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This meta-analysis offers a snapshot of thirty-five years (1980-2015) of research on instructed second language acquisition (ISLA). Fifty-four empirical studies involving a total of 5,051 second language learners -- sampled from six applied linguistics journals, "Applied Linguistics, Language Learning, Language Teaching Research," "The Modern Language Journal," "Studies in Second Language Acquisition," and "TESOL Quarterly" -- were aggregated for the effects of second language (L2) instruction, yielding an overall large effect size, g = 1.06, 95 % CI = 0.84-1.29. Data were further analysed to identify factors that can modulate the efficacy of instruction. While a minor difference was detected between explicit and implicit instruction, statistically significant effects were found for modes of outcome measures, learners' onset L2 proficiency, research settings, and intensity of instruction.

This article offers a methodological synthesis spanning 35 years of instructed second language acquisition research on the efficacy of form-focused instruction. Eighty-eight (quasi-) experimental studies were sampled from six academic journals: "Applied Linguistics," "Language Learning," "Language Teaching Research," "Modern Language Journal," "Studies in Second Language Acquisition," and "TESOL Quarterly." The focus of analysis was on five sets of variables: (1) research design, (2) participants, (3) context in which the studies were conducted, (4) instructional treatment, and (5) outcome measures. Results revealed that since Norris and Ortega's (2000) seminal study, the research domain has grown, not only with respect to the number of studies published, but also with regard to the addition of previously unexamined L1 groups, increase in the number of studies investigating implicit instruction, greater use of multiple measures of learning, and more pretesting and delayed posttesting. However, a number of methodological weaknesses have also persisted.

Repeated reading, a procedure involving repetition of the same text, has received copious attention from first language reading research providing highly converging evidence of its potency for reading fluency, accuracy, and comprehension. In contrast, second language research on repeated reading has been scarce. The very few studies extant have, nevertheless, shown similar, albeit inconclusive, findings. The present study was an attempt to foray into a hitherto uncharted area in both first and second language research, by investigating vocabulary gains from implementing a set of repeated-reading-based pedagogical and learning procedures. Using one heritage speaker of Chinese as its subject, the study administered 20 sessions of "assisted repeated reading" over three weeks. Results indicated both intentional and incidental vocabulary gains that would not otherwise have been possible through conventional reading or vocabulary instruction. (Contains 8 tables and 1 figure.)

Octave-spanning frequency comb generation in the deep mid-infrared (>5.5 μm) typically requires a high pump power, which is challenging because of the limited power of narrow linewidth lasers at long wavelengths. We propose twofold dispersion engineering for a Ge-on-Si microcavity to enable both dispersion flattening and dispersion hybridization over a wide band from 3.5 to 10 μm. A two-octave mode-locked Kerr frequency comb can be generated from 2.3 to 10.2 μm, with a pump power as low as 180 mW. It has been shown that dispersion flattening greatly enhances the spectral broadening of the generated comb, whereas dispersion hybridization improves its spectral flatness.

Complex Dynamic Systems Theory (CDST), an instantiation in applied linguistics of complexity epistemology that transcends disciplinary boundaries, has gained much traction and momentum over the last decade, finding expressions in a fast-growing number of empirical second language developmental studies. However, the literature, while rapidly expanding, has displayed much confusion, notably oscillating between invoking CDST as a metatheory and as an object theory. Then, too, the metaphorical genesis of CDST—the metaphorical adoption of complexity epistemology from physical sciences—has seemed to invite miscellaneous interpretations, rendering CDST an ostensibly all-in-one conceptual prism. This article explores the epistemology of CDST, tracing its ontology and examining its role in second language developmental research. This enables a more nuanced understanding of CDST, while at once surfacing critical issues and directions for future research, as it moves toward a pluralistic approach to investigating CDST as a potentially unique lens on second language development. [ABSTRACT FROM AUTHOR]

Written corrective feedback has been subject to increasing attention in recent years, in part because of the conceptual controversy surrounding it and in part because of its ubiquitous practice. This study takes a meta-analytic approach to synthesizing extant empirical research, including 21 primary studies. Guiding the analysis are two questions: Does written corrective feedback help to improve the grammatical accuracy of second language writing? What factors might mitigate its efficacy? Results show that written corrective feedback can lead to greater grammatical accuracy in second language writing, yet its efficacy is mediated by a host of variables, including learners' proficiency, the setting, and the genre of the writing task.

