Marijana Macis
Biographic Data
| ID | 3844070 |
|---|---|
| NAME | Marijana Macis |
| GIVEN NAMES | Marijana |
| FAMILY NAME | Macis |
| SIGNATURE | MACIS M |
| AFFILIATIONS | Manchester Metropolitan University |
| ORCID | 0000-0001-9141-2403 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Formulaic Language in Second Language Learning and Use
The knowledge of formulaic language (aka formulaic sequences) is fundamental for fluent and effective language use. Research in this area has been highly prolific in the last couple of decades and has yielded some very useful insights into the role of formulaic language in language learning and use. This chapter seeks to provide an overview of formulaic language as a linguistic phenomenon from four different perspectives. The first one concerns t…
Spanish–English cognates and false cognates in academic spoken vocabulary
Despite the positive effect of cognate knowledge for L2 vocabulary acquisition and the importance of comprehending academic spoken English for academic success, little is known about the nature of cognates in academic spoken English. This study identified Spanish–English cognates among academic spoken English words, represented by Dang, Coxhead, and Webb’s (2017 “The academic spoken word list,” Language Learning, 67: 959–97. doi: 10.1111/lang.122…
The Effect of Equal Versus Expanding Spacing Practice on the Deliberate Learning of L2 Collocations
Research comparing equal and expanding spacing schedules in relation to L2 single words is limited. Moreover, none of the existing studies has examined the learning of formulaic language. The current study aims to address this gap by investigating the impact of equal and expanding intervals on the long‐term retention of L2 collocations in deliberate learning contexts. Eighty‐three university learners of English (L1 Arabic) participated in the stu…
Investigating optimal spacing schedules for incidental acquisition of L2 collocations
Research investigating lag effects in second language (L2) collocation learning is very limited. To date, no intervention study has examined the relationship between intersession intervals (ISIs) and retention intervals (RIs) in relation to incidental acquisition of collocations. To fill this gap, the current study collected data from two groups of students in Saudi Arabia (Experiment 1, n = 73; Experiment 2, n = 69), using a pretest-treatment-de…
Lexical coverage in L1 and L2 viewing comprehension
This study aimed to investigate the relationship between lexical coverage and TV viewing comprehension. Previous studies have indicated that 95% to 98% of lexical coverage may be needed for reading comprehension (Hu & Nation, 2000). To understand informal listening passages, lower coverage figures (95%-90%) may suffice. However, no study has researched the lexical coverage needed to understand audiovisual texts. We adopted a counter-balanced with…
Effects of Form-Focused Practice and Feedback
We conducted a multisite replication of Yang and Lyster's (2010) study investigating the effects of recasts and prompts on learning English regular and irregular past tense. Our study was conducted with intact high school and vocational school classes in Italy and Bosnia. Our participants were young adolescents (14-15 and 16-17 years old), a population that has been largely ignored in second language acquisition (SLA) research. We followed the de…
The effect of spacing on incidental and deliberate learning of L2 collocations
Previous studies investigating the effects of spacing on vocabulary learning have primarily focused on single words. There is limited research on how distributed practice affects the learning of the phrasal lexicon. The present study addresses this gap by focusing on collocations. In a pretest-treatment-delayed-posttest design, two controlled quasi-experiments (N = 55 and N = 50) were conducted in order to evaluate two spacing schedules, spaced v…
Formulaic Language and Collocation
It is now widely accepted that vocabulary has a strong tendency to occur in multiple word combinations rather than in single words held by grammar rules. Formulaic language is very widespread in language use, in both written and spoken modes. Research shows that the two modes contain more than half of formulaic sequences. Similarly, it has been suggested that formulaic sequences make up from one third to a half of our language. Also, unsurprising…
The effect of spacing on incidental and deliberate learning of L2 collocations
Previous studies investigating the effects of spacing on vocabulary learning have primarily focused on single words. There is limited research on how distributed practice affects the learning of the phrasal lexicon. The present study addresses this gap by focusing on collocations. In a pretest-treatment-delayed-posttest design, two controlled quasi-experiments (N = 55 and N = 50) were conducted in order to evaluate two spacing schedules, spaced v…
Investigating optimal spacing schedules for incidental acquisition of L2 collocations
