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Language：English   Publishing type：Research paper (scientific journal)   Publisher：ELSEVIER SCI LTD  

The study investigates the effects of post-reading word-focused activities on vocabulary acquisition and the extent to which the effects are mediated by learners' working memory. Eighty-one university students were assigned to three experimental groups (Gap-fill, Sentence-writing, Comprehension-only) and a Control group. After completing a reading comprehension task, the Gap-fill and Sentence-writing groups completed word-focused activities, and the Comprehension-only group answered an essay question without receiving any form-focused instruction; the Control group only completed the tests. The Vocabulary Knowledge Scale developed by Paribakht and Wesche (1997) was employed to measure treatment effects, and a reading span test was used to measure the learners' working memory capacities. The results show that on the immediate post-test, the Sentence-writing group performed the best, followed by Gap-fill, Comprehension-only, and Control. On the delayed post-test, the Sentence writing and Gap-fill groups equally outperformed the two other groups. Linear regression analysis revealed that working memory significantly predicted the gain scores of the Comprehension-only and the Gap-fill groups on the immediate post-test. Our results partially confirm the Task Involvement Load Hypothesis and suggest an interaction between working memory and the effects of different types of vocabulary instruction. (C) 2017 Published by Elsevier Ltd.

DOI： 10.1016/j.system.2017.09.012

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：CAMBRIDGE UNIV PRESS  

DOI： 10.1017/S0272263116000127

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：WILEY-BLACKWELL  

DOI： 10.1002/tesq.323

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD  

The current study examined how two groups of native speakers - monolingual Canadians and multilingual Singaporeans - differentially perceive foreign accentedness in spontaneous second language (L2) speech. The Singaporean raters, who had exposure to various models of English and also spoke multiple L2s on a daily basis, demonstrated more lenient accent scores than the Canadian raters, who used North American English as their primary language of communication. Both of them used a similar processing strategy to make such accentedness judgements - drawing exclusively on the phonological aspects of L2 speech without taking into account the appropriate/complex use of L2 lexicogrammar.

DOI： 10.1080/09658416.2016.1229784

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD  

This case study investigated the characteristics of computer-mediated synchronous corrective feedback (SCF, provided while students wrote) and asynchronous corrective feedback (ACF, provided after students had finished writing) in an EFL writing task. The task, designed to elicit the use of the hypothetical conditional, was completed by two Japanese university students in either the SCF or ACF condition. The writing process was video-recorded using the screen-capture function. An interview involving stimulated recall was conducted immediately after the writing session to investigate the two writers' perceptions about the feedback they received. The main findings were that (1) SCF created an interactive writing process similar in some respects to oral corrective feedback; (2) both the SCF and ACF promoted noticing-the-gap, but self-correction was more successful in the SCF condition; (3) focus on meaning and form took place contiguously in the SCF condition while it occurred separately in the ACF condition; and (4) both types of feedback facilitated metalinguistic understanding of the target feature, reflecting the unique features of writing (i.e., its slow pace, its permanency and the need of accuracy). These differences were confirmed by analyzing compositions written by 15 similar learners who received either type of feedback.

DOI： 10.1080/09588221.2014.993400

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：OXFORD UNIV PRESS  

This article reports a meta-analysis of 42 experiments in 33 published studies involving processing instruction (PI) and production-based instruction (PB) used in the PI studies. The comparative effectiveness of PI and PB showed that although PI was more effective than PB for developing receptive knowledge, PB was just as effective as PI for productive knowledge. Furthermore, the PB proved superior to the PI for productive knowledge when both groups received the same explicit information. The moderator analyses showed that: (i) the long term effects of PI and PB differed; (ii) PI was more effective for adults than for adolescent learners while PB was equally effective for both age groups; (iii) the effectiveness of PI was not influenced by the provision of explicit explanation and strategy training; (iv) the effectiveness of PB for receptive knowledge was influenced by strategy training; and (v) both PI and PB proved more effective in the production tests when the instruction focused on the meaning primacy principle than the first noun principle while no differences were found in the receptive tests.

DOI： 10.1093/applin/amu067

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：ELSEVIER SCI LTD  

Recent research has shown that written corrective feedback helps to improve learners' grammatical accuracy in newpieces of writing. However, little is known about how individual differences mediate the extent that learners benefit from feedback. This article reports a correlational study designed to examine whether one individual difference factor--language analytical ability (LAA)--mediated the extent to which 118 Japanese university students of English improved in their accurate use of the past hypothetical conditional and indefinite article in new writing depending on the type of feedback (direct feedback or metalinguistic explanation) and on whether they had an opportunity to revise. Three major findings emerged. First, learners with stronger LAA benefited more from both types of feedback than learners with weaker ability. Second, LAA played a larger role for those learners who had revised their original writing following the feedback. Third, the mediating effect was only evident in new writing produced shortly after the feedback (i.e., there was no long term effect). It is proposed that the extent that LAA was involved depended on a complex interaction involving type of feedback, opportunity to revise, and the target structure, which influenced the depth of processing the learners engaged in. (C) 2015 Elsevier Ltd. All rights reserved.

