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…

The present meta-analysis aimed to improve on Involvement Load Hypothesis (ILH) by incorporating it into a broader framework that predicts incidental vocabulary learning. Studies testing the ILH were systematically collected and 42 studies meeting our inclusion criteria were analyzed. The model-selection approach was used to determine the optimal…

The acquisition of a second language (L2) may be challenging in adulthood, as the phonological system of the native language (L1) can sometimes limit the perception of phonological contrasts in L2. The present study aimed to (a) examine the influence of an L1 (Hebrew) that lacks a phonemic contrast for vowel length on the ability to discriminate…

This quasi-experimental study explores the effects of three types of instruction (form-based, meaning-based, and form- plus meaning-based) on the learning of Japanese relative clauses (RCs) and postsecondary Japanese as a foreign language learners' ability to generalize different types of relativization, examined in comparison to the predictions…

Attempts to determine whether or not explicit information given to second-language learners receiving processing instruction is responsible for the beneficial effects of instruction. Results indicate that these beneficial effects derived from the structured input activities and not from the explicit explanation provided to learners. (22…

Argues that the study of second-language acquisition theory can be enhanced through time-series research designs. Within the context of investigating the effects of second-language instruction, four main reasons for using T-S design are identified. (95 references) (Author/CK)