As teachers' experiences are a prerequisite for developing an understanding of the challenges of teaching, their reflections on the potential of using authentic text in L1 grammar teaching deserves closer attention. This paper presents a focus-group study with six Swedish L1 teachers at upper secondary level during an intervention, in which they…

The present study examines grammatical gender knowledge in offline production (gender marking on indefinite articles) and online gender processing (visual world paradigm) in adult second language (L2) learners of Norwegian with three different first languages (L1s): Greek, Russian, and Turkish. In particular, it investigates the role of the…

The Interface Hypothesis proposes that the pragmatic-discursive interface with syntax is more vulnerable to crosslinguistic influence than the syntactic-semantic interface [Tsimpli, Ianthi, and Antonella Sorace. 2006. "Differentiating Interfaces: L2 Performance in Syntax- Semantics and Syntax-Discourse Phenomena." In Proceedings of the…

This study investigated how input frequency (i.e., type frequency and token frequency) and proficiency levels enhanced the perception of English nominal suffixes by first language (L1) Thai learners. Based on the Usage-based Account (Tomasello, 2003), it was hypothesized that input frequency, i.e., token frequency (frequency of derived forms…

Very few studies have investigated second language (L2) knowledge of word parts. The present study was set to measure L2 recognition of 35 English prefixes and the factors that might predict scores. The form and meaning sections of Sasao and Webb's Word Part Levels Test were administered to 152 Arabic learners of English as a foreign language…

Despite the growing interest in AI for language assessment, there remains a significant research gap regarding its usefulness for assessing less proficient language skills, particularly those of learners of English as a second or foreign language (S/FL). AI models often prioritize proficient writing, neglecting the intricacies of learner language.…

The aim of this experiment was to investigate how glossing influences second language (L2) reading comprehension in relation to text difficulty and the two local and global meaning representations. Fifty-eight undergraduate students were asked to read three easy, moderate, and difficult texts and, following each passage, answer twenty…

While it is known that heritage speakers diverge from the homeland baseline, there is still no consensus on the mechanisms triggering this divergence. We investigate the impact of two potential factors shaping adult heritage language (HL) grammars: (1) cross-linguistic influence (CLI), originally proposed for second language acquisition (SLA), and…

This report proposes a number of tasks which help learners become more aware of how their feelings are moulded in their L1 and notice crosslinguistic similarities and differences between their L1 and a target language. The proposed tasks are motivated by findings in the crosslinguistic influence literature and a study that investigated Japanese…

As one type of the most extensively used sentences, English questions are must-learn grammatical structures for learners of English as a foreign language (EFL). However, it is commonly seen that English learners across proficiency levels produce ungrammatical English questions. To determine the source of learners' erroneous production, we…

To this day, there are only a few studies that have used a controlled instructional intervention on specific linguistic structures to investigate if language instruction is beneficial for heritage learners (HLs), in the same way it is for second (L2) language learners, and more research in this area is rapidly needed (Bowles, 2018). The results…

This study investigated the acquisition of English "control" and "raising" ("over Experiencer") constructions with three groups of Thai EFL learners (lower intermediate, intermediate, and advanced). Thai and English, with respect to "control," commonly have PRO and infinitive markers, but Thai does not…

This study examines the effect of enhanced input of lexical chunks on the performance of Arabic-speaking English learners' writings. Lexical chunks, containing their forms, meanings, and functions, stored and recovered as a single component in brains, may alleviate language processing problems and increase language proficiency. The research…

This research investigated avoidance behaviour, one of the strategies L2 learners may resort to because of L1-L2 differences, or the non-existence of L2 structures for L1 learners, i.e. the Avoidance Behaviour Hypothesis (Schachter 1974). However, based on the Factors of L2 Non-Avoidance Hypothesis (FNAH) (Thiamtawan & Pongpairoj, 2013, 2019),…

Research on corrective feedback (CF) and language teachers' beliefs and practices on the provision of CF has been mainly limited to learners' non-target-like use of grammar, vocabulary, pronunciation, and spelling (non-formulaic forms). Consequently, learners' non-target-like use of formulaic sequences, that is, collocations, idioms, lexical…