This article puts forward several proposals for replicating two well-known First Exposure studies dealing with the earliest stages of adult second language acquisition. Both of them enquire into the word-level knowledge that complete beginners are able to extract from minimal input when exposed to a new language for the first time. They also focus on several input variables that may enhance learning from minimal input. However, the first, by Gullberg et al. (2012), uses audiovisual input in Dutch learners of Chinese to assess word recognition and word meaning after watching a short video; while the second, by Shoemaker and Rast (2013), uses oral input with French learners of Polish to measure word recognition before and after 6.5 hours of intensive classroom exposure. Close and approximate replications of these studies can help to re-evaluate and generalise the findings, as well as contributing additional relevant data to the field.

本文提出了一些建议，用于复制两项著名的首次接触研究，这些研究涉及成人第二语言习得的最早阶段。两者都探究了完全的初学者在第一次接触新语言时能够从最少的输入中提取的单词级知识。他们还关注几个可以增强从最小输入中学习的输入变量。然而，第一个由 Gullberg 等人提出。(2012)，使用荷兰汉语学习者的视听输入来评估观看短视频后的单词识别和单词含义；第二个由 Shoemaker 和 Rast (2013) 提出，使用波兰语法语学习者的口头输入来测量 6.5 小时密集课堂学习前后的单词识别情况。这些研究的近似重复可以帮助重新评估和概括研究结果，并为该领域提供更多相关数据。