the present study attempts to investigate parsing preferences (early vs. late closure) of native and l2 learners of both english and persian when they read ambiguous relative clauses. the purpose is to find out if l2 learners process l2 linguistic input in the way monolingual speakers of that language do. the participants took tests including 10 test sentences plus 10 distractors, each followed...

First language (L1) attrition is a socio-linguistic circumstance where second language (L2) learning coincides with changes in exposure and use of the native-L1. Attriters often report experiencing a decline in automaticity or proficiency in their L1 after a prolonged period in the L2 environment, while their L2 proficiency continues to strengthen. Investigating the neurocognitive correlates of...

The current project aimed to investigate the potentially different linguistic correlates of comprehensibility (i.e., ease of understanding) and accentedness (i.e., linguistic nativelikeness) in adult second language (L2) learners’ extemporaneous speech production. Timed picture descriptions from 120 beginner, intermediate, and advanced Japanese learners of English were analyzed using native spe...

l2 research has shown that instruction in l2 pragmatics is necessary. the current study evaluated the impact of explicit instruction on efl learner's awareness and production of three speech acts of request, apology, and complaint. it also probed whether learners’ language proficiency plays any role in incorporating pragmatic instruction into the l2 classroom. iranian undergraduate student...

In L2 development, the cognitive complexity of tasks plays a crucial role in task performance and language features produced. However, there have only been few studies addressing the impact of task complexity on EFL learners' attention to L2 system and form-focused self-repairs (FFS).This study explores the role of increasing cognitive task complexity in EFL learners' form-focused attention (FF...

Multiple intelligences (MI), second/foreign (L2) proficiency and gender are postulated to contribute to language learning strategies (LLS). This study, first, examined whether there was any relationship between Iranian EFL learners’ LLS, on the one hand, and their MI, L2 proficiency, on the other hand. In so doing, it explored the relationship of the overall L2 strategy as well as individual st...

In this study, we show that second-language (L2) spoken-word recognition is greatly influenced by syllable-structure differences between the native language (L1) and the second language (L2), and that L2 word-recognition accuracy is a reliable predictor of L2 word-production accuracy. Spanish-speaking English learners (experimental group) completed a listening task in which they monitored /(ǝ)s...

Introduction The idea that children learn languages implicitly, whereas adults must consciously use explicit strategies to learn a second language (L2), is common in second language acquisition (Ellis, 2005; DeKeyser & Larson-Hall, 2005). Implicit vs. explicit learning processes have been used to explain greater variation in outcomes for adult L2 learners than for child L2 learners. Existing li...

The goal of this paper was to document how native (L1) speakers of a language with a two-way stop contrast acquire a three-way stop contrast in a second language (L2). Mandarin presents a two-way stop contrast cued primarily by VOT, whereas Korean presents a three-way stop contrast cued jointly by VOT and the f0 of the following vowel. Mandarin and Korean stop productions from 12 L1 Mandarin no...

Island Constraints in Second Language Processing 2 Abstract Second language (L2) processing may differ from processing in a native language in a variety of ways, and it has been argued that one major difference is that L2 learners can only construct shallow representations that lack structural details (Clahsen & Felser, 2006). The present study challenges this hypothesis by comparing the extent...