Vol. 2 No. 2 (2016)

Julide Inozu Cukurova UniversitySehnaz Sahinkarakas Cag UniversityKeywords: positive functioning, positive classroom environment, teacher well-being, psychological wellbeing, social well-being Abstract This paper reports on findings of a research study that sought to investigate the relationship between classroom environment and candidate teachers’ social and psychological wellbeing. Dimensions of psychological and social well-being models include constructs such as […]

Ümran Üstünbaş Bülent Ecevit UniversityKeywords: Grammar, form-focused instruction, integrated FFI, isolated FFI, teachers, learners Abstract This study reports on findings of a replication study of Valeo and Spada (2015) that investigated the timing of grammar instruction. In this respect, the frequently discussed issue of isolated and integrated form-focused instruction was reconsidered based on the beliefs

S. Mekala National Institute of TechnologyM. Ponmani National Institute of TechnologyM. P. Shabitha Thiruvalluvar University College of Arts and ScienceKeywords: Form-focused instruction, language transfer, second language writing Abstract Writing is a challenging productive skill that necessitates the input of grammar knowledge in the construction of intelligible and appropriate sentences. In the context of second language

Csaba Z Szabo The Open UniversityKeywords: Vocabulary size, cognates, lexical access, response time, multilingualism, mental lexicon, VST, L1, L2 and L3 Abstract Recent empirical findings in the field of Multilingualism have shown that the mental lexicon of a language learner does not consist of separate entities, but rather of an intertwined system where languages can

İsmail Hakkı Erten Hacettepe UniversityHüseyin Öz Hacettepe UniversityKeywords: Editorial Abstract Dear EJAL Readers, We are happy to publish the second issue of second volume. It is a pleasure to see that EJAL is moving forward in confidence and quality. It is also a source of pride to see the completion of our second volume. We,