Second Language Research

Papers
(The TQCC of Second Language Research is 3. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-07-01 to 2025-07-01.)
ArticleCitations
L1 phonological effects on L2 (non-)naïve perception: A cross-language investigation of the oral–nasal vowel contrast in Brazilian Portuguese25
The relationship between perception and production of illusory vowels in a second language22
The role of resumption in the acquisition of European Portuguese prepositional relative clauses by Chinese learners18
Contrastive focus is acquirable: An investigation of Russian contrastive focus with English/Russian bilinguals11
From one language to the other: Examining the role of code-switching on vocabulary learning in adult second-language learners10
The role of L1 reading direction on L2 perceptual span: An eye-tracking study investigating Hindi and Urdu speakers9
Cross-linguistic influence meets diminished input: A comparative study of heritage Russian in contact with Hebrew and English9
The source of the that-trace effect: New evidence from L2 English8
The role of L2 input in developing a novel L2 contrast phonetically and phonologically: Production evidence from a residence abroad context8
Processing gender agreement in an additional language: The more languages the better?8
Searching for common phonological space: /s/-stop clusters in L1 Polish and L2 English7
L2 acquisition and L1 attrition of VOTs of voiceless plosives in highly proficient late bilinguals6
High is good enough: Gender agreement and relative clause attachment in L2 auditory processing6
Interaction between syntactic and information structure in the second language processing of Korean dative sentences5
Connectivity effects in pseudoclefts in L1 and L2 speakers of German5
Input and competing grammars in L2 syntax5
Cross-language perception of Japanese consonant length by speakers from Italian- and Mandarin-speaking backgrounds5
Cross-linguistic influence and language co-activation in acquiring L3 words: What empirical evidence do we have so far?5
Subject realization in Greek preschool learners of English4
Island sensitivity in L2 learners: Evidence from acceptability judgments and event-related potentials4
The CELI corpus: Design and linguistic annotation of a new online learner corpus4
Adaptation in L2 sentence processing: An EEG study4
Examining the source of island effects in native speakers and second language learners of English4
Is cats one word or two? L2 learners’ processing of number marking in English from the viewpoints of form–meaning mapping4
A lexical semantic approach to the L2 acquisition of Spanish psych verbs4
L1-transfer effects and the role of computational complexity in L2 pronoun interpretation4
Learning to predict: Second language perception of reduced multi-word sequences3
Testing the Interpretability Hypothesis: Evidence from acceptability judgments of relative clauses by Persian and French learners of L2 English3
Dependency resolutions of null and overt subjects in English speakers’ L2 Chinese: Evidence for the cue-based model3
Testing the Bottleneck Hypothesis: Chinese EFL learners’ knowledge of morphology and syntax across proficiency levels3
Investigating the relation between L2 pauses, syntactic complexity, and pause location: Longitudinal data from L2-Spanish study-abroad learners3
Similarity-based interference and relative clauses in second language processing3
Language-specific properties and overt pronoun interpretation:The case of L2 Japanese3
CEDEL2: Design, compilation and web interface of an online corpus for L2 Spanish acquisition research3
The L2/L3 initial state, initial stages and judgement tasks: The role of intercomprehension when judging unknown languages3
Can dynamical systems theory be applied to second language acquisition? The issues of reductionism and intentionality3
Phonological cross-linguistic influence at the initial stages of L3 acquisition3
Orthography does not hinder non-native production learning in children3
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