This study investigates how implicit and explicit learning and knowledge are associated, by focusing on the salience of target form--meaning connections. The participants were engaged in incidental learning of artificial determiner systems that included grammatical rules of [± plural] (a taught rule), [± actor] (a more salient hidden rule), and [±…

A recurring question in the literature of heritage language acquisition, and more generally of bilingual acquisition, is whether all linguistic domains are sensitive to input reduction and to cross-linguistic influence and to what extent. According to the Interface Hypothesis, morphosyntactic phenomena regulated by discourse-pragmatic conditions…

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…

One of the questions frequently asked in second language (L2) lexical research is how L2 learners' patterns of lexical organization compare to those of native speakers (NSs). A growing body of research addresses this question by using word association (WA) tests. However, little research has been done on the role of language proficiency in the…