This paper investigates the nature and time course of phonetic drift in L1 by examining the very first weeks of 20 L1 English speakers’ acquisition of Korean as L2. Acoustic analyses of these learners’ L1 and L2 production over time indicate that learning L2 stops affects the production of L1 stops (in terms of VOT and/or f0 onset) in as little as one week, with the L1 sounds approximating the ...

Motivation can be conceptualized as a dynamic process which is a key contributor to mastering a second language. This study used the L2-Motivational Self System as the basis for a conceptual framework for studying the effects of external factors on learners' motivation. In particular, the role of teachers and parents was studied as the external facets of predicting learners' motivation. One hun...

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...

Based on the controversial beliefs among L2 teachers about effective corrective feedback (CF) strategies, recast and prompts as 2 kinds of CF have drawn the attention of L2 researchers(e.g., Braidi, 2002; Iwashita, 2003; Loewen & Philp, 2006; Panova & Lyster, 2002; Sheen, 2004). Despite these numbers of studies, debate continues to exist about their usefulness as a CF technique. Whereas recasts...

In this paper, various Recursive Mixed L2-Linfty (RML) learning algorithms are developed by choosing different forgetting factor matrix function () for Linear-inthe-Parameters (LIP) models, including Projection, Recursive Mixed L2-Linfty, Recursive Mixed Mean L2-Linfty, weighted Mixed L2-Linfty, instantaneous RML, and Batch RML algorithms. A few models are given to apply the proposed RML alg...

Previous studies have found quantity of exposure, i.e., frequency of exposure (Horst et al., 1998; Webb, 2008; Pellicer-Sánchez and Schmitt, 2010), is important for second language (L2) contextual word learning. Besides this factor, context constraint and L2 proficiency level have also been found to affect contextual word learning (Pulido, 2003; Tekmen and Daloglu, 2006; Elgort et al., 2015; Ma...

In this paper we present a self-organizing neural network model of bilingual lexical development. We focus on how the representational structure of the bilingual lexicon can emerge, develop, and change as a function of the learning history. Our results show that (1) distinct representations for the two lexicons can develop in our network during simultaneous acquisition, (2) the representational...

This study investigates whether the learning of prosodic cues to word boundaries in speech segmentation is more difficult if the native and second/foreign languages (L1 and L2) have similar (though non-identical) prosodies than if they have markedly different prosodies (Prosodic-Learning Interference Hypothesis). It does so by comparing French, Korean, and English listeners' use of fundamental-...

This study reports the results of two experiments with native speakers of Japanese. In experiment 1, near-monolingual Japanese listeners participated in a cross-language mapping experiment in which they identified English and Japanese consonants in terms of a Japanese category, then rated the identifications for goodness-of-fit to that Japanese category. Experiment 2 used the same set of stimul...