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Research papers on Second language acquisition

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  1. Comprehensible Input and Second Language Acquisition: What is the Relationship?

    Lester Loschky · 1994 · Studies in Second Language Acquisition · 104 citations

    This study attempts to test aspects of the input hypothesis (Krashen, 1980, 1983, 1985) and Long's modification of it (Long, 1980, 1983a, 1985). Specifically, it experimentally tests the hypothesis that both input and interactional modifications facilitate second language acquisition, using Japanese as the target language. Three experimental groups were differentiated in terms of input and interaction conditions: (1) unmodified input with no interaction, (2) premodified input with no interaction, and (3) unmodified input with the chance for negotiated interaction. The groups were compared in terms of (a) their degree of comprehension of the input and (b) their subsequent retention of vocabul

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  3. Age and input in the acquisition of grammatical gender in Dutch

    Sharon Unsworth · 2008 · Second Language Research · 54 citations

    This article investigates the effect of age of first exposure and the quantity and quality of input to which non-native acquirers (L2ers) are exposed in their acquisition of grammatical gender in Dutch. Data from 103 English-speaking children, preteens and adults were analysed for gender agreement on definite determiners. It was observed that although most learners regularly overgeneralized the common gender definite determiner de to neuter nouns, there also existed child and adult L2ers who consistently produced the target neuter determiner het with these nouns ( contra Carroll, 1989; Hawkins and Franceschina, 2004; Franceschina, 2005). Participants in all three groups produced het equally

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  4. Praxeology, humanism, equity, and mixed methods: Four pillars for advancing second language acquisition and teaching

    Yong-Yan Zheng, Lourdes Ortega, S. Pekarek Doehler, et al. · 2025 · The Modern Language Journal · 44 citations

    In this article, we present our vision of a transformed second language acquisition and teaching (SLA/T) disciplinary community that approaches second language (L2) education through four pillars. The first pillar is praxeology (i.e., the study of human action) to highlight the sociocontextually emergent nature of L2 competence. It locates the emergence of L2 grammar and interactional competence in humans acting conjointly with others with and through their L2 across a large variety of social situations and transnational, transcultural, and translingual spaces. The second pillar, humanism, calls for a complex dynamic systems theory–informed understanding of individual differences, with learn

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  5. Home language environment and children's second language acquisition: the special status of input from older siblings.

    Tamara Sorenson Duncan, J. Paradis · 2020 · Journal of child language · 42 citations

    Previous research suggests that increased second language (L2) input at home may not support L2 acquisition in children from migrant backgrounds. In drawing this conclusion, existing work has largely aggregated across family members. This study contrasts the effect of L2 input from older siblings with that from mothers. Participants were 113 child L2 learners of English (mean age = 5;10 [range 4;10-7;2]; mean exposure to L2 in school = 16.7 months [range 2-48 months]). All children had at least one older sibling. Using hierarchical linear regression modelling with controls for age, non-verbal reasoning and phonological short-term memory, we found that greater L2 input from siblings - but not

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  6. INPUT, NEGOTIATION, AND AGE DIFFERENCES IN SECOND LANGUAGE ACQUISITION1

    Robin C. Scarcella, Corrine Higa · 1981 · Language Learning · 33 citations

    This paper examines input and negotiation in child and adolescent second language acquisition. Two hypotheses are tested: first that adult native speakers provide more simplified input to younger learners than to older learners; and second. that older learners use more conversational negotiation devices and techniques than younger learners. To test these hypotheses fourteen Spanish speakers oust beginning to acquire English). seven children and seven adolescents were paired with fourteen adult native English speakers in such a way that fourteen conversational dyads were formed lo provide baseline data an additional fourteen native English speakers were matched with each other. Each dyad was

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  7. THE ROLE OF INPUT VARIABILITY AND LEARNER AGE IN SECOND LANGUAGE VOCABULARY LEARNING

    Ruta Sinkeviciute, Helen Brown, Gwen Brekelmans, et al. · 2019 · Studies in Second Language Acquisition · 26 citations

    Input variability is key in many aspects of linguistic learning, yet variability increases input complexity, which may cause difficulty in some learning contexts. The current work investigates this trade-off by comparing speaker variability effects on L2 vocabulary learning in different age groups. Existing literature suggests that speaker variability benefits L2 vocabulary learning in adults, but this may not be the case for younger learners. In this study native English-speaking adults, 7- to 8-year-olds, and 10- to 11-year-olds learned six novel Lithuanian words from a single speaker, and six from eight speakers. In line with previous research, adults showed better production of the multi

