REFLECTIONS ON FREQUENCY EFFECTS IN LANGUAGE PROCESSING

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Abstract
This response addresses the following points raised in the commentaries: (a) complementary learning mechanisms, the distinction between explicit and implicit memory, and the neuroscience of “noticing”; (b) what must and what need not be noticed for learning; (c) when frequency fails to drive learning, which addresses factors such as failing to notice cues, perseveration, transfer from L1, developmental readiness, thinking too hard, pedagogical input, and practicing; (d) attention and form-focused instruction; (e) conscious and unconscious knowledge of frequency; (f) sequences of acquisition—from formula, through low-scope pattern, to construction; (g) the Fundamental Difference hypothesis; (h) the blind faith of categorical grammar; (i) Labovian variationist perspectives; (j) parsimony and theory testing; (k) universals and predispositions; and (l) wanna-contractions. It concludes by emphasizing that language acquisition is a process of dynamic emergence and that learners' language is a product of their history of usage in communicative interaction.

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