A founding concept in second language acquisition (SLA) research, fossilization has been fundamental to understanding second language (L2) development. The Fossilization Hypothesis, introduced in Selinker's seminal text (1972), has thus been one of the most influential theories, guiding a significant bulk of SLA research for four decades; 2012 marks its fortieth anniversary. This article revisits the Fossilization Hypothesis, starting with the earliest set of questions (still the most comprehensive) (Selinker & Lamendella 1978) and using them as a basis for updating the Hypothesis. The current understanding of fossilization is presented by introducing an alternative hypothesis, the Selective Fossilization Hypothesis (Han 2009) and, in the light of that alternative, reviewing a selection of fossilizable structures documented in the recent literature.

We report on a study of first-exposure learners with different first languages (L1s: English, Japanese) to examine their ability to process input for form and meaning. We used a rich set of tasks to tap respectively into processing, comprehension, imitation, and working memory. We show that there are advantages to having a first language (L1) that brings familiarity with the target language. We also show that when presented with natural auditory input, learners are able to process form only minimally. These findings are inconsistent with other studies that suggest that segmentation is easy and rapid. Additionally, we show that such learners comprehend meaning by relying on "top-down" strategies. These findings challenge some of the claims on Input Processing theory. (Contains 7 tables and 3 figures.)

The input enhancement hypothesis proposed by Sharwood Smith (1991, 1993) has stimulated considerable research over the last 15 years. This article reviews the research on textual enhancement of input (TE), an area where the majority of input enhancement studies have aggregated. Methodological idiosyncrasies are the norm of this body of research. Seven major issues appear to be limiting the generalizability of the findings and holding up further progress in the understanding of the efficacy of TE for learning: (1) noticing and/or acquisition; (2) TE and comprehension; (3) simultaneous or sequential processing; (4) TE and the nature of the enhanced form; (5) TE and prior knowledge; (6) TE and input flood; and (7) TE and overuse. The existing research has nonetheless offered some important insights that future research should seek to build on.

Research on input processing in the acquisition of a non-primary language has rested largely on the assumption that learners use a meaning-based approach as the "default" when processing input (VanPatten, 1996). The study reported here poses a challenge to this assumption: findings show that participants who were absolute beginners used a primarily form-based approach when processing Norwegian, a language they had not been exposed to previously. We argue that when positing principles of input processing, there is a need to differentiate between learners who have and who have not developed intermediate grammars of the target language, and that input which is linguistically incomprehensible, as well as devoid of extralinguistic clues, induces form-based processing. The paper concludes with two hypotheses: (1) learners who have acquired some knowledge of the target language will adopt a meaning-based approach to input processing; and (2) learners who have no existing knowledge of the target language will adopt a form-based approach. (Contains 6 tables, 2 figures and 10 notes.)

The role of recasts has been the subject of an increasing number of second language acquisition (SLA) studies in recent years, as has been the role of tasks. Few studies, nevertheless, exist that investigate the interaction between the two. The present study makes a preliminary excursion into this unexplored domain by examining the impact of two task variables, task content familiarity and task type, on the efficacy of recasts. A total of 36 adult ESL learners participated in the study, and were randomly assigned to one of the four experimental groups: the Same Video group, the Different Video Group, the Same Notes group, or the Different Notes group. A pre-test/post-test/ delayed-post-test design was employed to detect any improvement in participants' ability to use the past progressive form--the linguistic target. Results from analyses of variance show significant main effects for task content familiarity and task type.

Discusses major conceptual and methodological issues surrounding language fossilization. Shows that fossilization is related to various manifestations of failure in second language learning. Argues that in constructing theories of second language acquisition, fossilization remains a central issue to be confronted and explained and suggests the need to develop principled approaches to investigating it. (Author/VWL)

Explores the notion of "fine-tuning" in connection with the corrective feedback process. Describes a longitudinal case study, conducted in the context of Norwegian as a second a language, that shows how fine-tuning and lack thereof in the provision of written corrective feedback differentially affects a second language learner's restructuring of an interlanguage construction. (Author/VWL)

Re-examines the case of the "pseudo-passive," an interlanguage structure considered typical of first-language Chinese learners of second language English. Earlier approaches to the analysis of the structure--typological and syntactic--are reviewed and an alternative approach--discourse-syntactic--is proposed to bridge a methodological gap left from the earlier studies. (Author/VWL)

Focuses on the interlanguage of a Thai student learning Norwegian. Suggests that the learner's errors are related to transfer from the first language, but that the error finds justification in the textbook input the student has received. Researchers attempted to "teach out" the error without much success. (Author/VWL)