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Given the immense potential of cognitive linguistics for second language teaching and the need to produce more robust empirical evidence of its effectiveness for a range of learners in real classrooms, the current study set out to investigate the effectiveness of a novel cognitive linguistics-inspired approach for teaching Spanish prepositions and aspect to novice learners (n = 30). Animated videos, which were created collaboratively with students to ensure their comprehensibility, presented Principled Polysemy Networks for the prepositions por and para and the concept of boundedness for aspect (preterite and imperfect). After presentation, practice, and feedback cycles, learners made significant gains on controlled production tasks and performed as well as more advanced learners recruited in prior studies, suggesting that the cognitive linguistics approach was effective for these novices. The study found no statistically significant correlations between learning outcomes and individual difference measures of executive function, working memory, motivation, or learning style, which was cautiously interpreted as suggesting that the applied cognitive linguistics approach benefited all learners, not just a subset with particular abilities.

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This study set out to re-examine the effectiveness of study abroad programs in second language (L2) acquisition through a multi-level meta-analysis. Overall, 42 primary studies published between 1995 and 2019 were identified, and in total 283 effect sizes were meta-analysed. This study implemented a three-level random effects model to account for the clustered, mutually dependent effect sizes often nested in the primary studies of L2 study abroad research. The results indicated a medium-to-large effect (g = 0.87) on study abroad language programs. Essentially, the featured moderators in general explained more heterogeneity variances at level 3 (i.e. the between-study level) than at level 2 (i.e. the within study level). For study abroad language learners, language acquisition is optimal when learners, in particular those of a lower proficiency level, take both formal and content-based language courses while living with host families. Learners’ age and pre-program training may not moderate the effectiveness of study abroad language programs. Importantly, this study further established that the length of study abroad programs are positively associated with learners’ language gains, but that an extended and prolonged domestic program does not necessarily lead to such gains. Research and pedagogical implications are further discussed based on the research findings.

This mixed-methods study investigates the use of synchronous video computer-mediated communication (SVCMC) in a U.S. university’s Spanish-as-a-foreign-language curriculum. Using the SVCMC platform TalkAbroad, the university’s Spanish program required second-year students to participate in five, 30-minute, SVCMC conversations with Spanish first language (L1) speakers. Students then reflected on their SVCMC conversations by replaying the recorded audio from those sessions and transcribing passages of their conversations. Using an interactionist perspective, this research explores the utility of: (1) the SVCMC conversations, and (2) the subsequent listening/transcription activity by examining students’ reported noticing of linguistic items (e.g. L1 speaker vocabulary, grammar, etc.). Additionally, we report students’ general perceptions of engaging in SVCMC with TalkAbroad. Students’ noticing and perceptions were investigated using a combination of two questionnaires (N = 35) that were administered following (1) the SVCMC, and (2) the listening/transcription activity, along with semi-structured interviews (n = 10). Findings suggest both the SVCMC and listening/transcription activities are effective in promoting the noticing of vocabulary and content, but not grammar. Finally, students generally reported positive perceptions of engaging in SVCMC for the purposes of L2 learning. Related implications for pedagogy and curriculum design are discussed.

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World language teachers have historically relied on the notion of teaching methods to inform elements of design and procedure in their instructional practice. Teacher beliefs about teaching methods, however, have been shown to be significantly influenced by their context, including their institution and their learners. This phenomenon has led some scholars to identify a postmethod condition, where teachers prioritize making responsive, principled decisions about instruction based on their context. This qualitative study investigated the patterns and realities of the postmethod condition in practice through the lens of teacher beliefs about teaching methods, focusing on ten secondary-level world language teachers of French and Spanish in the USA. Data sources included a survey about teaching methods, in-depth interviews, and classroom observations. Data analysis included descriptive statistics, multiple phases of coding, and integrating analysis of the three sources. Findings indicated that teachers in this group largely identified as adhering to one main teaching approach, with eight of the ten self-identifying as using primarily comprehensible input and/or TPRS (Teaching Proficiency through Reading and Storytelling) methods. However, through investigating their beliefs about grammar and accuracy; the four skills of reading, writing, listening, and speaking; the importance of input and output; and instructional flow, we found that the teachers examined and reexamined their teaching methods regularly, largely due to the influences of their learners and their institution. The relationship between the teachers’ beliefs and practices was mediated by context-driven instructional decision-making, indicating the presence of a postmethod condition.

The benefits of corrective feedback (CF) for second language (L2) learning are empirically attested, and multiple factors mediating CF effectiveness have been investigated. However, the timing of oral CF has received less attention given most research examines corrections provided immediately after an error. Delayed CF also warrants investigation; it occurs naturally in L2 classrooms and may be an appealing alternative in online learning contexts. Existing CF timing research shows either no significant differences between immediate and delayed CF, or advantages for immediate CF. To elucidate mixed findings, more CF timing studies are needed, especially those considering the effects of factors such as CF type, linguistic target and communication mode. Regarding communication mode, the effect of CF timing on errors made during text-based synchronous computer-mediated communication (SCMC), for instance, has received less attention. Examining text-based SCMC is important given its empirically attested benefits for L2 learning, and in some cases its advantage over face-to-face interaction for fostering CF effectiveness. Investigating the role of CF timing on errors made in text-based SCMC will contribute to efforts to maximize CF effectiveness in online learning environments, which are becoming increasingly common. In this study, 30 third-year learners of Spanish as a foreign language completed a one-way information-gap task with an interlocutor using Skype text-chat. On vocabulary errors, learners received either immediate or delayed error repetition plus recast, or no CF. Results revealed both CF groups significantly outperformed the comparison group on an oral picture description task, with no significant differences between immediate and delayed CF. Results may be due to the salience of the CF modality, type, and target.

The imagination effect occurs when students learn better from imagining concepts and procedures rather than from studying them. Cognitive load theory explains the effect by better use of available working memory resources and increased productive, intrinsic cognitive load. The effect has been found in numerous empirical studies. However, in the majority of studies demonstrating the effect, visual/spatial information has been used: the type of information that is believed to be easy for imagining. The reported two experiments investigated if an imagination effect could be obtained using verbal information in the area of learning a second language. The results indicated that while textual material was expectedly more difficult for learning than diagrammatic material, asking learners to imagine textual material did improve performance. Cognitive load theory has been used as a theoretical framework to interpret the results.

Research on pre-task planning to date has mainly focused on task performance. However, the effects of planning are contingent on what learners actually do during planning time. One important factor that may determine the quality and usefulness of planning is whether it is done in the first language (L1) or the second language (L2). This research addresses this issue by investigating the relative benefits of collaborative planning in the L1 and L2 in terms of ideas generated and transferred to an oral problem-solving task. Seventy-two Japanese university EFL learners were randomly assigned to one of two planning conditions: L1P (L1 planning, Japanese) and L2P (L2 planning, English). Dyads in each group were given 10 minutes to plan the content of a problem-solving task in the respective languages before individually performing the timed 2.5-minute oral task. Data took the form of transcribed planning discussions and transcribed task performances. All data were coded for idea units and sorted into categories of problem–solution discourse structure (situation, problem, response, evaluation). A qualitative comparison of L1 and L2 planners’ generation of idea units during planning, transfer and performance was conducted to supplement the quantitative analysis. Findings indicate the L1P condition has significant advantages over the L2P condition in terms of idea conceptualization, but this advantage had a limited impact on subsequent L2 task performance. Pedagogical implications are discussed in terms of possibilities for productively incorporating L1 planning during task implementation in foreign language contexts where learners share a common first language.