This article reports on a pedagogical project aimed at helping second language (L2) learners of English develop the ability to detect and appropriately interpret spoken sarcasm. The study used a pre- and posttest procedure to assess the development of learners' ability to both detect sarcasm and impute appropriate speaker intentions and attitudes…

Research to date suggests that textual enhancement may positively affect the learning of multiword combinations known as collocations, but may impair recall of unenhanced text. However, the attentional mechanisms underlying such effects remain unclear. In this study, 38 undergraduate students were divided into two groups: one read a text…

This study investigated the impact of topic interest, alongside L2 proficiency and gender, on L2 vocabulary acquisition through reading. A repeated-measures design was used with 135 Korean EFL students. Control variables included topic familiarity, prior target-word knowledge, and target-word difficulty (word length, class, and concreteness).…

The present study examines how glossing of second language (L2) texts affects L2 learners' reading comprehension as well as their learning of L2 grammar and vocabulary. It employed a pretest, immediate posttest, and delayed posttest design with two treatment sessions. The target features were English unaccusativity and 10 pseudo-word items.…