Epistemic Modal Markers in L2 Learners’ Persuasive Letters

L2 Learners’ Use of Metadiscourse Markers in Online Discussion Forums

This study aimed to investigate the use of interactional metadiscourse markers in 168 comments made by 28 university students of engineering via an educational forum held as part of a general English course. The students wrote their comments on six topics, with a total of 19,671 words. Their comments during educational discussions were analyzed to determine their use of five metadiscourse categ...

Temporalizing Modal Epistemic Logic

Timed Modal Epistemic Logic, tMEL, is a newly introduced logical framework for reasoning about the modeled agent's knowledge. The framework, derived from the study of Justi cation Logic, is adapted from the traditional Modal Epistemic Logic, MEL, to serve as a logically non-omniscient epistemic logic and dealing with problems where the the temporal constraint is an unavoidable factor. In this p...

Timed Modal Epistemic Logic

Syntactic Ambiguity Resolution in L2 Learners

This study investigates whether proficient second language (L2) speakers of Spanish and English use the same parsing strategies as monolinguals when reading temporarily ambiguous sentences containing a complex noun phrase followed by a relative clause, such as Peter fell in love with the daughter of the psychologist who studied in California. Research with monolingual Spanish and English speake...

Pronounceability Effect in L2 Learners 1

This study asks whether phonological form affects adult second language learners’ ability to learn the meanings of novel words. Specifically, we ask whether hard-to-pronounce words, defined as having phones/phone combinations not present in the learner’s native language, are more difficult to learn meanings for, and further, if learnability differences are due to interference from production pr...