Addressing the L2 learning needs of adults with limited education

Abstract Despite the growing number of second language adult learners with limited education, few classroom-based studies have investigated how teaching can be better adapted to the characteristics of this population, many of whom have emerging literacy skills ( Penning de Vries et al., 2020 ). This study aims to fill this gap by implementing input-based tasks in an intact French L2 language and literacy classroom ( N = 13). The input-based tasks, targeting household items and number marking, were variations of ‘listen-and-do’ tasks that minimize reliance on print or school-based strategies to achieve task outcomes ( Shintani, 2012 ). To assess whether the tasks provided opportunities for form-meaning connections, we examined learners’ self- and other-directed speech during task performance. Results showed multiple opportunities for form-meaning connections suggesting that input-based instruction could be a useful technique for this context.