DOI： 10.1016/j.system.2015.01.006

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：WILEY-BLACKWELL  

Incidental grammar acquisition involves learners picking up a grammatical feature while their primary focus is on some other aspect of languageeither message content or another language feature that is taught directly. This article reports a study of children's incidental grammar acquisition of two grammatical featuresplural -s and copula bein two types of instructionfocus on form (FonF) and focus on forms (FonFs). The two features were not directly taught, but opportunities for learning them occurred in classroom interactions. Thirty young beginner Japanese learners were divided into two groups (FonF and FonFs) and received nine repeated lessons over 5 weeks. The study examined learners' acquisition of the two structures as measured by tests and sought explanations for the results in terms of the differences in interactions that arose in the two instructional contexts and, in particular, opportunities for attending to the two grammatical features in these interactions. The children in the FonF classroom demonstrated acquisition of plural -s but not of copula be. Neither structure was acquired by the children in the FonFs classroom. Analysis of the classroom interactions show that there was a functional need to attend to plural -s (but not copula be) only in the FonF classroom.

DOI： 10.1002/tesq.166

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：SAGE PUBLICATIONS LTD  

The purpose of this article is to examine both the process and product of vocabulary learning in a task-based instructional context. The article reports a study that investigated the acquisition of two dimensional adjectives ('big' and 'small') by six-year-old Japanese children who were complete beginners. It tracked the 'learning behaviours' that occurred in the classroom interactions involving the use of these adjectives in nine task-based lessons to show how these behaviours developed over time. It also collected test data to establish whether the learners had developed the receptive and productive knowledge required for the independent use of two adjectives. In this way, the study shows how second language (L2) learning evolves through interaction by exploring the relationships between the learners' different learning behaviours and the differences in their test performance. The main finding was that differences in the success of the individual learners in acquiring productive control over the dimensional adjectives as shown in the tests was directly traceable to their learning behaviours in the task-based interactions.

DOI： 10.1177/1362168813519885

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Publishing type：Research paper (scientific journal)  

The study compared the effects of two types of form-focused written feedback-direct corrective feedback (DCF) and metalinguistic explanation (ME) given to the whole class-on Japanese university students' accuracy of use of two grammatical structures: indefinite article and the hypothetical conditional. Both types of feedback were given with and without an opportunity to rewrite. Accuracy of use was measured in new pieces of writing. The feedback led to increased accuracy for the hypothetical conditional but not for the indefinite article. The effectiveness of the DCF proved longer lasting than the ME. Also, providing opportunity for revision enhanced the effect of the feedback. Overall, DCF followed by revision proved the most effective type of feedback. The results suggest that when form-focused written feedback is directed at two features that vary in saliency and complexity, learners are likely to focus on the structure that contributes more to the global meaning of the text. The results also indicate that directly correcting the errors learners make with respect to a complex syntactical structure is more beneficial than giving them a metalinguistic explanation. © 2013 Language Learning Research Club, University of Michigan.

DOI： 10.1111/lang.12029

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：PERGAMON-ELSEVIER SCIENCE LTD  

The study extends current work on written error feedback in writing in two ways. First, it examines whether it has an effect on adult ESL learners' L2 implicit and explicit knowledge. Second, the study compares the effect of one common type of feedback - direct corrective feedback (DCF) - with an alternative type of error feedback - the provision of. metalinguistic explanation (ME). The effect of these two types of error feedback was measured by an Error Correction Test (ECT) and by examining the accuracy of use of the target feature (the English indefinite article) in both a revised text and in new pieces of writing by 49 lbw-intermediate ESL students in an intensive language programme in the United States. In addition, eye-tracking data and self-reports elicited from the learners provided information about the use that they made of the DCF and ME. It was found that the DCF had no effect on accurate use of the target feature suggesting that it benefited neither implicit nor explicit knowledge. In contrast, the ME led to gains in accuracy in the ECT and in a new piece of writing completed immediately after the treatment but not in a second new text completed two weeks later. These results are interpreted as indicating that the ME helped to develop learners' L2 explicit knowledge but that the effect was not durable and thus probably had no effect on their implicit knowledge. Learners' self-reports indicate that the learners receiving the DCF did not develop awareness of the rule whereas those receiving the ME did and were able to use it when revising their original text. These findings tire discussed from the perspective of both SLA theory and language pedagogy and suggestions for further research are put forward. (C) 2013 Elsevier Inc. All rights reserved.

DOI： 10.1016/j.jslw.2013.03.011

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Language：English   Publisher：WILEY-BLACKWELL  

This article reports a meta-analysis of studies that investigated the relative effectiveness of comprehension-based instruction (CBI) and production-based instruction (PBI). The meta-analysis only included studies that featured a direct comparison of CBI and PBI in order to ensure methodological and statistical robustness. A total of 35 research projects in 30 published studies were retrieved. The studies were coded for three types of effect sizes: comparative, absolute, and pre-to-post change. The comparative effect sizes were used in a subsequent moderator analysis to test the impact of two mediator variables-CBI with and without Processing Instruction and PBI involving text creation versus text manipulation. The results showed that (1) overall, both types of instruction had large effects on both receptive and productive knowledge; (2) for receptive knowledge, CBI had a greater effect than PBI when the acquisition was measured within one week but the difference diminished in the delayed tests (i.e., posttests administered between 1 week and 75 days after the treatment); (3) for productive knowledge, CBI and PBI had similar effects in short-term measurement but PBI was more effective in the delayed tests; and (4) the initial advantage found for CBI was largely due to Processing Instruction. We discuss the theoretical and pedagogical significance of these findings.

