The present research tested the hypothesis that the age at which one's first language (L1) words are learned influences language processing in bilinguals. Prior research on bilingual language processing by Kroll and colleagues has suggested that memory links between L1 words and conceptual representations are stronger than memory links between one's second language (L2) word and conceptual repr...

In the field of second language (L2) production, phonetic investigations of L2 fricatives are rare due to the complexity of establishing similarities and differences between L1 and L2 fricatives. The study of English /s/ production by L2 Thai learners has not received much attention, as researchers on L2 English have typically believed that learners would produce this sound with ease due to the...

An important aspect for the task of grammatical error correction (GEC) that has not yet been adequately explored is adaptation based on the native language (L1) of writers, despite the marked influences of L1 on second language (L2) writing. In this paper, we adapt a neural network joint model (NNJM) using L1-specific learner text and integrate it into a statistical machine translation (SMT) ba...

In the current study, hand motions captured by a mousetracking system were used to index listener’s cognitive processes while making commitments to different choice alternatives during the processing of English passive and active structures. Fifty-seven second language (L2) speakers and 19 first language (L1) speakers of English carried out an aural forced-choice picture identification task com...

We review empirical findings from children with primary or "specific" language impairment (PLI) and children who learn a single language from birth (L1) and a second language (L2) beginning in childhood. The PLI profile is presented in terms of both language and nonlinguistic features. The discussion of L2 learners emphasizes variable patterns of growth and skill distribution in L1 and L2 which...

English is currently described in many different ways: as "world language", "global "lingua franca", "connected etc. This article highlights the role of that being taught from three perspectives, namely a first or native language (L1), second (L2), foreign (FL) and some challenges global language.

The task of native language (L1) identification suffers from a relative paucity of useful training corpora, and standard within-corpus evaluation is often problematic due to topic bias. In this paper, we introduce a method for L1 identification in second language (L2) texts that relies only on much more plentiful L1 data, rather than the L2 texts that are traditionally used for training. In par...

The present study focuses on individual differences in levels of communicative anxiety (CA) and foreign language anxiety (FLA) in the first (L1), second (L2), third (L3) and fourth (L4) language of 106 adult language learners. Data were collected about CA / FLA levels when speaking with friends, with strangers, and speaking in public. The analyses revealed that multilinguals do experience more ...

Adults are notoriously poor second-language (L2) learners. A context that enables successful L2 acquisition is language immersion. In this study, we investigated the effects of immersion learning for a group of university students studying abroad in Spain. Our interest was in the effect of immersion on the native language (L1), English. We tested the hypothesis that immersion benefits L2 learni...

The present study investigated cross-language influences in the processing of binomial expressions ( knife and fork ), from a first language (L1) to second (L2) L2 L1. Two groups unbalanced bilinguals (Chinese/L1-English/L2 English/L1-Chinese/L2) control group English monolinguals performed visual lexical decision task that incorporated unmasked priming. To assess influences, we used three type...