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Direct linkVainio, Seppo; Pajunen, Anneli; Häikiö, Tuomo – First Language, 2019
The current study examined how morpho-semantic processing of derivational morphology develops from later childhood through adolescence to adulthood in Finnish. Finnish is a synthetic language rich both in derivation and inflection. It has been suggested that children gradually acquire the ability to process morphologically complex word structures.…
Descriptors: Morphology (Languages), Finno Ugric Languages, Semantics, Morphemes
Zhang, Xiaopeng – Language Learning, 2017
This study adopted Ambridge's research paradigm to examine the effects of entrenchment, preemption, and verb semantics in second language (L2) acquisition of English "un-" prefixation. Three groups of Chinese learners of English (second- and fourth-year English majors and teachers of English) rated the acceptability of 48 "un-"…
Descriptors: Generalization, Error Analysis (Language), Linguistic Performance, Language Styles
Lam, Boji Pak-Wing; Sheng, Li – Journal of Speech, Language, and Hearing Research, 2016
Purpose: Current understanding about the effect of first language (L1) background on morphological awareness (MA) development in those who are bilingual is largely limited to school-aged second-language learners. This study examined the development of MA in bilingual Mandarin-English (ManEngBi) and Spanish-English (SpaEngBi) children ages 4 to 7…
Descriptors: Morphology (Languages), Bilingual Students, Second Language Learning, Young Children
Hsu, Hsiu-Chen – Applied Linguistics, 2017
This study explored the effect of two planning conditions [the simultaneous use of rehearsal and careful online planning (ROP), and the careful online planning alone (OP)] on L2 production complexity and accuracy and the subsequent development of these two linguistic areas in the context of text-based synchronous computer-mediated communication.…
Descriptors: Task Analysis, Second Language Learning, Synchronous Communication, Computer Mediated Communication
Download full textAgustín-Llach, Mª Pilar – TESOL International Journal, 2017
This paper offers a theoretical approach to vocabulary instruction from the evidence provided by lexical errors as the main sources of difficulty in the EFL acquisition process, it reviews previous research and from it suggests new ways of dealing with lexical errors in the classroom. Some practical implications are concluded which rely on lexical…
Descriptors: Vocabulary Development, Reading Instruction, Error Patterns, Error Analysis (Language)
Fahim, Donia – Arab Journal of Applied Linguistics, 2017
This paper presents an investigation of verb morphology in the spontaneous productions of three preschool Egyptian Arabic- (EA) speaking children with language impairment (LI) and a group of typically developing children. The typological characteristics of Arabic, such as its rich morphology, lack of infinitival form and complex verb system, make…
Descriptors: Verbs, Morphology (Languages), Language Impairments, Error Patterns
Pozzan, Lucia; Valian, Virginia – Language Acquisition: A Journal of Developmental Linguistics, 2017
We compare the predictions of two different accounts of first language acquisition by investigating the relative contributions of abstract syntax and input frequency to the elicited production of main and embedded questions by 36 monolingual English-speaking toddlers aged 3;00 to 5;11. In particular, we investigate whether children's accuracy…
Descriptors: Child Language, Language Acquisition, Language Research, Comparative Analysis
Köder, Franziska; Maier, Emar – Journal of Child Language, 2016
This study investigates children's acquisition of the distinction between direct speech (Elephant said, "I get the football") and indirect speech ("Elephant said that he gets the football"), by measuring children's interpretation of first, second, and third person pronouns. Based on evidence from various linguistic sources, we…
Descriptors: Foreign Countries, Child Language, Indo European Languages, Young Children
Sauerland, Uli; Grohmann, Kleanthes K.; Guasti, Maria Teresa; Andelkovic, Darinka; Argus, Reili; Armon-Lotem, Sharon; Arosio, Fabrizio; Avram, Larisa; Costa, João; Dabašinskiene, Ineta; de López, Kristine; Gatt, Daniela; Grech, Helen; Haman, Ewa; van Hout, Angeliek; Hrzica, Gordana; Kainhofer, Judith; Kamandulyte-Merfeldiene, Laura; Kunnari, Sari; Kovacevic, Melita; Kuvac Kraljevic, Jelena; Lipowska, Katarzyna; Mejias, Sandrine; Popovic, Maša; Ruzaite, Jurate; Savic, Maja; Sevcenco, Anca; Varlokosta, Spyridoula; Varnava, Marina; Yatsushiro, Kazuko – First Language, 2016
The comprehension of constituent questions is an important topic for language acquisition research and for applications in the diagnosis of language impairment. This article presents the results of a study investigating the comprehension of different types of questions by 5-year-old, typically developing children across 19 European countries, 18…
Descriptors: Foreign Countries, Questioning Techniques, Preschool Children, Language Acquisition
Gaibani, Ahmed – Advances in Language and Literary Studies, 2015
The purpose of this study was to examine the use of English articles as well the errors made by the students at Omar Al-Mukhtar University. The research objectives consists of: To identify the types and sources of errors made by Libyan EFL Undergraduates at Omar Al-Mukhtar University in the use of the indefinite article during their written…
Descriptors: Undergraduate Students, English (Second Language), Error Patterns, Error Analysis (Language)
Fortier, Véronique; Simard, Daphnée – Language Awareness, 2017
The contribution of phonological memory to syntactic abilities has been demonstrated in various populations, but its relationship to metasyntactic abilities, defined as the ability to control syntactic aspects of language, remains largely unexplored. This study therefore aims to examine the contribution of phonological memory in the completion of…
Descriptors: Phonology, Memory, Task Analysis, Metalinguistics
de Bree, Elise; van der Ven, Sanne; van der Maas, Han – Language Learning and Development, 2017
According to the Integration of Multiple Patterns hypothesis (IMP; Treiman & Kessler, 2014), the spelling difficulty of a word is affected by the number of cues converging on the correct answer. We tested this hypothesis in children's regular past tense formation in Dutch. Past tenses are formed by adding either-"de"…
Descriptors: Indo European Languages, Cues, Error Patterns, Regression (Statistics)
Sultana, Asifa; Stokes, Stephanie; Klee, Thomas; Fletcher, Paul – First Language, 2016
This study examines the morphosyntactic development, specifically verb morphology, of typically-developing Bangla-speaking children between the ages of two and four. Three verb forms were studied: the Present Simple, the Present Progressive and the Past Progressive. The study was motivated by the observations that reliable language-specific…
Descriptors: Morphology (Languages), Accuracy, Indo European Languages, Syntax
Wang, Yuanyuan; Seidl, Amanda – Language Learning and Development, 2016
Recent work has shown that children have detailed phonological representations of consonants at both word-initial and word-final edges. Nonetheless, it remains unclear whether onsets and codas are equally represented by young learners since word edges are isomorphic with syllable edges in this work. The current study sought to explore toddler's…
Descriptors: Toddlers, Infants, Language Acquisition, Phonological Awareness
Ozturk, Ozge; Papafragou, Anna – Language Learning and Development, 2015
Three experiments investigated the acquisition of English epistemic modal verbs (e.g., "may", "have to"). Semantically, these verbs encode possibility or necessity with respect to available evidence. Pragmatically, the use of weak epistemic modals often gives rise to scalar conversational inferences (e.g., "The toy may be…
Descriptors: Epistemology, Pragmatics, Inferences, Semantics
