This article presents an experimental study investigating the compounding parameter in the L2 Spanish interlanguage of English and French NSs in light of the Subset Principle and its predictions for the process of L2 development. The compounding parameter (Snyder, 1995, 2001) argues that languages permit complex predicate constructions like verb particles, resultatives, and double objects if and only if they can productively form N-N compounds. English exhibits the plus value of the parameter, allowing N-N compounds and the related constructions, whereas in Spanish and French these compounds and constructions are ungrammatical. Because English also allows periphrastic constructions of the same meaning, which are the only option in French and Spanish, English represents the superset parameter value to the Spanish and French subset value. At issue is whether L2 learners are able to acquire the subset value of the compounding parameter based on the naturalistic input they receive. In this case, the learning task involves realizing that some L1 constructions are unavailable in the L2. Results indicate that the learners initially transfer the L1 (superset) value and do not start with the subset value of the parameter. Findings also inform the debate on whether negative evidence can engage UG-related acquisition. Ten of the 26 advanced subjects were able to successfully reset the whole parameter based on negative data for only two of the four constructions in the cluster. This fact suggests that it is not impossible for negative evidence to be utilized in grammar reorganization.

Linguistic analyses suggest that the nongeneric use of the English definite article the falls into four major categories: cultural, situation, structural, and textual. This study aims to determine whether these uses present different levels of difficulty for ESL students and whether they are acquired at the same time. The instrument consisted of 91 sentences containing 60 deleted obligatory uses of the (15 per category) and, as control items, 40 zero articles (10 per category) where the is not allowed. The participants (41 low-, 49 intermediate-, and 38 advanced-level students) were instructed to read the sentences and insert the wherever they deemed necessary. Statistical analyses of the participants' performance indicate the following: (a) The four nongeneric uses pose different levels of difficulty, which suggests that ESL acquisition of the is use dependent and follows a natural order; (b) The participants' performance on the suppliance of the in obligatory contexts for all four uses improved significantly with proficiency level, whereas the overuse of the followed a different pattern: an initial worsening followed by an improvement as the subjects' proficiency level increased. Pedagogical implications, including instructional sequence and strategies for the various uses of the, are discussed.

This paper reports on a study designed to investigate psychological factors that affect access to metalinguistic knowledge in second language (L2) production. Based on previous cognitive and psycholinguistic research, it was hypothesized that real-time access to metalinguistic knowledge would be largely determined by three interacting factors: attention to form, processing automaticity, and linguistic prototypicality (i.e., whether a rule concerns a central or peripheral use of a target structure). The subjects were 64 adult Chinese learners of English. A verbalization task was used to assess their metalinguistic knowledge about 12 target uses, and a judgment test was administered to determine the relative prototypicality of these uses. Attention to form was operationalized by two consciousness-raising tasks and by time pressure. Analyses of the subjects' output on writing and error-correction tasks revealed significantly greater grammatical accuracy for more prototypical uses and on tasks that allowed more attention to form. There was also a significant interaction between prototypicality and attention to form, suggesting the influence of processing automaticity. These results are taken as evidence that there are major psychological constraints on the utility of metalinguistic knowledge in L2 performance.

In the past century major changes in the study of language learning, and its attendant effects on language instruction, derived from the espousal of behavioral psychology by structural linguistics of the Bloomfieldian persuasion. Did not the founder of this strand of structuralism, who collaborated in the Army language manual for the teaching of Russian under the revealing pseudonym of I. M. Lisnin, declare: “Language learning is overlearning, nothing else is of any use”? Noam Chomsky's (1959) brilliant demonstration of the reductionism of the most extreme form of behaviorism—Skinner's operant conditioning (Review of B. F. Skinner's Verbal Behavior, Language, 35, 26–58)—triggered the demise of the influence of behavioristic views of language acquisition. This demise was accompanied by that of the structural approach to second language teaching associated with such applied linguists as Robert Lado, although it must be acknowledged that the combination of these two theoretical strands did lead to significant changes in foreign language classrooms—for example, the abandonment of grammar translation and a shift of focus from written texts to speech. However, what applied linguists of that generation failed to do was to observe how actual second language learners in both naturalistic and instructed contexts process and reorganize linguistic input, how they intake it, and how they turn it into output in communicative interactions. It was not until the impact of Chomskian-inspired studies of first language acquisition and Pit Corder's (1967) seminal “The significance of learners' errors” (International Review of Applied Linguistics, 5, 161–170) that the second language learner came into focus and that the field of second language acquisition research began to flourish. In this connection, it is noteworthy that bringing to a wider international audience the proceedings of the Neuchâtel colloquia led by Corder served as a catalyst for the launching of SSLA.

