The study investigates to what extent English as a second language (ESL) learners develop explicit and automatised explicit knowledge of two target-forms (third person singular 's' and future conditional if-clause) after input and output based instruction and whether learning effects differ depending on the target forms. The study follows a…

It is proposed that humans have available to them two systems for interpreting natural language. One system is familiar from formal semantics. It is a type based system that pairs a syntactic form with its interpretation using grammatical rules of composition. This system delivers both plausible and implausible meanings. The other proposed system…

Collaborative output has been found to facilitate L2 lexical learning due to the cognitive word processing engendered in it. Yet it is not clear how interactions involved in collaborative output could affect learners' word processing and hence their lexical learning. This paper takes a sociocultural perspective to investigate Chinese EFL learners'…

The paper focuses on an unexplored area of metalinguistic awareness in the acquisition of third language (L3) phonology, hereafter referred to as metaphonological awareness. It addresses the role of attention and noticing in input processing. The contribution constitutes a part of a larger scale project on metaphonological awareness in various…

In the present study, the comparative effects of comprehensible input, output and corrective feedback on the receptive acquisition of L2 vocabulary items were investigated. Two groups of beginning EFL learners participated in the study. The control group received comprehensible input only, while the experimental group received input and was…

Input exposure is essential for nonprimary language learning, but the importance of explicit instruction and corrective feedback continues to be debated. If instruction is required, how might it be optimized in terms of its nature and timing? In this study, 65 Spanish-English bilinguals were introduced to Latin through an interactive computer…

This study examines the nature of the involvement load (Laufer & Hulstijn, 2001) in second language (L2) lexical input processing through reading by considering the effects of the reader-based factors of L2 reading proficiency and background knowledge. The lexical input processing aspects investigated were lexical inferencing (search), attentional…