الفهرس 
IntroductionOnly 14 pages are availabe for public view
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Abstract
Almost without exception, adult second language (L2) learners, even advanced ones, fail to acquire an L2 to a comparable level of proficiency as their first language (L1). In part, L2 incompetence was speculated to be due to lack of knowledge of lexical phrases (Hoang & Bores, 2016; Laufer & Waldman, 2011). from this perspective, this research attempted to explore the processing of second language in the equipotential brain. In light of this, a computerized brain-adaptive program, which draws on concepts from neuroscience, where lexical phrases –a brain-based feature (Van-Lancker & Yang, 2017; Wray, 1992)– lie at the core thereof was proposed to enhance L2 lexical phrases acquisition, improve reading proficiency, and automatize L2. To address this, reiterative implicit exposure of lexical phrases in an attention- and reward- focused motivational way was key for a brain-adaptive approach. This is to allow for procedural memory processing (like in L1) where L2 becomes automatized. In this regard, in a pre-post design, 30 English intermediate-level participants were enrolled to the program for the above purpose. The program was fully online and was implemented using a variety of techniques including interactive reading, riddles, and games. After completing 23 sessions, participants underwent the post-test comprising a lexical-phrases Production test, a reading proficiency test, and a writing test. The results revealed that the students’ acquisition and use of lexical phrases significantly enhanced; in like-manner, the students’ level of reading proficiency significantly improved. Importantly, participants showed a speed-up performances and considerable automaticity gains.