Instructed Second Language Acquisition http://journal.equinoxpub.com/ISLA <p><em>Instructed Second Language Acquisition, </em>is a forum for reporting and for critical discussion of language research and practice across a wide range of languages and international contexts. It welcomes quantitative and qualitative research to address the role of external manipulation (e.g., instruction, learner self-directed learning, input manipulation) on second language development.</p> Equinox Publishing Ltd. en-US Instructed Second Language Acquisition 2398-4155 Editorial http://journal.equinoxpub.com/ISLA/article/view/17593 Alessandro Benati Elena Nuzzo Copyright (c) 2020 Equinox Publishing Ltd. 2020-04-01 2020-04-01 4 1 1 2 10.1558/isla.41054 Implicit and explicit corrective feedback and feedback exposure conditions http://journal.equinoxpub.com/ISLA/article/view/17594 <p>This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.</p> Takehiro Iizuka Kimi Nakatsukasa Copyright (c) 2020 Equinox Publishing Ltd. 2020-04-01 2020-04-01 4 1 3 48 10.1558/isla.38113 The effect of developmentally moderated focus on form instruction in Indonesian kindergarten children learning English as a foreign language http://journal.equinoxpub.com/ISLA/article/view/17596 <p>This short report summarises a current quasi-experimental investigation into&nbsp;the effect of developmentally moderated focus on form instruction (DMFonF; Di&nbsp;Biase 2002, 2008) in an EFL classroom in an Indonesian kindergarten. DMFonF&nbsp;is an instructional approach which combines Pienemann's (1984) teachability&nbsp;hypothesis within Processability Theory (Pienemann 1998, 2011) with Long's&nbsp;(1991) focus on form (FonF) feedback. Specifically, the current study focuses on&nbsp;the acquisition of English plural marking on nouns. One first-year Indonesian&nbsp;kindergarten class (K1) and one second-year kindergarten class (K2) participated&nbsp;in the study. Children in both K1 and K2 were assessed at the beginning&nbsp;of the study and all of them, bar one exception, were found to be at the lexical&nbsp;stage; that is, they produced only single words and formulaic expressions in&nbsp;English without any grammatical markings. Analyses for K1 after one semester&nbsp;of instruction with DMFonF indicated that all the children acquired lexical&nbsp;plural marking and nine out of ten children also acquired phrasal agreement&nbsp;between quantifiers and nouns. A comparison of these results with K2 children&nbsp;(who were one year ahead in their meaning-based instruction) suggests that&nbsp;DMFonF instruction is effective in promoting grammatical development in the&nbsp;second language acquisition of kindergarten children.&nbsp;</p> Isriani Hardini Bruno Di Biase Satomi Kawaguchi Carol Reid Copyright (c) 2020 Equinox Publishing Ltd. 2020-04-01 2020-04-01 4 1 49 61 10.1558/isla.39724 Pragmatic instruction in L2-Russian http://journal.equinoxpub.com/ISLA/article/view/17597 <p>Over the last three decades, a growing number of studies have investigated the effects of instruction on the acquisition of pragmatic features in L2. The bulk of this research has focused mainly on the teaching of English as a second/foreign language. However, instructional pragmatic studies in L2-Russian are lacking. The main purpose of our study is to contribute towards filling this gap by analysing the effects of pragmatic instruction on the acquisition of two speech acts by Italian learners of Russian. Furthermore, we aim to explore whether the Multimodal Russian Corpus (MURCO), a multimedia subcorpus of the Russian National Corpus, can be an effective tool for teaching speech acts in L2-Russian. Our research was composed of one experimental group (n = 18) and one control group (n = 11); each was composed of two intact classes of Italian university students at an intermediate level of L2-Russian, who were pre- and post-tested using a written discourse completion task. The experimental group was subjected to a programme of pragmatic instruction – eight thirty-minute MURCO-based lessons devoted to requests and advice, while the control group was taught according to the standard syllabus, that is, with no pragmatic instruction. The results revealed that the use of the target pragmatic features varied significantly in the experimental group, but not in the control group, thus showing a general positive effect of the instructional treatment based on the MURCO corpus. However, some limitations were identified with regard to the usability of this tool by teachers and learners.</p> Daniele Artoni Valentina Benigni Elena Nuzzo Copyright (c) 2020 Equinox Publishing Ltd. 2020-04-01 2020-04-01 4 1 62 95 10.1558/isla.39864 <i>Evidence-Based Second Language Pedagogy : A Collection of Instructed Second Language Acquisition Studies</i>, edited by M. Sato and S. Lowen (2019) http://journal.equinoxpub.com/ISLA/article/view/17599 <div><em>Evidence-Based Second Language Pedagogy : A Collection of Instructed Second Language Acquisition Studies</em></div> <div>Edited by M. Sato and S. Lowen (2019)</div> <div>New York/Abingdon: Routledge, 338pp.</div> Adriana Mendes Porcellato Copyright (c) 2020 Equinox Publishing Ltd. 2020-04-01 2020-04-01 4 1 96 99 10.1558/isla.39855 <i>Early Instructed Second Language Acquisition: Pathways to Competence</i>, edited by J. Rokita-Ja?kow and M. Ellis (2019) http://journal.equinoxpub.com/ISLA/article/view/17600 <div><em>Early Instructed Second Language Acquisition: Pathways to Competence</em></div> <div>Edited by J. Rokita-Ja?kow and M. Ellis (2019)</div> <div>Bristol/Blue Ridge Summit: Multilingual Matters, 257pp.</div> Marco Magnani Copyright (c) 2020 Equinox Publishing Ltd. 2020-04-01 2020-04-01 4 1 100 103 10.1558/isla.40344 <i>Learning Context Effects : Study Abroad, Formal Instruction and International Immersion Classrooms</i>, edited by C. Pérez Vidal, S. López-Serrano, J. Ament and D. J. Thomas-Wilhelm (2018) http://journal.equinoxpub.com/ISLA/article/view/17601 <div><em>Learning Context Effects : Study Abroad, Formal Instruction and International Immersion Classrooms</em></div> <div>Edited by C. Pérez Vidal, S. López-Serrano, J. Ament and D. J. Thomas-Wilhelm (2018)</div> <div>Berlin: Language Science Press, 328pp.</div> Talia Walker Copyright (c) 2020 Equinox Publishing Ltd. 2020-04-01 2020-04-01 4 1 104 108 10.1558/isla.39727