Some listeners exhibit higher sensitivity to subphonemic acoustic differences (i.e., higher speech gradiency). Here, we asked whether higher gradiency in a listener's first language (L1) facilitates foreign language learning and explored the possible sources of individual differences in L1 gradiency. To address these questions, we tested 164…

This study probed EFL learners' negotiation of meaning and negotiation strategy in two unfocused and two focused tasks using a counterbalanced design. Each of the focused/unfocused tasks included one opinion-exchange and decision-making task type, which resulted in four particular task conditions. To this end, 36 Iranian intermediate EFL learners…

This study investigated the post-reading comprehension questions and task types in the "Four Corners" series based on Freeman's (2014) taxonomy, which was developed, specifically, for the L2 reading context covering a wider range of question types compared with previous taxonomies. While literature abounds with studies investigating the…

This study aimed to investigate how initiating acts affect refusal strategies realization. The subjects were 45 English Education Program students of Universitas Muhammadiyah Palembang. The study used Discourse Completion Task (DCT) which consisted of 12 situations covering four initiating acts; suggestion, request, offer, and invitations, and the…

Language learners are underserved if there are unlearned meanings of a word that they think they have already learned. For example, "circle" as a noun is well known, whereas its use as a verb is not. For artificial-intelligence-based support systems for learning vocabulary, assessing each learner's knowledge of such atypical but common…

Teacher cognition has attracted increased attention among second language (L2) researchers and practitioners, likely because of its potential consequences for classroom practices, such as teaching and assessment. Prior research has revealed links between teacher beliefs about pronunciation teaching and teachers' own experience (e.g. amount of…

The research investigated pragmatic transfer in responses to English tag questions by L1 Thai learners based on Interlanguage Pragmatics, specifically pragmatic transfer (Kasper & Blum-Kulka, 1993). The L1 Thai learners were categorized into two groups according to their English proficiency levels: advanced and intermediate. Oral and written…

Two lines of evidence emerged in the past suggesting that lexical form seemed to play a more important role in the organization of the second language (L2) mental lexicon than in that of the first language (L1) lexicon. They were masked orthographic priming in L2 word recognition and an elevated proportion of form-related responses in L2 word…

In view of the complicated translation cognitive process, the study investigated and compared students' translation process of Chinese Classics through translation thinking path schema. Seventy-six participants learning translation courses based on parallel level in two classes of one Chinese university, some of them trained for four months…

The present study investigated whether the ability to encode the sounds of difficult second-language (L2) contrasts into novel nonnative lexical representations is modulated by the phonological form of the words to be learned. In 3 experiments, German learners of English were trained on word-picture associations with either novel minimal pairs…

This study investigated how peer-mediated Dynamic Assessment (DA) unfolded in translation revision competence (TRC) of students of Master's degree of Translation and Interpreting (MTI) in China. Thirty subjects first completed three revision tasks and were then rated as high- or low-level performers according to their average scores across the…

Purpose: This study examined the effects of single-language and conceptual scoring on the vocabulary performance of bilingual children with and without specific language impairment. We assessed classification accuracy across 3 scoring methods. Method: Participants included Spanish-English bilingual children (N = 247) aged 5;1 (years;months) to…

The study reported in this article examined the impact of task type on the ways in which learners resolve grammatical language-related episodes (LREs) and whether the level of engagement affects subsequent language development. Data were collected over a six-week period. Thirty-two Iranian second language (L2) learners were paired up to complete a…

The purpose of this study was to analyze six English as a Foreign Language (EFL) learners' trajectories of discriminating near-synonyms in a data-driven learning task. Since the learners find it considerably difficult to learn subtle meaning differences of near-synonyms, corpus-based data-driven learning may provide an opportunity for them to…

The aim of the study was to test whether proficient L2 users living in an L1-dominant environment would exhibit significant L2-L1 translation priming in a lexical decision task (LDT) and in a semantic categorisation task (SCT). Only a few previous studies have found significant L2-L1 priming in LDT whereas significant results have often been…