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- Volume 170, Issue 1, 2019
ITL - International Journal of Applied Linguistics - Volume 170, Issue 1, 2019
Volume 170, Issue 1, 2019
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Effects of task repetition on EFL oral performance
Author(s): Saraswati Dawadipp.: 3–23 (21)More LessAbstractConsiderable research has examined the effects of task repetition (TR) on second language (L2) performance. While results are still inconclusive, some patterns are emerging. However, limited attention has been paid to L2 learners’ perceptions of TR. This paper reports a study in which 40 English as a foreign language (EFL) learners were asked to repeat a task after a three-day interval; on both occasions they performed the task immediately after receiving instructions. Results indicated that TR triggered more complex and fluent, but less accurate, narratives. In post-task interviews, the majority of learners expressed positive attitudes towards TR, purporting that familiarity increased confidence. This paper will finally discuss the possible pedagogical implications of the study for EFL teaching.
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Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters
Author(s): Randy Appel, Pavel Trofimovich, Kazuya Saito, Talia Isaacs and Stuart Webbpp.: 24–52 (29)More LessAbstractThis study analyzed the contribution of lexical factors to native-speaking raters’ assessments of comprehensibility and nativeness in second language (L2) speech. Using transcribed samples to reduce non-lexical sources of bias, 10 naïve L1 English raters evaluated speech samples from 97 L2 English learners across two tasks (picture description and TOEFL integrated). Subsequently, the 194 transcripts were analyzed through statistical software (e.g., Coh-metrix, VocabProfile) for 29 variables spanning various lexical dimensions. For the picture description task, separation in lexical correlates of the two constructs was found, with distinct lexical measures tied to comprehensibility and nativeness. In the TOEFL integrated task, comprehensibility and nativeness were largely indistinguishable, with identical sets of lexical variables, covering dimensions of diversity and range. Findings are discussed in relation to the acquisition, assessment, and teaching of lexical properties in L2 speech.
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The VocabLab tests
Author(s): Elke Peters, Tom Velghe and Tinne Van Rompaeypp.: 53–78 (26)More LessAbstractThis study describes the development of an English and French multiple choice vocabulary test – the VocabLab tests – that measure learners’ knowledge at four frequency levels up to the most frequent 5,000 words: the 2,000-level, 3,000-level, 4,000-level, and the 5,000-level. The two tests aimed to address some of the limitations of tests currently in use. First, they are sampled from recent frequency lists. Second, they are geared towards Dutch-speaking learners of English and French in Flanders. Third, they attempt to minimize guessing by including an “I don’t know”-option. The findings showed that the tests are internally consistent. Mean scores decreased when the words were less frequent, lending evidence to the tests’ construct validity. Additionally, the tests seem to be able to discriminate between different proficiency levels. As both tests were developed according to the same principles, they can be used to compare learners’ English and French vocabulary knowledge.
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The development of dynamicity in the acquisition of Spanish by Chinese learners
Author(s): Yuliang Sun, Lourdes Díaz and Mariona Taulépp.: 79–110 (32)More LessAbstractThe acquisition of aspect in L2 is influenced by the properties of the lexical-aspectual class, coercion at the syntactic-pragmatic interface and grounding information (foreground and background) in discourse. This paper addresses how these linguistic functions influence the acquisition of Spanish aspectual past tenses (pretérito indefinido and pretérito imperfecto) by Mandarin Chinese learners. The results show that activities and accomplishments are more problematic for learners to acquire and that dynamicity, rather than telicity, plays a determinant role for Chinese learners. Moreover, factors concerning coercion – a pragmatic and discourse mechanismremain difficult to master at C1. Our results also support the Discourse Hypothesis, though showing different patterns of association (lexical and grammatical aspect) across levels. We conclude that an integrative perspective gives a better account of the acquisition process of Spanish aspectual tenses
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Explicitness of deductive instruction and L2 development
Author(s): Sergio Adrada-Rafaelpp.: 111–135 (25)More LessAbstractThis study investigated the effects that different types of instruction varying in explicitness had on 88 intermediate-level Spanish learners’ development of the imperfect subjunctive on a reading task. Participants were randomly assigned to one of 3 experimental conditions that differed in their degree of instructional explicitness (+/− deductive). One condition (+Deductive) received a detailed grammar explanation prior to task; a second condition (−Deductive) received a hint about a new target form present in the reading task, and the third condition (Baseline) was not presented with any grammar information or hint. The study consisted of 3 sessions, following a pre/post/delayed computerized test design with 2 weeks between sessions. Results showed that the −Deductive condition performed as well as the +Deductive condition immediately and 2 weeks after treatment for both Interpretation and Controlled production tests.
