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.

中文翻译：

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第二语言学习中的顺序效应


我们探讨学习的一般原则如何应用于基于使用的语言学习和教学方法并与之相结合，重点关注第二语言（L2）教学中新信息接触顺序的影响。尽管之前已经探讨了输入间隔和时间对记忆和学习的影响（参见 Rogers，2020；Shintani，2017，了解概述），但输入顺序的影响仍未得到充分研究。在这项研究中，我们测试了第二语言中信息的接触顺序是否在第二语言学习中发挥作用，以及首先引入最可靠线索的最佳顺序是否可以确保外语学习者更好地形成允许灵活但又不失灵活性的表征。准确的概括。我们分析了通过一项训练研究收集的数据，该训练研究向没有明确标记的第一语言（L1）使用者教授英语冠词系统。