Brain Potentials Reveal Discrete Stages of L2 Grammatical Learning

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An ERP study on L2 syntax processing: When do learners fail? (2014, methodology): “It has been shown that proficiency affects brain responses (e.g., Steinhauer et al., 2006; McLaughlin et al., 2010).”
The interplay of individual differences and context of learning in behavioral and neurocognitive second language development (2018, methodology): “In general, the particular relationships found in previous research, based on learners of artificial L2s trained under implicit and incidental conditions, do not seem to be substantiated in this set of at-home learners of Spanish.”
Can late L2 learners acquire new grammatical features? Evidence from ERPs and eye-tracking ☆ (2012, background): “As mentioned in the introduction, recent studies have shown that when learners are still in the process of acquiring their L2, they produce an N400 in response to syntactic violations that gradually shifts to a classic P600 effect as proficiency increases (Inoue & Osterhout, 2005; McLaughlin et al.,”
Morphosyntactic processing in advanced second language (L2) learners: An event-related potential investigation of the effects of L1–L2 similarity and structural distance (2014, background): “McLaughlin et al. (2010) also propose that lexically-based strategies lead to N400 effects for agreement violations.”