Learners' sensitivity to frequency has implications for theories of implicit and explicit learning and their interactions¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2002 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Documented frequency sensitivity across language domains constrains and informs theories of implicit learning, explicit learning, and how the two interact in second language acquisition. → Nick C. Ellis 2002

Evidence¶

Nick C. Ellis 2002¶

Nick C. Ellis. (2002). Frequency Effects in Language Processing: A Review with Implications for Theories of Implicit and Explicit Language Acquisition. Studies in Second Language Acquisition, Volume 24, Issue 2. https://doi.org/10.1017/S0272263102002024

q2 · i? · review · r?

The review argues that because learners show "sensitivity to frequency in all these domains", theories of implicit and explicit learning and their interaction must accommodate frequency effects. No effect sizes are printed in the available text.

"Learners' sensitivity to frequency in all these domains has implications for theories of implicit and explicit learning and their interactions."

Discussion¶

Related Claims¶

• Language processing is intimately tuned to input frequency across phonology, phonotactics, reading, spelling, lexis, morphosyntax, formulaic language, comprehension, grammaticality, sentence production, and syntax — a broader claim this one bears on
• Frequency should be reinstated as a bridging variable binding the different schools of language acquisition research — related
• Applying skill theory to grammar conflates constructs: pedagogical rules are not what exists in learners' mental representation — related
• Frequency plays a large part in explaining sociolinguistic variation and language change
• Constructions typically emerge developmentally from formula, through low-scope pattern, to construction — related