Despite the high frequency of occurrences of "wh"-interrogatives in daily use, there are repeated negative comments about the poor mastery of the wh-interrogative structure among Hong Kong students. However, so far little attention has been paid to their difficulties in the acquisition of the structure. There is a strong need to…

Purpose: This study used the cross-modal picture-word interference task of P. J. Brooks and B. MacWhinney (2000) to compare effects of phonologically related words on lexical access in children with specific language impairment (SLI). Method: Children (7;1 [years;months]-11;2) named pictures while ignoring auditory distractors. Three stimulus…

Suggests that the Contrastive Analysis Hypothesis (CAH) be revised to incorporate a notion of degree of difficulty which corresponds to the notion of typological markedness. (Author/CFM)

Issues relating to the psychoeducational evaluation of bilingual children from French immersion programs are presented using data from an in-depth study of a young learning disabled girl, discussed in reference to Cummins' theory of cross-linguistic transfer. (Author/MSE)

This paper proposes a broader and more rigorous approach to the analysis of errors produced by second language learners. As a supplement to longitudinal studies, a procedure called "lateralisation" is advocated as a way of providing the researcher with more data than is normally available through examination of learner text alone. In…

Describes a study of English writing by Norwegian English-as-a-foreign-language learners. Language problems on different linguistic levels are analyzed and the theory of compensatory strategies is used to explain the process behind the production. Results show that less proficient learners have a higher number of grammatical, orthographic, and…