Rethinking L1-L2 differences: the role of explicit cognitive abilities
Kenanidis P, Garibyan A, Daȩbrowska E (2026)
Publication Type: Journal article
Publication year: 2026
Journal
Book Volume: 18
Article Number: e50
DOI: 10.1017/langcog.2026.10096
Abstract
Despite longstanding assertions that first language (L1) and second language (L2) acquisition rely on fundamentally different processes, recent research increasingly questions this dichotomy by exploring the cognitive mechanisms underlying them. The present study investigates the contribution of two explicit learning abilities, language analytic ability and non-verbal abstract reasoning, traditionally deemed irrelevant for L1 acquisition, in accounting for individual differences in grammatical comprehension in both L1 and L2 contexts. Adult native speakers of English were tested on their ability to comprehend various syntactic structures in their L1 as well as in a newly acquired artificial language. Our findings revealed that language analytic ability and non-verbal reasoning contribute to variance in grammatical comprehension in both languages. Additionally, considerable interindividual variation was observed in the L1 task, challenging the prevailing view of uniformity in native grammar acquisition. These results underscore the role of explicit learning mechanisms in both native and non-native language acquisition and suggest that the cognitive factors influencing them are more similar than previously recognized.
Authors with CRIS profile
Panagiotis Kenanidis
Institut für Anglistik und Amerikanistik
Armine Garibyan
Lehrstuhl für Digitale Linguistik mit dem Schwerpunkt Big Data
Involved external institutions
United Kingdom (GB)How to cite
APA:
Kenanidis, P., Garibyan, A., & Daȩbrowska, E. (2026). Rethinking L1-L2 differences: the role of explicit cognitive abilities. Language and Cognition, 18. https://doi.org/10.1017/langcog.2026.10096
MLA:
Kenanidis, Panagiotis, Armine Garibyan, and Ewa Daȩbrowska. "Rethinking L1-L2 differences: the role of explicit cognitive abilities." Language and Cognition 18 (2026).
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