Previous L1 syntactic processing studies have identified the crucial left frontotemporal network, whereas research on L2 syntactic processing has shown that learner factors, such as L2 proficiency and linguistic distance, can modulate the related networks. Here, we developed a function-word-based jabberwocky sentence reading paradigm to investigate the neural correlates underlying Chinese L2 syntactic processing. Twenty Chinese L2 Korean native speakers were recruited in this fMRI study. Chinese proficiency test scores and Chinese-Korean syntactic similarity scores were measured to quantify the learner factors, respectively. The imaging results revealed an effective left frontoparietal network involving superior parietal lobule (SPL), posterior inferior frontal gyrus (pIFG) and precentral gyrus (PreCG). Moreover, the signal intensity of SPL as well as the connectivity strength between SPL and PreCG significantly correlated with the learner factors. These findings shed light on the neurobiological relationships between L1 and L2 syntactic processing and on the modulation of L2 learner factors.

This paper investigates the nonstandard use of first‑person singular pronouns (myself and I) in coordinate constructions, such as John and I or John and myself. Native English speakers frequently disregard prescriptive grammar rules by using subject or reflexive forms in place of object forms in sentences like Give those papers to John and I. The frequency of such nonstandard usage raises questions, such as when and why speakers substitute nominative or reflexive pronouns for object pronouns in coordinate constructions, and what evidence exists for the existence of fixed constructions like X and I or X and myself. To address these questions, the study analyzes data from the Corpus of Contemporary American English (COCA). Findings provide strong evidence for the existence of an X and I construction in that the nonstandard form is common after the coordinator but not before. Evidence for an X and myself construction is weaker, since untriggered reflexives also appear outside coordinate constructions. First‑person singular forms are more likely to appear in hypercorrect and untriggered forms that other pronouns. The research suggests that X and I may be stored in a chunk, possibly due to overgeneralizations resulting from prescriptive corrections during language acquisition.

Bilinguals with aphasia routinely experience anomia in one or both of their languages that may be ameliorated by language treatment. Traditionally, treatment response has been captured by binary scoring systems that measure the presence or absence of improvement without examining how word retrieval attempts may change over time as a function of treatment. This study analyzed word retrieval errors and subsequent treatment outcomes for a group of 48 Spanish-English bilinguals with aphasia to determine if longitudinal error patterns could capture language recovery. Results revealed naming improvement for trained words in the treated language and translations of trained words in the untreated language. Specific types of word errors at baseline were associated with overall improvement in both languages; furthermore, patterns of responses changed over time as a function of lexical-semantic treatment. These results demonstrate that error analyses may characterize bilingual treatment outcomes and provide new evidence for mechanisms of impaired word retrieval.

In the introduction for their recent state-of-the-art volume on English at the grassroots, Meierkord and Schneider (2021) point out the recurrent problem of Creolistic study not being fully incorporated into the World Englishes paradigm, arguing, like Mufwene (1997; 2001) and others, that English-based Creoles are best viewed as varieties of English ‘and, as such, require their integration into existing models and theories, too’ (11). Further work which seeks to overtly integrate Creole varieties within studies of English at the grassroots – the ‘new player in the World Englishes paradigm’ (Buschfeld 2001, 25) – has not been quickly forthcoming, though, with most of the work in the field focusing on ‘typical’ multilingual settings. In an attempt to remedy this, the current paper discusses the language situation in Trinidad, the last island in the Caribbean’s Lesser Antilles. In Trinidad, Trinidadian English Creole (TEC) and Trinidadian English (TE) interact in a complex where English might be best viewed as a second dialect (ESD), rather than in one of the prototypical ENL, ESL, or EFL situations of acquisition or use (cf. Deuber 2014). After an exploration of the limited research that has been done on language use and social class in Trinidad, this paper compares those previous findings on morphosyntactic features with new data from short semi-structured interviews conducted with speakers who can be described as grassroots.

Understanding high-variability speech is particularly challenging for second-language (L2) learners due to difficulties with extrinsic normalization, a perceptual strategy utilizing contextual cues to overcome speech variability. This study investigates the neural correlates of these difficulties among Mandarin speakers learning Cantonese, using EEG. Behaviorally, Mandarin learners demonstrated a significant yet considerably reduced ability to normalize Cantonese tone variability with contexts compared to native Cantonese speakers. EEG analysis showed that while native speakers engage multiple neural components (N1, P2, and LPC) for acoustic, phonetic/phonological, and cognitive adjustments in extrinsic normalization, Mandarin learners only activated P2, focusing on phonetic/phonological adjustments. This discrepancy underscores the multi-faceted nature of successful extrinsic normalization, which L2 learners fail to fully engage. L2 immersion significantly improves extrinsic normalization, particularly at the cognitive-adjustment stage. Overall, this study illuminates the intricate nature of poor extrinsic normalization in L2 learners and the importance of L2 immersion for effective L2 speech perception.

We investigated the interactive effects of bilingualism and sleep on executive functioning at the behavioral level. We conducted two experiments using two independent samples of bilingual young adults, the Flanker task to assess executive performance, the Pittsburg Sleep Quality Index to measure retrospective sleep quality over a one-month period and the Insomnia Severity Index to assess insomnia-related symptoms. In Experiment 1, we registered bilingualism effects on executive performance in poor, but not in good sleepers. In Experiment 2, the magnitude of bilingual effects increased with increasing severity of insomnia symptoms. We conclude that when poor sleep quality and insomnia negatively affect cognitive resources, bilingualism-related cognitive effects emerge more prominently. This suggests higher degrees of bilingualism may compensate detrimental effects of poor sleep quality and insomnia on executive functioning. We suggest that cognitive research in bilingualism and sleep could benefit from controlling for interindividual variability in sleep quality and vice versa.

The emergence of ChatGPT as a leading artificial intelligence language model developed by OpenAI has sparked substantial interest in the field of applied linguistics, due to its extraordinary capabilities in natural language processing. Research on its use in service of language learning and teaching is on the horizon and is anticipated to grow rapidly. In this review article, we purport to capture its nascency, drawing on a literature corpus of 71 papers of a variety of genres – empirical studies, reviews, position papers, and commentaries. Our narrative review takes stock of current research on ChatGPT’s application in foreign language learning and teaching, uncovers both conceptual and methodological gaps, and identifies directions for future research.