First language (L1) has been an affecting factor in learning English as a foreign language (EFL) that causes negative transfer including in thesis writing. The effect can be observed by looking at English productive skills, more specifically written form, as well as thesis writing. This research investigated how L1 interfered student's English…

This study examines the role of receptive vocabulary knowledge on outcomes of the TOEFL reading comprehension task. Participants included 18 native speakers of Spanish learning English as a foreign language and 17 native speakers of English ranging in age from 19-25 years. Lexical stimuli were presented auditorily and were divided into…

The paper measures the impact of the developed approach to teaching the translation theory, using the psycholinguistic features of the English language. The factor analysis validation framework was used to control the data of this study. 190 s-year students from Xxx University majoring in translation studies were surveyed. The results of the…

This paper examines the implications of the association patterns in our understanding of the mental lexicon. By applying the principles of graph theory to word association data, we intend to explore which measures tap better into lexical knowledge. To that end, we had different groups of English as Foreign language learners complete a lexical…

The present study investigates native (L1) and second language (L2) processing of scope ambiguities in English sentences containing the universal quantifier every in subject NP and negation. Previous studies in L1 and L2 processing of scope ambiguities have found speakers to generally employ a 'minimal effort' principle that highly prefers the…

Over the past few years, many studies have examined the cognitive processes of students when translating texts from one language to another. However, little is known about the cognitive processes of Arab translators when translating texts from their heritage language into English. This study aims to track the cognitive processes of students as…

Linguistic personality, in the domain of applied linguistics and discourse analysis, has risen to the form, content and style of a genre in the contemporary linguistic paradigm. It is determined by an individual's language behaviors, inter-cultural interactions, and self-expression, and is shaped by the educational environment. The current study…

This study uses both offline and online tasks in order to investigate whether second language learners of English from an article-less first-language (Mandarin) are able to integrate the indefinite article into their grammar despite the lack of articles in their first language. This article reports on two studies, one on learners' sensitivity to…

This volume presents a systematic approach to developing advanced English language competence at tertiary level. It includes the reflections of experienced language teachers and teacher-researchers in the English Language Competence programme at the University of Vienna and provides examples of good practice, amalgamating teaching expertise and…

The research built on the anthropological approach to text comprehension links philosophical and psycholinguistic perspectives of speech perception. The article analyzes the factors influencing adequate comprehension when perceiving foreign language oral speech, in terms of testees' approximately similar level of language competence and…

The Interface Hypothesis proposes that second language (L2) learners, even at highly proficient levels, often fail to integrate information at the external interfaces where grammar interacts with other cognitive systems. While much early L2 work has focused on the syntax-discourse interface or scalar implicatures at the semantics-pragmatics…

By adopting a usage-based approach to language acquisition, this study investigated the emergence and development of L2 constructional knowledge. A total of 19 English verb-argument constructions (VACs) and their associated verbs were extracted from a learner corpus and three verbal fluency tasks, each conducted in L1 and L2 English and L1 Korean.…

Language is infinitely productive because syntax defines dependencies between grammatical categories of words and constituents, so there is interchangeability of these words and constituents within syntactic structures. Previous laboratory-based studies of language learning have shown that complex language structures like hierarchical center…

Word learning in a second language (L2) is a complex process, which is affected by learner-related (e.g., morphological awareness) and language-related (e.g., word semantic transparency) factors. Morphological awareness is learners' sensitivity to the morphological structure of printed words, and semantic transparency is the degree to which…

When bilinguals read in either their first language (L1) or their second language (L2), words from both languages are unconsciously and automatically activated in their mind (e.g., Kroll et al. 2006; Van Heuven and Dijkstra 2002). Many bilinguals, particularly in Florida, choose to learn Portuguese in college as a third language (L3), thus…