Within educational research, there has been an increased interest in recent years to develop learners' language awareness (LA) in the context of plurilingual education. Recommendations and intentions are given pointing to the benefits, but there are few concrete tools for how it can be carried out in practice. The article seeks to contribute to…

Multilingualism is often associated with advantages for acquiring additional languages. Theoretical approaches explain these advantages by assuming a Common Underlying Proficiency or a Metalinguistic Awareness. At the State Europe School in Berlin, students from different language backgrounds receive instruction in German and a partner language…

This article reports on a study whose aim was to analyze the relation between the level of declarative purism and the preference for a particular loanword adaptation technique. Evidence from many languages shows that language purists accept foreign words more readily if they are in a native disguise; as a consequence, they choose adaptation…

This study evaluates the extent to which syntactic awareness contributes to reading comprehension in English-French bilinguals, considering both the potential for a direct relation, as well as an indirect one, through word reading. Participants were 146 first-grade students enrolled in early French immersion programs in Canada. While the children…

The present paper investigates the acquisition of L3 Polish by L1 Italian university students of L2 Russian. The participants had never studied the L3 prior to the experiment, but took a meta-linguistically explicit course in Slavic Linguistics focussing on Polish/Russian contrastive grammar. The main research question is whether or not the…

With the expanding use of English around the world, it is important to understand various stakeholders' attitudes towards it from a Global Englishes (GE) perspective. The GE perspective has challenged native speakerism and recognized the multilingual nature of the English language. In particular, a GE perspective leads to the sustainable…

Learning a second language (L2) is not merely mastering an additional linguistic system, but rather learning a new way of conceptualizing the world. Grammatical development does not always align simultaneously with conceptual development in L2. That explains why L2 learners may produce sentences that are grammatically correct, but pragmatically…

Some second language (L2) acquisition researchers have suggested that learners should be made aware of cross-linguistic similarity for them to benefit from cognateness. To test this assumption, we ran two longitudinal classroom quasi-experiments with Polish learners of English. We chose 30 Polish-English cognates, 30 false cognates, and 30…

English language teachers who work with children in schools need knowledge about how English works to construct and present knowledge. This article discusses three aspects of that knowledge: understanding variation in the registers needed to engage in different classroom tasks, being able to identify language features used in the disciplinary…

Morphological awareness is regarded as a significant predictor of vocabulary acquisition, reading comprehension, and the advancement of various literary competences. Thus, the present study sought to investigate tertiary EFL students' morphological awareness of English in terms of morphological identification and morphological structure awareness.…

While research on written corrective feedback (WCF) in second language education has proliferated over the past two decades, only limited information is available on the role of WCF in training translators and how WCF is used and implemented in translation classrooms. To fill this gap, this classroom-based case study examined the nature of a…

The general consensus in second language (L2) acquisition research that instruction facilitates L2 development has been confirmed in a growing number of meta-analyses and research syntheses conducted in an increasingly wide range of L2 areas, including, recently, pronunciation instruction. Yet, little research has been done on the…

Although the effective role of instruction in developing L2 learners' pragmatic competence has been acknowledged in the literature, very few studies have investigated the effect of a specific language teaching method on the development of pragmatic competence. Thus, to address the existing gap, this study was conducted (1) to investigate the…

In modern methods, in line with the social constructivist and action-oriented approaches, knowledge should be (co-) constructed by the learner in interaction with his or her learning environment which has been established by the teacher prior to the session. A social constructivist approach can be described as learning-centered. This approach…

This study reviews the difficulties that learners of English as a second or foreign language encounter in the use of English articles and puts forward some suggestions that can help advanced learners overcome their problems. It has been observed that learner performance may be deceptive and accurate article selections may be led by inappropriate…