Journal articles: 'Child second language aquisition'

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Purnama, Syahfitri. "Second Language Aquisition and The Development through Nature-Nurture." JETL (Journal Of Education, Teaching and Learning) 2, no. 2 (October 31, 2017): 164. http://dx.doi.org/10.26737/jetl.v2i2.280.

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<p>There are some factors regarding which aspect of second language acquisition is affected by individual learner factors, age, learning style. aptitude, motivation, and personality.<strong> </strong>This research is about English language acquisition of fourth-year child by nature and nurture. The child acquired her second language acquisition at home and also in one of the courses in Jakarta. She schooled by her parents in order to be able to speak English well as a target language for her future time. The purpose of this paper is to see and examine individual learner difference especially in using English as a second language. This study is a library research and retrieved data collected, recorded, transcribed, and analyzed descriptively. The results can be concluded: the child is able to communicate well and also able to construct simple sentences, complex sentences, sentence statement, phrase questions, and explain something when her teacher asks her at school. She is able to communicate by making a simple sentence or compound sentence in well-form (two clauses or three clauses), even though she still not focus to use the past tense form and sometimes she forgets to put bound morpheme -s in third person singular but she can use turn-taking in her utterances. It is a very long process since the child does the second language acquisition. The family and teacher should participate and assist the child, the proven child can learn the first and the second language at the same time.</p>

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Beliaevskaya, E. G. "COGNITIVE LINGUISTICS IN SECOND LANGUAGE AQUISITION." MGIMO Review of International Relations, no. 5(32) (October 28, 2013): 76–83. http://dx.doi.org/10.24833/2071-8160-2013-5-32-76-83.

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The paper sets out to prove that the influence of the learner’s first/second language on the acquisition and use of other languages may be minimized, and ultimately eliminated, if the process of language teaching and language learning centers on the conceptual structures underlying the semantics of language units. Such conceptual structures (the conceptual inner form) shaping the peculiarities of the mode of expression characteristic of the given language community determine the choice of words in the process of communication and word combinability; if applied in second language teaching and learning they help avoid subconscious translation from the learner’s first language into a second/third, thus bringing down the interfering effects.

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Omar, Tawfiq. "Culture and Second Language Aquisition: Arabic Language as a Model." European Scientific Journal, ESJ 13, no. 2 (January 31, 2017): 159. http://dx.doi.org/10.19044/esj.2017.v13n2p159.

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This study is an examination of the role and impact of culture and culture literacy on second language acquisition. It will adopt the qualitative approach, using multiple case study design, interviews and observation, to generate somehow rich descriptions of the role of culture on second language acquisition. The study used a sample of the international students studying Arabic at the Language Center at The University of Jordan. Multiple methods of data collection over a period of four months were used. The researcher collected data through in-depth interviews and nonparticipant observations. The purpose of this study is to examine to which extent culture, with all its elements and components, helps learners of Arabic boost their language and linguistic skills. Living an Arabic culture (the Jordanian culture as an example), enriches learners’ language skills and accelerates their progress due to the direct interaction with the people and their native culture. This will enable them to interact, using the language they acquire, in complex cultural situations raising their self-confidence and encouraging them to use the language more effectively gaining new ways of thinking and widening their linguistic and cultural competence.

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Taekyung Kim and 백경미. "Accentual Phrase Realization in Second Language Aquisition: the Case of Korean-learning Chinese." Urimalgeul: The Korean Language and Literature 68, no. ll (March 2016): 93–114. http://dx.doi.org/10.18628/urimal.68..201603.93.

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Lakshmanan, Usha. "Child Second Language Acquisition of Syntax." Studies in Second Language Acquisition 17, no. 3 (September 1995): 301–29. http://dx.doi.org/10.1017/s0272263100014224.

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Recent advances in linguistic theory within the principles and parameters framework have exerted considerable influence on the field of second language acquisition. SLA researchers working within this framework of syntactic theory have investigated the extent to which developing second language grammars are constrained by principles of Universal Grammar (UG). Much of the UG-based SLA research in the 1980s focused on adult L2 acquisition, but the role of UG principles in child L2 acquisition remained largely unexplored. More recently, however, this state of affairs has begun to change as SLA researchers are becoming more and more interested in child second language syntactic development. In this paper, I review recent and current developments in UG-based child SLA research, and I argue that child SLA has a valuable role to play in enabling us to arrive at a better understanding of the role of biological factors in language acquisition and in strengthening the links between SLA and linguistic theory. Specifically, I discuss the findings of child SLA studies with respect to the following issues: the role of UG parameters in child SLA, the status of functional categories and their projections in child SLA, and the nature of the evidence available to and used by child L2 learners. The overall picture emerging from these studies suggests that child L2 developing grammars are indeed constrained by Universal Grammar. While it is not fully clear at the present time whether the child L2 learners& knowledge is a result of direct access to UG or indirect access to UG (i.e., through the mediation of the L1), the evidence indicates that L1 transfer (at least in certain syntactic domains) cannot be entirely ruled out.