Research investigating lag effects in second language (L2) collocation learning is very limited. To date, no intervention study has examined the relationship between intersession intervals (ISIs) and retention intervals (RIs) in relation to incidental acquisition of collocations. To fill this gap, the current study collected data from two groups of students in Saudi Arabia (Experiment 1, n = 73; Experiment 2, n = 69), using a pretest-treatment-de…
Effects of Form-Focused Practice and Feedback
We conducted a multisite replication of Yang and Lyster's (2010) study investigating the effects of recasts and prompts on learning English regular and irregular past tense. Our study was conducted with intact high school and vocational school classes in Italy and Bosnia. Our participants were young adolescents (14-15 and 16-17 years old), a population that has been largely ignored in second language acquisition (SLA) research. We followed the de…
Formulaic Language and Collocation
It is now widely accepted that vocabulary has a strong tendency to occur in multiple word combinations rather than in single words held by grammar rules. Formulaic language is very widespread in language use, in both written and spoken modes. Research shows that the two modes contain more than half of formulaic sequences. Similarly, it has been suggested that formulaic sequences make up from one third to a half of our language. Also, unsurprising…
The effect of spacing on incidental and deliberate learning of L2 collocations
Previous studies investigating the effects of spacing on vocabulary learning have primarily focused on single words. There is limited research on how distributed practice affects the learning of the phrasal lexicon. The present study addresses this gap by focusing on collocations. In a pretest-treatment-delayed-posttest design, two controlled quasi-experiments (N = 55 and N = 50) were conducted in order to evaluate two spacing schedules, spaced v…
Effects of Form-Focused Practice and Feedback
We conducted a multisite replication of Yang and Lyster's (2010) study investigating the effects of recasts and prompts on learning English regular and irregular past tense. Our study was conducted with intact high school and vocational school classes in Italy and Bosnia. Our participants were young adolescents (14-15 and 16-17 years old), a population that has been largely ignored in second language acquisition (SLA) research. We followed the de…
Lexical coverage in L1 and L2 viewing comprehension
This study aimed to investigate the relationship between lexical coverage and TV viewing comprehension. Previous studies have indicated that 95% to 98% of lexical coverage may be needed for reading comprehension (Hu & Nation, 2000). To understand informal listening passages, lower coverage figures (95%-90%) may suffice. However, no study has researched the lexical coverage needed to understand audiovisual texts. We adopted a counter-balanced with…
Formulaic Language in Second Language Learning and Use
The knowledge of formulaic language (aka formulaic sequences) is fundamental for fluent and effective language use. Research in this area has been highly prolific in the last couple of decades and has yielded some very useful insights into the role of formulaic language in language learning and use. This chapter seeks to provide an overview of formulaic language as a linguistic phenomenon from four different perspectives. The first one concerns t…
Spanish–English cognates and false cognates in academic spoken vocabulary
Despite the positive effect of cognate knowledge for L2 vocabulary acquisition and the importance of comprehending academic spoken English for academic success, little is known about the nature of cognates in academic spoken English. This study identified Spanish–English cognates among academic spoken English words, represented by Dang, Coxhead, and Webb’s (2017 “The academic spoken word list,” Language Learning, 67: 959–97. doi: 10.1111/lang.122…
The Effect of Equal Versus Expanding Spacing Practice on the Deliberate Learning of L2 Collocations
Research comparing equal and expanding spacing schedules in relation to L2 single words is limited. Moreover, none of the existing studies has examined the learning of formulaic language. The current study aims to address this gap by investigating the impact of equal and expanding intervals on the long‐term retention of L2 collocations in deliberate learning contexts. Eighty‐three university learners of English (L1 Arabic) participated in the stu…
Investigating optimal spacing schedules for incidental acquisition of L2 collocations
Research investigating lag effects in second language (L2) collocation learning is very limited. To date, no intervention study has examined the relationship between intersession intervals (ISIs) and retention intervals (RIs) in relation to incidental acquisition of collocations. To fill this gap, the current study collected data from two groups of students in Saudi Arabia (Experiment 1, n = 73; Experiment 2, n = 69), using a pretest-treatment-de…
Linguistics (7 works) · Psychology (6 works) · Second Language Acquisition and Learning (6 works) · Computer Science (5 works) · EFL/ESL Teaching and Learning (4 works) · Mathematics education (4 works) · Cognitive psychology (3 works) · Language acquisition (3 works) · Natural language processing (3 works) · Second-language acquisition (3 works)