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We investigate whether second language (L2) learners of English rely on first language (L1) transfer and atomicity in the acquisition of the count/mass distinction by examining L1-French and L1-Chinese learners of English. Atomicity encodes whether a noun contains ‘atoms’ or minimal elements that retain the property of the noun. As a semantic universal, atomicity holds across languages. However, the count/mass status of nouns may differ cross-linguistically. Our results, which show difficulty on atomic mass nouns in both learner groups, support an argument that atomicity is used as a semantic universal in the L2. Our results also suggest that both count/mass status in the L1 and word frequency in the L2 impact performance, suggesting roles for both L1 lexical transfer and lexical frequency. In addition, learners had better performance on abstract as opposed to concrete atomic mass nouns, providing evidence consistent with a theory of the accessibility of atoms.

Test-taker characteristics (TTCs), or individual difference variables, are known to be a systematic source of variance in language test performance. Although previous research has documented the impact of a range of TTCs on second language (L2) learners’ test performance, few of these studies have involved young learners. Given that young L2 learners undergo rapid maturational changes in their cognitive abilities, are susceptible to affective factors in unique ways, and have little autonomy with respect to the context of L2 acquisition, the relationship between their personal attributes and their test performance merit separate research attention. To fill this gap, we investigated the extent to which sixth-grade, Korean-L1, EFL learners’ ( n = 107) TTCs predicted their performance on tests of L2 listening and reading comprehension. The TTCs under investigation included three cognitive characteristics (aptitude, phonological working memory, L1 competence), one affective factor (motivation), and two demographic variables (socioeconomic status and gender). Results showed that aptitude and phonological working memory significantly predicted participants’ performance on both L2 listening and reading comprehension tests, whereas motivation predicted performance on the L2 listening comprehension test only. These findings suggest that higher aptitude, phonological working memory, and motivation contribute positively to young learners’ L2 outcomes.

This study investigated the optimum task sequence for second language (L2) novice learners of English. One set of task sequences was manipulated using a deductive and theoretical SSARC (simplify–stabilize–automatize–restructure–complexify) model, and two sets of task sequences were manipulated based on a teacher’s inductive classroom observations. A total of 76 undergraduates at a private university in Korea were divided into three groups for the task sequences: task complexity (TC), guided planning with vocabulary (GPV), and guided planning with content (GPC). While the four oral tasks were sequenced according to the resource-directing dimensions [± elements] and [± reasoning] in all three groups, the TC group received pretask planning, the GPV group received teacher-led guided planning with words, and the GPC group received teacher-led guided planning with content for the resource-dispersing dimensions. Pretest and posttest of syntactic complexity, accuracy, and fluency were used as the main data. The analysis showed that the TC group outperformed the GPV and GPC groups significantly in increasing overall syntactic complexity, and the GPV group outperformed the GPC group significantly in improving speed fluency. Both sequencing TC and GPV tasks significantly increased syntactic complexity and speed fluency. Sequencing TC tasks decreased accuracy and increased dysfluency, whereas sequencing GPV tasks increased accuracy and decreased dysfluency. Meanwhile, sequencing GPC tasks did not produce overall positive effects on oral performance compared with the two other groups.

In the English tough construction (TC), knowledge of tough movement is necessary for target performance (the object-interpretation only; e.g. Johni is easy to see ei). The acquisition of the English TC raises a learnability problem for first-language (L1) Korean learners of English as a second language (L2): (1) Korean has no tough movement; (2) no input dictates that the ‘subject interpretation’ is disallowed in the English TC; and (3) no classroom instruction covers the English TC. According to the Fundamental Difference Hypothesis, L2 children – but not L2 adults – can overcome this learnability problem. L1-Korean adult ( n = 49) and child ( n = 30) L2 learners’ (L2ers’) knowledge of the English TC was assessed via a truth-value judgment task manipulating (1) verb transitivity to make the infinitival object gap more vs. less salient and (2) context to avoid vs. strengthen bias toward the (erroneous) subject interpretation. Notably, some high-proficiency adult L2ers showed significantly above-chance performance, despite the error-inducing manipulations, suggesting that adult L2ers can overcome the learnability problem.

A large number of studies have explored grammar instruction through implicit and explicit instructional conditions. The general conclusion drawn from these studies points to the superiority of explicit instruction; however, the claim has been attenuated by a number of reservations raised regarding its generalizability across types of grammatical structures and learners of different characteristics. Therefore, the present study aims to investigate the comparative effectiveness of these two types of instructional conditions in acquiring explicit and implicit knowledge of complex and simple linguistic features by participants holding different epistemic beliefs. The results demonstrated a relative advantage for explicit instruction. However, the results also showed that the effectiveness of explicit/implicit instructional conditions varied for the participants. Additionally, the findings provided evidence against the assumption that complex structures are best learned through implicit instructional conditions and simple structures are best taught explicitly. The hypothesis that learners with more sophisticated epistemic beliefs outperform those with more naive epistemic beliefs in learning complex grammatical structures was not borne out by the analyses. Conclusions and suggestions for further research are provided.

