This study reports on a comparison of the use and knowledge of tense-marking morphemes in English by first language (L1), second language (L2) and specifically language-impaired (SLI) children. The objective of our research was to ascertain whether the L2 children's tense acquisition patterns were similar or dissimilar to those of the L1 and SLI groups, and whether they would fit an (Extended) ...

The present study examines the coordination of lexical and paralinguistic F0 in second language (henceforth L2) production. We tested how L2 learners manage to handle F0 when F0 in their first language (henceforth L1) carries a paralinguistic function, but a lexical one in their L2 and vice versa. Participants (fifteen L1 Japanese speakers and fifteen L1 German speakers, proficient also in thei...

In this paper, we validate Macaro’s (2006) model of strategy use among language learners by assessing the amount of neural activity around the prefrontal cortex, the supposed locus of working memory (WM). We also examine whether WM activation during first language (L1) strategy deployment is lower than WM activation during second language (L2) strategy deployment, as predicted by Macaro’s model...

A large number of studies have been carried out over the last few years investigating whether the neurological representation of language differs between first (L1) and second (L2) language. In a recent review, Stowe and Sabourin (2005) concluded that both L1 and L2 typically activate the same areas, particularly the typical language areas (i.e., that there is no consistent qualitative differen...

This study investigates the depth of lexical knowledge in first language (L1) speakers and second language (L2) learners in reference to hierarchical word knowledge. Eighty-eight participants took part in a lexical decision task that assessed their speed and accuracy in recognizing words and nonwords. Prime and target pairs in the lexical decision task were related words (hyponynm to hypernym a...

Abstract Second language (L2) learners make gender errors with possessive pronouns. In production, these are modulated by the match between possessor and possessee noun. We examined whether this so‐called effect extends to L2 comprehension attempting replicate a recent study on predictions in first (L1) German speakers (Stone, Veríssimo, et al., 2021). By comparing Spanish English of whose lang...

This study compared the performance of bilingual participants on the English and Spanish versions of the Hearing in Noise Test (HINT). The participants were divided into an early bilingual (EB) group and a late bilingual (LB) group based on age of second-language acquisition. All participants acquired Spanish as their first language (L1) and English as a second language (L2). Care was taken to ...

Reading picture books in the first language (L1) before rereading them second (L2) is assumed to be beneficial for young dual learners (DLLs). This pilot study examined how sharing digital L1 or L2 at home reading kindergarten affected book-specific vocabulary learning and story comprehension. Participants were 14 three- four-year-old children who spoke Polish learned Norwegian as their languag...

The study explores the difficulties of native English speakers in acquiring the Chinese word order, aiming to relate it to the markedness theories. According to the Differential Markedness Hypothesis (DMH), the degrees of learner difficulty in second language acquisition can be predicted according to the degrees of typological markedness between learners’ first language (L1) and their second la...

Investigating transfer of one’s pragmatic knowledge of first language to his second or foreign language has been one of the areas of interest for researchers. However, there are contradictory results even within the scarce studies which have addressed transferability. This study was an attempt to investigate perceived pragmatic transferability of L1 refusal strategies by Persian EFL learners. S...