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L2 research has long grappled with the vexed question of why some grammatical structures are more difficult than others to acquire (see eg DeKeyser, 2005). A solid understanding thereof is particularly craved for second language instruction, the efficacy of which derives essentially from finding the best match between the targeted unit of acquisition and the best intervention (eg explicit or implicit). Although extant research has shed much light on the question, empirical research is still lacking and, consequently, the general understanding remains vague. The purpose of our study was to take an in-depth look at the question by closing in on a notoriously hard-to-acquire subsystem of English, the articles (see eg Garcia Mayo & Hawkins, 2009), and tellingly, in speakers of Slavic languages (Polish, Russian and Ukrainian), languages devoid of articles.