Little is known about language minority community college students’ depth of L2 academic vocabulary knowledge, including how it relates to their breadth of L2 academic vocabulary knowledge and the relationship to their L1 skills. This exploratory study was carried out with a sample of 10 language minority students enrolled in either advanced ESL language classes or introductory content courses ...

Framed under a cognitive approach to task-based L2 learning, this study used a pedagogical approach to investigate the effects of three vocabulary lessons (one traditional and two task-based) on acquisition of basic meanings, forms and morphological aspects of Spanish words. Quantitative analysis performed on the data suggests that the type of pedagogical approach had no impact on immediate ret...

Second language (L2) acquisition necessitates learning and retrieving new words in different modes. In this study, we attempted to investigate the cortical representation of an L2 vocabulary acquired in different learning modes and in cross-modal transfer between learning and retrieval. Healthy participants learned new L2 words either by written translations (text-based learning) or in real-lif...

The present study investigated the significance of mobile learning (m-learning) of English vocabulary items through a traditional contrasted with a blended method of content representation. To achieve the goals, sixty semi-illiterate adults were evaluated for their knowledge of the English alphabet and then randomly placed in two groups: traditional (G1) and the blended group (G2). Next, they w...

This experimental study investigated the comparative effects of non-negotiated pre-modified input, negotiation of input without output, and negotiation of input plus pushed output on EFL learners’ comprehension and production. Before starting the study, forty-three male and female adult students at intermediate level took the Preliminary English Test (PET) and 30 of the students who scored one ...

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...

This article reviews research related to conscious and unconscious processes in L2 and LI vocabulary acquisition. Firstly it presents a summary conceptual analysis of the different aspects of vocabulary acquisition. After demonstrating that most vocabulary acquisition typically comes as a result of incidental learning, it next considers three research areas: (i) the associations between vocabul...