Research suggests that the size of the second language (L2) vowel inventory relative to the native (L1) inventory may affect the discrimination and acquisition of L2 vowels. Models of non-native and L2 vowel perception stipulate that naïve listeners' non-native and L2 perceptual patterns may be predicted by the relationship in vowel inventory size between the L1 and the L2. Specifically, having...

The present study investigates whether phonetic lessons enable improvement of adult L2 perception and whether 2) L2 perceptual learning in the classroom setting can be explained by the Second Language Linguistic Perception (L2LP) model (Escudero, 2005). Salento Italian (SI) listeners' initial state of perception of American English (AE) vowels was examined. SI listeners performed cross‐ languag...

A controversial issue in bilingual research is whether in the early stages of L2 learning, access to the conceptual system involves mediation of L1 lexical representations [Kroll, J. F., & Stewart, E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33, 149-174] or a dir...

We present a meta-analysis of cross-linguistic transfer of oral language (vocabulary and listening comprehension), phonology (decoding and phonological awareness) and reading comprehension. Our findings show a small meta-correlation between first (L1) and second (L2) oral language and a moderate to large correlation between L1 and L2 phonological awareness and decoding. This is interpreted in t...

to be able to reach the level of ultimate attainment in the second language, learners need to acquire not only the grammar of the l2 but also the language processing mechanisms involved in the comprehension of sentences in real time. contrary to its importance, very little is known yet about online l2 processing. this study examines whether advanced iranian learners of english reactivate disloc...

Previous research has provided evidence that second language (L2) learners use gesture to enhance spoken communication with interlocutors, and that gesture facilitates L2 word learning. The current study investigates how L2 learners use gesture to communicate in conversational settings, and whether their gesturing in these settings facilitates L2 acquisition beyond the immediate context. The re...

ERPs were used to explore the different patterns of processing of cognate and noncognate words in the first (L1) and second (L2) language of a population of second language learners. L1 English students of French were presented with blocked lists of L1 and L2 words, and ERPs to cognates and noncognates were compared within each language block. For both languages, cognates had smaller amplitudes...

This study aims at investigating whether Persian native speakers highly advanced in English as a second language (L2ers) can switch to optimal processing strategies in the languages they know and whether working memory capacity (WMC) plays a role in this respect. To this end, using a self-paced reading task, we examined the processing strategies 62 Persian speaking proficient L2ers used to read...

Second language (L2) motivation as a factor that facilitates effective learning has been the focus of research in field second teaching and learning. Particularly for EFL learners, L2 may draw crucial impact on their outcomes. Employing Dörnyei’s motivational self system (L2MSS) theoretical framework, this paper explored influence learners' L2MSS achievements by reviewing discussing three curre...

An important area of development for second language (L2) students is learning how to share ideas with an audience through writing. Some researchers suggest that writing is a primary language skill that holds greater challenges for L2 learners than speaking, listening, or reading (Bell & Burnaby, 1984; Bialystok, 1978; Brown & Yule, 1983; Nunan, 1989; White, 1981). Writing skills are especially...