This study employs eye-tracking to investigate how first (L1) and second language (L2) glosses affect lexical uptake and reading behaviors in L2 learners of English. The study also explores the relationship between lexical uptake and reading behaviors as a function of gloss type. To investigate this, 81 Korean university students were asked to read a baseline passage with no gloss or the same passage with glosses in the study’s L1 (Korean) or L2 (English). Their eye movements were recorded with an eye tracker as they read, and they were subsequently asked to respond to two vocabulary tests. Analyses of eye-tracking data and vocabulary test scores revealed that the presence or absence of L1 and L2 glosses might produce differences in lexical uptake and dissimilar attentional mechanisms. For instance, the study found that L1 and L2 glosses failed to significantly enhance the acquisition of visual word forms, whereas both types of glosses were significantly effective in consolidating form–meaning associations. Additionally, correlation analyses indicated that the relationship between reading behaviors and lexical acquisition might differ depending on gloss type. Ultimately, our findings provide a more comprehensive picture of L1 and L2 gloss effects, and have significant implications for L2 pedagogy.

Two types of corrective feedback, recasts and prompts, have sparked much research in second language (L2) learning and teaching. However, it is still unclear how these two types of feedback draw learners’ attention to the erroneous forms in L2 classes. This study used an open questionnaire to investigate Chinese learners’ perceptions of recasts and negotiated prompts (i.e. clarification requests, elicitations and repetitions) for their English learning. The results show the majority of the comments about the two feedback types were positive, indicating the learners’ overall positive attitudes to error correction. Significantly, most of the comments on the two feedback types accord with scholarly opinions about their usage for L2 learning, such as being able to identify the error made after hearing what the teacher said in the recast. Another example might be engaging in a thinking process on receiving a prompt. However, some of the comments provide new insights about how learners may use the two types of feedback for L2 learning, for example, having a deep impression/memory of what the teacher said in the recast and the difficulty in self-correcting their error following a negotiated prompt. These findings, in particular the new insights, confirm Swain’s (2000) argument that research needs to test scholarly assumptions about pedagogical tasks or devices.

Automated writing scoring can not only provide holistic scores but also instant and corrective feedback on L2 learners’ writing quality. It has been increasing in use throughout China and internationally. Given the advantages, the past several years has witnessed the emergence and growth of writing evaluation products in China. To the best of our knowledge, no previous studies have touched upon the validity of China’s automated essay scoring systems. By drawing on the four major categories of argument for validity framework proposed by Kane—scoring, generalization, extrapolation, and implication, this article aims to evaluate the performance of one of the China’s automated essay scoring systems—iWrite against human scores. The results show that iWrite fails to be a valid tool to assess L2 writings and predict human scores. Therefore, iWrite currently should be restricted to nonconsequential uses and cannot be employed as an alternative to or a substitute for human raters.

Narrow reading has not received much attention from researchers regarding its contributions on L2 learners’ background knowledge, vocabulary knowledge, and writing styles. This study therefore investigated the effect of narrow reading on English as a foreign language (EFL) learners’ vocabulary learning. Twelve graded readers were selected and categorized into four sets: same author (Tim Vicary), same genre (crime and mystery), same title ( The Railway Children) and random readers. Each set contains three graded readers: one Level 1, one Level 2, and one Level 3. Fifty-six students were divided into four subgroups and each group took turns reading each set of the graded readers. Twenty-five unknown target words were selected to be tested in each category. After students had read a set of three graded readers, their vocabulary knowledge was assessed on three dimensions: form-meaning recall, sources, and use. The data were analysed using linear mixed-effects models (LMM), with the participants as the random effect, and text organization, vocabulary dimensions, time order, and reading text sequence as fixed effect variables. The results show that more vocabulary words were acquired from texts by the same author or random texts than from texts of the same title; the L2 learners recalled 61% of the source and 50% of the meaning, and 41% of the target words were used correctly. Students scored the lowest at Time 1 and the highest at Time 4, indicating that learning rates increased as they read more. Pedagogical implications are discussed, and future research directions are suggested.