This study investigates the potentially facilitative effects of internal and external attention-drawing devices—output and visual input enhancement—on the acquisition of English relativization by adult English as a second language (ESL) learners. Specifically, the study addresses: (a) whether the act of producing output promotes noticing of formal elements in the target language (TL) input and affects subsequent learning of the form; and (b) whether such output- induced noticing and learning, if any, would be the same as that effected by visual input enhancement designed to draw learners' attention to problematic form features in the input. These questions were examined in a controlled experimental study in which the requirements of output and exposure to enhanced input were systematically varied. A computer-assisted reconstruction and reading task was used as the vehicle of presentation of the target input materials. The major findings are: (a) Those engaged in output-input activities outperformed those exposed to the same input for the sole purpose of comprehension in learning gains; (b) those who received visual input enhancement failed to show measurable gains in learning, despite the documented positive impact of enhancement on the noticing of the target form items in the input; and (c) in view of the above, no support was found for the hypothesis that the effect of input enhancement was comparable to that of output. The subsequent discussion centers on reexamining the construct of noticing and argues for the need to consider levels and types of processing in order to account for how sensory detection can lead to learning.

This article shows how language processing is intimately tuned to input frequency. Examples are given of frequency effects in the processing of phonology, phonotactics, reading, spelling, lexis, morphosyntax, formulaic language, language comprehension, grammaticality, sentence production, and syntax. The implications of these effects for the representations and developmental sequence of SLA are discussed. Usage-based theories hold that the acquisition of language is exemplar based. It is the piecemeal learning of many thousands of constructions and the frequency-biased abstraction of regularities within them. Determinants of pattern productivity include the power law of practice, cue competition and constraint satisfaction, connectionist learning, and effects of type and token frequency. The regularities of language emerge from experience as categories and prototypical patterns. The typical route of emergence of constructions is from formula, through low-scope pattern, to construction. Frequency plays a large part in explaining sociolinguistic variation and language change. Learners' sensitivity to frequency in all these domains has implications for theories of implicit and explicit learning and their interactions. The review concludes by considering the history of frequency as an explanatory concept in theoretical and applied linguistics, its 40 years of exile, and its necessary reinstatement as a bridging variable that binds the different schools of language acquisition research.

Much of the research on L2 article acquisition has investigated the effects of semantic, syntactic, and discourse universals on the systematicity and variability of learners' article use. The present paper looks at systematicity from the combined perspective of two putative discourse universals related to topic continuity (e.g., Givón, 1983) that have been addressed only separately in past studies of article acquisition: the tendency to mark the distinction between topics and comments (e.g., Huebner, 1983) and the tendency to mark the distinction between new, continuous, and reintroduced NP referents (e.g., Chaudron & Parker, 1990). The present study examines how well these discourse universals account for the patterns of article use and nonuse found in narratives written by 199 Finnish-speaking and 145 Swedish-speaking adolescent learners of English. The quantitative results of the study cast some doubt on learners' sensitivity to the topic-comment distinction and also suggest that learners' tendency to mark distinctions between new, continuous, and reintroduced NP referents is influenced by the prominence of such distinctions in the L1. The quantitative results are supported by a qualitative analysis of a subset of the data that suggests numerous other elements that are needed to characterize the systematicity of individual learners' interlanguage article systems.

This study explores the developmental pattern observed when Japanese adult learners acquire the locality condition on English reflexives. Experimental tasks were designed specifically to deal with the methodological problems of earlier research and then administered to Japanese learners of English at five proficiency levels (n = 411) as well as English and Japanese control groups (n = 40). Results from the learner groups indicate that the locality condition is acquired significantly better with sentences containing embedded that-clauses (type E-1) than with sentences containing embedded infinitival clauses (type E-2). This asymmetry exists even at beginning stages of learning and persists through later stages. For type E-2 clauses, there is an appreciable percentage of advanced learners (about 35% in this study) who failed to acquire the locality condition, which, I argue, is extremely difficult to account for within the UG models proposed thus far.

