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Direct linkManuel F. Pulido – Studies in Second Language Acquisition, 2024
Usage-based theory has proposed that learning of linguistic constructions is facilitated by input that contains few high-frequency exemplars, in what is known as a skewed (or Zipfian) input distribution. Early empirical work provided support to this idea, but subsequent L2 research has provided mixed findings. However, previous approaches have not…
Descriptors: Second Language Learning, Second Language Instruction, Linguistic Input, Language Usage
Indrarathne, Bimali; Kormos, Judit – Studies in Second Language Acquisition, 2017
In this study we examined language learners' attentional processing of a target syntactic construction in written L2 input in different input conditions, the change in learners' knowledge of the targeted construction in these conditions, and the relationship between the change in knowledge and attentional processing. One hundred L2 learners of…
Descriptors: Eye Movements, Second Language Learning, Grammar, Attention
Cerezo, Luis; Caras, Allison; Leow, Ronald P. – Studies in Second Language Acquisition, 2016
Meta-analytic research suggests an edge of explicit over implicit instruction for the development of complex L2 grammatical structures, but the jury is still out as to which type of explicit instruction--"deductive" or "inductive," where rules are respectively provided or elicited--proves more effective. Avoiding this…
Descriptors: Instructional Effectiveness, Spanish, Second Language Learning, Second Language Instruction
White, Justin P.; DeMil, Andrew J. – Studies in Second Language Acquisition, 2013
This study compares the effects of processing instruction (PI), structured input (SI), and form-related explicit information (FREI) on a primary target form (i.e., third-person Spanish accusative clitics) and on a secondary form (i.e., third-person Spanish dative clitics). Participants included 151 adult learners enrolled in a beginning-level…
Descriptors: Transfer of Training, Second Language Learning, Role, Grammar
Saito, Kazuya; Wu, Xianghua – Studies in Second Language Acquisition, 2014
The current study examined how form-focused instruction (FFI) with and without corrective feedback (CF) as output enhancement facilitated second language (L2) perception of Mandarin tones at both the phonetic and phonological levels by 41 Cantonese learners of Mandarin. Two experimental groups, FFI only and FFI-CF, received a 90-min FFI treatment…
Descriptors: Mandarin Chinese, Sino Tibetan Languages, Native Language, Second Language Learning
Erlam, Rosemary – Studies in Second Language Acquisition, 2003
This paper reviews studies that have contrasted the effectiveness of structured-input instruction with output-based instruction. It then presents results from a study comparing the relative effects of structured-input and output-based instruction on students' ability to comprehend and produce direct object pronouns in second language French. Three…
Descriptors: Linguistic Input, Reading Comprehension, Listening Comprehension, Second Language Learning