Aims and objectives: This study examines second language (L2) bilinguals’ use of words that have the same or similar forms in their two languages but whose meaning extensions differ – that is, false cognates. We examine the conditions under which L2 speakers inappropriately use false cognates in the L2. How do frequency of the relevant words in each language and polysemy of the word in the first language (L1) affect L2 learners’ use of such words? Design: Fifty Spanish L1–English L2 adults translated 80 words in context from Spanish (S) to English (E). The words involved polysemous Spanish words that had several translations in English, one of which was a cognate form. Words were strictly balanced for L1 polysemy (high versus low), frequency of the S word, frequency of the E cognate form, and frequency of the E non-cognate translation. The words were presented in unambiguous contextual frames that pushed for the non-cognate translation in English. Data and analysis: Analyses of variance were used to analyze participants’ translations relative to the variables of Spanish polysemy and the frequencies of the forms in question. Findings: The findings show that the relative transparency or opacity of the mapping between the L1 and L2 influences word choice: the use of a false cognate instead of a competing correct lexical item depends on the complex interaction of L1 polysemy and the lexical frequencies of the L1 and L2 forms in the bilingual’s two languages. Originality: This study strictly controls for several factors crucial to L2 users’ choice of a word in the L2: polysemy in the L1, frequency of the L1 word, and frequencies of the L2 words involved. Significance: When these variables are viewed together, the data reveal a complex interaction showing factors that contribute to the transparency or opacity of the L1–L2 lexical semantic linkages.

This study investigated the short-term and delayed effects of comprehensive written corrective feedback (WCF) on L2 learners’ revision accuracy and new pieces of writing (i.e., the transfer effect of feedback). Three types of feedback were compared: direct feedback and two types of indirect feedback that differed in their degree of explicitness (i.e., underlining only and underlining+metalinguistic cues). Fifty-three intermediate level learners of English as a second language (ESL) were divided randomly into four groups: One direct, two indirect, and a control group. Students produced three pieces of writing from different picture prompts and revised them over a three-week period. Each group also produced a new piece of writing two weeks later. The study included seven sessions: Writing 1, revision of Writing 1, Writing 2, revision of Writing 2, Writing 3, revision of Writing 3, and Writing 4 (delayed writing). The results showed that all the three feedback groups significantly outperformed the control group in revision tasks. Some short-term accuracy improvements were also found on new pieces of writing for direct and underlining+metalinguistic feedback, but the effects were largely non-significant.

This study investigated the efficacy of varying degrees of written corrective feedback (WCF) explicitness on the accuracy of revised drafts and new pieces of writing among learners of different proficiency levels. A total of 130 learners of English were divided into three proficiency groups (basic, independent, and proficient users), with learners at each proficiency level receiving four types of WCF that differed in their degree of explicitness: direct corrective feedback plus metalinguistic explanation (DCF + ME), direct corrective feedback only (DCF), indirect corrective feedback plus metalinguistic explanation (ICF + ME), and indirect corrective feedback only (ICF). Learners completed a text reconstruction task as their first draft, revised their writing according to one of the four types of WCF, and completed another text reconstruction task after 2 weeks. While the accuracy scores differed across different test times for learners at all proficiency levels, split-plot ANOVAs with post hoc comparisons showed that differential effects of varying degrees of WCF explicitness on the accuracy of learners’ revised and/or subsequent writings were found only for the proficient group where the DCF + ME group significantly outperformed the ICF group on revised drafts and both the ICF and ICF + ME groups on new pieces of writing.

Utilizing Conversation Analysis, this study examined classroom interactions to identify strategies secondary school teachers used to elicit EFL learners’ talk in four micro-pedagogical contexts. How strategies were used, and the challenges teachers faced were also explored. Four Thai teachers of English participated in the study, and approximately 7 hours of video and audio recordings were transcribed and analyzed alongside semi-structured teacher interviews. Overall, the most prevalent strategy used to elicit talk by the four teachers was display questioning, followed by some form of scaffolding strategy, and referential questioning. From classroom observations, the teachers’ consistent use of a variety of strategies apparently promoted learners’ active participation. Challenges included learners’ failure to respond, preference for passivity, lack of active verbal participation, selective answering, and shouted competing responses. It is suggested that L2 learning can be enhanced if teachers are aware of areas which may impede or promote L2 interactional opportunities in the classroom.

Over the past decades, much of the discussion regarding grammar teaching has evolved around the identification of the best language teaching approach to facilitate effective learning of English language among second language (L2) learners. Despite the various approaches introduced and implemented in the realm of L2 teaching, the language performances of these learners are still ‘off-target’ as they are still found not able to use the correct language expressions to serve their communicative needs. Investigation of the use of concepts in the learning and teaching of grammar may provide an alternative solution in enhancing learners’ L2 grammar competence. Known as Concept Based Instruction (CBI) this pedagogical approach that is predicated on Vygotskian thought, centres on promoting the quality of the grammar rules in helping learners to understand and use the grammar concepts to achieve their communicative needs. This article focuses on the principles found in CBI with the aim of exploring CBI’s potential and hence facilitate in-depth understanding of not only the structural forms but also the semantic meaning of the target language among L2 learners.