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A. Celle, & L. Lansari (Eds.). (2017). Expressing and describing surprise
Author(s): Xuemei Chenpp.: 136–141 (6)More LessThis article reviews Expressing and describing surprise
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A. L. Duffé Montalván (coordinator). (2017). Singularidad y variedad en el estudio sobre los actos de habla
Author(s): Barbara De Cockpp.: 142–143 (2)More LessThis article reviews Singularidad y variedad en el estudio sobre los actos de habla
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K. Hyltenstam (Ed.). (2016). Advanced proficiency and exceptional ability in second languages
Author(s): Kamil Zubrzyckipp.: 144–149 (6)More LessThis article reviews Advanced proficiency and exceptional ability in second languages
Volumes & issues
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Volume 175 (2024)
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Volume 174 (2023)
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Volume 173 (2022)
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Volume 172 (2021)
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Volume 171 (2020)
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Volume 170 (2019)
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Volume 169 (2018)
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Volume 168 (2017)
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Volume 167 (2016)
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Volume 166 (2015)
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Volume 165 (2014)
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Volume 164 (2012)
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Volume 163 (2012)
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Volume 162 (2011)
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Volume 161 (2011)
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Volume 160 (2010)
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Volume 159 (2010)
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Volume 158 (2009)
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Volume 157 (2009)
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Volume 156 (2008)
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Volume 155 (2008)
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Volume 154 (2007)
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Volume 153 (2007)
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Volume 152 (2006)
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Volume 151 (2006)
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Volume 149 (2005)
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Volume 147 (2004)
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Volume 145 (2004)
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Volume 143 (2004)
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Volume 141 (2003)
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Volume 139 (2003)
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Volume 137 (2002)
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Volume 135 (2002)
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Volume 133 (2001)
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Volume 131 (2001)
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Volume 129 (2000)
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Volume 127 (2000)
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Volume 125 (1999)
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Volume 123 (1999)
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Volume 121 (1998)
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Volume 119 (1998)
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Volume 117 (1997)
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Volume 115 (1997)
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Volume 113 (1996)
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Volume 111 (1996)
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Volume 109 (1995)
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Volume 107 (1995)
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Volume 105 (1994)
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Volume 103 (1994)
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Volume 101 (1993)
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Volume 99 (1993)
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Volume 97 (1992)
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Volume 95 (1992)
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Volume 93 (1991)
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Volume 91 (1991)
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Volume 89 (1990)
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Volume 87 (1990)
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Volume 85 (1989)
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Volume 83 (1989)
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Volume 81 (1988)
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Volume 79 (1988)
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Volume 77 (1987)
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Volume 76 (1987)
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Volume 75 (1987)
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Volume 74 (1986)
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Volume 73 (1986)
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Volume 72 (1986)
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Volume 71 (1986)
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Volume 70 (1985)
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Volume 69 (1985)
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Volume 67 (1985)
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Volume 66 (1985)
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Volume 65 (1984)
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Volume 64 (1984)
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Volume 63 (1984)
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Volume 62 (1983)
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Volume 60 (1983)
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Volume 59 (1983)
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Volume 58 (1982)
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Volume 57 (1982)
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Volume 56 (1982)
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Volume 55 (1982)
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Volume 54 (1981)
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Volume 53 (1981)
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Volume 52 (1981)
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Volume 51 (1981)
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Volume 49 (1980)
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Volume 48 (1980)
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Volume 47 (1980)
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Volume 45 (1979)
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Volume 44 (1979)
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Volume 43 (1979)
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Volume 41 (1978)
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Volume 39 (1978)
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Volume 38 (1977)
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Volume 37 (1977)
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Volume 36 (1977)
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Volume 35 (1977)
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Volume 34 (1976)
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Volume 33 (1976)
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Volume 32 (1976)
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Volume 31 (1976)
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Volume 30 (1975)
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Volume 29 (1975)
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Volume 28 (1975)
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Volume 27 (1975)
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Volume 25 (1974)
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Volume 24 (1974)
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Volume 23 (1974)
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Volume 22 (1973)
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Volume 21 (1973)
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Volume 20 (1973)
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Volume 19 (1973)
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Volume 18 (1972)
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Volume 17 (1972)
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Volume 16 (1972)
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Volume 15 (1972)
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Volume 14 (1971)
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Volume 13 (1971)
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Volume 12 (1971)
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Volume 11 (1971)
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Volume 10 (1970)
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Volume 9 (1970)
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Volume 8 (1970)
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Volume 7 (1970)
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Volume 6 (1969)
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Volume 5 (1969)
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Volume 4 (1969)
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Volume 3 (1969)
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Volume 2 (1968)
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Volume 1 (1968)
Most Read This Month

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The updated Vocabulary Levels Test
Author(s): Stuart Webb, Yosuke Sasao and Oliver Ballance
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