Much research in second-language (L2) speech has investigated how L2 learners acquire laryngeal categories that differ from the laryngeal categories of their first language (L1). However, most of this work has concentrated on languages with two laryngeal categories that differ between L1 and L2 in terms of the same primary cue: voice onset time, or VOT (e.g. French and English: Caramazza et al....

These concluding reflections seek to put the articles of this special issue in a broader context. The article begins by looking at the ideas of cognitive linguistics and linguistic relativity that are invoked. It then considers the questions that arise about the relationship between two or more languages in the same mind, the differences between the thinking of monolinguals and bilinguals, and ...

Recently, there has been increasing demands on the positioning capability in weak signal environment such as inside building and urban area. The present assisted GPS technology uses GPS L1 signals only. Meanwhile, according to the GPS modernization plan, Block IIR-M GPS satellite will be first launched in 2005, transmitting the civil code in L2 frequency as well as in L1 frequency with the upda...

Ever since the introduction of the “independent grammars assumption,” whereby a child is said to have its own grammar and not just an imitation of adult language, first language (L1) acquisition researchers such as Martin Braine (1963) and others have constructed grammars for children’s languages rather than treat them as defective adult grammars. This is based on the view that language learner...

Abstract Contraction of want to wanna is sometimes possible (e.g., Who do you to/wanna stay with ___ ? ), but impossible to/*wanna stay? ). This contrast attributable the grammatical constraint that a wh -trace blocks contraction and . Most first language (L1) second (L2) acquisition studies testing learner knowledge this have used elicited production tasks focused on adult participants, incons...

This study examined the relation between musical ability and second-language (L2) proficiency in adult learners. L2 ability was assessed in four domains: receptive phonology, productive phonology, syntax, and lexical knowledge. Also assessed were various other factors that might explain individual differences in L2 ability, including age of L2 immersion, patterns of language use and exposure, a...

Incidental vocabulary acquisition is the primary way for second language learners to acquire knowledge and adding glosses has been proven a great contributor this process. Generally speaking, refer translation equivalent words, L2 synonyms or brief explanations of target words. This paper reviewed studies on role in incidental reading terms gloss languages, types, locations modalities. Findings...