Persuasiveness in oral communication in English can be expressed with various vocal phonetic cues that may not be readily accessible to English second language (L2) learners whose native language may employ a different set of cues. With a goal to increase L2 learners’ perceived spoken confidence and persuasiveness, and obtain empirical evidence for phonetic adjustments that native English speakers make to influence listeners, the current study explored the use of consonant prolongation in stressed syllable onsets for emphasis by native British English speakers and English L2 learners. The native speakers’ durations of continuant consonants and voiceless stop consonant voice onset times (VOTs) in (1) neutrally-produced speech and (2) persuasively delivered motivational/shocking/emotional messages were compared to Latvian L2 English speakers’ productions. The results revealed that in persuasive speech, the British speakers’ consonantal durations, particularly those of continuants, got significantly longer relative to the vowels that followed them; for English L2 learners, the duration of consonants did not change as a factor of speech type. This is in line with our previous research with American English speakers and carries implications for L2 speech learning and teaching.

This study examined the extent to which textual enhancement and task manipulation affect the learners’ attentional processing and the development of second language (L2) grammatical knowledge. A total of 73 Korean college students read an opinion news article in one of four experimental conditions: (1) textually enhanced, careful reading, (2) textually enhanced, expeditious reading, (3) textually non-enhanced, careful reading, and (4) textually non-enhanced, expeditious reading. For the enhanced conditions, the target L2 construction, i.e. the use of English participle phrases in the restrictive use, was typographically enhanced using a different color. In addition, the reading task was manipulated in terms of the speed and the manner of reading, i.e. careful reading to remember textual information as accurately as possible or expeditious reading to figure out the gist as soon as possible. While reading the article, learners’ eye-movements were recorded with an eye-tracker to measure the allocation of attentional resources as well as reading processes. In addition, stimulated recalls were collected for qualitative analysis of learners’ attentional processes. The results revealed that both textual enhancement and task manipulation had significant effects on the way participants allocated their attentional resources during reading, while it did not affect their knowledge of the target constructions as reflected in their grammaticality judgment scores.

This study aims to enhance second language (L2) learners’ motivation and facilitate successful L2 learning by using motivational languaging, an intervention that encourages learners to reflect on, and externalize, their L2-speaking, competent future self-concepts by writing or speaking about them. Two types of effective languaging activities were developed: individual and group writing. Participants were 264 Grade 10 high school students, divided into three groups: one control group and two experimental groups. Using activity workbooks, the first experimental group engaged in ‘individual writing’ guided by a series of questions in their workbooks (e.g. reasons for learning English and their ideal images of using English). The second experimental group carried out ‘group writing’, including group discussions and writing of group members’ opinions. The activities were conducted in the participants’ first language, Korean, for 30–40 minutes once a week for six weeks. The results indicated, in the two experimental groups, that the participants’ L2 learning motivation was enhanced, including the ideal L2 self. When observing the changes in the influence of motivation on motivated L2 learning behavior and English proficiency, meaningful increases were only found in the individual writing group, with the ideal L2 self showing more powerful impact on the two criterion measures after the activities.

Sign language learners with a spoken language background face the challenge of acquiring a second language in a different modality. In the course of this endeavor, one of the modality-specific phenomena they encounter is the use of classifier predicates, also known as depicting signs. Classifier predicates contain a meaningful hand configuration that refers to an entity, denoting a salient characteristic of this entity (Zwitserlood, 2003). The use of a classifier predicate allows the signer to indicate the location, motion and orientation of a referent. If two classifier predicates are used simultaneously, the signer can represent the spatial arrangement of both referents (Schembri, Jones and Burnham, 2001). This visual representation is new for learners with a spoken language background. Since there is a paucity of literature on second language (L2) sign language acquisition, there is no empirical evidence on the developmental stages that L2 learners go through in acquiring the devices to produce such visual representations. In this study, we followed 14 novel learners of Sign Language of the Netherlands (NGT) over a period of two years. The learners were asked to produce sign language descriptions of prompts containing various objects (e.g. cars, bicycles, trucks, human beings and animals) that could be depicted by a classifier predicate. Analyses show that after a year of instruction, the majority of learners are capable of producing scene descriptions featuring two classifier predicates to denote the spatial layout of the objects. The first classifier predicates appear in the data at an early stage, suggesting that the strategy of denoting an object with a meaningful handshape representing the object is not difficult to learn. Furthermore, the data show that learners initially struggle with the orientation of objects and handshape selection. This study is the first to systematically elicit classifier predicates from novel learners for an extended period of time. The results have important implications for the field of sign language pedagogy and teaching.

