%0 Journal Article
%T Explicit instruction, input flood or study abroad: Which helps Japanese learners of English acquire adjective ordering?
%A Makiko Hirakawa
%A Marie Endo
%A Mayumi Shibuya
%J Language Teaching Research
%@ 1477-0954
%D 2019
%R 10.1177/1362168817752377
%X This article explores what kind of second language (L2) input influences Japanese learners¡¯ acquisition of adjective ordering restrictions (AOR) in English where Japanese exhibits no AOR. In Study I, an explicit instruction (EI) group (n = 13) and a natural exposure (NE) group (n = 12) responded to a preference task. In Study II, an input flood (IF) group (n = 15) and a NE group (n = 16) were involved in the same task. The EI group received 90-minute EI across three weeks while the IF group received positive evidence with multiple adjectives over 15 weeks. The NE groups participated in three or five-week intensive study-abroad programs in North America. Results from the two studies showed that many of the participants failed to make correct choices at the pre-test indicating difficulty with AOR and that only the EI group improved in their performance at the post-tests. We claim that positive evidence alone does not guarantee L2 acquisition of AOR
%K adjective ordering
%K explicit instruction
%K input flood
%K Japanese learners of English
%K study abroad
%U https://journals.sagepub.com/doi/full/10.1177/1362168817752377