In recent studies by Goad & White (2004, 2006a, in press) the acquisition of articles (the/a) by second language (L2) learners of English have been investigated. They claim that L2 learners from article-less languages such as Turkish and Chinese will have difficulty in prosodically representing articles in spoken production due to first language (L1) prosodic transfer i.e. no prosodic structure...

Articulatory information can support learning or remediating pronunciation of a second language (L2). This paper describes an electromagnetic articulometer-based visual-feedback approach using an articulatory target presented in real-time to facilitate L2 pronunciation learning. This approach trains learners to adjust articulatory positions to match targets for a L2 vowel estimated from product...

An increasing number of studies have investigated the effects of different types of corrective feedback. However, doubts have been raised whether field (in)dependent (FI/FD) L2 learners benefit differently from the explicit type of corrective feedback (i.e., metalinguistic). This study examined the (possible) effects of metalinguistic feedback on FI/FD intermediate L2 learners’ writing accuracy...

Abstract In this article, I discuss a linguistic model for explaining second-language (L2) sound perception, which is a phenomenon that has commonly been modelled within the disciplines of phonetics and psycholinguistics. This linguistic model will be applied to the learning of SIMILAR L2 sounds. This L2 learning scenario refers to the acquisition of the knowledge involved in the perception of ...

The purpose of the present study was to identify any significant relationship between critical thinking ability, L2 vocabulary knowledge, and L2 vocabulary learning strategies of Iranian EFL learners. To this aim, the productive vocabulary levels test was administered to measure the learner’s L2 vocabulary knowledge and observe homogeneity in terms of vocabulary knowledge. At the second stage, ...

A significant amount of contribution to pragmatics research comes from cross-cultural and developmental pragmatic studies with L2 learners in focus; however, despite broad interest in such analyses, the role of lecturers has been relatively ignored. As the lectures’ perceptions/opinions of L2 learners’ e-mail requests are important, L2 learners must become familiar with their lecturers’...

To attain native-like competence, second language (L2) learners must establish mappings between familiar speech sounds and new phoneme categories. For example, Spanish learners of English must learn that [d] and [ð], which are allophones of the same phoneme in Spanish, can distinguish meaning in English (i.e., /deɪ/ "day" and /ðeɪ/ "they"). Because adult listeners are less sensitive to allophon...

The current study examined the correlation among Iranian EFL learners’ emotional intelligence (EI), critical thinking (CT) ability, and L2 vocabulary knowledge (VK). To this end, surveys were administered to 75 Iranian advanced EFL participants. Analyses of the data revealed a mutual relationship between the Iranian EFL learners’ EI and their L2 VK. Similarly, a positive correlation was found b...

In contrast to native language acquisition, adult second-language (L2) acquisition occurs under highly variable learning conditions. Although most adults acquire their L2 at least partially through explicit instruction, as in a classroom setting, many others acquire their L2 primarily through implicit exposure, as is typical of an immersion environment. Whether these differences in acquisition ...

the present study sought to investigate the acquisition of referential, quasi and expletive subject pronouns, three different types of obligatory subjects in english, by adult persian speaking l2 learners of english at different stages of l2 acquisition. a grammaticality judgment test and a translation test were designed and developed to elicit the participants' knowledge of obligatory subjects...