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Bley-Vroman, Robert – Language Learning, 1986
Answers to theoretical questions about the place of input in a formal second language acquisition model are dependent on a distinction between two kinds of learner hypotheses. Type-N hypotheses require "negative evidence" for testing, while Type-P hypotheses are tested on the basis of "positive data" alone. (Author/CB)
Descriptors: Comparative Analysis, Error Patterns, Hypothesis Testing, Interlanguage

Major, Roy C.; Kim, Eunyi – Language Learning, 1996
Explored the relationship of similarity, dissimilarity, and markedness to second language, specifically English, phonological acquisition. The article hypothesized that the rate of acquisition for a dissimilar phenomenon is faster than for a similar phenomenon. Findings revealed that degree of markedness can increase or decrease rate. (38…
Descriptors: Adult Students, English (Second Language), Hypothesis Testing, Immigrants

Yuan, Boping – Language Learning, 1995
Investigated the acquisition of base-generated topics in Mandarin Chinese by British students learning Chinese. The hypothesis is not confirmed that it would not be difficult for English speakers to acquire the base-generated topic in Chinese because in the acquisition of Chinese, English-speaking learners are exposed to positive evidence of…
Descriptors: College Students, Contrastive Linguistics, Foreign Countries, Grammar