This study examined whether late-learning English-German L2 learners and late-learning German-English L2 learners use prosodic cues to disambiguate temporarily ambiguous L1 and L2 sentences during speech production. Experiments 1a and 1b showed that English-German L2 learners and German-English L2 learners used a pitch rise and pitch accent to disambiguate prepositional phrase-attachment senten...

abstractsince heubner's (1985) pioneering study, there have been many studies on (mis) use/ non-use of articles by l2 learners from article-less and article languages the present study investigated how persian l2 learners of english produce and interpret english definite descriptions and demonstrative descriptions it was assumed that definite and demonstrative descriptions share the same centra...

The current study investigated the effects of L1 and L2 glosses on L2 vocabulary retention in incidental and intentional settings. To this end, 100 intermediate Iranian female learners of English as a foreign language at Soroosh High School were given a pre-test to make sure that they do not have any prior knowledge of the target words. Reading passages with three different glossing conditions ...

The present study intended to investigate the effect of Error Analysis on Iranian intermediate EFL learners’ knowledge of L2 adjectives. The question of this study followed the fact that whether Error Analysis has any effects on intermediate EFL learners’ knowledge of L2 adjectives, In order to find the answer of this question, this article considered some issues about Error Analysis and their ...

A term in one language rarely has an absolute synonymous meaning in the same language; besides, it rarely has an equivalent meaning in an L2. English synonyms of seeing and hearing are particularly grammatically and semantically different. Frame semantics is a good tool for discovering differences between synonymous words in L2 and differences between supposed L1 and L2 equivalents. Vocabulary ...

Litt le is known about the acquisition of another language modality on second language (L2) working memory (WM) capacity. Diff erential indexing within the WM system based on language modality may explain diff erences in performance on WM tasks in sign and spoken language. We investigated the eff ect of language modality (sign versus spoken) on L2 WM capacity. Results indicated reduced L2 WM sp...

the salient, and often ignored, role that out-of-class learning plays in second/foreign language (l2) learners’ development is overshadowed by classroom research. the main aim of this study is to problematize the role of out-of-class learning in the specific english-as-foreign-language (efl) context of iran by examination of the ways in which four learners attempted to revamp their english lang...

critical pedagogy (cp) empowers l2 learners to have a voice in the classroom and in the society. this study was an attempt to investigate whether the current classroom discourse  in  iran  can  endow  the  l2  learners with  a  critical  awareness  to  actively transform their learning processes and creatively engage in collaborative dialogues to construct new knowledge. to this end, the discou...