2 learners’ writing. By incorporating corpus contrastiv...