The use of formulaic expressions by second language learners has received little attention from second language acquisition research investigating interlanguage temporal systems. Instead, this field of inquiry has emphasized the productive use of verbal morphology by employing type-token analyses. This paper considers the proposed developmental sequence of formula > low-scope pattern > construction in the emergence of future expression in a longitudinal study of 16 adult learners of English as a second language. The findings suggest that the use of formulaic expressions may be subject to individual variation and that learners may use formulaic expressions to different degrees when developing form-meaning associations even in the same grammatical subsystem, such as the tense-aspect system. The findings also suggest, however, that the practice of favoring type over token analysis as a matter of course may eliminate valuable information about the emergence and development of temporal expression.

This paper argues that crossing the boundaries between sociolinguistics and second language acquisition (SLA) is essential to both fields of study (Giacalone Ramat, 1995; Preston, 1993). Specifically, data collected in an investigation of the SLA of copula choice by 77 English-speaking learners of Spanish are examined in terms of similarities to data collected in studies of language change (Gutiérrez, 1992; Silva-Corvalán, 1994). The variables used to analyze these data, Frame of Reference and Susceptibility to Change, have been shown to be useful for examining the process of the extension of estar to new [copula + adjective] contexts from a sociolinguistic perspective. The application of these variables to SLA data allows an investigation of the mirror-image relationship predicted to exist between the process of language loss and the process of language acquisition.

The present study examines the processing of Spanish future tense morphology incidentally while reading in a second language. Previous L1 and L2 reading research has demonstrated that readers can acquire new vocabulary as a result of reading, but can they also acquire formal properties of the second language grammatical system? The participants in the present study had no previous knowledge of future tense morphology such that, as they read the passage used in the study, they encountered the target form for the first time, which is an accented á on the end of an infinitive—for example, dependerá “he, she, or it will depend.” Several variables were manipulated: (a) the frequency with which the target form appeared in the input passages (6, 10, or 16 exposures); (b) the learner-readers' orientation to the task (neutral, meaning oriented, or form oriented); and (c) cues to meaning (the presence or absence of future-oriented adverbials). The effects of these variables were measured on both comprehension and input processing immediately after reading, 2 weeks later, and 1 month later. Comprehension was measured with a free-written recall and a multiple-choice comprehension test. Input processing was measured with a multiple-choice form recognition test and a modified cloze-form production test. The results indicate that all three variables have some effect on comprehension and input processing.

This experimental study compares the acquisition of the English to- and for-dative alternation by L1 English, L1 Japanese, and L1 Korean children. It is well known that there are restrictions on the verbs that can enter into the dative alternation—for example, you can show the results to someone and show someone the results; and you can demonstrate the results to someone but you cannot *demonstrate someone the results. L1 children sometimes overextend the double-object variant to verbs that disallow it. One question we investigate is whether L2 children, like L1 children, overextend the double-object variant. A second question we probe is whether L2 children, like L2 adults, transfer properties of the L1 grammar. Japanese disallows all double-accusative constructions. Korean disallows them with analogues of to-dative verbs; but with analogues of for-dative verbs, Korean productively allows them—more broadly, in fact, than English—if the benefactive verbal morpheme cwu- is added. Results from an oral grammaticality judgment task show (a) that all groups allow illicit to-dative double-object forms and (b) that the Japanese—but not the Koreans—allow illicit for-dative double-object forms. This bifurcation, we argue, stems from the fact that Korean (but not Japanese) has an overt morphological licensor for double objects. We thus find evidence of both (a) overgeneralization, like in L1 acquisition, and (b) L1 influence, like in adult L2 acquisition, in this case from the (syntactic) argument-changing properties of overt morphology.

The mapping of lexical form to meaning is an important part of vocabulary acquisition in a second language (L2). This study examines the proposition that L2 lexical forms are often mapped to the existing semantic content of their first language (L1) translations rather than to new semantic specifications of their own. Native and nonnative English speakers were asked to perform two semantic judgment tasks in which they had to determine the degree of semantic relatedness of English word pairs (experiment 1) or to decide whether two English words were related in meaning (experiment 2). The nonnative speakers, but not the native speakers, were found to provide higher rating scores on or responded faster to L2 word pairs sharing the same L1 translations than to L2 word pairs that do not. The finding is interpreted as strong evidence in support of the presence of L1 semantic content in L2 lexical entries.

