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The second research question addressed the relationship between the use of certain cues and success (i.e. accuracy) on the FCT (see Table 3). Surprisingly, the use of semantic cues was not nearly as successful as predicted by theoretical models of vocabulary development. Recall that positive transfer is expected to occur with exact L1-L2 equivalents since […]

The frequency data reported in Table 3 demonstrate that, for these L2 learners, inflectional morphology (gender, person, and number marking) is a cue that takes precedence over other grammatical cues. Learners often ignored sentence structure and focused exclusively on whether the target item agreed with another item. Some of the cases of perceived agreement, particularly […]

In this section I explore in depth the specific problems that led learners to incorrect responses on the FCT. Each incorrect response was coded as stemming from problem 1 (misidentification of syntactic slot), problem 2 (misclassification of the target word(s)), or a combination of the two. For some responses, there was insufficient information to determine […]

As in Zyzik and Azevedo (2009), the FCT was scored in a binary fashion: 1 point for choosing the correct form and 0 points for choosing the wrong form, both forms, or checking neither. The mean score for the group was 8.71 (maximum of 16) and the standard deviation (SD) was 2.3. The mean scores […]

This study examines two facets of the word class problem: (1) the kinds of linguistic cues that learners attend to when making word class distinctions, and (2) the source of word class errors. In this study, cue is roughly synonymous with the term knowledge source used by Huckin and Bloch (1993) in reference to grammatical, […]