others. The Interaction Hypothesis suggests that negotiated interaction can facilitate SLA and that one reason for this could be that, during interaction, learners may receive feedback on their utterances. An interesting issue, which has challenged interactional research, concerns how learners perceive feedback and whether their perceptions affect their subsequent L2 development. The present research addresses the first of these issues-learners' perceptions about interactional feedback. The study, involving 10 learners of English as a second language and 7 learners of Italian as a foreign language, explores learners' perceptions about feedback provided to them through task-based dyadic interaction. Learners received feedback focused on a range of morphosyntactic, lexical, and phonological forms. After completing the tasks, learners watched videotapes of their previous interactions and were asked to introspect about their thoughts at the time the original interactions were in progress. The results showed that learners were relatively accurate in Funding for part of this project was provided by a Federal Grant to establish a National Foreign Language Resource Center at Michigan State University, grant #P229A60012. We are grateful to Sarah Lemelin for her assistance with the collection and transcription of the Italian data. We are also grateful for the extremely helpful and thought-provoking comments of the anonymous SSLA reviewers, Patsy Lightbown, and Jennifer Leeman. All errors remain our own.
Some researchers have posited a "natural" order of acquisition of English grammatical morphemes common to all learners of English as a second language, but no single cause has been shown for this phenomenon. This meta-analysis investigated whether a combination of five determinants (perceptual salience, semantic complexity, morphophonological regularity, syntactic category, and frequency) accounts for a large part of the total variance found in acquisition order. Oral production data from 12 studies over almost 25 years, together involving 924 subjects, were pooled. Multiple regression analysis showed that a very large portion of the total variance in acquisition order is explained by the combination of the five determinants. We suggest research on other potential contributing factors and discuss the need for similar research in other languages.
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