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  8. Language acquisition in the digital age: L2 English input effects on children’s L1 Icelandic

    Sigríður Sigurjónsdóttir, Iris Nowenstein · 2021 · Second Language Research · 24 citations

    This article reviews prominent research on non-English-speaking children’s extramural acquisition of English through digital media, and examines the understudied scenario of possible effects of such second language (L2) English input on domestically dominant but globally small first languages (L1s), with Icelandic as the test case. We outline the main results of the children’s part of the Modeling the Linguistic Consequences of Digital Language Contact (MoLiCoDiLaCo) research project, which targeted 724 3–12-year-old Icelandic-speaking children. The focus is on English input and its relationship to the children’s Icelandic/English vocabulary and Icelandic grammar. Although a causal relations

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  11. Eye-tracking research in instructed second language acquisition

    Aline Godfroid, Bronson Hui · 2025 · Language Teaching · 9 citations

    This was the first study to use the visual world eye-tracking paradigm as a pretest and posttest measure to gauge the effects of an instructional intervention. In two experiments, the researcher showed that intermediate L2 German learners can be trained to engage in gender-based predictions (through lexical training on gender assignment), whereas L1 German learners can be trained not to make predictions based on gender if the gender cue in the input is made unreliable. Together, the results show that robust knowledge of lexical gender assignment is a prerequisite for predictive processing of gender agreement.

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  14. Informal Language Learning

    · 2024 · 3 citations

    This insightful book explores the impact of internet-based technologies on second language acquisition, focusing on informal learning. It traces the evolution of informal learning, emphasizing the crucial role of input, interaction, and output in acquiring English as a second language. The book analyzes diverse out-of-school practices, such as watching TV, gaming, and social media engagement, and their impact on L2 development. Additionally, it delves into various intervening variables—age, gender, proficiency, engagement, and affective variables—highlighting the personalized nature of L2 acquisition. It also addresses the challenges encountered by L2 teachers, advocating innovative teaching

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  15. AI-assisted language learning for preschoolers: Krashen’s second language acquisition theory

    Imamah Imamah, D. Suryani · 2025 · Journal of Educational Management and Instruction (JEMIN) · 3 citations

    The integration of technology in early education presents new opportunities for second language (L2) acquisition. Grounded in Stephen Krashen’s influential theory, this study investigates the potential of Artificial Intelligence (AI) based on Krashen’s language acquisition theory to create an optimal learning environment for young children. The primary purpose was to determine the effectiveness of an AI-assisted learning system on the linguistic skills and affective development of preschool-aged L2 learners. This study employed a 24-week, quasi-experimental, mixed-methods design. Sixty children aged 3–6 were assigned to either an experimental group using the AI system or a control group rece

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  16. Teaching of Pragmatics: Issues in a Global Age

    Liwei Zhu · 2019 · Journal of Language Teaching and Research · 2 citations

    This article reviews literature on pragmatic teaching in three domains: (1) instructional methods in interpragmatics (2) pragmatic teaching resources (3) test and assessment of pragmatic ability .It aims at providing a comprehensive perspective of the available choices for pragmatics teaching and the ways that second language learners’ pragmatic development can be enhanced in the classroom. In the area of instructional methods, this article reviews researches under the theoretical SLA framework of explicit versus implicit instruction, input processing instruction, and skill acquisition and practice. In the domain of pragmatic teaching resources, two types of pedagogical resources are reviewe

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  17. Innovative Pedagogical Strategies in Second Language Acquisition

    Lu Ye · 2024 · SHS Web of Conferences · 2 citations

    The process of acquiring a second language is a complex undertaking that necessitates a multifaceted approach to instruction. Contemporary pedagogical strategies have increasingly emphasized interactive and communicative methods, recognizing the importance of engaging learners in meaningful and authentic use of the language. This article delves into the various instructional techniques that are currently favored in the field of second language education. Notably, the comprehensibility of input, which refers to the accessibility of language presented to learners, is paramount; methods designed to ensure that learners can understand and process language are essential for facilitating acquisiti

