Order of Acquisition and Developmental Readiness

Video‐Based Interaction, Negotiation for Comprehensibility, and Second Language Speech Learning: A Longitudinal Study

“…These findings contradict those of previous studies that found lexicogrammar accuracy to be important for NSs' speaking proficiency judgments (Crossley et al, 2015) and subject to improvement within a short amount of immersion (Schmitt, 1998). While different amounts of interaction benefits were found in this study depending on the different grammatical morphemes involved (verbs, articles > nouns), previous morpheme studies have identified adult L2 learners' tendency to acquire noun plurality before third person plurality, tense, and article (Bardovi-Harlig & Comajoan, 2008). 6 In addition, the issue of adequate length of speech samples required for robust lexical analyses remains controversial and open to further validation.…”

How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels

“…Morphemes at a later stage of L1 developmental hierarchy  Third person plurality, tense-aspect, and article but not noun plurality (Bardovi-Harlig & Comajoan, 2008) Relatedly, L2 segmental pronunciation skills in this study were operationalized as trained raters' impressionistic judgements, where they were supposed to evaluate the overall quality of numerous consonantal and vocalic sounds in spontaneous speech (see Supporting Information-A). Notably, extant literature has demonstrated that L2 learners quickly enhance the intelligibility of their L2 segmental production by prioritizing the acquisition of certain phonological contrasts with higher functional load than those with lower functional load (e.g., Munro & Derwing, 2008 for English /i/-/ɪ/ vs. /u/-/ʊ/).…”

Effects of Sound, Vocabulary, and Grammar Learning Aptitude on Adult Second Language Speech Attainment in Foreign Language Classrooms

“…Third, L2 oral ability was broadly conceptualized and discussed in terms of fundamental yet learnable linguistic features (related to comprehensibility) as well as sophisticated but difficult linguistic aspects (related to nativelikeness). However, other L2 speech studies have shown that the amount of learning difficulty also varies within the domains of segmentals (e.g., dissimilation vs. assimilation; Bundgaard-Nielsen et al, 2012), suprasegmentals (melody vs. tempo; Trofimovich & Baker, 2006), vocabulary (abstract, hypernymic, and polysemous relations between words; Crossley et al, 2015), and morphological accuracy (noun and third-person plurality vs. tense vs. articles; Bardovi-Harlig & Comajoan, 2008). Future research at the micro level is needed to provide a detailed picture of the effects of aptitude on the acquisition of easy and difficult linguistic features.…”