Matt Lucas
Biographic Data
| ID | 6480279 |
|---|---|
| NAME | Matt Lucas |
| GIVEN NAMES | Matt |
| FAMILY NAME | Lucas |
| SIGNATURE | LUCAS M |
| AFFILIATIONS | Kansai University |
| ORCID | 0000-0001-7942-6546 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Explicit information and practice type can affect the L2 acquisition of plural marking
Previous research has indicated that explicit information (EI) about either the first language (L1) or second language (L2) along with task-essential practice can facilitate L2 learning (e.g., Fernández, 2008; McManus, 2022). However, little research has examined L1–L2 contrastive EI with L1/L2 practice. Targeting plural-marking accuracy, the present study sought to fill this gap by exposing 127 Japanese intermediate learners of English to six on…
Cross-linguistic influence and plural marking
The present study investigated the interface between explicit instruction and computer-assisted language learning (CALL) in an effort to reduce plural marking errors among Japanese EFL learners. The instruction involved raising contrastive awareness of cross-linguistic and conceptual features, and was delivered via an online medium. A total of 180 students from a university in Western Japan participated in the study, in which two points of enquir…
Cross-linguistic awareness-raising practices can enhance written performance in EFL classes in Japanese universities
In our globalised world, the desire for the acquisition of English has led to increased research into the appropriate pedagogical approaches for learning and teaching the language. This manuscript focuses on the use of learners’ mother tongue in the learning and teaching of English in an effort to identify ways in which cross-linguistic awareness-raising practices can be utilised to maximise EFL written performance. The study’s targeted grammatic…
Harnessing web-based contrastive instruction to address English relative clause accuracy and subject-object asymmetry
Cross-linguistic awareness-raising practices can enhance written performance in EFL classes in Japanese universities
In our globalised world, the desire for the acquisition of English has led to increased research into the appropriate pedagogical approaches for learning and teaching the language. This manuscript focuses on the use of learners’ mother tongue in the learning and teaching of English in an effort to identify ways in which cross-linguistic awareness-raising practices can be utilised to maximise EFL written performance. The study’s targeted grammatic…
Harnessing web-based contrastive instruction to address English relative clause accuracy and subject-object asymmetry
Cross-linguistic influence and plural marking
The present study investigated the interface between explicit instruction and computer-assisted language learning (CALL) in an effort to reduce plural marking errors among Japanese EFL learners. The instruction involved raising contrastive awareness of cross-linguistic and conceptual features, and was delivered via an online medium. A total of 180 students from a university in Western Japan participated in the study, in which two points of enquir…
Explicit information and practice type can affect the L2 acquisition of plural marking
Previous research has indicated that explicit information (EI) about either the first language (L1) or second language (L2) along with task-essential practice can facilitate L2 learning (e.g., Fernández, 2008; McManus, 2022). However, little research has examined L1–L2 contrastive EI with L1/L2 practice. Targeting plural-marking accuracy, the present study sought to fill this gap by exposing 127 Japanese intermediate learners of English to six on…
EFL/ESL Teaching and Learning (4 works) · Linguistics (4 works) · Psychology (4 works) · Second Language Learning and Teaching (4 works) · Mathematics education (3 works) · Second Language Acquisition and Learning (3 works) · Artificial Intelligence (2 works) · Communication (2 works) · Computer Science (2 works) · Plural (2 works)