This study investigated L2 Korean speakers' self-assessment of speech comprehensibility and accentedness, including a conceptual replication of Trofimovich, Isaacs, Kennedy, Saito, and Crowther (2016, Experiment 1) and exploratory analyses of individual differences in self-assessment. L2 Korean speakers (N = 198) self-assessed their…

Extending previous findings on adult L2 learners' integration of verbal and constructional information, this study investigated how child learners of English as a foreign language produce verbs in target constructions and whether (a) receptive skills and (b) the specific production modality (spoken versus written) modulate the integration process.…

This study investigated the use of segmental and suprasegmental cues to lexical stress in word recognition by Mandarin-speaking English learners, Korean-speaking English learners, and native English listeners. Unlike English and Mandarin, Korean does not have lexical stress. Participants completed a visual-world eye-tracking experiment that…

The constructionist approach holds that an argument structure construction, a conventionalized form-meaning correspondence of a sentence, allows language users to efficiently access sentential information. This study investigated whether increased sensitivity to constructional information would enable second language learners to efficiently fuse…

To date, linguistic alignment studies in second language acquisition have mainly been conducted during face-to-face (FTF) interactions. In the current study, we examined and compared the effect of structural alignment on the development of English direct and indirect questions in FTF and synchronous computer-mediated communication (SCMC) contexts.…

This study investigates (1) whether late second language (L2) learners can attain native-like knowledge of English plural inflection even when their first language (L1) lacks an equivalent and (2) whether they construct hierarchically structured representations during online sentence processing like native speakers. In a self-paced reading task,…

Although cross-linguistic research on second language tense-aspect acquisition has uncovered universal tendencies concerning the association between verbal semantics and tense-aspect markers, it is still unclear what mechanisms underlie this link. This study investigates the acquisition of two imperfective aspect markers ("-ko iss-" and…

Definite expressions may be used to introduce a referent into discourse when their familiarity between speaker and listener can be inferred, a strategy known as bridging. However, for a number of reasons, bridging may be difficult to acquire compared to the acquisition of indefinite introductions for noninferable referent types, with the native…

Although fluency constitutes an essential component of second language (L2) proficiency, there are mixed results and gaps in the literature on how L2 speakers' fluency differs from fluent speech production in a first language (L1). The research reported in this article investigated utterance fluency and cognitive fluency of L1 English…

This study explored learners' self-generated noticing of L2 input. It is motivated by previous research on input enhancement which suggested that learners are able to notice certain aspects of input on their own without any external means to direct their attention. Drawing on insights that learner-generated noticing is largely mediated by…

This study examines second language (L2) acquisition of the interpretation of plural noun phrases. Languages with articles differ in whether they use bare plurals (English) or definite plurals (Spanish) to express generic interpretation (Chierchia, 1998; Dayal, 2004; among others). It is hypothesized that Spanish-speaking learners of English…

The ultimate goal of reading is to construct text meaning based on visually encoded information. Essentially, it entails converting print into language and then to the message intended by the author. It is hardly accidental, therefore, that, in all languages, reading builds on oral language competence and that learning to read uniformly requires…