Second-language (L2) sentence processing may differ from processing in a native language in a variety of ways, and it has been argued that one major difference is that L2 learners can only construct shallow representations that lack structural details (e.g., Clahsen & Felser, 2006 ). The present study challenges this hypothesis by comparing the extent to which advanced L1 Spanish-L2 English lea...

This study explores the relationships between L2 motivational self system (L2MSS)—Ideal self, Ought-to and Learning experience—and willingness to communicate (WTC) based on results of a questionnaire survey 120 freshmen from English majors (English, Business English, Translation). The demonstrate that: (1) in L2MSS, ideal has greatest mean 3.83, WTC 3.74. Overall, each value is upper-middle ran...

be a linear differential operator in Q with indefinitely differentiable complex-valued coefficients aj,. ... X n) e Q. D operates on the space of distributions in U. Let Di denote the restriction of D to the space of C' functions with compact supports. The weak extension Dw of DI in L2(Q) is defined as follows: the domain M of Dw consists of all those elements f in L2 for which Df, formed in th...

This study draws on teacher perception data gathered from 65 secondary school modern languages (L2) teachers in South-East England. Data were collected via four iterations of an online questionnaire and follow-up interviews with six heads department. paper reports respondents’ perceived strengths development needs relation to their classroom practice, including: L2 teachers’ sense self-efficacy...

Self-construal refers to the process by which individuals define self in relation others. It underpins cognition, motivation, and social behavior. While importance of is well acknowledged field second language (L2) learning how self-construal associated with L2 motivation project-based (PBL) settings remains understudied. Further, considering observed link between gender, may also account for g...

In this study an attempt was made to construct a multi-factor model predicting the development of reading literacy in the upper grades of primary school in the Netherlands for subgroups of 729 first language (L1) learners and 93 second language (L2) learners. Following a longitudinal design, it was explored to what extent the variation in reading literacy development in L1 and L2 from grade 4 t...

the present study investigated any probable relationship between theidentity processing styles and l2 literacy of advanced persian efl learners. theparticipants included 160 (female = 109, male = 51) advanced efl iranian learners.the instruments used included a simulation of the toefl ibt test, measuring theparticipants’ l2 literacy-related proficiency, reading, and writing, and the identitysty...

The present paper considers the perceived emotional weight of the phrase I love you in multilinguals’ different languages. The sample consists of 1459 adult multilinguals speaking a total of 77 different first languages. They filled out an on-line questionnaire with open and closed questions linked to language behavior and emotions. Feedback on the open question related to perceived emotional w...

Self-regulation of learning has been extensively investigated in second language (L2) learning. Many studies have focused on the strategies that language learners employ to regulate their own learning processes. However, motivational self-regulation is considerably less explored. The aim of this study was to investigate the relationship between motivational self-regulatory strategies (MSRSs) an...