In this study, we report the results of two self-paced reading experiments that investigated working memory capacity effects on the processing of globally ambiguous relative clauses by advanced Korean second language (L2) learners of English. Consistent with previous monolingual literature on the processing of temporary ambiguity, we found that working memory capacity was a factor that also affected the processing of globally ambiguous relative clauses. High working memory capacity was positively correlated with a processing disadvantage reflected as slower reading times at the region where the ambiguity becomes detectable, and longer response times to decide on a correct disambiguation for the target structure. Furthermore, a similar pattern was also found in the same participants’ processing of L2 ambiguity. We conclude that for highly advanced L2 learners, the processing strategies employed for ambiguous structures are not qualitatively different between the same individual’s first language (L1) and L2, but rather differ across readers of different working memory capacities.

This article reports on a practitioner research study that adopted the intercultural approach to integrating Vietnamese and Indonesian cultural issues into Taiwanese university classes for English as a foreign language (EFL). A content-based course design was developed to infuse cultural topics including food culture, lifestyle and interpersonal interaction into an 18-week English curriculum with a dual focus on facilitating students’ intercultural competence and learning of English. This study recounts the teacher researcher’s process of developing and implementing this course; it also evaluates the effects of the course by analysing students’ perceptions based on data collected from an intercultural competence scale, a course evaluation survey and a semi-structured interview in two consecutive semesters. Based on the results, the students showed obvious growth in their intercultural competence; many of them also perceived that the course facilitated their learning of English. Overall, this study offers English language teachers novel insights with regard to developing and administering an EFL course featuring the teaching and learning of intercultural issues.

Different theoretical accounts of second language (L2) acquisition differ with respect to whether or not advanced learners are predicted to show native-like processing for features not instantiated in the native language (L1). We examined how native speakers of English, a language with number but not gender agreement, process number and gender agreement in Spanish. We compare agreement within a determiner phrase ( órgano muy complejo ‘[DP organ-MASC-SG very complex-MASC-SG]’) and across a verb phrase ( cuadro es auténtico ‘painting-MASC-SG [VP is authentic-MASC-SG]’) in order to investigate whether native-like processing is limited to local domains (e.g. within the phrase), in line with Clahsen and Felser (2006). We also examine whether morphological differences in how the L1 and L2 realize a shared feature impact processing by comparing number agreement between nouns and adjectives, where only Spanish instantiates agreement, and between demonstratives and nouns, where English also instantiates agreement. Similar to Spanish natives, advanced learners showed a P600 for both number and gender violations overall, in line with the Full Transfer / Full Access Hypothesis (Schwartz and Sprouse, 1996), which predicts that learners can show native-like processing for novel features. Results also show that learners can establish syntactic dependencies outside of local domains, as suggested by the presence of a P600 for both within and across-phrase violations. Moreover, similar to native speakers, learners were impacted by the structural distance (number of intervening phrases) between the agreeing elements, as suggested by the more positive waveforms for within-phrase than across-phrase agreement overall. These results are consistent with the proposal that learners are sensitive to hierarchical structure.

The study uses an elicited imitation (EI) task to examine the effect of the native language on the use of the English nongeneric definite article by highly proficient first-language (L1) Spanish and Russian speakers and to test the hierarchy of article difficulty first proposed by Liu and Gleason (2002). Our findings suggest that there is a clear influence of L1 on participants’ reproduction of the second-language (L2) definite article in nongeneric contexts, but that various contexts present different levels of difficulty for the two L1 groups. The participants whose L1 is Spanish – a language with an article system – perform at a native-like level of accuracy in the grammatical condition of the test, whereas the participants whose L1 is Russian – a language without articles – demonstrate a tendency to omit definite articles in the same contexts. In the ungrammatical condition, Spanish speakers differ from the native speaker control group in their suppliance of the definite article in conventional and cultural contexts, while Russian participants supply the definite article significantly less than both the Spanish participants and the control group along all article categories. The study offers novel insights into what constitutes article difficulty for L2 learners from different L1s.

Given the current methodological interest in eliciting direct data on the cognitive processes L2 learners employ as they interact with L2 data during the early stages of the learning process, this article takes a critical and comparative look at three concurrent data elicitation procedures currently employed in the SLA literature: Think aloud (TA) protocols, eye-tracking (ET), and reaction time (RT). The section on each data elicitation procedure begins with a brief historical and descriptive account of its usage and application in the SLA literature to address cognitive processes as they occur during the early stages of the L2 learning process, followed by its strengths and some methodological issues that should be considered. Suggestions are provided for their usage in future studies investigating concurrent cognitive processes in L2 learning at these early stages of the L2 learning process.

