The acquisition of a second language (L2) is clearly somehow different from that of a first language (L1): adult second language learners rarely (if ever) achieve the same native competence that children do learning their first language and, conversely, children never experience the degree of difficulty that L2 learners do. This disparity between L2 and L1 acquisition is perhaps most apparent w...

This paper discusses the question of the effect of experience in the use of a second language (L2) as a factor in the acquisition of L2 phonology. In a recent study of the acquisition of the Swedish quantity contrast a considerable inter-subject variability in the ability to produce and perceive this aspect of the L2 could be observed. The possibility that this variability could be due to varia...

Grammar competition has been proposed as a model for second language (L2) acquisition. Variational Learning provides framework within which to investigate the idea of grammar requires marriage quantitative properties input with Universal Grammar. A diachronic variational is extended acquisition (L2A) explore verb-second word order optionality in L2 English. Patterns L1-German–L2-English are rev...

“Protocol analysis” or “think-alouds” or have been extensively employed in the fields of psychology and cognitive science as a verbal-report method of producing concurrent verbalization. Think-alouds require participants to tell researchers what they are thinking and doing while performing a task. The participants are usually instructed to keep thinking aloud, acting as if they are alone in the...

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...

Talmy‘s (1985) crosslinguistic typology of lexicalization patterns of motion events have been extensively used in second language acquisition (SLA) research as a means to examine how second language (L2) learners map form, meaning, and function. These studies have yielded some conflicting results regarding the learnability of L2 lexicalization patterns  arguably the oversimplification over and...

Task  repetition  is  now  considered  as  an  important  task-based  implementation  variable  which can affect complexity, accuracy, and fluency of L2 speech. However, in order to move towards theorizing  the  role  of  task  repetition  in  second  language  acquisition,  it  is  necessary  that individual variables be taken into account. The present study aimed to investigate the way task r...

This paper aims at a comprehensive review of the growing body of research in L2 pragmatic acquisition, including both theoretical discussions and empirical studies to date. To this end, the paper deals with a number of issues which are grouped into four broad categories: the essential constituents of pragmatic competence, models of pragmatic development, major processes of pragmatic competence,...

In the acquisition of a second language, numerous factors interact simultaneously, including the patterns of the first language (L1), the patterns of the target language (L2), universals of language acquisition, and the amount and type of exposure to the L2. English is learned as a second language in India, where the first languages of the English learners differ widely in the phonotactics of c...