Abstract
The present study examines the effects of the learning contexts in the L2 and the influence of the L1 on the L2 acquisition process. The independent variables included (1) contexts (Japanese and Sri Lankan learners, ESL (English as a Second Language) and EFL (English as Foreign Language), and (2) schools (high school and university). The Grammaticality Judgment Test was the dependent variable. The result indicated that the students who studied English as a Second Language (ESL) are more advanced in handling countable and non-countable nouns than the students who studied English as a Foreign Language (EFL). The influence of the L1 on the L2 seemed contradictory.
