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Papers on “second language acquisition age input methods”

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

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

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

   Sharon Unsworth · 2008 · Second Language Research · 54 cites

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

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

   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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4. 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 cites

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

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

   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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6. 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 cite

   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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7. Frequency of Input

   Justin P. White, Alessia Martini · 2020 · Instructed Second Language Acquisition

   The present paper examines the effect of input at the macro- and micro-levels on beginning level language learners of Italian. At the macro-level, learners are exposed to Structured Input activities targeting Italian accusative clitics to determine their effect on learners’ default processing strategies. At the microlevel, the effect of the number of target item tokens in the input is measured and subsequently compared: 40 and 80 tokens. This study included pre-test, immediate post-test and delayed post-test measures on interpretation and production to examine the effect of Structured Input activities. Findings reveal that Structured Input activities at varying token frequencies may affect l

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8. What absolute beginners learn from input

   Susanne E. Carroll, Angela George · 2018 · Instructed Second Language Acquisition

   Absolute beginners rapidly solve several word learning problems after minimal exposure to second language speech. In this article, we report on laboratory research that supports this claim. Explaining second language acquisition is a goal of foundational research. While our findings are consistent with the generativist enterprise, generativists have been content to describe what learners have acquired while avoiding discussion of the ‘how’. We describe a specific generativist approach (the Autonomous Induction Theory) that directly addresses the role of specific learning mechanisms proposed by cognitive psychology. In contrast to alternative non-generative approaches, the Autonomous Inductio

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