Input and Second Language Acquisition: The Roles of Frequency, Form, and Function Introduction to the Special Issue
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The articles in this special issue explore how the acquisition of linguistic constructions as form–function mappings is affected by the distribution and saliency of forms in oral input, by their functional interpretations, and by the reliabilities of their form–function mappings. They consider the psycholinguistics of language learning following general cognitive principles of category learning, with schematic constructions emerging from usage. They analyze how learning is driven by the frequency and frequency distribution of exemplars within construction, the salience of their form, the significance of their functional interpretation, the match of their meaning to the construction prototype, and the reliability of their mappings. These investigations address a range of morphological and syntactic constructions in instructed, uninstructed, and laboratory settings. They include both experimental and corpus‐based approaches (some conducted longitudinally) and consider the relationship between input and acquisition in the short term and over time, with a particular emphasis on spoken input directed to second and foreign language learners.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it