This article adopts learning-behavior tracking as a research methodology within conversation analysis for second language acquisition to investigate its applicability to track and document how learning opportunities through collaborative repair work are brought about and whether they lead to second language (L2) word learning. To this end, the…

A number of asymmetries in lexical memory emerge when monolinguals and early bilinguals are compared to (relatively) late second language (L2) learners. Their study promises to provide insight into the internal processes that both support and ultimately limit L2 learner achievement. Generally, theory building in L2 and bilingual lexical memory has…

Firth and Wagner (1997) questioned the dichotomies nonnative versus native speaker, learner versus user, and interlanguage versus target language, which reflect a bias toward innateness, cognition, and form in language acquisition. Research on lingua franca English (LFE) not only affirms this questioning, but reveals what multilingual communities…

This article introduces conceptual grammar as an approach to the analysis and teaching of grammar in foreign and second language contexts through a combination of paradigms: corpus, discourse analysis, and cognitive linguistics. Although the approach is applicable to virtually any language and any construction within that language at various…