Methods: This author conducted one-on-one semi-structured interviews with six faculty members in mathematics and earth sciences at a private university in Tokyo to examine (1) the use of L1 and L2 as well as language use activities involving reading, listening, speaking, and writing in English in content courses they were teaching or had taught previously and (2) their perceptions of four-skill...

The present work deals with the perception of prosodic structure in conversational speech by naïve listeners in L1 and L2. Native speakers of Russian and French-speaking subjects with high proficiency in Russian took part in a prosody transcription experiment. After evaluating inter-transcriber agreement, we analyse the interplays between the distributions of perceived prosodic prominences and ...

This paper analyses the effect of out-of-school contact in acquisition L2 English four groups students belonging to different educational levels: secondary education (n=38), baccalaurate (n=25), state language schools (n= 32) and university (n=18). Differences frequency with which learner engage types activities are analysed, i.e, films, games, music, reading, writing speaking, as well gender-r...

In the acquisition of a second language, numerous factors interact simultaneously, including the patterns of the first language (L1), the patterns of the target language (L2), universals of language acquisition, and the amount and type of exposure to the L2. English is learned as a second language in India, where the first languages of the English learners differ widely in the phonotactics of c...

This article describes an extension of the ComputerAssisted Listening and Speaking Tutor (CALST), an online pronunciation training platform. New exercises help L2-learners of Norwegian to overcome repairs caused by the violation of the phonotactic constraints of their native language. The article presents the contrastive analysis implemented for this purpose and discusses the repair strategies ...

PURPOSE To examine how age of immersion and proficiency in a 2nd language influence speech movement variability and speaking rate in both a 1st language and a 2nd language. METHOD A group of 21 Bengali-English bilingual speakers participated. Lip and jaw movements were recorded. For all 21 speakers, lip movement variability was assessed based on productions of Bengali (L1; 1st language) and E...

This paper examined to what extent causal explanation speaking tasks (CESTs) are cognitively appropriate for assessing young language learners’ (YLLs) L2 speaking. Ninety-six YLLs (48 from Grade 4 and 6 each) in China performed two CESTs both L1 (Chinese) (English). They also completed receptive productive vocabulary size tests. We how their CEST performance scores, choice of antecedents, speec...

central to vygotsky-inspired sociocultural theory (sct) is the notion of zpd seen by sla researchers as a useful framework within which l2 teaching and learning can take place. van lier (2004) argues that the zpd could be activated in diverse proximal contexts (pcs) and is not limited to the expert-novice scenario. . this study probed whether iranian efl learners' collaborative task performance...

This paper aims to analyze the effect of motivation in development English speaking skills on second language acquisition. There are so many excellent teaching methods that vary effectiveness. Motivation is driving force for learning another language, and integration into person’s identity. practical reason a language. Data collection was done from two Indian universities named: Patna Universit...

Audio-assisted reading (reading-while-listening) was commonly used as a pedagogical method in English (L2) learning. Numerous studies had reported its efficacy reading. Its comprehension has been inconclusive due to the lack of on relationship among attention, cognitive load and L2 comprehension, with possibility that synchronous auditory input lessens attention visual input. We present study 4...