ABSTRACT
The non-effectiveness of meaning-focused, incidental lexical learning in this study should be interpreted with great caution. The second set of research questions concerns whether different explicit instruction types have differential effects on the acquisition of English transitivity alternation. The first regards the low proficiency learners. The study has been significant in the sense that the design of a direct comparison of learners' performance in different proficiency levels has added one more dimension in the ongoing discussion of the effectiveness of inductive versus deductive learning. Considering the results found in two proficiency levels together, the first point that deserves further discussion is the role of noticing in learning. The discrepancy leads to a close examination of the reason why the beginners with their awareness at the level of [U] did not perform significantly better than participants at lower awareness levels and why the intermediate learners with their awareness at [U] performed significantly better than learners at lower awareness levels.