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  18. Second Language Acquisition (SLA) Theories Applied in ESL Teacher Training

    Karen Garalde, Michael L. Estremera · 2026 · EIKI Journal of Effective Teaching Methods · 2 citations

    The incorporation of Second Language Acquisition (SLA) theory into English as a Second Language (ESL) teacher education is essential for preparing teachers who make research-informed instructional decisions. SLA frameworks such as the input hypothesis, interaction hypothesis, sociocultural theory, and cognitive processing models are extensively cited in professional standards and program curricula, yet their impact on practical teacher preparation varies. This systematic literature review synthesizes 62 empirical and conceptual studies published between 1980 and 2024, examining how SLA theories inform ESL teacher training, with attention to curriculum design, pedagogical skill development, t

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  19. Instructed Second Language Acquisition Research Methods (Book Review)

    D. Karimova · 2025 · Teaching English as a Second or Foreign Language--TESL-EJ · 1 citations

    Instructed Second Language Acquisition (ISLA) research plays a pivotal role in understanding how second language acquisition takes place in a formal or instructed setting (e.g., a language classroom). ISLA research provides practical answers to such classroom teaching queries by addressing two key questions: “(1) Is instruction beneficial for second language (L2) learning, and (2) If so, how can the effectiveness of instruction be optimized?” (Loewen, 2020, p. 1). Given the direct impact of ISLA research on L2 classroom instruction, scholars who intend to pursue this line of research should consider several key topics. Instructed Second Language Acquisition Research Methods, edited by Laura

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  20. The Effects of Structured Input and Output on the Acquisition of the Accusative Case in L2 German

    Nick Henry · 2025 · Instructed Second Language Acquisition · 1 citations

    Despite a relatively large body of research comparing comprehension- and production-based instruction, instructional treatments have often included different design features (e.g., the presence of explicit information, task-essentialness, attention to meaning) and thus targeted different cognitive processes. The present study focused on a comparison of structured input, structured output, and mixed instruction, all of which are designed specifically to reorient learners’ first-noun strategy and promote the connection between form and meaning. Instruction targeted the processing of nominative and accusative case markers in object-first sentences in German. The outcomes of instruction were inv

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  21. Reflections on a Middle-aged Learners’ Self-study of Japanese as a Second Language

    Dennis Murphy Odo · 2026 · Journal of Japanese Language Education and Linguistics

    This reflective essay details a 1.5-year self-study of Japanese by a middle-aged learner (age 48) using an input-based approach. The study explores the intersection of self-directed learning and language acquisition in an understudied demographic. The aims of this research were: to evaluate the effectiveness and enjoyability of an input-based approach for an adult learner; to identify the limitations of prioritizing input over output in self-directed study, and to provide a springboard for further research into the cognitive and motivational factors of adult language learning. The learner utilized self-directed learning methods that were loosely based upon Krashen’s Comprehension Hypothesis,

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  23. Selecting Language Teaching Methods According To The Age Characteristics Of The Learner

    Mardiyeva Gulzira Tashnazarovna · 2025 · Current Research Journal of Pedagogics

    Age is one of the most powerful moderators of how learners perceive input, process form–meaning connections, and convert classroom experience into durable second-language competence. Yet “age-appropriate” language pedagogy is often treated as a loose intuition rather than a principled design variable. This article systematizes how maturational, cognitive, socio-emotional and motivational characteristics across early childhood, primary, lower secondary, upper secondary and adult cohorts should shape the choice and orchestration of language-teaching methods. Grounding the analysis in developmental psychology (Piaget, Vygotsky, Bruner), second-language acquisition (Krashen, Long, Ellis), and ed

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  24. Inspiration of Family-Based Immersion Model of Language Acquisition for English Teaching for Young Learners

    Juan-Yin Liu · 2022 · Frontiers in Educational Research

    : The trend that an increasing number of young learners start to learn English at a very early age facilitates the diversity of language teaching methods. However, influenced by traditional language learning method, some teachers still focus on language form, not giving full attention to learners’ communicative ability. As a result, younger learners keep using pattern drill to practice speaking without sufficient listening as input, which is opposite to the “acquisition” principle and partly explains why young learners fail to learn English as expected. According to the theory of second language acquisition, listening and speaking should come before reading and writing. This is a natural pro

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