Input type and parameter resetting: Is naturalistic input necessary?

Jason Rothman*, Michael Iverson

*Corresponding author for this work

    Research output: Contribution to journalReview articlepeer-review

    20 Citations (Scopus)
    237 Downloads (Pure)


    It has been argued that extended exposure to naturalistic input provides L2 learners with more of an opportunity to converge of target morphosyntactic competence as compared to classroom-only environments, given that the former provide more positive evidence of less salient linguistic properties than the latter (e.g., Isabelli 2004). Implicitly, the claim is that such exposure is needed to fully reset parameters. However, such a position conflicts with the notion of parameterization (cf. Rothman and Iverson 2007). In light of two types of competing generative theories of adult L2 acquisition the No Impairment Hypothesis (e.g., Duffield and White 1999) and so-called Failed Features approaches (e.g., Beck 1998; Franceschina 2001; Hawkins and Chan 1997), we investigate the verifiability of such a claim. Thirty intermediate L2 Spanish learners were tested in regards to properties of the Null-Subject Parameter before and after study-abroad. The data suggest that (i) parameter resetting is possible and (ii) exposure to naturalistic input is not privileged.

    Original languageEnglish
    Pages (from-to)285-319
    Number of pages35
    JournalIRAL - International Review of Applied Linguistics in Language Teaching
    Issue number4
    Publication statusPublished - 19 Dec 2007

    Bibliographical note

    Copyright de Gruyter. Article originally published in IRAL - International review of applied linguistics in language teaching, Vol. 45, Issue 4, pages 285-319. The original article can be found at Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.


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