Priming
It refers to how encountering a linguistic form (e.g. syntax, vocabulary) boosts subsequent L2 processing or production, pioneered in SLA by McDonough & Trofimovich (2009); rooted in psycholinguistic structural priming and alignment.
Key Points
Enhances fluency
boosts grammatical processing speed
reinforces form–meaning mapping
supports implicit learning
increases retention through repetition
aids syntactic automaticity
aligns learner output to target structures.
What it is
What it is: Priming in SLA is the phenomenon whereby exposure to a language structure increases likelihood of its later use or easier processing, rooted in psycholinguistic research by McDonough & Trofimovich (2009) and applied through structural priming/alignment methods in SLA theory.
Why it matters
It matters for immersion learners, priming helps internalize grammatical patterns without explicit instruction by repeatedly exposing learners to key structures in context, supporting Refold’s emphasis on natural, input-driven acquisition and faster, more accurate production.
Additional Information
Foundational SLA priming research introduced by McDonough & Trofimovich (2009); structural priming has been used to show facilitation in L2 syntax (Resende 2023) and question development advancement in ESL (McDonough & Mackey 2008); recent Bayesian modeling of syntactic priming dynamics (Xu & Futrell 2024) supports implicit-learning accounts.
Common Issues
Misconceptions that priming equals conscious repetition; criticism that effects may be short-lived or not reflect actual learning; debate over whether priming predicts long-term proficiency (Li & Qian 2021 found limited predictive validity); confusion between priming and explicit learning strategies.
