The rationale of this study was L1 has a significant impact on L2 learning and the L2 learners usually rely on their L1 knowledge in grasping, learning and interpreting the syntactic structures of L2.
The scope of this study was restricted to the analysis of writing samples of four adult L2 learners (one Spanish; one Vietnamese; One Cambodian; and one Italian) within a language classroom setting, where the main focus was on understanding the syntactic structures and observations were made related to the errors made by these four participants in semantics and spelling. The duration of the study – including the written tests and the interview was one hour. The interviews conducted as a part of this study were designed to generate appropriate responses with regard to the respondents linguistic knowledge and were mainly exploratory in nature. The objective of this study was to establish a relevant hypothesis and proposals applicable for further research. The result of the case study helped in proving the hypothesis and paved way for future research in L2 teaching and learning and contributed significantly to the existing knowledge base, as it observed participants from diverse backgrounds.
This study examines South Korean teachers‘ perceptions of the applicability to their contexts of the general principles for effective instructed second language learning proposed by Ellis (2005). The findings indicate that contextual constraints would impede the application of some of the principles, but that an awareness of them may give EFL teachers a sense of agency, despite wider socio-cultural constraints. The authors suggest that an understanding of research-informed principles, such as those proposed by Ellis, will assist teachers to engage in self-reflection and praxis, and provide common points of reference for language teachers and