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Direct linkSippel, Lieselotte – Foreign Language Annals, 2019
This study explored whether form-focused instruction (FFI) and peer corrective feedback (CF) facilitated vocabulary development during peer interaction (PI). Third-semester learners of German were assigned to a PI group (peer interaction only), PI FFI group (peer interaction and form-focused instruction), or PI FFI CF group (peer interaction,…
Descriptors: Vocabulary Development, Error Correction, Grammar, Pretests Posttests
Comer, William J.; deBenedette, Lynne – Foreign Language Annals, 2011
In response to Leaver, Rifkin, and Shekhtman (2004), Wong and VanPatten (2004) challenged instructors of Russian to present evidence for the claim that mechanical drills (Traditional Instruction) were necessary for second language learning, and to demonstrate empirically the claim that Processing Instruction would not be an effective intervention…
Descriptors: Second Language Instruction, Teaching Methods, Sentences, Second Language Learning
Barcroft, Joe – Foreign Language Annals, 2007
This study examined how writing (copying) target words and word fragments affects intentional second language (L2) vocabulary learning. English-speaking first-semester learners of Spanish attempted to learn 24 Spanish nouns via word-picture repetition in three conditions: (1) word writing, (2) fragment writing, and (3) no writing. After the…
Descriptors: Nouns, Vocabulary Development, Second Language Instruction, Second Language Learning
