We investigated whether sign-naïve learners can infer and learn the meaning of signs after minimal exposure to continuous, naturalistic input in the form of a weather forecast in Swedish Sign Language. Participants were L1-English adults. Two experimental groups watched the forecast once (n = 40) or twice (n = 42); a control group did not (n =…

This study presents a conceptual replication of Birulés et al.'s (2020, Experiment 2) investigation of native and nonnative listeners' selective attention to a talker's mouth with the goal of better understanding the potentially modulating role of proficiency in listeners' reliance on audiovisual speech cues. Listeners' eye gaze was recorded while…

This study conceptually replicated Huensch and Tracy-Ventura's (2017) analysis of the relationship between L1 and L2 utterance fluency with adult L1-English learners of Spanish. Data from 88 participants were analyzed to explore the proportion of the variance in L2 fluency measures that can be attributed to the corresponding L1 measures, and the…

World language (WL) education has the potential to shift perspectives toward equity. To accomplish this, the field must consider how it is situated within societal systems that perpetuate racial inequity. This systematic historical analysis of literature examined how the term race and related terms appeared historically in a set of primary…

This study investigates the production of Arabic intervocalic geminate obstruents as produced by American L2 learners of Arabic. The participants of the study were 24 Arabic learners (12 advanced, 12 beginners) at North Georgia University and 12 native speakers of Jordanian Arabic (the control group). An examination of the results reveals that…

Many second language (L2) students in Sweden struggle with reading in Swedish. There needs to be more research on how L2 students with weak word decoding skills in Swedish could be individually supported. Therefore, the current study examined the impact of a systematic and intensive word decoding intervention in Swedish among individual L2…

The relationship between working memory (WM) and second-language (L2) reading has been extensively examined, with mixed results. Our meta-analysis models the potential impact of under-researched variables considered to moderate this relationship. Results from 74 studies (228 correlations) showed a significant, small relationship between WM and L2…

This article examines the relationships between second language acquisition (SLA), instructed second language acquisition (ISLA), and language teaching by examining them from the lens of the research on the acquisition and teaching of second language (L2) tense-aspect in the last 20 years (2000-2021). Review 1 examines 56 instructional effect…

Motivated by a series of interconnected studies on simultaneous attention to form and meaning, we revisit L2 learners' real-time processing of text by using eye-tracking as an unobtrusive method to provide concurrent data on attention allocation. Seventy-five L2 Spanish learners were instructed to attend to an assigned form in a reading passage…

Second Language Acquisition (SLA) has benefited quite a lot from Construction Grammar. Most of the previous SLA researches adopting a constructionist approach have been primarily engaged in issues pertinent to the relevance of construction in SLA, the process of second language (L2) construction learning, and factors affecting L2 construction…

This study investigates a second language (L2) speaker's use and learning of the Icelandic auxiliary verb "aetla" (pronounced /aihtla/) in the wild. This analytic focus is motivated by the L2 speaker's (Anna) own orientation to "aetla" as a learnable. We track Anna's use of "aetla" in naturally occurring social…

Learners must develop the ability to perceive linguistic and social meaning in their second language (L2) to interact effectively, but relatively little is known about how learners link social meaning to a single phonetic variable. Using a matched-guise test targeting coda /s/ (realized as [s] or debuccalized [h]), we explore whether L2 Spanish…

This paper makes the case for close and approximate replications of Erlam (2005) and a conceptual replication of Roehr-Brackin and Tellier (2019). The two studies recommended for replication are informed by research on explicit and implicit knowledge, learning and teaching. They are ecologically valid classroom studies with either adolescent or…

Foreign language classroom anxiety (FLCA) is a popular construct in applied linguistics research, traditionally measured with the 33-item Foreign Language Classroom Anxiety Scale (FLCAS). However, recent studies have started utilizing the eight-item Short-Form FLCAS (S-FLCAS). There is therefore a need, which this study addressed in five…

In academic writing, Second Language (L2) writing teachers play an active and vital role in the success of L2 writing students' academic writing journey. With the advances of technology, digital writing tools increase their acceptance and usability as a language learning tool. One of this emergent digital software is "Grammarly."…