From metalinguistic instruction to metalinguistic knowledge, and from metalinguistic knowledge to performance in error correction and oral production tasks

The purpose of this study is to analyse the effect of metalinguistic instruction on students' metalinguistic knowledge on the one hand, and on students' performance in metalinguistic and oral production tasks on the other hand. Two groups of primary school students learning English as a foreign language were chosen. One of them (Rule group) was provided with metalinguistic instruction on English possessive determiners (PDs) for six weeks (N= 21), while the Comparison group (N= 22) did not receive such instruction. These students' progress was analysed through a pre-test/post-test design by means of a written error correction task, a 'free production' oral task, and a metalinguistic judgement task. The results of the statistical analyses indicate that, although the learners in the Rule group were more advanced in their knowledge and use of the English PDs than their peers in the Comparison group, the differences between groups were not statistically significant in all the tests. Additional analyses revealed that there were correlations between students' knowledge and performance in the Rule group, indicating that the learners who made the most gains from pre- to post-test were the ones who had demonstrated a more advanced knowledge of the rule

The time factor in EFL practice

This paper analyzes whether the distribution of the hours of classroom practice has any effect on students' foreign language gains, by comparing two types of EFL (English as a foreign language) programs: one in which the hours of instruction are distributed in long sessions over a short period (intensive course), and another in which the students attend short sessions over a long period of time (regular course). Data from 152 participants at two proficiency levels were gathered. Learners' grammar and vocabulary knowledge, as well as listening, writing and speaking skills were examined through a variety of tasks. The results of the analyses performed indicate that intermediate-level students tend to make more language gains in intensive programs than in regular programs, whereas advanced EFL students do not seem to benefit from intensive classroom practice as much as intermediate students do

Development of English language skills in oral production by adult students in intensive and regular EFL courses

Time is undoubtedly an important factor in second language learning, not only in terms of the total amount of hours allotted for a particular program, but also in relation to how such hours are distributed. Research in Canada has shown that when primary school students receive concentrated second language (L2) instruction they reach higher levels of competence than through regular lessons. The purpose of this study is to shed some light on the effect of time distribution on instructed L2 learning by examining the development of oral production skills (in terms of oral fluency, complexity, and accuracy) in regular vs. intensive programs for adult EFL learners registered in intermediate and advanced EFL courses. The results of the analyses suggest that, although there are no statistically significant differences in oral gains between program types, there is a slight tendency for greater gains in the case of learners receiving intensive instruction

A state-of-the-art review of distribution-of-practice effects on L2 learning

The purpose of this state-of-the-art review is to provide a general overview of recent research on time distribution and second language (L2) learning with special implications for classroom settings. Several studies have been performed to examine how to best distribute the hours of L2 practice to maximize learning by comparing conditions that promote intensive exposure versus others in which L2 input or instruction is more widely spaced. Findings from these studies are relevant not only for practical purposes but also for theory development. This review provides a summary of recent studies as well as suggestions for pedagogical practice. Additionally, it identifies areas for future research concerning the effect of time distribution on L2 learning

Grupos de empresa a efectos laborales y cash pooling

Grupos de empresa a efectos laborales

Contact, attitude, and motivation in the learning of Catalan at advanced levels

The theoretical complexity of current understandings of second language (L2) identity has brought the study of language learning motivations from basic concepts of intrinsic, integrative, and instrumental motives to a more dynamic construct that interacts with background factors, learning contexts, and proficiency levels. This cross-sectional study examines the profile of the advanced non-native learner of Catalan as a means of understanding L2 contact, attitudes, and motivations that underlie the self-concept of this learner group as distinct from foreign language learners. Adult students in advanced courses (N = 90) in Catalonia responded to questionnaire items about the presence of the target language in their social network, attitude toward it, motivation for studying, and background information including age and length of residence, among others. Principle component analysis revealed four driving factors for language study, which are discussed in terms of learners' Ideal and Ought-to L2 Selves from the L2 Motivation Self System (Dörnyei, 2009), in addition to mediating L2 community factors found uniquely in second language study contexts. Through discussing these motivations, we hope to arrive at a better understanding of learners who, arriving in a multilingual community, form an advanced L2 self-concept and translate these push and pull factors into proficiency