Task repetition facilitates learners’ performance, at least temporarily: Since learners are already familiar with the content of task initial enactment, they capable focusing their attention on linguistic form during following enactment. However, analysis in previous studies treated various aspects ‘form’ as one package. This study examined shifts repeated engagement by methodological triangulation. The experiment required 28 Japanese English to perform narrative tasks twice. Learners’...

Task repetition facilitates learners’ performance, at least temporarily: Since learners are already familiar with the content of task initial enactment, they capable focusing their attention on linguistic form during following enactment. However, analysis in previous studies treated various aspects “form” as one package. This study examined shifts repeated engagement by methodological triangulation. The experiment required 28 Japanese English to perform narrative tasks twice. Learners’...

This article addresses the pitfalls of performance analysis in investigating cognitive processing during second language (L2) learning. The problems that we discuss this paper are twofold: (1) Assuming psychological variables to be ontological entities without meeting criteria for reality and (2) Inappropriateness assessing abilities based on learner’s speaking or writing investigate processes. By addressing these problems, argue some latent postulated by observing L2 do not exist emphasize...

This study investigates how implicit and explicit learning knowledge are associated, by focusing on the salience of target form–meaning connections. The participants were engaged in incidental artificial determiner systems that included grammatical rules [± plural] (a taught rule), actor] more salient hidden animate] less rule). They completed immediate delayed post–tests means a two-alternative forced choice task with subjective judgments source attributions. Awareness during phase was...

In the field of second language (L2) acquisition research, importance attention to form has been supported by many researchers. The Task is a critical concept in because its features affect L2 learners’ orientation performance. This study explored ways which two types cognitive demands (reasoning demand and dual-task demand) influenced occurrence oral production. was done analyzing performance scores (accuracy, complexity, fluency) verbal protocols (indicators lexis, syntax, phonology)....

Recent studies have shown that languaging contributes to second language skill development. Feedback is often used in combination with as a prompt of verbalization during writing revision, and this has the effect increasing quality writing. The present study tested whether how indirect feedback helps learners engage languaging, effects continued new on same topic. Forty participants engaged three-stage task: first draft, revision with/without specific grammatical or lexical errors, draft....

This study investigates how implicit and explicit learning knowledge are associated, by focusing on the salience of target form–meaning connections. The participants were engaged in incidental artificial determiner systems that included grammatical rules [± plural] (a taught rule), actor] more salient hidden animate] less rule). They completed immediate delayed post-tests means a two-alternative forced-choice task with subjective judgments source attributions. Awareness during phase was...

The role of awareness has been under investigation in second language (L2) acquisition research for many years. Williams' study (2005) attracted particular interest and actively reexamined from a variety perspectives, the replications extensions currently form horizon on intersection artificial grammar learning L2 acquisition. This paper discusses potential biases previously used methodologies their effects outcomes. current analysis finds that outcomes depend considerably extent assessment...

ABSTRACT This study aimed to investigate how Japanese learners of English as a foreign language, whose first language does not have obligatory morphological number marking, process conceptual plurality. The targeted structure was reciprocal verbs, which require plurality interpret their meanings correctly. results sentence completion task confirmed that participants could use verbs reciprocally in English. In self-paced reading experiment, read sentences with and those optionally transitive...

In agent-based simulation using actual social statistics, attributes of all the agents have to been decided meet statistics. However, they can’t be uniquely because statistics gives only limited number aggregated values. To this problem, Hara et al. proposed a method formulating problem as constrained optimization and solving it simulated annealing. They applied estimation future population. didn’t carry out evaluation computational performance their model. paper, authors improved...

Abstract This article addresses the pitfalls of performance analysis in investigating cognitive processing during second language (L2) learning. The problems that we discuss this paper are twofold: (1) Assuming psychological variables to be ontological entities without meeting criteria for reality and (2) Inappropriateness assessing abilities based on learner’s speaking or writing investigate processes. By addressing these problems, argue some latent postulated by observing L2 do not exist...

Abstract This study, based on Jiang’s (2000. Lexical representation and development in a second language. Applied Linguistics 21(1). 47–77) bilingual lexicon model, investigates the learnability of collocations among 34 Japanese EFL learners examines influence their L1 such learning. An acceptability judgment task assessed knowledge three different types collocations: English-only that cannot be directly translated into (e.g., flat rate ); congruent can without changing meaning cold tea...

Abstract This study explored whether Japanese EFL learners can utilize syntactically–driven algorithmic processing. For this purpose, the attempted to inhibit other forms of processing (i.e., semantically–driven heuristic and with explicit knowledge) by using a self–paced reading task priming PP–attachment ambiguity. In experiment, 20 highly proficient 18 native speakers English engaged in phrase–by–phrase after prime sentences. Although results non–native (NNSs) showed similar tendency NSs,...

言語教育研究においては、学習者と教師、および学習者間の口頭コミュニケーション活動についての重要性がこれまでも指摘されてきたが、日本の英語教育においても、授業に口頭コミュニケーションを取り入れる必要性が徐々に認識されつつある。本研究では、真正性の高い有意味な言語活動を促進するために作られたタスクの基準（e.g., Ellis, 2003; Ellis & Shintani, 2014）を用いて、中学校教科書に含まれる口頭コミュニケーションを志向する活動がどのような基準に合致しているかを分析した。そしてその結果をもとに、中学校教科書に含まれている活動をそのまま用いることによって、学習者の言語スキル向上に対してどのような結果が期待できるか、またはできないかについて、第二言語習得研究の研究結果を参照しながら考察した。そして教科書に掲載されている活動の多くは、そのまま用いると自発的に発話内容を言語化するプロセスを学習者が経験したり、言語習得上有意義な意味交渉が起こったりすることが期待できないことを示唆した。 In the field of language teaching...