Brain Potentials Reveal Discrete Stages of L2 Grammatical Learning

In this article we review several studies investigating the neural correlates of second-language (L2) grammatical learning in the context of novice adult learners progressing through their first year of L2 classroom instruction. The primary goal of these studies was to determine how and when learners incorporate L2 knowledge into their online language processing system. We show that at least some learners progress through Preparation of this article was supported by grant RO1 DC01947 from the National Institute on Deafness and Other Communication Disorders. The authors thank Julia Herschensohn for her comments and collaboration. Correspondence concerning this article should be addressed to Judith McLaughlin, Depart