Input skewedness, consistency, and order of frequent verbs in frequency-driven second language construction learning: A replication and extension of Casenhiser and Goldberg (2005) to adult second
language acquisition

Nakamura, Daisuké

doi:10.1515/iral-2012-0001

Cited by 25 publications

(20 citation statements)

References 21 publications

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“…It is possible that learners in communicative classrooms with a primary focus on message exchange might focus less on linguistic form (Richards and Rodgers, 2001;Savignon, 2000). It is important to specify that what was consolidated by the learners at the post-test administration is fundamentally related to procedural knowledge, which has been observed to be initially explicit (Nakamura, 2008).…”

Section: Discussionmentioning

confidence: 99%

Interaction and Uptake in Large Foreign Language Classrooms

Ekembe¹

2014

RELC Journal

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Inteaction determines and affects the conditions of language acquisition especially in contexts where exposure to the target language is limited. This is believed to be successful only within the context of small classes (Chavez, 2009). This paper examines learners’ progress resulting from interaction in large classes. Using pre-, post-, and delayed post-test, results from two groups of participants (n=78 and 83) involved in the study do not show any significant difference at post- and delayed post-test. The study, therefore, rejects the argument that class size constrains interaction and instead argues that the durability of knowledge gained from interaction appears to have a stronger correlation with type of interaction, learners’ previous learning styles, proficiency, and the wider context of learning. The paper also argues that teacher-led interaction is not only possible with low proficiency, but could lead to outcomes which actually define the purpose for which language is learnt.

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Section: Discussionmentioning

confidence: 99%

Interaction and Uptake in Large Foreign Language Classrooms

Ekembe¹

2014

RELC Journal

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“…In a broader context, this implication is consistent with the contribution of skewed input to the early stage of learning. There is a debate on the effectiveness of skewed/balanced input in L2 learning (e.g., McDonough & Nekrasova-Becker, 2014;Nakamura, 2012), and some studies argue that skewed input (comprising a single high frequent exemplar that is also prototypical in its meaning/function) Input-output relations in the initial stage of SLA [15] assists learners' optimisation of language acquisition processes by providing a fix on the target item (e.g., Casenhiser & Goldberg, 2005;Ellis & Ferreira-Junior, 2009b). Our finding supports their idea that low-variance, yet frequently-attested, item in the input boosts beginners' formation of target knowledge effectively.…”

Section: Implications Of the Findingsmentioning

confidence: 99%

Input–output relation in second language acquisition

Shin

Jung

2021

ARAL

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Studies on the role of input in L2 acquisition often estimate L2 input properties through L1 corpora and focus on L2-English. This study probes the initial stage of L2-Korean learning for adult English-speaking beginners of Korean to investigate input-output relations in the acquisition of L2 that is typologically different from English in a more direct manner. We specifically ask how L2 beginner input affects L2 beginner production with respect to Korean postpositions. For this purpose, we investigate how the beginners receive input regarding Korean postpositions from a textbook and to what extent the input characteristics are manifested in learner writing. We found that, whereas the presentation of certain postpositions in the textbook was generally reflected in learner writing, individual postpositions showed disparity in their use between the textbook and the writing. Implications of the findings are discussed in light of L1-L2 differences and how the textbook presents form-function pairings of these postpositions.

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“…The former expresses the meaning of causing someone to receive something, while the latter profiles the displacement of an entity by means of a path, so the skewed verb give may not be prototypical for these two types. Likewise, the prototypicality of skewed examples for the novel VAC and Samoan ergatives in Nakamura (2012) and for Esperanto transitives in Trofimovich (2013), andFulga andMcDonough (2016) remains unknown. This is one of the potential reasons that skewed input in these four studies was less effective than balanced input in the development of English and Esperanto ditransitives.…”

Section: Literature Review 1 Input Frequencymentioning

confidence: 99%

“…Recently, researchers have examined effects of skewed input in L2 learning, but yielded mixed findings (e.g. McDonough & Nekrasova-Becker, 2014; McDonough & Trofimovich, 2013; Nakamura, 2012; Year & Gordon, 2009; Zhang & Dong, 2016). Year and Gordon (2009) investigated Korean middle-school students’ acquisition of English ditransitives.…”

Section: Literature Reviewmentioning

confidence: 99%

Impact of constructional complexity and intralingual influence on the effectiveness of skewed input

Zhang

Mai

2021

Language Teaching Research

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This article reports on two studies, testing how three different types of input (skewed first, skewed random and balanced) affect second language (L2) learning of English present counterfactual (IF-Is) and past counterfactual (IF-IIs) conditionals, two constructions differing in complexity. The experiment included a proficiency test, a pretest, a posttest and a delayed posttest for both IF-Is and IF-IIs. Results suggest that the three types of input did not affect learning gains within the two complexity conditions. However, there was a difference in learning gains between the two conditions, namely that more gains were made in the simpler condition (i.e. IF-Is). In a follow-up study, effects of intralingual influence were tested. Participants who had studied IF-Is were taught the more complex construction, IF-IIs. Again, there were three different types of input (skewed first, skewed random and balanced). Results suggest that participants who received skewed input had higher gains and were less influenced by IF-Is they had learned before. Based on this, we concluded that skewed first input was able to effectively reduce the influence of IF-Is on IF-IIs during L2 learning.

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Input skewedness, consistency, and order of frequent verbs in frequency-driven second language construction learning: A replication and extension of Casenhiser and Goldberg (2005) to adult second language acquisition

Cited by 25 publications

References 21 publications

Interaction and Uptake in Large Foreign Language Classrooms

Interaction and Uptake in Large Foreign Language Classrooms

Input–output relation in second language acquisition

Impact of constructional complexity and intralingual influence on the effectiveness of skewed input

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