This study aims to investigate the effect of spaced distribution versus massed distribution learning on grammar acquisition. Memory research has shown that presenting information in increasing time intervals (spaced repetition) results in better learning and retention than presenting the information in one lengthy and uninterrupted session (massed repetition). This phenomenon is called the spacing effect. Though research in second language vocabulary has been well developed in regards to spacing effect methodology, very little has been done on the possible application to second language grammar acquisition. Using a quasi-experimental pre-test post-test design, a study was performed to trial an investigation on the impact of spaced repetitioninstruction on grammar acquisition versus the more traditional massed repetition (block) instruction. The results of the post tests showed the spaced instruction group outperformed the massed instruction group.

The present experimental study explores developmental characteristics of Korean EFL learners’ English negatives and yes-no interrogatives. Adopting the functional category acquisition framework within the UG theory, this study investigated 12 elementary and secondary school students’ interlanguage grammar by elicited production. The results showed that the learners’ interlanguage grammar developed gradually from VP to IP and CP structures in English negatives. However, their interlanguage grammar did not show gradual developmental tendency in yes-no interrogatives. The acquisition rate of negatives generally increased with the learners’ level whereas there existed individual variation in the acquisition rate and developmental aspect of yes-no interrogatives. This result suggests that CP structures instantiated by yes-no interrogatives seem to be acquired from the initial stage by some learners.

Universal grammar has exerted meaningful influence on the development of second language acquisition theories. SLA researchers working within UG have addressed the question whether second language developments are constrained by universal language principles. This paper reviews current developments in UG-based SLA research with a view to providing a better understanding of the role of UG principles in foreign language sentence structure development.

The twentieth-century history of second language (L2) education has been characterized by a search for more effective ways of L2 education. The search has led to various approaches, and perceptions of and attitudes toward the role and effectiveness of instruction in L2 education has been affected by these approaches. The role and effectiveness of instruction has important pedagogical implications. This study attempts to review, analyze, and synthesize previous studies on the role and effectiveness of L2 grammar instruction. The study starts by presenting a brief overview of major issues in L2 instruction research. It then looks into studies that investigate the effects of various instructional types and finds that their findings and conclusions are conflicting, leaving an impression that the effectiveness of grammar instruction is inconclusive at best. The study ends with a discussion of “problems” that the reviewed studies reveal.