An increasing number of studies have shown that pretesting L2 word knowledge before a study phase can enhance subsequent learning. However, little is known about pretesting effects in the context of incidental L2 vocabulary acquisition. This study explores the effects of pretesting on L2 vocabulary learning through reading, focusing on the moderating effect of the pretest format. One hundred and forty-three participants were randomly assigned to a nonpretested condition or three pretested conditions (meaning recall, meaning recognition, and form recognition). In the pretested conditions, participants completed a vocabulary pretest, followed by a meaning-focused reading task and three vocabulary posttests. The findings show that the meaning recall and form recognition groups were impacted most by pretesting in terms of learning outcomes and perceptions of the learning intervention. However, the pretesting effect on posttest scores was small and statistically nonsignificant, suggesting a minimal impact of pretesting on incidental learning outcomes.

This scoping review aims to offer a panoptic overview of the research on grit and L2 grit in second and foreign language learning. To this end, a “hybrid search strategy” (Wohlin et al., 2022) was implemented. Out of 1,111 records identified across 15 databases and 78 found applying the backward/forward snowballing technique, 233 empirical studies published between 2013 and 2025 were finally included. With a focus on study and scale quality, the results present (1) a zoom-in/zoom-out description of the research landscape, considering 30 bibliometric and methodological variables, and (2) an in-depth comparative analysis of the psychometric instruments used to measure both grit and L2 grit, examining 45 variables arranged into four categories: (a) scale design and administration, (b) means and standard deviations, (c) reliability of scales and subscales, (d) content, construct, and predictive validity. The review concludes with a discussion of relevant findings and evidence-based suggestions for future and quality-enhanced research.

Automatization is the learning process by which controlled, effortful second language (L2) processing becomes automatic, fast, and effortless through practice – a critical transition for L2 development. Achieving automaticity allows learners to progress from laborious language use to fluent, real-time communication by freeing limited cognitive resources. This research timeline synthesizes four decades of laboratory and classroom research on automatization, bridging cognitive learning theories with pedagogical practice. We trace five key research strands: (1) cognitive mechanisms, including the explicit-implicit knowledge interface; (2) skill development trajectories across phonological, lexical, morphosyntax, and pragmatics domains; (3) instructional approaches promoting automatization of knowledge and skills through deliberate and systematic practice; (4) methodological advances in measuring automaticity (e.g., reaction time, coefficient of variation, neural measures); and (5) individual differences in long-term memory systems (declarative and procedural memory). This timeline offers a comprehensive perspective on how automatization research has significantly advanced our understanding of L2 learning.

As the field of heritage language acquisition expands, there is a need for proficiency to compare speakers across groups and studies. Elicited imitation tasks (EITs) are efficient cost-effective tasks with a long tradition in proficiency assessment of second language (L2) learners, first language children, and adults. However, little research has investigated their use with heritage speakers (HSs), despite their oral nature, which makes them appropriate for speakers with variable literacy skills. This study is a partial replication of Solon, Park, Dehghan-Chaleshtori, Carver & Long (2022), who administered an EIT originally developed for advanced L2 learners on a group of HSs. In this study, we administered the same EIT with minor modifications to 70 HSs and 132 L2 learners of Spanish with different levels of proficiency and ran a Rasch analysis to evaluate the functioning of the task with the two groups. To obtain concurrent validity evidence, scores on the EIT were compared with participants’ performance in an oral narration; evaluated for complexity, accuracy, and fluency (CAF); and compared with a standardized oral proficiency test, the Versant Spanish Test. Results of Rasch analyses showed that the EIT was effective at distinguishing different levels of ability for both groups, and analyses showed moderate to strong correlations between CAF measures and the EIT and very strong correlations between the EIT and the Versant Spanish Test. These results provide evidence that the EIT is an efficient and adequate proficiency test for HSs and L2 learners of Spanish; its use in research settings is recommended.

Visual attention span (VAS) refers to the number of visual elements processed simultaneously in a multielement array. It is causally related to reading skills and may be impaired in readers with dyslexia. VAS is influenced by orthographic depth with opaque orthographies boosting it. Such orthography-specific VAS modulations are subject to crosslinguistic interactions in early biliterates, leading to advantages associated with learning to read in an opaque orthography. However, little is known about potential VAS bootstrapping effects in late biliterates. This study investigates potential VAS modulation in late biliterates with and without dyslexia. Participants were first language (L1) Italian native speakers (transparent orthography) learning English as a second language (L2). Our results show that the VAS capacity of typical readers is modulated by English orthographic knowledge, providing the first evidence that experience with a nonnative orthography boosts VAS skills also in late biliterates. This effect was reduced in dyslexic learners, possibly due to a VAS deficit.

This paper reports the results of a cross-sectional study investigating the acquisition of the syntactic properties associated with the null subject (meso-)parameter in English as a second language (L2) among Hebrew-speaking youngsters (18-year-olds). The two languages differ concerning these properties, with Hebrew allowing null subjects and related properties (although inconsistently) and English disallowing these properties altogether. One hundred four intermediate learners and 97 English-speaker controls provided grammaticality judgments and corrections concerning constructions involving expletive and referential null subjects, post-verbal subjects, and complementizer-trace sequences. The results reveal limited evidence for transfer from the learners’ mother tongue (first language [L1]) and indicate that learners have met the native standard concerning null and post-verbal subjects. These findings support both the meso-parametric view of cross-linguistic variation and feature reassembly on functional heads in L2 acquisition, while partially rejecting the Interpretability Hypothesis. Learners nevertheless deviate from the native standard concerning complementizer-trace sequences. This finding is unaccounted for by the meso-parametric approach, feature reassembly, or interpretability, but can instead be attributed to L1 transfer. Controls also demonstrate variability concerning complementizer-trace sequences, suggesting that the performance of all participants regarding this configuration is affected by processing difficulties, lower frequency in the input, and methodological issues with the items and/or the task.

