The breadth and depth of ESL learners’ vocabulary knowledge and their comprehensive linguistic competence are not well studied in current literatures on vocabulary studies. This paper explores the creditability of depth and breadth of ESL learners’ vocabulary knowledge as an indicator of their overall linguistic competence and the correlation between depth and breadth of ESL learners’ vocabular...

This study examines developmental change in the production of epenthetic vowels by Japanese learners of English in relation to acquisition of L2 English speech rhythm. Seventy-two Japanese learners of English in the J-AESOP corpus were divided into lowerand higher-level learners according to their proficiency score and the frequency of vowel epenthesis. Three learners were excluded because no v...

The authors developed reading support software “eJournalPlus” designed to assist learners in not only reading texts but also constructing their own opinions from it. Since it is difficult for learners to reach a sufficient level of critical reading skills through reading only by themselves, a collaborative learning function was added to allow learners to share their ideas and facilitate discuss...

Post-focus compression (PFC) of F0 and intensity is found in Beijing Mandarin and has been claimed not to easily transfer in language contact. Two experiments were conducted to investigate the presence of PFC in second language (L2) Mandarin as a function of learners’ language experience. Five groups of L2 Mandarin learners were investigated: older, midage and younger Quanzhou Southern Min lear...

Previous research in second language (L2) learning has shown that learners benefit greatly from focused training in their L2 (e.g., [5, 9]). The current study investigated whether or not the results of production training might differ according to learning environment, specifically whether or not learners in a non-immersion setting who have fewer opportunities to interact with native speakers m...

Collaborative learning enables individual learners to combine their own expertise, experience and ability to accomplish a mutual learning goal. The grouping of learners, and learning from social interactions with peer-learners, are two basic characteristics of collaborative learning. For individual learners to benefit from collaborative learning, individual learners with different characteristi...

How our culture thinks about particular events as linear, normal, and expected does not always fit with the experiences of every learner, particularly underserved urban adult learners. As adult educators in this context, are there ways we might improve or change our pedagogy of instruction by developing a better understanding of transitional life moments for vocational learners. What is the rol...

Students often find science to be disconnected from their everyday lives. One reason for this disengagement is that learners are often not given the chance to choose how to pursue their personal goals using science reasoning. Therefore, we are creating science programs that emphasize life-relevant learning the ability to engage science learners in the context of achieving their own goals. We de...

This study examines developmental change in the production of epenthetic vowels by Japanese learners of English in relation to acquisition of L2 English speech rhythm. Seventy-two Japanese learners of English in the J-AESOP corpus were divided into lowerand higher-level learners according to their proficiency score and the frequency of vowel epenthesis. Three learners were excluded because no v...

Dynamic assessment (DA) as an alternative to psychometric-based testing focuses on the collaborative dialogue between the learners and the mediator to move the learners from their current capabilities. This study represents a web-based qualitative inquiry in online DA which aims at addressing the inadequacy of the diagnostic feedback of the web-based DIALANG test in reflecting learners’ potenti...