Abstract

This paper presents the second phase of a preliminary study which had shed light on the significant role of markedness constraints in vocabulary learning (VL). The present study provides an introduction to the Markedness, Strategy and Input (hereafter MSI) Model, which examines the collective relationship between markedness, determination strategies and the role of input in VL.

The interdisciplinary framework of this paper will not only enhance our understanding of second language (L2) vocabulary learning, but also build a bridge between linguistic theory and foreign language teaching. Suggestions for further research within this field and the wider implications of the MSI-model will also be addressed.

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