This article examined the integration of semantic and morphosyntactic information by Korean learners of English as a second language (L2). In Experiment 1, L2 learners listened to English active or passive sentences that were either plausible or implausible and translated them into Korean. A significant number of Korean translations maintained the original passive/active structure, but switched the thematic roles of the actors in the sentences. In Experiment 2, the direction of translation was reversed and participants made very few translation errors, showing that the errors in Experiment 1 were not due to participants’ lack of control over the English passive morphosyntax. The results are strikingly similar to previous results in the first language (L1) psycholinguistics literature, and support a view of L2 processing (like L1 processing) that is ‘good enough’ in nature: misinterpretations arise from only a ‘good enough’ integration of semantic and morphosyntactic information in the input.

The acquisition of grammatical gender has long been known to cause problems for non-native (L2) adult acquirers (Harley, 1979; Rogers, 1987; Carroll, 1989; Zekhnini and Hulstijn, 1995; Bartning, 2000; Bruhn de Garavito and White, 2000; Dewaele and Veronique, 2001; Franceschina, 2005;). Bilingual children, on the other hand, seem to acquire grammatical gender at the same rate as monolingual children (Carroll, 1989; Mills, 1986; Muller, 1994). Furthermore, although most studies demonstrate that grammatical gender remains non-targetlike for most adult L2 learners, there is some evidence that this target language property is acquirable at later ages, especially when grammatical gender is instantiated in the first language (L1) (Bruhn de Garavito and White, 2000; Hawkins and Franceschina, 2004; Franceschina, 2005). Having said that, recent studies measuring on-line processing show that adult L2 learners with seemingly nativelike knowledge process grammatical gender in a non-native fashion (Sabourin and Haverkort, 2003). Thus, although the L2 acquisition of grammatical gender has been studied extensively, the findings are far from clear-cut. The contributions in this volume build upon this previous research by expanding the locus of investigation to different learner populations: in addition to L2 adults, acquisition of gender by impaired and unimpaired L2 children and by bilingual (2L1) and monolingual children will be discussed. All of the articles in this volume deal with the same L2, namely Dutch.

It has been argued that colloquial dialects of Brazilian Portuguese (BP) have undergone significant linguistic change resulting in the loss of inflected infinitives (e.g., Pires, 2002, 2006). Since BP adults, at least educated ones, have complete knowledge of inflected infinitives, the implicit claim is that they are transmitted via formal education in the standard dialect. In the present article, I test one of the latent predictions of such claims; namely, the fact that heritage speakers of BP who lack formal education in the standard dialect should never develop native-like knowledge of inflected infinitives. In doing so, I highlight two significant implications (a) that heritage speaker grammars are a good source for testing dialectal variation and language change proposals and (b) incomplete acquisition and/or attrition are not the only sources of heritage language competence differences. Employing the syntactic and semantic tests of Rothman and Iverson (2007), I compare heritage speakers' knowledge to Rothman and Iverson's advanced adult L2 learners and educated native controls. Unlike the latter groups, the data for heritage speakers indicate that they do not have target knowledge of inflected infinitives, lending support to Pires' claims, suggesting that literacy plays a significant role in the acquisition of this grammatical property in BP.

By age three to four, monolingual Spanish-speaking children master gender marking and agreement in noun phrases. It is unclear whether bilingual children acquire gender marking rules by the same age as do monolingual children, and whether they in fact ever acquire these rules with 100% accuracy. This study tested sixty 6 to 11-year-old bilingual children attending a Spanish-English two-way immersion school in Chicago divided into two main age groups: younger (ages 6—8) and older (ages 9—11). Thirty-eight children came from Spanish-speaking homes (heritage speakers) and 22 came from English-speaking homes (L2 learners of Spanish). A group of 29 monolingual children from Mexico matched for age formed the comparison group. The children were first asked to narrate the story of Little Red Riding Hood, and then they were asked to complete an elicited picture description task with colored animals. Results of the two tasks showed that the bilingual children produced more gender errors than the monolingual children. In general, heritage speakers were more accurate than L2 learners, although there were differences by age of onset of bilingualism in both groups. Crucially, there was no evidence of language loss with increased age. Our results suggest that a dual immersion school curriculum is conducive to both language acquisition and maintenance.

Although requests are the most widely studied speech act, there has not been extensive research on the requests produced by heritage speakers of Spanish in the United States. This study compares the requests of three groups: Spanish heritage speakers, Mexican native speakers of Spanish, and native speakers of English. The first research question examines the level of directness of the requests combined with the frequency of downgraders. The following two research questions analyzed separately the level of directness of the head act and frequency of downgrading mechanisms. Differences between the two L1 groups are found to be statistically significant for all three of the categories investigated. In contrast, the heritage speakers differ significantly from their Mexican monolingual counterparts in the level of directness of the head act, producing Spanish requests more in line with the tendency in English to employ indirect strategies. Although the heritage speakers differ from the L1 Spanish group on this one dimension, the fact that they share other characteristics with both L1 groups suggests the existence of a unique intercultural style. The findings of this study also indicate that heritage speakers display many of the same characteristics as L2 learners reported in previous research.

