There has been extensive research in the last 20 years on the effectiveness of different instructional interventions and learning conditions on the acquisition of vocabulary. However, very few attempts have been made to explore how vocabulary knowledge develops over time. This paper argues for the need to conduct more longitudinal studies on vocabulary learning and teaching and provides suggestions for important replication studies in the area. In particular, this paper calls for the replication of the studies by Schmitt (1998) and Webb & Chang (2012). Unlike most studies on vocabulary learning and teaching, these two follow a longitudinal approach and study vocabulary growth from two main perspectives, i.e. the development of vocabulary depth and vocabulary breadth. The approximate replications suggested here would constitute an important contribution to the field of vocabulary learning and teaching.

This paper suggests six areas of vocabulary research which the author believes would be fruitful for future research. They include (1) developing a practical model of vocabulary acquisition, (2) understanding how vocabulary knowledge develops from receptive to productive mastery, (3) getting lexical teaching/learning principles into vocabulary and language textbooks, (4) exploring extramural language exposure and how it can best facilitate vocabulary acquisition, (5) developing more informative measures of vocabulary knowledge, and (6) measuring fluency as part of vocabulary competence. Nine tasks are suggested for how to research these six research directions, with advice on research design and how to set about carrying out the tasks.

This article is concerned with age in second language learning. It steers well clear, however, of the well-worn issue of maturational constraints and the intractable problems of locating their consensual offset point and finding indisputable evidence for or against them. Instead we propose something completely different in our agenda for age-related research: a programme on some poorly understood non-maturational dimensions of the age factor which will stand some chance of yielding results unlikely to become entangled in theoretical controversy. In other words, the results will, we think, be immediately usable and useful. The topics included in our outlined agenda are: (1) age effects in various dimensions of language teaching and learning (in relation to bilingualism and biliteracy, to different target languages and to Content and Language Integrated Learning (CLIL); (2) what can be observed in respect of second language (L2) learning in the third age; (3) an ecological perspective on age in classroom L2 research methodology; and (4) an exploration of the attitudes of teachers of different-aged L2 learners.

Calls to diversify second language acquisition (SLA) (e.g., Ortega, 2013) have led to increased interest in multilingualism and inclusion of groups less represented in samples of university students, such as individuals at older ages. Nevertheless, we still have more questions than we do answers. This article outlines a research agenda targeting older adult language learning and multilinguals at older ages, both in and beyond the classroom. Since a key difference between young and older adults is cognitive aging, I follow a cognitive approach, focusing on how individual differences in cognition may affect language and vice versa, and how relevant sociocultural factors add to the interplay between language and cognition. Notably, this is not always a story of decline and deficits, but instead of both strengths and weaknesses that differ from those of young adults.

Recent development in L2 pragmatics research in a study abroad context has witnessed an emerging line of studies investigating the joint influences of contextual and individual learner factors on second language (L2) pragmatic development. This paper argues for the replication of two representative quantitative studies in this new research direction. Situated within the field's increasing emphasis on explaining the development of L2 pragmatic competence, the first part of this paper makes a case for the necessity of replicating quantitative studies investigating the study abroad context, highlighting why and how the field can benefit from replication research. The second part of this paper presents detailed accounts of the two focus studies and suggests several options for approximate and conceptual replications.

In different parts of the world second language (L2) teachers devote a massive amount of time to giving feedback on grammatical errors in student writing. Such written corrective feedback, which is unfocused and comprehensive, is fraught with problems for both teachers and students. Nonetheless, it remains a prevalent practice in many L2 contexts. In this position paper, I argue that more written corrective feedback is not better, but instead less is more. After presenting the problems emanating from comprehensive written corrective feedback, I argue for a focused approach to written corrective feedback and examine its benefits for teachers and students. Through discussing five impediments to the implementation of focused written corrective feedback, I scrutinize and refute the counter-claims, and bolster my overall argument in support of focused written corrective feedback. I conclude the position paper with recommendations for action for teachers, teacher educators and researchers.

This paper calls for the replication of two task-based language teaching (TBLT) studies, Kim (2012) and Shintani (2012). Kim contributes to the large body of TBLT research on output-based tasks, whereas Shintani initiates research into input-based tasks, a less well researched domain. These studies deserve to be replicated for several reasons. Unlike the bulk of existing TBLT research, they investigate task-based second language (L2) development in addition to performance, and are conducted in actual classroom rather than laboratory contexts. Also, they are well designed studies, including detailed descriptions of the instruments and methodological procedures, making replication feasible. First, this paper provides an overview of the studies. Next, approaches to approximate and conceptual replications are suggested in order to assess the internal and external validity of the original experiments.

This paper reports on an approximate or partial replication of a study by Salsbury, Crossley & McNamara (2011) that examined the longitudinal developmental of a number of core lexical features related to word imageability, concreteness, familiarity, and meaningfulness in a spoken corpus of English second language (L2) learners. Salsbury et al. found no developmental growth patterns for word familiarity but strong growth patterns for word concreteness, imageability, and meaningfulness as a function of time such that L2 learners began to produce more sophisticated words. Salsbury et al. were the first to formally identify this relation between English proficiency and lexical sophistication, and a large number of studies investigating lexical proficiency have cited this article as a foundational study. There were, however, a number of limitations to the Salsbury et al. (2011) study that make it appropriate for replication. First, the sample size was relatively small (six learners sampled six times over the course of a year). In addition, the study did not control for a number of factors important in L2 acquisition studies (e.g., age, proficiency level, gender) and used a statistical technique that averaged group means and did not properly account for individual participant variation. This replication study addresses these areas and the findings from the replication reflect those reported by Salsbury et al., providing support for the notion that developing L2 lexicons move from the production of words with stronger links to core lexical items to words with weaker links to core lexical items over time. Implications for language learning and teaching are discussed.

The focus of this paper is replication research in pedagogical approaches to spoken fluency and formulaic sequences, and in particular, a call for replication of two often cited studies: Wood (2009) and Boers, Eyckmans, Kappel, Stengers & Demecheleer (2006). We begin by presenting a brief background to fluency and formulaic language, and pedagogical approaches to the development of these two aspects of learning in a second (L2) or foreign language. We then move on to our two original studies of pedagogical interventions in formulaic sequences and spoken fluency – Wood (2009) and Boers et al. (2006) – and suggest possible approaches to replication for both.