This study examined the relationship between lexical coverage (i.e., the percentage of known word tokens in a text) and second language (L2) reading comprehension. Several studies have suggested that adequate comprehension occurs between 95% and 98% coverage, but no study has investigated beginning-level learners reading under the conditions of…

This study compares the effects of distributed versus massed corrective feedback (CF) on Spanish differential object marking (DOM). Forty-eight Spanish learners completed three communicative tasks with a researcher on three consecutive days, one task per day. Partial recasts were used to reformulate DOM errors. The distributed group (n = 16)…

The awarding organizations that create and administer high-stakes assessments for beginner-to-low-intermediate 16-year-old learners of French, German, and Spanish in England provide optional topic-driven word lists as guides for teachers and textbook writers. Given that these lists are developed by the awarding organizations, they exert a powerful…

While an elicited imitation test (EIT) has been widely used as a measure of oral proficiency in second language acquisition (SLA) research, it is still unclear the extent to which memory capacity impacts EIT performance. In light of this gap, the present study sought to clarify the nature of elicited imitation by examining the relative…

The present study investigated a group of cognitive individual differences considered advantageous in second language learning and their role in language learning under implicit and explicit feedback conditions using both language awareness and language development measures. The study further investigated whether different types of awareness are…

Examining speech samples from 75 American university students learning 1 of 3 languages (Mandarin, Russian, and Spanish), this article reports on a study of second language (L2) learners' oral fluency development and its relationship with their gains in holistic proficiency ratings during a semester abroad. In study abroad research, there is a…

This cross-sectional study used assessments developed by the Center for Applied Linguistics to examine the oral proficiency of 218 K-8 English-proficient students in 4 Spanish immersion programs. Following a comprehensive review of assessment results for English-proficient immersion learners, the article reports findings from statistical analyses.…

This study presents the results of four experiments in the framework of processing instruction conducted with four language learner groups (Spanish, "n"?=?43; German, "n"?=?46; Russian, "n"?=?44; and French, "n"?=?48; discussed in that order). In each experiment, the processing problem was held constant (the…

While research suggests that study abroad (SA) benefits second language (L2) oral fluency, its benefits for other domains are less clear, especially for shorterterm programs, which are becoming more common. Additionally, studies investigating the relationship between cognitive capacity and benefits of SA report inconsistent patterns. In light of…

This study investigates whether practice with computer-administered feedback in the absence of meaning-focused interaction can help second language learners notice the corrective intent of recasts and develop linguistic accuracy. A group of 218 beginning Anglophone learners of Spanish received 1 of 4 types of automated feedback (no feedback,…

The American Council on the Teaching of Foreign Languages Proficiency Guidelines are first reviewed and analyzed, followed by an analysis of the Spanish language writing produced by students at a very selective, private university who were enrolled at different levels of Spanish language study. (75 references) (LB)

Variables that constitute translation ability are discussed, based on a two-year development and validation study of job-related tests of translation ability for the Federal Bureau of Investigation. The project involved the development of two parallel forms of the Spanish into English Verbatim Translation Exam (SEVTE). (five references) (LB)

Tested how domain-related knowledge, syntactic complexity, and reading topic influence inference generation in the written recalls of English-speaking participants after they read Spanish historical texts. Three types of inferences were examined: within-text inferences, elaborative inferences, and incorrect inferences. (Author/JL)

Briefly describes a four-semester Spanish language program focused on developing listening skills, and explains, in detail, the design of the final listening examination. The listening comprehension levels developed by 196 students in this program are evaluated. A sample student test and sample of level and complexity of language heard are…