Responds to a previous article that attacks variabilists' accounts of second-language acquisition (SLA) by addressing the following issues: (1) the context dependency of theory in SLA research; (2) the competency performance distinction; (3) the problem of data in SLA research; and (4) explanations of SLA. (Author/VWL)

The oral interaction hypothesis, proposed by Long and investigated by Pica, in second language (L2) acquisition is critiqued. The interaction hypothesis advances two major claims about the role of interaction in L2 acquisition: (1) comprehensible input is necessary for L2 acquisition; and (2) modifications to the interactional structure of…

A critical examination of grammaticality judgment tasks in second-language acquisition research focuses on the theoretical assumptions underlying such tasks and describes an investigation indicating that grammaticality judgment tasks elicit a particular kind of performance that needs to be better understood before being used as a basis for…

Examines the theoretical rationales (universal grammar, information-processing theories, skill-learning theories) for input-based grammar teaching and reviews classroom-oriented research (i.e., enriched-input studies, input-processing studies) that has integrated this option. (Author/VWL)

Provides an historical sketch of form-focused instruction research, defines what is meant by form-focused instruction, and discusses the main research methods that have been used to investigate form-focused instruction in terms of a broad distinction between confirmatory and interpretive research. (Author/VWL)