Priming

Priming is the phenomenon whereby prior exposure to a linguistic stimulus (a word, structure, or sound) facilitates or biases subsequent processing or production of the same or a related stimulus. In SLA, priming research reveals how input shapes learner production and how implicit learning mechanisms operate in real time.

Types of Priming

Type	Description	Example
Lexical priming	Exposure to a word facilitates recognition/production of related words	Hearing doctor speeds up recognition of nurse
Structural (syntactic) priming	Exposure to a syntactic structure increases the likelihood of producing the same structure	Hearing a passive (The ball was kicked by the boy) increases passive production in subsequent utterances
Phonological priming	Exposure to a sound pattern facilitates processing of similar patterns	Hearing cat facilitates recognition of cap
Semantic priming	Exposure to a meaning activates related meanings	Reading hot primes cold

Structural Priming in L2

Structural priming has received the most attention in L2 research (Jackson, 2018). Key findings:

• L2 speakers show robust structural priming effects across constructions (passives, ditransitives, relative clauses)
• Priming occurs even without lexical repetition between prime and target, though verb repetition enhances the effect
• L2 structural priming effects can be long-lasting, persisting hours, days, or even weeks after exposure
• Priming effects tend to be larger in L2 than L1, possibly because L2 representations are less entrenched and more susceptible to input influence

These properties suggest that structural priming in L2 is not merely a transient activation effect but involves genuine implicit learning, namely the strengthening of syntactic representations through exposure.

Priming as a Learning Mechanism

Two theoretical accounts explain priming:

1. Residual activation: The prime activates a representation that remains active, facilitating subsequent use (short-term effect)
2. Implicit learning: Each encounter with a structure strengthens its representation, gradually changing the learner's knowledge (long-term effect)

The persistence of L2 structural priming supports the implicit learning account and connects priming to implicit acquisition processes: repeated exposure to structures in communicative input incrementally builds and strengthens syntactic knowledge.

Cross-linguistic Priming

Priming also operates across languages in bilingual speakers: a structure encountered in L1 can prime production of a corresponding structure in L2 and vice versa. This provides evidence for shared syntactic representations across languages and connects to crosslinguistic influence.

Teaching Implications

• Input flooding with target structures exploits priming because repeated models increase the likelihood of learner production
• Dialogue tasks where the teacher or interlocutor uses target structures can prime learner output
• Priming effects suggest that comprehension activities (reading, listening) directly support production because processing a structure primes its use
• The persistence of priming effects supports spaced repetition of target structures across lessons
• Awareness of priming is not necessary for the effect to occur because it works through implicit channels

References

• Jackson, C.N. (2018). Second language structural priming: A critical review and directions for future research. Second Language Research, 34(4), 539–552.
• McDonough, K. & Trofimovich, P. (2009). Using priming methods in second language research. Routledge.
• Bock, J.K. (1986). Syntactic persistence in language production. Cognitive Psychology, 18(3), 355–387.