This article considers the current debate on the initial state of second language acquisition (L2) and presents critical empirical evidence from Hindi learners of English as an L2 that supports the claim that the CP (complementizer phase) is initially absent from the grammar of L2 learners. Contrary to the predictions of Full Transfer (Schwartz and Sprouse, 1994; 1996), the data we present suggest that L2 learners start out without a CP and then graduate to a stage where overt expressions of CP (complementizer phase) are in fact manifest. Although the lack of evidence of CP appears to support the Minimal Trees/Partial Transfer (MT/PT) hypothesis (Vainikka and Young-Scholten, 1996a; 1996b), we show that the MT/PT hypothesis also fails to honour all the empirical facts.To account for the patterns in our data, we propose Structural Minimality - that clausal projections are IPs - as a hypothesis on the initial state of L2 acquisition. We argue that the Structural Minimality hypothesis accounts for the entire array CP-acquisition facts in Hindi-speaking learners of English as an L2.

L2 writing scholars have recently debated the appropriateness of using cultural constructs to enhance the teaching of English. An important aspect of writing, critical thinking, has received considerable attention. Some have suggested that Asians, including Japanese, do not display critical thought in their writing in English. Other researchers claim that Asians display critical thinking abilities differently than Western learners. In addition, they argue that learners from a particular culture are too diverse to make claims about the whole group's thinking abilities. This study proposes a model for assessing critical thinking in the writing of L2 learners to determine whether content familiarity plays a role in critical thinking. Findings of a study of 45 Japanese undergraduate students indicate that the quality of critical thought depended on the topic content, with a familiar topic generating better critical thinking. Results also suggested that differing assumptions between the L1 and L2 culture may lead to misinterpretations of the critical thinking ability of L2 learners.

It is generally believed that L2 learners know more words of the target language than they can actually use them. The aim of this study is to find out more about this gap and the ways to narrow it. The subjects under study were several groups of sub-degree students and the instruments for data collection included an active and a passive vocabulary test as well as a questionnaire. There was no evidence to indicate a consistent ratio between active and passive vocabulary knowledge and the relationship between them has been found to be more complicated than it appears to be. On the other hand, learning strategies which help to enhance active vocabulary knowledge have been identified. These and other findings of the study will be of interest to researchers in similar areas as well EAP teachers who are concerned about improving the vocabulary knowledge of their students. The author is indebted to the Hong Kong Polytechnic University for funding the project and Professor Paul Nation for providing the long version of the Word Levels Test used in the study.

Kellerman and Yoshioka (1999) report the results of three studies on case drop in Japanese involving Dutch-speaking L2 learners. They claim that contra Kanno (1996 and 1998), there was no evidence that their subjects have access to the Empty Category Principle (ECP), which is claimed to regulate the omission of case particles in Japanese. In its place, they propose an alternative functional account: the one-noun hypothesis. Kellerman and Yoshioka point to the availability of Japanese in Hawaii (where Kanno's studies took place) as the source for the ‘inter-population intra-principle’ inconsistency between their study and hers. This paper re-examines their results and argues that they do not undermine the ECP hypothesis. In support of Kanno (1996 and 1998), this paper also presents the results of a new experiment and a reanalysis of Hirakawa's (1998) study.

L1 acquirers experience considerable delays in mastering properties related to Binding Principle B, performing inaccurately with respect to possible antecedents for pronouns well after the age of 6. Most accounts attribute this delay to performance phenomena (lack of pragmatic knowledge, processing capacity, etc.). In this article, I show that adult learners do not exhibit the same kinds of problems with Principle B. Intermediate-level adult learners of English as a second language (French and Japanese speakers), as well as a native-speaker control group, were tested using a truth value judgement task to determine their interpretations of pronouns. The L2 learners performed like native speakers in disallowing local antecedents for pronouns, suggesting that Principle B is not problematic in adult acquisition, in contrast to child acquisition.

This article reports on an experimental study that examines the role of UG in the L2 acquisition of Japanese by English speakers. The study focuses on the acquisition of the principle that prevents overt pronouns from having quantified NPs as antecedents in languages (such as Japanese) that have null pronouns. A group of 28 English speakers taking a fourth semester course in Japanese were asked to interpret the null and overt pronominal in the Japanese equivalent of patterns such as Everyone i thinks he/Øi is smart.Not only did the L2 learners exhibit a statistically significant difference in their interpretation of null and overt pronominals with respect to binding by a quantified NP, consistent with the UG principle, but their performance was not significantly different from that of a native-speaker control group.

