Interface processors within working memory (WM) determine Japanese adult learners' 1.2 language proficiency. Within WM, complex 1.2 linguistic structures are parsed efficiently and correctly by the interfacing of homogenous lexical items. These items are a conceptual part of mental lexicon extracted from 1.2 learners' knowledge of pragmatics,l semantics, and syntax in order to construct context comprehension. Improving learners' English proficiency requires restructuring the features of these interface processors by strengthening existing Japanese oriented interface processors so that they can handle English lexical items correctly. In order to promote the interfacing capability of 1.2 learners, English linguistic cues can act as a means to stimulate the most effective and efficient mediators in WM that initiate the adaptation of Japanese-oriented cue processing into English-oriented cue awareness. Since interface processors within WM restrain the degree to which homogenous lexical items can interface and integrate the pragmatic, semantic, and syntax knowledge which 1.2 learners have, the most effective and efficient way to acquire 1.2 proficiency is to activate these three components together. This can be accomplished through reading. Reading functions as a way to access huge amounts of information that activates these three components. This functional approach is one of the most effective and efficient ways of producing an integrated relationship between semantics, syntax, and pragmatics by means of interfacing homogeneous lexical items within WM.
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