The present study explored the sensitivity to stress patterns of sixty-four ninthgraders learning to speak and read in Korean as a first language (L1) and English as a second language (L2) concurrently. Students’ productive stress processing abilities were assessed in reading Korean real words, English unfamiliar real words, and English pseudowords. Results unveiled that the Korean-speaking Eng...

Learning about what young children with limited spoken language know about the grammar of their language is extremely challenging. Researchers have traditionally used looking behavior as a measure of language processing and to infer what overt choices children might make. However, these methods are expensive to setup, require specialized training, are time intensive for data analysis and can ha...

Recent research has revealed that the way phonology is constructed during word production differs across languages. Dutch and English native speakers are suggested to incrementally insert phonemes into a metrical frame, whereas Mandarin Chinese speakers use syllables and Japanese speakers use a unit called the mora (often a CV cluster such as "ka" or "ki"). The present study is concerned with t...

Our study uses event-related potentials (ERP) to investigate two factors in the second language (L2) processing of agreement: the role of number and gender features in the native language (L1), and the impact of individual differences between learners. Previous ERP studies investigating L2 agreement vary as to whether they find native-like processing (e.g., Rossi et al., 2006; Tokowicz and MacW...

is the most fundamental example. Much like in the classical case of the Lebesgue di erentiation theorem, pointwise convergence almost everywhere of the inverse Fourier transform to f ∈ Lp (R) can be reduced to Lp bounds for the maximal operator C. Weak type L2 bounds were rst obtained by Lennart Carleson in 1966 [8], thus providing a surprising a rmative solution to the question of pointwise co...

This study addressed how bilingual speakers switch between their first and second language when speaking. Event-related brain potentials (ERPs) and naming latencies were measured while unbalanced German (L1)-Dutch (L2) speakers performed a picture-naming task. Participants named pictures either in their L1 or in their L2 (blocked language conditions), or participants switched between their firs...

The present study investigated how syllable structure differences between the first Language (L1) and the second language (L2) affect L2 consonant perception and production at syllable-initial and syllable-final positions. The participants were Mandarin-speaking college students who studied English as a second language. Monosyllabic English words were used in the perception test. Production was...

This study examined the relationships between L2 learners' anxiety, self-confidence and oral performance. The participants were 132 Korean college students who enrolled the English conversation classes in 2004. Questionnaires related to anxiety and self-confidence were given to the students and their oral performances were assessed in terms of IATEFL's criteria. Factor analysis indicated that c...

We used fMRI to investigate neural activation in reading aloud in bilinguals differing in age of acquisition. Three groups were compared: French-English bilinguals who acquired two languages from birth (simultaneous), French-English bilinguals who learned their L2 after the age of 5 years (sequential), and English-speaking monolinguals. While the bilingual groups contrasted in age of acquisitio...

Speaking a second language (L2) means having acquired a new inventory of phonemes (speech sounds), new words, and new inflectional and syntactic rules. Because this new knowledge must be stored somewhere in the brain, it does not require neuroimaging experiments to conclude that a bilingual speaker’s brain must be in some way different from that of a monolingual speaker. The question is rather:...