This commentary discusses Westergaard's (2021) keynote article, which presents a comprehensive model of first language (L1), second language (L2), and third language (L3) acquisition. The commentary presents evidence from a previous study of L3 learners that provides support for Westergaard's property-by-property transfer proposal. The commentary…

Acquisitionists generally assume a relation between code-mixing in young bilingual and trilingual children and language dominance. In our cross-sectional study we investigated the possible relation between code-mixing and language dominance in 122 children raised in Spain or Germany. They were bilingual, trilingual or multilingual, the latter…

Students at the United States Air Force Academy (USAFA) are required to study a foreign language. In order to place students into appropriate language courses, especially less commonly taught languages defined by the American Council on the Teaching of Foreign Languages (ACTFL), effective language placement policies are essential. The author…

Numerous studies, examining the acquisition of non-referential it in [-pro-drop] English by learners of [+pro-drop] languages, have revealed that their participants omit non-referential subjects in English if their L1 allows null-subject position. However, due to the specificity of their focus, these studies have not considered other difficulties…

Language testing and second language acquisition research are both concerned with proficiency in the second language; given this shared interest, the rapprochement between these two domains may prove revealing and productive not only in terms of teaching practices, but also in taking a wide view of language, ranging across cognition, society and…

This article investigates the second language (L2) acquisition of two expressions of the semantic feature [definite] in Russian, a language without articles, by English and Korean native speakers. Within the Feature Reassembly approach (Lardiere, 2009), Slabakova (2009) has argued that reassembling features that are represented overtly in the…

The purpose of this dissertation was to examine the relationships between working memory (WM) and three commonly used learning strategies or conditions in the nature of proficiency among adult L2 Russian learners. Based on the aptitude-learning condition interaction framework articulated by Robinson (2002b), the study identifies two types of…

The Center for Applied Linguistics, in Cooperation with Adam Mickiewicz University, Poznan, Poland, undertook to cover experimentally, for a period of 18 months, foreign language Journal material on applied linguistics published in Central and Eastern Europe and to select for abstracting, and in some cases, translation, articles of particular…