The present paper sheds a new light on the acquisition of English articles by L2 young learners of English. It focuses on the interplay between L1 interference and the applicability of a recent cognitive theoretical framework – the Processability theory which serve as a basis for outlining the possible difficulties in the English article acquisition by Bulgarian 9-10-year old learners of English as L2.
The English article system poses considerable difficulties to learners who
speak English as a second or foreign language (L2). This is supported by the
rich spectrum of research results focused on the exploration of L2 article
errors in the spoken and written production of learners of English from various
linguistic backgrounds – e.g. Japanese [5,19], Korean , Spanish [18; 10],
Syrian Arabic , Russian , Swedish and Finnish language .
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