Languages often use different constructions to convey the same meaning. For example, the meaning of a causative construction in English ("Jen had her computer fixed") is conveyed using an active structure in Korean ("Jen-NOM her computer-ACC fixed"), and yet little is known about how bilinguals represent and process such…

This study explores how Korean English learners process English caused-motion constructions (CMC) through online and offline experiments. The focus was on how Korean learners' processing of English CMC is affected by the typological difference between English and Korean. Of the 77 volunteer participants recruited, 17 were native English speakers…

This research report examines the occurrence of listener visual cues during nonunderstanding episodes and investigates raters' sensitivity to those cues. Nonunderstanding episodes (n = 21) and length-matched understanding episodes (n = 21) were taken from a larger dataset of video-recorded conversations between second language (L2) English…

Previous studies have found that bilinguals differ in their response times on the bilingual version of Stroop Task. Automaticity and control and Language proficiency have emerged as important factors that lead to differences in the response time. This study aimed to understand Stroop Effect in Hindi-English bilinguals on the computerized version…

Applied linguists have developed complex theories of the ability to communicate in a second language (L2). However, the perspectives on L2 communication ability of speakers who are not trained language professionals have been incorporated neither into theories of communication ability nor in the criteria for assessing performance on…

The current study investigated the potential components that affect second language (L2; English) literacy acquisition and cause-and-effect relationships of those factors to L2 reading comprehension via a structural equation model, with the recruitment of 129 4th-graders learning English as a foreign language. This study consists of two levels of…

Word-initial stops in Mandarin and English show a distinctive phonological categorization but a similar phonetic realization along the VOT (Voice Onset Time) continuum. Previous research reported that native Mandarin adults produce measurably longer long-lag VOTs than native English adults. The present study examined whether and how the difference…

Emotion plays important roles in learning, memory, and other cognitive processes; it does so not only in the form of "macro-level emotion" (e.g., salient affective states and self-reportable motivational currents) but also in the form of "micro-level emotion" (e.g., subtle feelings and linguistic attributes that are usually…

To date, a growing number of studies have shown that domain-general auditory processing, which prior work has linked to L1 acquisition, could explain various dimensions of naturalistic L2 speech proficiency. The current study examined the generalizability of this topic to L2 speech learning in classroom settings. The spontaneous speech samples of…

As learning and teaching theory experts, university educators are constantly asked to review and reflect on their methodologies and to co-generate them with all members of the educational community. Teachers understand that students constantly shape the object of study, and thus embrace differences among individuals. In this context, a dialogic…

This study aims to investigate the effect of suprasegmental phonological training on connected-text reading comprehension of Chinese university students with different English reading proficiency levels. A sample of 160 freshmen was recruited and randomly divided into experimental and control groups, and the experimental group was given a 12-week…

This study examined the impact of the manipulated task complexity (Robinson 2001a, 2001b, 2007, 2011; Robinson & Gilabert, 2007) on second language (L2) speech comprehensibility. I examined whether manipulated task complexity (a) impacts L2 speech comprehensibility, (b) aligns with L2 speakers' perception of task difficulty (cognitive…

Analysis of second language (L2) learners' language development can allow valid and reliable assessment of the learners' L2 linguistic knowledge, which can enable the teachers and researchers to choose appropriate teaching or experimental materials (Bardovi-Harlig & Bofman, 1989; Wolfe-Quintero et al., 1997). However, most language development…

In L2 assessment research, assessments have traditionally been associated with large-scale testing or formal proficiency tests, primarily to record student achievement (Turner & Purpura, 2016). Classroom-based assessments (CBAs), then, are seen as offshoots of large-scale tests, thus, designed similarly (Turner, 2012). However, CBAs serve a…

Syntactic priming studies in second language (L2) have contributed to understanding how L2 speakers' syntactic knowledge is represented and processed. However, little is known about social influences on L2 speakers' syntactic processing and learning. The present study investigated whether L2 speakers' syntactic priming is influenced by social…