While studies have shown that additional language (Lx) learners build on knowledge of previously acquired languages (Ringbom 2007), the natural interaction between languages is rarely exploited in Lx classrooms. This study explores the nature of metalinguistic reflections and crosslinguistic connections during plurilingual consciousness-raising…

If maximal exposure were the key to success in language learning, then adult learners at the university level would be doomed to fail. Not only are they presumably too old to learn additional languages effectively, but target language (TL) input appears to be insufficient, especially when other languages are allowed in class. Nevertheless,…

The article discusses ELF-aware pedagogy as a possible way to integrate English as a lingua franca (ELF) in English language classrooms and explores the extent to which task-based language teaching (TBLT) could contribute to this end. ELF-aware pedagogy involves enriching teaching practices with appropriate metalinguistic and reflective activities…

This study investigated the extent to which second language (L2) learners benefited from proactive form-focused instruction (FFI) targeting French grammatical gender attribution and the degree to which L2 learners' attention control and working memory predicted their learning gains. A total of 102 L2 learners received either proactive FFI…

This study examines the knowledge representation of Japanese university students assessed using grammaticality judgement tests (GJTs) and a metalinguistic knowledge test (MKT). The study also investigates the role of automatised and non-automatised explicit knowledge in general L2 language proficiency. Participants were 87 late learners of English…

Finding out which teaching strategies best support students learning is a key objective of educational research. Knowing this, this study investigated the comparative effects of consciousness-raising (CR) tasks and dynamic assessment (DA) on morphological awareness in an Afghani EFL context. To achieve this, 90 EFL grade 11 learners from three…

This study examines pragmatic resistance as a choice made by Chinese learners of Korean and the factors that contribute to this choice. Data were collected from 46 upper-intermediate Korean language learners through three different tools, including Discourse Completion Tasks, metapragmatic questionnaires, and retrospective interviews. Findings…

Situated within Sociocultural theory (SCT), this article analyzed an existing data set (Toth, 2021a, 2021b, 2021c, available at https://www.iris-database.org) to investigate learners' development through participation in a dialogic approach to grammar instruction called PACE. The target of instruction was the Spanish pronominal clitic…

The study addresses the research gap of how being a speaker of a Slavic language influences the ability to convey tempo-aspectual meanings in Romance languages by examining personal and impersonal narratives delivered in written and spoken mode by learners of L3 Spanish and L3 Italian with L1 Slovak and L2 English. Narratives are analysed…

This article reports on the use of an experimental material to enable discrimination between the periphrastic future (PF) and simple future (SF) intended for initial level university students in Japan studying French as a Foreign Language. A dyad was filmed using the material in a task on tense choice in short dialogues modelled on Galperin's…

Morphological awareness is essential for the successful use of a language and morphological instruction may facilitate the acquisition of new words. This quasi-experimental research examines the effects of affix instruction on acquiring morphologically complex words. Two measures of receptive and productive affix knowledge were administered to 92…

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…

Learners of Chinese as a foreign language (CFL) tend to swap the two characters within a coordinative compound word in verbal identification and written production. This mixed methods study not only investigated how CFL learners identified intercharacter orthographic and semantic relationships within two-morpheme coordinative compound words, but…

Morpheme-based literacy training programs are widely used in German primary schools. This study investigated whether (1) morphological training is effective early in development (Grade 2) and (2) literacy gains can be attributed to advanced morphological processing. Fifty-two German-speaking second-graders participated in an eight-week…

The current era of globalization and emergence of English as an international language (EIL) has brought about new opportunities for L2 pragmatic learning and teaching. The common view of pragmatic learning as an approximation to native-likeness is changing towards conceiving pragmatic ability as a tool to interact with people of different…