the effect of motivational self-regulatory strategies on l2 learners’ achievement has scarcely been examined within the context of our country, iran. this study is concerned with examining the relationship between motivational self-regulatory strategies and their l2 reading and l2 writing achievement. it also explores the relationship of motivational self-regulatory strategies and use of langua...

Although learning a second language (L2) as an adult is notoriously difficult, research has shown that adults can indeed attain native language-like brain processing and high proficiency levels. However, it is important to then retain what has been attained, even in the absence of continued exposure to the L2--particularly since periods of minimal or no L2 exposure are common. This event-relate...

L2 learners’ multiple intelligences (MI) profile plays a central role in theirperformance on different aspects of language learning, one of which is the use oflanguage learning strategies (LLSs). Gaining insights into the relationship betweenMI and LLSs makes L2 teachers better understand their learners’ strengths andweaknesses in the use of such strategies and lets them guide the learners bett...

It is well known that L2 learners differ from L1 learners in the acquisition of the target language. One of the areas of the grammar in which L2 learners exhibit variability is in the production of verbal morphology, in particular, tense and agreement markings are often found to be optional in L2 data. The contrast in attainment between L1 and L2 has led some researchers to propose that the var...

Longitudinal changes in brain activity during second language (L2) acquisition of a miniature finite-state grammar, named Wernickese, were identified with functional magnetic resonance imaging (fMRI). Participants learned either a visual sign language form or an auditory-verbal form to equivalent proficiency levels. Brain activity during sentence comprehension while hearing/viewing stimuli was ...

it is axiomatic that l2 teaching and learning is a process that requires dynamic involvement of l2 learners in the acquisition of knowledge and skills. l2 learners need to be assisted in setting individual learning goals. they should also be given the exposure to and guidance in effective language learning strategies (llss) in order to build a high level of confidence in the learning process. t...

Second language teachers are great consumers of grammar. They are mainly interested in pedagogical grammar, but they are generally unaware of the work of theoretical linguists, such as Chomsky and Halliday. Whereas Chomsky himself has never suggested in any way that his work might be of benefit to L2 teaching, Halliday and his many disciples, have. It seems odd that language teachers should cho...

One of the objectives of investigating child second language acquisition (SLA) is to find out to what extent it is similar to first language (L1) acquisition. Assuming that L1 acquisition is guided by principles of Universal Grammar (UG), it is often thought that second language (L2) acquisition by children is of the same nature, as it seems so easy for young learners to acquire a foreign langu...

Minority students’ English learning is a special and an indispensable component of English education system in China. This article studies students’ linguistic knowledge that live in Northwestern China – Gan Nan Autonomy State of Gan Su Province with majority population of Tibetan, mixed with Chinese and some Muslim. An analogous analysis is conducted between L2 students (Chinese students who l...