Studies on the first language (L1) acquisition of word order optionality (e.g. Krämer 2000) report a developmental disjunction between syntactic and interpretive knowledge. We find suggestive evidence for a similar disjunction in the second language (L2) acquisition of German optional word order, so-called scrambling. This study examines scrambling in advanced and near-native English-German and...

In this paper we present a self-organizing neural network model of bilingual lexical development. We focus on how the representational structure of the bilingual lexicon can emerge, develop, and change as a function of the learning history. Our results show that (1) distinct representations for the two lexicons can develop in our network during simultaneous acquisition, (2) the representational...

Second language (L2) communication strategies (CSs) have traditionally been dealt with through either interactional or psychological perspectives. However, this paper is a critical attempt to question the status of the particular kinds of psycholinguistic and interactional approaches that currently dominate the field of second language acquisition (SLA). In this way, it expands the significance...

: The emergence of the lexicon for events is rather late in L1 acquisition, compared to the lexicon for entities, but the same holds for subsequent L2 acquisition. The semantic processing of verbs by children and adults shows a greater flexibility than the processing of nouns : explanations to that are the relational nature of verbs, and the fact that the lexical categorization of events is les...

Chinese verb separation is a grammatical construction in which bimorphemic compound separates and expands into phrase. For example, to say “sang one song”, must insert the aspect marker le classifier phrase yī shǒu between chàng gē ‘sing-song’ as (sing-LE-one-classifier-song). Adult second language (L2) learners face at least three problems related acquiring separation: patterns are complex num...

The revised version of the Speech Learning Model (SLM-r) regards full-time equivalent (FTE), which involves amount L2 use during length residence (LOR) in an setting, as main factor speech acquisition. Previous studiesshowed that LOR has a significant effect on and L1 production perception but does not explain differences between populations (i.e., L1-Spanish L2-English vs. L1-English L2-Spanis...

Abstract As survey research in second language acquisition grows popularity, the adherence to best practices associated with questionnaire quality is critical for a better understanding of factors that influence (L2) development. To ensure self-report scale targets construct interest and does it consistently accurately, authors primary should demonstrate their instrument possesses acceptable ev...

This paper reports on an exploratory study of the processes involved in the acquisition of new phonetic control regimes in L2 learning. We focus here on the acquisition of long VOT initial stops by French native speakers undergoing production training. Francophone speakers were asked to repeat /ta/ stimuli varying in VOT and burst intensity. The performances in production are assessed through a...

In this paper, I examine the role of language learner subjectivity in the acquisition ofsociolmguistic competency in a second language To look at the intersection of learner identity, social position, and L2 acquisition, the paper focuses on a case study of a white woman learning Japanese in Japan A conversation between the learner and her professor is presented to show the dynamic co-construct...

Second language (L2) reading serves dual roles in L2 learning – both as a literacy skill for comprehension and as a source of L2 input (Eskey, 2005; Grabe, 1991). However, L2 reading researchers have traditionally focused on either one of the two dimensions at a time, with the other largely unattended, as is reflected in the discrepancies between literacy-oriented research and language-oriented...