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Acquisition of irregular verb forms in L2 French : does the L1 of the learners explain the difference ? Vrije Universiteit Brussel
This study explores L1 effects on the production of subject-verb agreement in number (singular vs. plural) in L2 French. L1 influence has rarely been explored in detail in this context, especially compared to other factors such as input frequency of specific verb forms, singular vs plural entities and different types of verbs. In this study, we analyse the use of verbs with an audible distinction between singular and plural in a corpus of 45 ...
Assessing the impact of educational support abroad on sojourners’ interactional contacts, L2 acquisition and intercultural development Ghent University
Study-abroad experiences have the potential to enhance not only foreign-language skills but also individuals’ ability to successfully deal with intercultural environments (Kinginger, 2009). Several studies, however, have reported large individual variations in study-abroad outcomes (for a review, see Kinginger, 2009; Vande Berg et al., 2012), indicating that linguistic and intercultural benefits of sojourns abroad cannot be taken for granted. ...
Brain of words. The impact of form- and meaning-focused instruction on L2 lexical acquisition as measured by behavioral and neurocognitive indices KU Leuven
A fundamental question in research on instructed second language (L2) acquisition concerns the impact of form- or meaning-focused instruction on L2 learning. While substantial research has addressed the impact of those types of instruction on the acquisition of grammar, far fewer studies have compared their effectiveness for vocabulary acquisition. In addition, those studies have often exclusively assessed student's acquisition of word meaning ...
Watch and Learn?! Five studies into the use and effectiveness of captioned video for L2 listening comprehension and vocabulary acquisition. KU Leuven
This thesis, which is organized around five empirical research studies, aims at investigating how video can be enriched in order to support second language (L2) learners listening comprehension and the cognitive processes that are involved in L2 vocabulary acquisition. In this dissertation, we focus on the use and effectiveness of different types of L2 subtitles or captioning (i.e. both the on-screen text and the video are presented in the L2) ...
The role of Event-Related Potentials (ERPs) as sensitive measures in L2 vocabulary acquisition research Ghent University KU Leuven
Cognitive perspectives on Difficulty and Complexity in L2 Acquisition Vrije Universiteit Brussel
The theme that runs through the contributions to this special issue is diffi culty , an important yet challenging theme in second language acquisi-tion (SLA) that, after the demise of the contrastive analysis hypothesis (e.g., Stockwell, Bowen, & Martin, 1965), has only been latent in second language (L2) research; however, it has been attracting renewed and more explicit interest in the wake of the recent surge of research on language ...
The Effects of Instruction on L2 Acquisition Vrije Universiteit Brussel
Instruction has always been a key component of the second/foreign language learning experience of most learners but its role in the acquisition of a second/foreign language (L2) has been controversial ever since antiquity. Throughout the years language teachers have often wondered about the discrepancy between what their students are taught, what they learn and (seem to) know, and what they can actually produce in their L2. But whatever their ...
Promoting L2 acquisition of multiword units through textually enhanced audiovisual input : an eye-tracking study Ghent University KU Leuven
An eye for words: Gauging the role of attention in L2 vocabulary acquisition by means of eye-tracking Vrije Universiteit Brussel
This eye-tracking study tests the hypothesis that more attention leads to more learning, following claims that attention to new language elements in the input results in their initial representation in long-term memory (i.e., intake; Robinson, 2003; Schmidt, 1990, 2001).
Twenty-eight advanced learners of English read English texts that contained 12 targets for incidental word learning. The target was a known word (control condition), a ...
Twenty-eight advanced learners of English read English texts that contained 12 targets for incidental word learning. The target was a known word (control condition), a ...