Two picture-word interference experiments were conducted to investigate whether or not words from a first and more dominant language are activated during lexical access in a foreign and less dominant language. Native speakers of Dutch were instructed to name pictures in their foreign language English. Our experiments show that the Dutch name of a picture is activated during initial stages of the process of lexical in English as a foreign language. We conclude that bilingual speakers cannot suppress activation from their first language while naming pictures in a foreign language. The implications for bilingual speech production theories are discussed.

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This paper reports on two studies that addressed the issue of ultimate attainment by late second language learners. The aim of the studies, which included a carefully screened group of highly successful Dutch learners of English in their designs, was to determine whether or not late second language learners who had achieved a nativelike performance in the pronunciation of a second language could be identified. Speech samples provided by two groups of learners, one of which consisted of highly successful learners only, and a native speaker control group were rated for accent by native speakers of English. The ratings obtained by some learners were within the range of the ratings assigned to the native speaker controls. Such results suggest that it is not impossible to achieve an authentic, nativelike pronunciation of a second language after a specified biological period of time. Examination of the learning histories of the highly successful learners lead the authors to argue that certain learner characteristics and learning contexts may work together to override the disadvantages of a late start.

The article reports on the fourth study in a series of four designed to test the prediction that a nativelike accent is unattainable for those who start to acquire an SL after the close of the critical period. Sentences read out by late learners, who acquired Dutch in an immersion setting, were rated for accent by native speakers of Dutch. The results from this study, in combination with those from three previous studies, suggest that, in spite of the claims of the critical period hypothesis, late learners can achieve a nativelike accent in an SL, and that a combination of input, motivational, and instructional factors may compensate for the neurological disadvantages of a late start.Studia Linguistica 54 (2)

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