DOI： 10.1111/lang.12001

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：WILEY-BLACKWELL  

The purpose of the study reported in this article is to investigate the effect of two instructional approachesfocus on forms (FonFs) and focus on form (FonF)on the acquisition of a set of nouns and adjectives by young Japanese children who were complete beginners. The article begins by defining FonFs and FonF and considering the theoretical rationale for each. The author then examines how FonFs (operationalized as present-practice-produce) and FonF (operationalized through task-based teaching) can be realized. It is demonstrated that in the case of beginning-level learners, task-based teaching is best operationalized in terms of comprehension-based rather than production-based tasks. The article concludes with a review of the research that has compared the effects of FonFs and FonF on vocabulary acquisition.

DOI： 10.1002/tesq.54

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：SAGE PUBLICATIONS LTD  

The study reported in this article investigated the use of input-based tasks with young, beginner learners of English as a second language by examining both learning outcomes (i.e. acquisition) and the interactions that resulted from implementing the tasks. The participants were 15 learners, aged six, with no experience of second language (L2) learning. The target features were 36 vocabulary items (24 nouns and 12 adjectives) and plural -s. The input-based instruction consisted of three listen-and-do tasks, which were repeated nine times over a five-week period. The analysis of the process features found that even though the tasks did not require language production, the learners contributed actively. The tasks resulted in naturalistic conversation, negotiation of meaning, and 'focus on form', all of which have been claimed to facilitate acquisition. The input-based group improved significantly in both their receptive and productive knowledge of the vocabulary items and in their receptive knowledge of plural -s over time. They also outperformed a control group. The study shows that listen-and-do tasks can create contexts for the incidental acquisition of both vocabulary and grammar and are effective for implementing task-based instruction for young beginner learners.

DOI： 10.1177/1362168811431378

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：SAGE PUBLICATIONS LTD  

The study reported in this article investigated the comparative effects of two types of treatment - one of which emphasized input and the other output - on the vocabulary acquisition of young EFL learners. In the input-based instruction, the students were not required to produce output whereas in the production-based instruction the students were required to produce output. Thirty-six Japanese children aged 6-8 were divided into three groups (input-based, production-based and control group), received six weeks instruction and took four types of vocabulary tests as a pre-, post- and delayed post-test. The findings provide further evidence that both input-based and production-based instruction lead to both receptive and productive vocabulary knowledge. In general, the results show similar levels of effects for input-based and production-based instruction on vocabulary acquisition. However, an examination of process features indicates that the input-based tasks provided opportunities for richer interaction for the learners than the production-based activities. This may explain the better performance of the input-based group on the task-based comprehension test and the same levels of achievement in the production tests despite relatively fewer opportunities for second language (L2) production.

DOI： 10.1177/1362168810388692

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：CAMBRIDGE UNIV PRESS  

Most studies that have investigated the effects of instruction on the SLA of specific grammatical features have focused on intentional learning. This study investigated incidental acquisition by comparing the relative effects of two types of instruction-comprehension-based instruction (CBI) and production-based instruction (PBI)-on young Japanese learners' incidental acquisition of English plural -s. Results showed that both the CBI and PBI groups performed significantly better than the control group on both the comprehension and production tests. There were no statistically significant differences between the two experimental groups. However, a comparison of those learners in the two groups who were complete beginners indicated an advantage for the CBI instruction. A quantitative and qualitative analysis of the interactions in one CBI and one PBI class showed that the students who received both kinds of instruction had ample exposure to plural -s nouns but that the nature of the corrective feedback they received differed. Whereas the feedback that the students in the CBI group received on their comprehension errors enabled them to distinguish the meanings of plural and singular nouns, the feedback that the students in the PBI group received on their production errors-in the form of recasts did not result in the repair of errors.

DOI： 10.1017/S0272263110000288

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Event date： 2019.9

Language：English   Presentation type：Oral presentation (general)  

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Event date： 2019.8

Language：English   Presentation type：Symposium, workshop panel (nominated)  

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Event date： 2018.5

Language：English   Presentation type：Oral presentation (invited, special)  

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Event date： 2017.11

Language：English   Presentation type：Oral presentation (invited, special)  

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Language：English   Presentation type：Oral presentation (invited, special)  

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Language：English   Presentation type：Oral presentation (keynote)  

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Language：English   Presentation type：Symposium, workshop panel (nominated)  

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Language：English   Presentation type：Oral presentation (invited, special)  

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Language：English   Presentation type：Symposium, workshop panel (nominated)  

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Venue：New Zealand  

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Venue：New Zealand  

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Venue：Australia. Auckland  

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