Assimilatory phonetic drift in L1 has been shown to occur in early second language learners when separate L2 categories have not been established. The direction and likelihood of drift is affected by degree of L1:L2 difference [2], and the need to maintain L1 distinctions [10]. We assessed the impact of explicit L2 phonetic training on L1:L2 interaction when novel L2 sounds could lead to a more...

Contrastive  analysis  of  hypothesis  is  the  comparison  of  the linguistic system of two or more languages and it is based on the main difficulties in  learning  a  new  language  that  caused  by  interference  from  the  first  language. The present study intended to investigate the effect of contrastive analysis on Iranian intermediate EFL learners’ knowledge of L2 adjectives. The questi...

This paper discusses some of the general issues that involve the relationship between memory and L2 comprehension by focusing on the roles of auditory short-term memory (STM) in L2 listening processes. Specific research questions to be addressed here are: 1) What processes are involved in L2 listening comprehension?, 2) What roles does memory play in L1 and L2 listening comprehension processes?...

Existing research indicates that instructed learners’ L2 proficiency and their metalinguistic knowledge are moderately correlated. However, the operationalization of the construct of metalinguistic knowledge has varied somewhat across studies. Metalinguistic knowledge has typically been operationalized as learners’ ability to correct, describe, and explain L2 errors. More recently, this operati...

This paper reports two experiments on the implicit learning of second language word stress rules and presents a methodological innovation. In both experiments L1 Cantonese L2 English participants practised pronouncing two-syllable Spanish words. Learning of a hidden stress regularity was measured by a judgment task. We assessed participants’ awareness of the stress rule by verbal reports, confi...

This paper focuses on the effect of motivational languaging activities (MLAs) EFL learning motivation. Swain (2006) defines as “the process making meaning and shaping knowledge experience through language” (p. 98). We extend Swain’s original notion to L2 motivation; MLAs, learners are encouraged talk or write about importance their visions in own words. Various types were implemented for elemen...