Second language (L2) learners must not only acquire L2 knowledge (ie vocabulary and
grammar), but they must also rapidly access this knowledge. In monolinguals, efficient …

It is well established that access to the bilingual lexicon is non-selective: even in an entirely
monolingual context, elements of the non-target language are active. Research has also …

Despite the extensive research on bilingual development, our understanding of how lexical
competition unfolds in the bilingual mind remains limited. Previous studies have …

Although research has consistently shown that a bilingual's two languages interact on
multiple levels, it is also well‐established that bilinguals can vary considerably in their …

A bilingual's language system is highly interactive. When hearing a second language (L2),
bilinguals access native-language (L1) words that share sounds across languages. In the …

Research on proficient bilinguals has demonstrated that both languages are always active,
even when only one is required. The coactivation of the two languages creates both …

Adults commonly struggle with perceiving and recognizing the sounds and words of a
second language (L2), especially when the L2 sounds do not have a counterpart in the …

Aims and objectives: We examined the bi-directional interaction of first language (L1) and
second language (L2) word use patterns by asking whether L2 patterns of word use can be …

Aims and objectives: This study contributes to understanding L2 word learning and why
“semantic accent” persists. It examines the impact of L1–L2 semantic relations, input …

Grammatical processing in a second language (L2) that is learned in adulthood has been
shown to differ from processing in a first/native language (L1). Clahsen and Felser's (2006) …