Foreword Preface Chapter 1 - Second Language Acquisition and Second Language Writing: An Introduction Chapter 2 - Factors and Processes in Second Language Writing Chapter 3 - Tasks and Activities for Second Language Writing Chapter 4 - Teaching the Writing Process Chapter 5 - Responding to Second Language Writing Chapter 6 - Assessing Second Language Writing Chapter 7 - The Effects of Production, Instruction, and Feedback on L2 Writing Chapter 8 - Program Options for Second Language Writing Instruction Appendix 1: Draft Texts for Practice Response Appendix 2: Assessment Guidelines for FL Writing Glossary Index

Teaching writing in second and foreign language classrooms

This study investigates the effects of corpus use on second language (L2) vocabulary learning as well as the influence of moderators on effectiveness. Based on 29 studies representing 38 unique samples, all of which met several criteria for inclusion (e.g. with control groups), we found an overall positive medium-sized effect of corpus use on L2 vocabulary learning for both short-term (77 posttest effect sizes; Hedges’ g = 0.74, SE = 0.09, p < .001) and long-term periods (34 follow-up effect sizes; Hedges’ g = 0.64, SE = 0.17, p < .001). Furthermore, large variation in adjusted mean effect sizes across moderators was revealed. Above all, for the different dimensions of L2 vocabulary knowledge, in-depth knowledge (i.e. referential meanings as well as syntactic features of vocabulary) was associated with a large effect size. Moreover, the results revealed that learners’ L2 proficiency and several features of corpus use (i.e. interaction types, corpus types, training, and duration) influence the magnitude of the effectiveness of corpus use in improving L2 vocabulary learning.

The Effects of Corpus Use on Second Language Vocabulary Learning: A Multilevel Meta-analysis

This study aims to investigate the effect of different types of glosses as well as no-gloss and glossed texts on L2 vocabulary learning. A total of 90 university students in Korea participated in this study. They were randomly divided into groups according to three different conditions: no gloss, L1 gloss, and L2 gloss. Students were first asked to read materials for a reading comprehension test. Immediately after, participants took an unexpected multiple-choice (MC) vocabulary test, which they took once again unannounced four weeks later. All participants also completed a student opinion questionnaire reporting on their reactions to the reading text. Results indicated that, on the immediate vocabulary test, there was a significant difference between no-gloss and glossed conditions. However, participants showed no significant differences between texts with L1 glosses and L2 glosses. Findings were similar on the delayed vocabulary test given four weeks later. There were significant time effects on L1 and L2 gloss conditions over time but not on the no-gloss condition. The survey results revealed participants preferred glosses in their L2 reading materials, and they favored L2 glosses over L1 glosses.

Glossing and Second Language Vocabulary Learning

Second/foreign language (L2) classrooms do not always provide opportunities for input and output practice [Lightbown, P. M. (2000). Classroom SLA research and second language teaching. Applied Ling...

Intelligent personal assistants: can they understand and be understood by accented L2 learners?

Learning the intonation of a foreign language entails complex perceptive and productive processes mostly beyond the common awareness level. Its instruction demands a thorough understanding of its prosodic features and the appropriate pedagogical practices and resources. This paper reports the findings from a computer-assisted study of the learning of English intonation by Spanish learners. The purpose of this experiment is twofold: (1) To investigate the effects of a multi-sensory approach on the learners’ awareness of the form and meaning of intonation in speech; and (2) to determine the extent to which this approach would generalise to improvement in the prosodic features of controlled and spontaneous utterances. The study employed a pretest/post-test design with two groups of Spanish learners: an experimental (N = 10) and a control group (N = 10). The learners’ pre- and post-test recordings were acoustically analysed and assessed by four native speakers of English. A final learner-questionnaire followe...

A Study of Intonation Awareness and Learning in Non-native Speakers of English

Input Enhancement: From Theory and Research to the Classroom. Wynne Wong. New York: McGraw-Hill, 2005. Pp. xx + 130. $43.44 paper.This new title in the McGraw-Hill Second language professional series is a highly readable book written primarily for in-service and would-be teachers of second and foreign languages (L2) who have never studied SLA. The book addresses one of the fundamental concepts of current SLA research—input—in the context of its relationship to grammar instruction. It introduces readers to instructional techniques that help L2 learners pay attention to grammatical form while providing them with the input that they need for successful acquisition of their L2s. These techniques are called input enhancement techniques—specifically, input flood, textual enhancement, structured input, and grammar consciousness-raising tasks, which are explained in chapters 4, 5, 6, and 7 of the book, respectively. This main part of the book is preceded by a historical overview of grammar instruction in chapter 1, a brief discussion of SLA research and its relation to classroom teaching in chapter 2, and a concise explanation focused on the concepts of input and input enhancement as used in the field of SLA in chapter 3. Chapter 8 is a concluding chapter in which the author gives caveats, suggestions, and advice for using the input enhancement techniques introduced in the book.

Input enhancement: from theory and research to the classroom

research of increasing interest as new methodologies permit increasingly sensitive investigations+ At times, especially in the introductory chapters, the terminology might be a challenge to readers not already immersed in this literature+ On the whole, however, the writing is lucid and engaging, and the author makes good use of examples from a variety of languages+ Appropriate for a volume of this length, the book does not provide a comprehensive survey of the field+ Consequently, the coverage is selective+ One topic that was omitted is pragmatics+ Given recent advances in this area, including children’s theory of mind, and arguments that pragmatic understanding might be key to typical semantic development ~as well as language deficits in autism; see Baron-Cohen, Baldwin, & Crowson, 1997; Bloom, 2000; Lohmann, Tomasello, & Meyer, 2005; Tager-Flusberg, 2000!, such a section would have been a welcome addition+ Recent work on language-thought relations ~both language-influencing thought and naïve theories influencing language! also receives relatively light treatment+ Readers of SSLA might wish to know how this volume contributes to the literature on bilingualism+ This work is squarely situated within the literature on first language acquisition, with only a few brief forays into bilingualism+ However, the author ends the volume by pointing to multilingualism as an important area for research, noting ~in an understated observation! that “the mystery of language acquisition deepens when we realize that humans are capable of acquiring more than one language at once” ~p+ 269!+ How true that is+

INPUT FOR INSTRUCTED L2 LEARNERS: THE RELEVANCE OF RELEVANCE . Anna Nizegorodcew. Clevedon, UK: Multilingual Matters, 2007. Pp. xii + 182. $39.95 paper.

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Input enhancement: from theory and research to the classroom

INPUT FOR INSTRUCTED L2 LEARNERS: THE RELEVANCE OF RELEVANCE . Anna Nizegorodcew. Clevedon, UK: Multilingual Matters, 2007. Pp. xii + 182. $39.95 paper.