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PUSHING FOR PROCESSING: THE ROLES OF DEPTH OF PROCESSING, WORKING MEMORY, AND REACTIVITY ON COMPREHENSION

Mercer, Johnathan Daniels (Georgetown University, 2015)

PUSHING FOR PROCESSING:

THE OPTIMAL CONDITIONS FOR FORM-FOCUSED INSTRUCTION: METHOD, TARGET COMPLEXITY, AND TYPES OF KNOWLEDGE

Kim, Jeong Eun (Georgetown University, 2012)

This dissertation investigates optimal conditions for form-focused instruction (FFI) by considering effects of internal (i.e., timing and types of FFI) and external (i.e., complexity and familiarity) variables of FFI when ...

Strategic planning, recasts, noticing, and L2 development

Hama, Mika (Georgetown University, 2012)

Since the mid-1990s, the link between recasts and L2 development has been extensively tested, and the results from those studies have largely demonstrated that recasts have a positive effect on L2 learning. With this firm ...

THE EFFECT OF PHONETICS INSTRUCTION ON ADULT LEARNERS' PERCEPTION AND PRODUCTION OF L2 SOUNDS

Kissling, Elizabeth Maria (Georgetown University, 2012)

Traditional pronunciation instruction and instruction in second language (L2) phonetics have been shown to improve learners' L2 accent in some, though certainly not all, cases. Learners in intermediate and advanced Spanish ...

A longitudinal study on the role of lexical stress and motivation in the perception and production of L2 Spanish stop consonants

Nagle, Charles Leo (Georgetown University, 2014)

This study investigated the perception and production of two L2 stop consonants, examining the importance of lexical stress and motivation to learners' ability to discriminate and produce Spanish /b/ and /p/. Longitudinal ...

Cover for Cognitive and Psychosocial Factors in the Long-term Development of Implicit and Explicit Second Language Knowledge in Adult Learners of Spanish at Increasing Proficiency

Cognitive and Psychosocial Factors in the Long-term Development of Implicit and Explicit Second Language Knowledge in Adult Learners of Spanish at Increasing Proficiency

Serafini, Ellen Johnson (Georgetown University, 2013)

This study examined the second language (L2) development of adult learners of Spanish at three levels of proficiency during and after a semester of instruction. A fundamental goal was to identify cognitive and psychosocial ...