Order Effects in Second Language Learning
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| Title: | Order Effects in Second Language Learning |
|---|---|
| Language: | English |
| Authors: | Laurence Romain (ORCID |
| Source: | Language Learning. 2025 75(3):623-665. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 43 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages), Cues, Polish, Language Universals, College Freshmen, Time Factors (Learning), Language Patterns, Learning Strategies, Sequential Approach, Teaching Methods, Sequential Learning |
| Geographic Terms: | Poland |
| DOI: | 10.1111/lang.12675 |
| ISSN: | 0023-8333 1467-9922 |
| Abstract: | We explore how general principles of learning apply to and combine with usage-based approaches to language learning and teaching, with a focus on the effects of order of exposure to new information in second language (L2) instruction. Although the effects of input spacing and timing on memory and learning have been previously explored (see Rogers, 2020; Shintani, 2017, for an overview), the effects of order of exposure to the input remain understudied. In this study, we tested whether order of exposure to information in the L2 plays a role in L2 learning and whether an optimal order where the most reliable cues are introduced first ensures that foreign language learners are better equipped to form representations that allow flexible, yet accurate generalisations. We analysed data collected through a training study that teaches the English article system to first language (L1) speakers whose language does not have markers of definiteness. |
| Abstractor: | As Provided |
| Notes: | https://oasis-database.org |
| Entry Date: | 2025 |
| Accession Number: | EJ1484572 |
| Database: | ERIC |
| Abstract: | We explore how general principles of learning apply to and combine with usage-based approaches to language learning and teaching, with a focus on the effects of order of exposure to new information in second language (L2) instruction. Although the effects of input spacing and timing on memory and learning have been previously explored (see Rogers, 2020; Shintani, 2017, for an overview), the effects of order of exposure to the input remain understudied. In this study, we tested whether order of exposure to information in the L2 plays a role in L2 learning and whether an optimal order where the most reliable cues are introduced first ensures that foreign language learners are better equipped to form representations that allow flexible, yet accurate generalisations. We analysed data collected through a training study that teaches the English article system to first language (L1) speakers whose language does not have markers of definiteness. |
|---|---|
| ISSN: | 0023-8333 1467-9922 |
| DOI: | 10.1111/lang.12675 |
