Norwegian allows filler-gap dependencies into embedded questions, which are islands for filler-gap dependency formation in English. We ask whether there is evidence that Norwegian learners of English transfer the functional structure that permits island violations from their first language (L1) to their second language (L2). In two acceptability…

In order to understand variability in second language (L2) acquisition, this study addressed how individual differences in cognitive abilities may contribute to development for learners in different contexts. Specifically, we report the results of two short-term longitudinal studies aimed at examining the role of cognitive abilities in accounting…

Adults demonstrate difficulty and pronounced variability when developing second language (L2) grammatical knowledge and reading skills. We examine explanations in terms of individual differences in working memory (WM). Despite numerous studies, the association between WM and adult second language (L2) acquisition remains unclear, and longitudinal…