Evidence shows that second language (L2) learning affects cognitive function. Here in this work, we compared brain activation native speakers of Mandarin (L1) who speak Japanese between and within two groups (high low L2 ability) to determine the effect ability L1 speaking tasks, map regions involved both tasks. The during task performance was determined using prefrontal cortex blood flow as a ...

The objective of the study was to scrutinise determinants heritage language maintenance and second acquisition in immigrant speakers assess their significance weight. Over one hundred cases bilingual with Polish as L1 (heritage language; abroad) L2 (national learners Poland) were investigated order better understand linguistic changes multilingual practices involved process relocating another c...

Languages vary typologically in their lexicalization of PATH of motion (Talmy 1991). Furthermore, lexicalization patterns are argued to a¤ect syntactic packaging at the level of the clause (e.g., Slobin 1996b) and tend to transfer from a first (L1) to a second language (L2) in second language acquisition (e.g., Cadierno and Ruiz 2006). Crosslinguistic and developmental evidence suggests, then, ...

This study reports the results of two experiments with native speakers of Japanese. In experiment 1, near-monolingual Japanese listeners participated in a cross-language mapping experiment in which they identified English and Japanese consonants in terms of a Japanese category, then rated the identifications for goodness-of-fit to that Japanese category. Experiment 2 used the same set of stimul...

Abstract This study investigates the second language (L2) acquisition of a constraint on definiteness in Japanese floating numeral quantifiers (NQs) by native English and Korean speakers. The arises because specific structural relation between NQ its associated noun, resulting an obligatorily indefinite interpretation. indirect – or, covert encoding this structure allows investigation predictio...

There is currently no research in the United States that addresses Native English Speaking Teachers (NESTs) and Non-native English Speaking Teachers (NNESTs) who teach in transitional bilingual (Spanish/English) education programs related to the reading achievement scores of those INTERNATIONAL JOURNAL OF EDUCATION 2_______________________________________________________________________________...

In this paper the prosodic structure of American Sign Language (ASL) narratives will be analyzed in three groups: two groups of native (L1) signers and one group of highly proficient, second language (L2) signers. The results of this study show that the performance in the native hearing, bilingual group is due to both to their ASL language experience, and, under certain conditions, to their exp...