This article investigates the acquisition of English synthetic compounding by native Spanish and native Chinese speakers. Data are presented which con tradict the claim by Gordon (1985), Clahsen (1991) and Clahsen et al. (1992) that morphological level-ordering is universally, innately available to lan guage learners to guide their acquisition of compounding constraints. Empirical arguments are given which show that compounding, at least, can not be universally subject to the particular inflectional constraints - namely, a restriction on plurals in compounds - imposed by the level-ordering mod els cited in the above acquisition studies. I also present additional experi mental results which demonstrate that L2 learners of English freely violate this restriction, and that such violations reflect particular L1 influence. I suggest an alternative approach to analysing the role of Universal Grammar in the acquisition of compounding which better accounts for both the L1 and L2 English data, by considering 1) the interaction of syntactic principles with lexical derivation; 2) the parametric differences between the L1 and L2; and 3) the language-specific nature of morphological affixation.

In this article we examine the development of the complementizer system in child L2 grammars of English, and we show that C and its maximal projection CP are operative from the very beginning. Next, we focus on the development of the tensed complementizer that. We provide evidence which suggests that the tensed complementizer in embedded declaratives may be treated as an obligatorily null complementizer by these child L2 learners. We then examine restrictive relative clauses produced by our subjects. The evidence indicates that the tensed complementizer is first realized overtly as that in the relative clause domain. We speculate on the possible reasons as to why the relative clause domain should trigger the emergence of the overt tensed complementizer and we argue that recent proposals by Rizzi (1990) for a typology of complementizer types enable us to account for these child L2 developmental facts.

With the increasing interest on the part of both researchers and language teaching specialists in the study of vocabulary acquisition by L2 learners, there is a need to have suitable instruments to measure learners' knowledge of words. The purpose of this article is to report on an investigation of a new test format, which was designed to go beyond conventional vocabulary test items - that simply allow for a yes/no judgement on whether a word is known - by providing a practical way of assessing the quality of word knowledge, that is, how well particular words are known.

Whether produced by L2 learners or by (more or less) "true" bilinguals, experienced or inexperienced in translating as such, translated utterances are imbued with interference forms at one level or another - whether the process occurs between L1 and L2 or vice versa. This universality, which is probably due to a series of back and forth code switchings, each one requiring its own "adjustment time," finds further verification in pseudo- translation, where the (this time) deliberate utilization of inter ference forms is among the most conspicuous strategies, a clear indication of the speakers' notions as to what distinguishes translations from non-translations within the system in question. Any translation thus represents its producer's competence in "communication in translated utterances," but cannot be taken as a direct evidence of his overall competence in the target language. Moreover, especially while assigning translating tasks to L2 learners (since they involve "restricted translation"), the communication situation includes not only the "task item," but also the "translate!" instruction given to the subject, so that different instructions may yield different types/rates of com munication in translated utterances, possibly resulting in different translations as well. This should be taken as an illustration of a general point, namely that the communication situation in which the learner finds himself, or in which he is put, during the produc tion of his L2 utterances, has a decisive role to play in the shaping of these utterances, and therefore should also be taken as a cru cial factor in any description, analysis and evaluation of the learner's performance, and at least as a substantial modifying factor for any generalization concerning his competence in L2.

One of the tasks of second language acquisition research is to determine the ‘linguistic’ nature of interlanguage systems. To achieve this goal it is mandatory to formulate the properties of learners' grammars in terms of the theoretical constructs proposed by linguistic theory. I have proposed elsewhere (Liceras, 1985) that, permeability, one of those properties, is related to parameter setting. In this paper, it is hypothesized that the location of a given process in the different components of the grammar may also be relevant in the determination of permeability. In the light of conflicting evidence provided by the Spanish interlanguage of French and English speakers with respect to the value of clitics in the non-native grammar, it is suggested that, due to the nature of ‘intake’, L2 learners of Spanish may locate clitics in the lexicon (as affix-like elements) or postlexically (as words in the syntax) rather than giving them a unidimensional value. I have also suggested that non-native clitics may not share all the properties that are assigned to Modern Spanish clitic pronouns.

The article reports on a study of the effect of two pre-reading formats, a text summary and a set of pre-questions, on the text com prehension of a population of L2 learners at three proficiency levels. Two main points were investigated — the overall facilitative poten tial of the two treatments and the possible interaction of L2 profi ciency with pre-reading treatment. Both treatments produced com prehension facilitation with lower proficiency groups but not with the more advanced group. Levels of facilitation were similar for the two treatments, though the summary showed a consistent but limited lead over the pre-questions. No significant level-treatment interac tion emerged. The results are discussed in relation to the use of pre- reading in L2 comprehension development.