Implicit causality (IC) is a well-known phenomenon whereby certain verbs appear to create biases to remention either their subject or object in a causal dependent clause. This study investigated to what extent Korean learners of English made use of IC information for predictive processing at a discourse level, and whether L2 proficiency played a…

The current study explores the effects of processing demands and proficiency on second language (L2) learners' acceptability judgment of wh-island sentences. A total of 65 adult Korean learners of English and ten native speakers (NSs) of English participated in an experiment that combined self-paced reading and acceptability judgment. They were…

To investigate L2 adolescent learners' use of machine translation (MT), an MT error correction (EC) test was developed, based on the analysis of MT errors arising from translating the learners' L1 of middle school EFL textbooks. Learners were also asked to report on their use of MT EC strategies on the EC task. Results indicated that…

The present study examines the influence of social distance and power factors on the use of internal and external mitigating devices and strategies in the production of requests by Korean learners of Russian. The data was collected by using a Discourse Completion Task (DCT) containing twelve situations that varied in the facts of power and social…

Errors with "be", whether omission (e.g., "John happy") or overuse (i.e., "be"-insertion; e.g., "John is love Mary"), have received particular attention in L2 acquisition studies exploring L1 transfer. This study investigates such errors in the context of L3 acquisition, focusing on L1 transfer. L1-Chinese…

While educators in South Korea have identified a need to change outdated practices of language pedagogy, continued utilization of the grammar-translation approach has perpetuated communication problems in a South Korean EFL context. To provide clinical analysis needed for effective reform, literal, figurative, and discursive aspects of formulaic…

The present study examines how glossing of second language (L2) texts affects L2 learners' reading comprehension as well as their learning of L2 grammar and vocabulary. It employed a pretest, immediate posttest, and delayed posttest design with two treatment sessions. The target features were English unaccusativity and 10 pseudo-word items.…