Although it is well known that many second language (L2) learners have trouble using articles “properly,” the primary causes of their difficulties remain unclear. This study addresses this problem by examining the metalinguistic knowledge of the English article system that learners employ when selecting articles in a given situation. By doing this, the present study attempts to better understand the process of “making sense” of the English article system by learners who are at different stages in their interlanguage development. Eighty Japanese college students with varying levels of English proficiency participated in this study. Immediately after completing a fill-in-the-article test, a structured interview was conducted to investigate the reasons for their article choices. The quantitative and qualitative analyses reveal a number of conceptual differences with regard to their considerations of the hearer's knowledge, specific reference, and countability, which may account for learners' errors in article use across different proficiency groups.

Using frequency findings from corpus linguistics, this paper explores the relationship between the information presented in ESL-EFL materials and what is known about actual language use based on empirical studies. Three aspects of materials development for grammar instruction are discussed: the grammatical features to be included, the order of grammatical topics, and the vocabulary used to illustrate these topics. For each aspect, we show that there are often sharp contrasts between the information found in grammar materials and what learners encounter in the real world of language use. In our conclusion, we argue that a selective revision of pedagogy to reflect actual use, as shown by frequency studies, could result in radical changes that facilitate the learning process for students.

This experimental study investigates the differential effects of three conditions (nonnegotiated premodified input, negotiation without “pushed output” [Swain, 1985], and negotiation plus pushed output) on L2 learners' vocabulary comprehension and acquisition (receptive and productive). Analyses of variance performed on the data indicated that: (a) negotiated interaction had a positive effect on the comprehension of L2 words; (b) only negotiated interaction that incorporated pushed output appeared to have promoted both receptive and productive acquisition of words as well as an increase in productive word retention; and (c) negotiated interaction plus output did not promote receptive acquisition more than negotiation without output, but it was more effective in promoting productive acquisition. The findings of this study provide empirical evidence for the important role of negotiation in facilitating the comprehension and acquisition of L2 vocabulary, which suggests that output plays a key role within the negotiation process for productive lexical acquisition.

Simard and Wong (2001) raise serious concerns about the theoretical and empirical (Leow, 1998b) aspects of Tomlin and Villa's (1994) model, which postulates a fine-grained analysis of attention for SLA and the prediction that awareness at the level of detection is not crucial for further processing of second or foreign language (L2) data. According to Simard and Wong, Tomlin and Villa's frequently cited model has provided the “theoretical motivation for recent studies of input enhancement and especially of textual enhancement in SLA” (p. 104), an impact that needs to be viewed with caution (p. 105). To motivate their critique of Tomlin and Villa's model, the authors repeatedly question the validity of basing their model on “findings from the research contexts of psychology and neuroscience” (p. 105) and, in turn, put forward suggestions for a model of attention that they claim would better reflect the complex nature of SLA as well as suggestions for “new” research orientations relating to attention and awareness in SLA.

DeKeyser (2000) reports a study in which he examines three hypotheses concerning the existence of a critical period for second language acquisition. He concludes that his data support all three predictions and that the notion of a critical period is the best account of the data. However, there are problems in both his interpretation of the data and the issues raised in his discussion that undermine that conclusion. The present paper examines the evidence for the three hypotheses proposed by DeKeyser and argues that the data do not provide the necessary support for the interpretation that a critical period has influenced the results.

Following previous work in L1 acquisition, SLA has witnessed a veritable explosion of research activity in the domain of temporality since the mid 1980s. In the hefty book under review here, Kathleen Bardovi-Harlig, for several years one of the most active protagonists in the field, sets out to organize the dislocated array of findings, methods, and approaches to date.

Although there are certainly observable frequency effects in language, in most cases, there are alternative approaches to explanation that more directly relate to the essential characteristic of language—that it is a system relating form to meaning. For example, for both word choice in production and ambiguity resolution in comprehension, meaning-based approaches can often provide equally satisfying, or more satisfying, explanations. In the meaning-based approach, the statistical structure of the language can affect the development of linguistic knowledge (for example, by influencing acquisition order or providing evidence for developing grammars); however, linguistic knowledge is not itself knowledge of the statistical structure of language. An example is provided of how frequency may relate to grammaticality judgments of nonnative speakers acquiring multiple wh-questions.