We investigate whether second language (L2) learners of English rely on first language (L1) transfer and atomicity in the acquisition of the count/mass distinction by examining L1-French and L1-Chinese learners of English. Atomicity encodes whether a noun contains 'atoms' or minimal elements that retain the property of the noun. As a semantic…

The current study investigates second language acquisition of Chinese object ellipsis to probe the development of features transferred from learners' native language without robust confirming or disconfirming evidence in the second language (L2) input. It is argued that Chinese allows object ellipsis licensed by a verb with a [VCase] feature but…

The purpose of this state-of-the-art review is to provide a general overview of recent research on time distribution and second language (L2) learning with special implications for classroom settings. Several studies have been performed to examine how to best distribute the hours of L2 practice to maximize learning by comparing conditions that…

Beginning with the classic work of Shepard, Hovland, & Jenkins (1961), Type II visual patterns (e.g., exemplars are large white squares OR small black triangles) have held a special place in investigations of human learning. Recent research on Type II "linguistic" patterns has shown that they are relatively frequent across languages…

The interaction between input frequency and constructional interference receives little attention in second language (L2) research. Two studies were conducted to test the effect of this interaction. Study 1 examined effects of both Zipfian frequency (ZF) and balanced frequency (BF) on L2 learning of English subject-extracted relative clauses…

This article reports the findings of a study in which we investigated the possible effects of word order on the acquisition of case marking. In linguistic typology (e.g. Greenberg, 1963) a very strong correlation has been shown between dominant SOV (subject object verb) word order and case marking. No such correlation exists for SVO (subject verb…

This study investigated the tendency of overpassivization of unaccusative verbs by Korean learners of English as a foreign language (FL). Sixty Korean native college students participated in the study, along with 17 English-speaking counterparts serving as a comparison group. Consistent with the findings of previous research, this study found…

Recent studies in the acquisition of a second language (L2) phonology have revealed that orthography can influence the way in which L2 learners come to establish target-like lexical representations (Escudero et al., 2008, 2014; Escudero and Wanrooij, 2010; Showalter, 2012; Showalter and Hayes-Harb, 2013). Most of these studies, however, involve…

Many second language acquisition researchers (e.g., Doughty & Williams, 1998; R. Ellis, 2007; Long, 1996, 2007; Lyster, Lightbown, & Spada, 1999; Russell & Spada, 2006) have advocated the use of negative feedback to promote learner noticing of errors and the internalization of correct forms. At the same time, the true efficacy of this practice is…

To date, there has been little empirical research exploring the relationship between implicit and explicit lexical knowledge (of collocations). As a first step in addressing this gap, two laboratory experiments were conducted that evaluate different conditions (enriched, enhanced, and decontextualized) under which both adult native speakers…

Learners frequently experience phonologically inconsistent input, such as exposure to multiple accents. Yet, little is known about the consequences of phonological inconsistency for language learning. The current study examines vocabulary acquisition with different degrees of phonological inconsistency, ranging from no inconsistency (e.g., both…

Most studies in the second language (L2) literature that deal with interface issues do so in holistic terms. On the one hand, researchers have suggested that interface relations between the syntax and other domains are particularly difficult for adult L2 learners. On the other, it has been argued that such relations can be established in a…

The article summarizes results from two experimental studies on reactivity. In the first experiment, 24 college-age participants received a computerized treatment that delivered a grammar lesson, practice, and feedback on assignment of semantic functions in Latin. Verbalizations did not induce reactivity on accuracy, but they slowed down posttest…

This article describes a third-year Spanish grammar course that is taught in lecture/discussion format. The course, which enrolls over 150 students each semester, provides explicit instruction during a weekly lecture and opportunities for students to engage in meaningful output and interaction during small group discussion sessions. The goal is to…

Research has shown that the comprehension of definite referring expressions (e.g., "the triangle") tends to be faster for "given" (previously mentioned) referents, compared with new referents. This has been attributed to the presence of given information in the consciousness of discourse participants (e.g., Chafe, 1994) suggesting that given is…