This study aims to investigate when and why to use Arabic as L1 in the Saudi Arabian EFL classroom. For this purpose, 45 classroom observations were performed for beginning, intermediate, and advanced levels of students. 5 classes were chosen randomly for each level and each class was observed three times. Based on the classroom observations, structured interviews were conducted with 94 students as well as 15 teachers. Analysis of the data shows that Arabic can be used as eclectic technique in certain instances regardless of what teaching method is employed. For example, teachers sometimes used it as long as they talk in English for a long time so as to avoid as grammatical mistakes as possible. This reflects the teachers' cultural norm, namely, it is shameful to commit mistakes in front of the students. In addition, it is apparent that learners follow certain language strategies such as literal translation and substitution. Despite the use of these strategies, L2 speech produced by some learners is sometimes difficult to understand because of their bad command in English particularly at the beginning and intermediate level. Thus, the teachers or the learners resort to use Arabic forms or translation as a way to explain what wanted to be conveyed in English. Besides, Arabic is used when students are not able to express difficult L2 constructions at time they could not be disallowed to use Arabic counterparts as they are dynamic individuals. On the contrary, some advanced students insist to use specific Arabic concepts although they can translate them into English because, as they believed, such concepts miss their cultural and religious value if translated.

This article sheds light on how L2 lexicon should be considered cognitive and thus recalled for L2 grammar and how the latter embraces L2 lexicon due to its meaningfulness derived from L1. In so doing, this review article shows a possible interaction of the proceduralized knowledge of L2 grammar with the declarative knowledge of L2 lexicon from a cognitively linguistic perspective. This results in getting L2 lexicon proceduralized so as to support the weak interface position, i.e. partial conversion of declarative knowledge into proceduralized one. However, this article does not support the strong interface position, i.e. total conversion of declarative knowledge into proceduralized one as declarative language irregularities are not cognizable as declarative meaningful lexicon. Although there has been a debate whether learnt/declarative knowledge can be converted into acquired/proceduralized knowledge, cognitively linguistic consideration has been taken so far to support this transfer of knowledge. That is why; this article views how cognizable L2 vocabularies are to be recruited by L2 proceduralized grammar.

This study aims at investigating if the third- person singular as a learnt property can be released from the monitor conditions of time and form focuses as long as the trainees keep practicing it orally. The study also aims to identify if such property can be developed to the automatic extreme of the continuum when the trainees are aware of the rule. To achieve this, 30 trainees who produced conditions- focused and unfocused singular present verbs were identified in certain instances at the beginning of the program for later observation. Accordingly, tape- recordings of the trainees’ oral translations were obtained as they kept practicing and semi- structured interviews were conducted with them along the program. The results showed that the trainees who were checked to say correct forms of the conditions- unfocused singular present verbs were affected more than those who just merely saying the conditions- focused counterparts. The effect was in the form of focusing on the conditions less and less as well as developing their cognitive skills as few trainees followed mentally new mechanisms to say correct forms of the unfocused present verbs. Consequently, it can be said that such trainees reached the automaticity of the knowledge they produced earlier as learnt one

Based on the Literature of SLA that highlights the possible transfer of explicit and conscious knowledge of L2 into implicit, spontaneous and subconscious knowledge, this article reveals, from a psycholinguistic perspective, that any difference in L1 and L2 production in bilinguals' communication is determined by the linguistic knowledge available in the two languages. This study investigates how and when Bilinguals code switch to L1 as the language of identity and expression, and how professional interpreters employ explicitness from L1 into L2 and implicitness from L2 to L1. The findings reveal that L1 is considered more spontaneous than L2 although the latter could be produced fluently and accurately in different communications. This article considers the bilinguals who have their L1 as a mother tongue, but L2 as a foreign language, i.e. learnt later after L1 is acquired. As L2 could be less spontaneous, it means that it is not totally implicit and subconscious as the mother tongue. However, as L2 could be produced fluently and grammatically, it is said to include implicit and explicit/ thinkable knowledge and that the two types of knowledge could interact to exist in L2 production by such users. This conclusion, therefore, advocates the weak interface position of implicit/ explicit knowledge in second language acquisition, i.e. users of L2 could not develop a completely L2 implicit knowledge. Rather, explicit knowledge could exist alongside the procedural/ implicit knowledge in L2 production. Contribution/ Originality: This study is one of the very few studies which have investigated the type of L2 knowledge involved in L2 production by bilingual speakers from a psycholinguistic perspective. It demonstrates that thinkable/ explicit knowledge could exist concurrently with procedural/ implicit knowledge when performing communication in L2 as a foreign language.