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ITL - International Journal of Applied Linguistics - Online First

Online First articles are the published Version of Record, made available as soon as they are finalized and formatted. They are in general accessible to current subscribers, until they have been included in an issue, which is accessible to subscribers to the relevant volume

3 results

    • The effect of input modes and number of exposures on the learning of L2 binomials

      Available online: 14 September 2021
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      Abstract

      Despite the importance of mastering different types of formulaic sequences in a second language, little is known about the relative effect of different input modes on their acquisition. This study explores the learning of a particular type of formulaic language (binomials) in three input modes (reading-only, listening-only, and reading-while-listening) at different frequencies of exposure (2, 4, 5 and 6 occurrences). Arabic learners of English were presented with three stories, each in a different mode, that contained novel binomials (e.g., ) and existing binomials (e.g., ). Two post-tests (multiple-choice and familiarity ratings) assessed learners’ knowledge of the binomials. Results showed that reading-only and reading-while-listening led to better performance on the tasks than listening-only. Frequency of exposure had an effect on the perceived familiarity of binomials.

    • Increasing second language production with gestures

      Author(s): Naomi Wilks-Smith
      Available online: 03 May 2021
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      Abstract

      Gesture-based methods of teaching second languages have increasingly attracted interest. Previous research has linked gesture with language learning; however, little is known about the impact on learners’ language production, and even less is known about the impact of the unique Intentional Teaching Gestures (ITG) used in many second language programs. This empirical case study investigated the impact of learning with ITG on the oral language production of 170 primary school students learning Japanese as a second language in Australia, using a quasi-experimental approach with Story Re-tell methodology. Findings identify that viewing ITG increased learners’ language retrieval and quantity of oral language produced and highlight the pedagogical value of viewing ITG as a scaffolding tool.

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