Designing effective language learning settings requires an understanding of the processes taking place in language learning and the way they interact. One important issue concerns the interaction between meaning and grammar. A number of studies have shown a beneficial effect of semantics in grammar learning. What is unclear, however, is how far this effect may be influenced by the presentation formats of the semantic content. In two experiments, participants performed rule search tasks on Latin sentences. In Experiment 1, we presented semantic information in the form of naturalistic photographs, whereas in Experiment 2, the semantic information was implemented by quasi-translations. The control groups did not receive any semantic information. Learning performance was assessed by a grammaticality-judgment task combined with a source-attributions task. In both experiments, participants in the with-semantics group outperformed the respective control groups. Yet, only in Experiment 1, participants report having more explicit than implicit knowledge. We argue that semantic information boosts the acquisition of grammatical structures regardless of the presentation format. Furthermore, we suggest that, consistent with multimedia learning theories, the pictorial presentation format of Experiment 1 helped to use working memory capacity efficiently, which may have led to the generation of more explicit knowledge.

This study examines how word characteristics like frequency, concreteness, part of speech and length predict Dutch vocabulary knowledge in 763 adult migrant L2 learners who vary widely in their educational levels in their L1, from minimal to extensive formal education. While the impact of these features on vocabulary learning is well-documented among tertiary-educated adult and adolescent L2 learners in the academic track of secondary education, its effect on low-educated adult L2 learners has hardly been explored. Findings confirm that word frequency, concreteness and length significantly predict receptive vocabulary knowledge, aligning with prior research. However, the study also reveals variations in the predictive power of word frequency and length among adults with different educational backgrounds. These results highlight the necessity to reassess the applicability of findings from current research on L2 receptive vocabulary, particularly concerning adult learners with reduced educational backgrounds.

This study investigated the effect of phonological neighborhood density (PND) on the lexical encoding of perceptually confusable segmental contrasts and the extent to which the precision of encoding is modulated by phonetic categorization and vocabulary size. Korean learners of English and native speakers of American English completed an auditory lexical decision task that contained words and nonwords with /ɛ/, /æ/, /f/, and /p/ (/æ/ and /f/ do not exist in Korean), two phonetic categorization tasks (/ɛ/−/æ/ and /f/−/p/), and a vocabulary test. For the Korean group, participants’ categorization of /f/−/p/ was the only significant predictor of /f/−/p/ nonword rejection. For /ɛ/−/æ/, nonword versions of high PND words were rejected more accurately than low PND. Additionally, vocabulary size and phonetic categorization significantly interacted so that as perception abilities improve, the benefits that come from having a large vocabulary grow as well.

The present study examines whether age of second language acquisition, duration of exposure to that language, and chronological age determine vocabulary knowledge in 214 Russian–Hebrew bilinguals (ages 19–80, immigration ages 1–46, and exposure duration 7–63 years). Participants reported their language background and completed a multiple-choice vocabulary test in Hebrew, alongside other objective tests of Russian and Hebrew proficiency. While vocabulary scores were below age-matched norms for native Hebrew speakers, they were similar to those of younger native speakers matching in exposure duration. Raw vocabulary scores were similar whether participants immigrated up to age 15 or after that age, although results indicated a negative association between age of immigration and vocabulary scores. A positive association emerged between exposure duration and vocabulary scores, and when analyzing all measures together, age of immigration did not predict vocabulary scores, whereas exposure duration was its main determinant. We suggest that bilingualism itself does not cause a vocabulary gap, and that bilinguals’ vocabulary knowledge in their second language improves with exposure, as it does in native speakers throughout adulthood. The study emphasizes that learning a foreign language requires extensive exposure and that vocabulary learning is a lifelong process.

Degrees, unlike entities or events, refer to comparative qualities and are closely tied to gradable adjectives such as “tall.” Degree expressions have been explored in second language (L2) research, covering areas such as learnability, first language (L1) transfer, contrastive analysis, and acquisition difficulty. However, a computational approach to the learning of degree expressions in L2 contexts, particularly for L1 Chinese learners of English, has not been thoroughly investigated. This study aims to fill this gap by utilizing natural language processing (NLP) methods, drawing insights from recent advancements in large language models (LLMs). This study extends Cong (2024)’s general-purpose assessment pipeline to specifically analyze degree expressions, predicting that surprisal metrics will correlate with proficiency levels and distinct developmental stages of L2 learners. Crucially, we address the limitations of surprisal metrics in capturing underuse or avoidance—common in L2 development—by integrating frequency-based analyses. Using an NLP pipeline developed with Stanza, we automatically identified and analyzed degree expressions, constructing linear mixed-effects models to track L2 development trajectories. Our findings reveal that as proficiency increases, learners use complex degree expressions more frequently, supporting theories linking difficulty and learnability. Higher surprisal values are associated with lower proficiency in using degree expressions, and these surprisals are more predictive of degree expressions proficiency than classic NLP measures. These results add further evidence that LLMs and NLP tools provide valuable insights into L2 development, specifically in the domain of degree expressions, expanding upon previous research and offering new approaches for understanding L2 learning processes.