Title of dissertation: SIMILARITY IN L2 PHONOLOGY Shannon L. Barrios, Doctor of Philosophy, 2013 Dissertation directed by: Professor William J. Idsardi Department of Linguistics Adult second language (L2) learners often experience difficulty producing and perceiving non-native phonological contrasts. Even highly proficient bilinguals, who have been exposed to an L2 for long periods of time, str...

the present study investigated comparatively the impact of two types of input enhancement (i.e. textual vs. compound enhancement) on developing grammar ability in iranian efl setting. sixty-five female secondary high school students were selected as a homogenous sample out of about a 100-member population based on nelson language proficiency test. then, their grammar ability was measured based ...

The current research was an effort to study the interaction of gender with text enhancement and meta-cognitive grammar instruction on learning and recall of English grammar. To this end, two groups of students consisting of 51 learners from both genders were formed. The participants were 51 male and 51 female learners. The 51 participants of each gender were further divided into two groups. The...

This study investigated whether written chat-based activities foster alignment and learning of multiple simultaneously-targeted second language (L2) syntactic structures. It further examined how these were affected by prior knowledge the targeted structures learners' decisions to use or avoid each structure. We tested 47 Spanish first (L1) speakers L2 English. In a activity with an L1 English s...

The current research was an effort to study the interaction of gender with text enhancement and meta-cognitive grammar instruction on learning and recall of English grammar. To this end, two groups of students consisting of 51 learners from both genders were formed. The participants were 51 male and 51 female learners. The 51 participants of each gender were further divided into two groups. The...

l2 learners’ multiple intelligences (mi) profile plays a central role in theirperformance on different aspects of language learning, one of which is the use oflanguage learning strategies (llss). gaining insights into the relationship betweenmi and llss makes l2 teachers better understand their learners’ strengths andweaknesses in the use of such strategies and lets them guide the learners bett...

This article revisits earlier proposals that language learning is, in essence, the learning of formulaic sequences and their interpretations; that this occurs at all levels of granularity from large to small; and that the language system emerges from the statistical abstraction of patterns latent within and across form and function in language usage. It considers recent research in individual d...

Input is considered one of the most important factors in acquisition lexical and grammatical skills. has been found to interact with other factors, such as learner cognitive skills circumstances where language heard. Language learning itself sometimes enhance Indeed, intensive contact another boost skills, even instructed settings, immersion programs (bilingual advantage hypothesis). In this pa...

In this paper we describe the research that was carried out and the resources that were developed within the DISCO (Development and Integration of Speech technology into COurseware for language learning) project. This project aimed at developing an ASR-based CALL system that automatically detects pronunciation and grammar errors in Dutch L2 speaking and generates appropriate, detailed feedback ...