Making adults learn from larger linguistic units can facilitate learning article-noun agreement. Here we ask whether initial exposure to larger units improves learning by increasing the predictive associations between the article and noun. Using an artificial language learning paradigm, we taught 106 Hebrew-speaking participants novel article-noun…

This study demonstrates how conversation analysis can illuminate the interactional practices through which the Present-Attention-Co-construction-Extension (PACE) approach to grammar instruction, which involves a guided, inductive co-construction of grammar rules with learners, is realized in the classroom. The data consist of three whole-class…

Situated within Sociocultural theory (SCT), this article analyzed an existing data set (Toth, 2021a, 2021b, 2021c, available at https://www.iris-database.org) to investigate learners' development through participation in a dialogic approach to grammar instruction called PACE. The target of instruction was the Spanish pronominal clitic…

The interactionist hypothesis holds that conversational interaction facilitates second language (L2) learning by providing learners opportunities to receive meaningful input, modify their output, and attend to language form. Although research has often explored the efficacy of different types of L2 instruction (deductive or inductive), few studies…

This study employed a multisite design to investigate the differential impact of deductive and guided inductive instruction for second language (L2) grammar development in ecologically valid classroom contexts. Students (n = 138) from eight intact third-year L2 Spanish classes in three public high schools in the United States received deductive…

This study explored the impact of metacognitive instruction provided in conjunction with corrective feedback, investigating the moderating effects of two types of implicit corrective feedback (input-providing conversational recasts vs. output-prompting clarification requests) that targeted English third-person singular "-s" and…

This study examined the acquisition of a linguistic property that is underrepresented in the input available to second language (L2) learners, namely, interpretation of French strong pronouns as [-animate]. To understand how pronouns are used and interpreted and how this topic is treated in pedagogical grammars, three types of analyses were…

This study investigated order-of-learning effects on the acquisition of classifier-noun associations in Chinese in two experiments modeled after Arnon and Ramscar's (2012) study of artificial language learning. In Experiment 1, learners with no prior exposure to Chinese showed better learning of classifier-noun associations when exposed to larger…

This study investigated the role of corrective feedback timing in the acquisition of Spanish noun--adjective gender agreement. Forty-five learners completed a communicative task via synchronous computer-mediated communication (SCMC) in one of three groups (immediate, delayed, control). The immediate-feedback group received error reformulations…

This study investigated the effects of teaching English prepositions using schematic diagrams inspired by cognitive linguistics in a computer-based tutorial system called the English Preposition Tutor. Training was designed based on the theoretical framework of the Competition Model and a cognitive linguistic analysis of prepositions. Sixty-four…

The study compared the effects of two types of form-focused written feedback--direct corrective feedback (DCF) and metalinguistic explanation (ME) given to the whole class--on Japanese university students' accuracy of use of two grammatical structures: indefinite article and the hypothetical conditional. Both types of feedback were given with…

In this article, we investigate the integration of concept-based pragmatics instruction, grounded in Vygotskian sociocultural psychology, in an intact second-semester French class (n = 13) over the course of an academic term. Our focus is on learners' appropriation of the concepts of self-presentation, social distance, and power with respect…

This study aimed to isolate the effects of the two input activities in Processing Instruction: referential activities, which force learners to focus on a form and its meaning, and affective activities, which contain exemplars of the target form and require learners to process sentence meaning. One hundred and twenty 12-year-old Taiwanese learners…