although explicit and implicit knowledge of language learners are essential to theoretical and pedagogical debates in second language acquisition (sla), little research has addressed the effects of instructional interventions on the two knowledge types (r. ellis, 2005).this study examined the relative effectiveness of explicit and implicit types of form-focused instruction (ffi) on the acquisit...

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...

Center for Applied linguistiCs • 4646 40tH st nW • WAsHington dC 20016-1859 • 202-362-0700 • WWW.CAl.org Second language acquisition (SLA) researchers do not agree how instruction can best facilitate language learning. Given this lack of consensus, it might be thought unwise to attempt to formulate a set of general principles for instructed language acquisition. However, if SLA is to offer teac...

Abstract The quantity of target language input available to learners contributes the understanding development. present paper reports on a longitudinal study relationship between amount non-native teachers’ EFL and learners’ aural achievement in instructed SLA. Young (N=132) were followed over three-year period. High variability teacher use was found. Results correlational analyses group compar...

In the realm of second language acquisition (SLA), task-based language teaching (TBLT) and input enhancement (IE) have been the focus of a great number of studies. However, the idea of investigating the effects of focus on form instruction through input-enhanced tasks along with pre-task planning time as one of the features of task-based language teaching has been rarely explored in the field o...

L2 lexical knowledge has been an issue that attracted much attention among SLA scholars, with studies examining the impact of different language teaching approaches on vocabulary knowledge. However, little research conducted to determine amount exposure needed for significant improvement. This paper explores varying instructed 112 CLIL primary-school learners’ receptive high-frequency vocabular...

Abstract This article takes a comparative look at language teacher anxiety (LTA) vis-à-vis students’ classroom (LCA) and contends the benefit of pursuing expanding LTA research. Specifically, paper first traces development inquiry from its inception in 1990s until today highlights how it historically aligned with and, more recently, diverges LCA After establishing as an idiosyncratic variable i...

This report summarizes the new swine leukocyte antigen (SLA) allele sequences and haplotypes designated by the SLA Nomenclature Committee of the International Society for Animal Genetics. There have been 74 new SLA alleles, comprising 18 SLA-1 alleles, 11 SLA-2 alleles, six SLA-3 alleles, two SLA-6 alleles, one SLA-DRA allele, 20 SLA-DRB1 alleles, three SLA-DQA alleles and 13 SLA-DQB1 alleles. ...