This study investigated the effects of multisensory memory strategies of pairing visual and aural learning strategies of aural lexical advance organizers (LAO) and read-alouds on 146 Korean high school students learning the meaning and pronunciation of 18 unfamiliar English words. In this quasi-experimental design, the control group learned the words on a single mode of written LAO and silent reading as opposed to two treatment groups of aural LAO and silent reading, and of aural LAO and read-alouds, respectively. The effects were tested three times via pre-, post-(immediately after learning), and delayed (30 days later) tests. The immediate and long-term effects were examined by detecting the differences across the three groups in post- and delayed-tests by one-way ANOVA, and the retention of effects was examined by paired t-tests in each group across the three tests. The results indicated that pairing aural LAO and read-aloud strategies was most effective in learning and retention of both vocabulary meaning and pronunciation.

This study investigated features of L2 classroom-based teacher-student writing conference and student subsequent revision from the perspective of languaging. A non-native teacher and four non-native students participated in the writing conference about two tasks of summary and critical review in an intact college ESL composition classroom. Eight video-recorded conference sessions were analyzed regarding discourse topics (language use vs. content/rhetoric), and configuration of negotiation and scaffolding. Discourse topics were found to interact with task types as more issues about content and rhetoric were addressed for critical review. Configurations of negotiation and scaffolding were found to be similar in both tasks. Scaffolding was dominant in language use talks while negotiation and scaffolding were balanced in content/rhetoric talks. As for making meaning and student revision, the quality of negotiation was more critical than the quantity. Non-extensive scaffolding also led to successful revision along with students’ background knowledge and classroom instruction. The findings demonstrate dynamics of writing tasks, conferences, and student revision.

Developing small learner and native corpora, this case study examines how Korean L2 learners used six types of lexical collocations in L2 writing to address (a) the frequency and acceptability of learner collocations, (b) problematic constituents of deviant collocations, and (c) possible sources of the learner difficulties. The overall frequency (about 8% of each corpus) and relative frequencies of each collocation type were similar between the learner and native corpora in descending order of adjective-noun, verb-noun, noun-noun, adverb-verb, adverb-adjective, and noun-verb combinations. The average and individual acceptability rates of each collocation type were around 70% and the problematic constituents were found both in nodes and collocates. L2 influence on learner difficulties mostly lied in confusions about synonyms, overuse of delexical verbs, and use of correct collocations in wrong contexts. Relying on L1 semantic representations, the learners produced non-habitual combinations, misrepresented the intended meaning, and paraphrased L2 collocations. Pedagogical implications arose for teaching L2 collocations about the importance of considering the immediate context of L2 writing and taking different approaches to different types of collocations.