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TAMDJIAT, Kenza, and Amel GASSMI. "THE RELATIONSHIP OF PHYICAL PLANNING WITH IMPROVING LEVEL OF ORAL COMPREHENSION IN CHILDREN WITH DOWN SYNDROME." RIMAK International Journal of Humanities and Social Sciences 4, no. 6 (November 1, 2022): 347–59. http://dx.doi.org/10.47832/2717-8293.20.21.

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Orthophonia is a branh of psychology and among the modern disciplines in social sciences, concerned with everything related to language disorders and cognitive problems in children and adults, Among the categories that the orthophonia field takes care of, we find the category of people with Down syndrome, and this category is known for its low abilities in all aspects of language, cognitive, social and communication, which affects it negatively, so it needs to be taken care of at all levels, especially with regard to learning the initial gains that are a base for the growth and development of various aspects of life, and perhaps among the most important basal gains, we find what is known as physical planning, which plays an important role in developing the cognitive and linguistic aspects of the child. So this research came with the aim of knowing the relationship between the aquisition of physical planning and the improvement of the level of oral understanding among children those with Down syndrome, by adopting the descriptive approach, and to achieve the study, paul schilder’s physical planning test was applied to know the child’s ability to name and identify each organ of the dody and its role, and the Elo test in order to measure the level of oral comprhension. on a sample of 10 children (6 males and 4 girls) with Down syndrome, their ages ranged from( 5-8years). After the statistical study and analysis of the results quantitatively and qualitatively, it was found that there is a positive but weak relatioship between the aquisition of physical planning and the level of oral understanding among children with Down syndrome. Keywords: Physical Planning, Oral Comprehension, Down Syndrome

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Pinter, Annamaria. "Child-centred ethics in second language education." Language Teaching for Young Learners 4, no. 1 (January 17, 2022): 4–29. http://dx.doi.org/10.1075/ltyl.21019.pin.

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Abstract This article aims to provide an overview of the types of questions and concerns adult researchers working with children in L2 education need to consider when it comes to navigating research ethics. Questions and dilemmas relating to ethical practice in child-focussed research are complex, and will be rooted in political, legal and contextual concerns, and interpretations of what is ethical in any one project will depend on the adult researcher’s convictions about research paradigms, their epistemological stance and their beliefs and priorities in the given situation. This article suggests five main questions to consider when it comes to research with children. All five components are equally important and decisions relating to one component will influence all others in the framework. This paper examines the complexities in more detail, discusses some differences relevant in the two main ‘paradigms’ of child-focussed research and how these principles interact with the constraints and the affordances of the local contexts, the focus of the intended study and the background and personal theories of the adult researcher.

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Babakulova, Dilrabo. "Adult And Child Learning Second Language Differences." American Journal of Applied sciences 03, no. 01 (January 26, 2021): 38–44. http://dx.doi.org/10.37547/tajas/volume03issue01-08.

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Second Language Acquisition (SLA) is one of the debatable topics regarding to speed and effectiveness in adults or children foreign language learning. There have been several researches to solve the issue; however, the results are different and contradicting. In this research two volunteers participated in three staged survey which showed children’s priority in acquiring foreign language in a short period of time.

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Geldard, Clare. "Book Review: Child language development–second edition." Child Language Teaching and Therapy 21, no. 1 (February 2005): 95. http://dx.doi.org/10.1177/026565900502100107.

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Tomiyama, M. "Child second language attrition: a longitudinal case study." Applied Linguistics 21, no. 3 (September 1, 2000): 304–32. http://dx.doi.org/10.1093/applin/21.3.304.

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Paradis, Johanne. "Individual differences in child English second language acquisition." Internal and External Factors in Child Second Language Acquisition 1, no. 3 (July 29, 2011): 213–37. http://dx.doi.org/10.1075/lab.1.3.01par.

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This study investigated how various child-internal and child-external factors predict English L2 children’s acquisition outcomes for vocabulary size and accuracy with verb morphology. The children who participated (N=169) were between 4;10 and 7;0 years old (mean = 5;10), had between 3 to 62 months of exposure to English (mean = 20 months), and were from newcomer families to Canada. Results showed that factors such as language aptitude (phonological short term memory and analytic reasoning), age, L1 typology, length of exposure to English, and richness of the child’s English environment were significant predictors of variation in children’s L2 outcomes. However, on balance, child-internal factors explained more of the variance in outcomes than child-external factors. Relevance of these findings for Usage-Based theory of language acquisition is discussed.

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Haznedar, Belma. "Child second language acquisition from a generative perspective." Linguistic Approaches to Bilingualism 3, no. 1 (February 25, 2013): 26–47. http://dx.doi.org/10.1075/lab.3.1.02haz.

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This chapter reviews current work on child second language acquisition from a generative perspective. The primary goal is to identify characteristics of child L2 acquisition in relation to child first language (L1) acquisition and adult second language (L2) acquisition and to discuss its contribution to these sister fields both in typical and atypical domains. The chapter is organized into three sections, covering L1 influence in child L2 acquisition, the acquisition of functional architecture in child L2 acquisition, and the issue of morphological variability. Also included in the last section are the relatively new and fast developing areas of research in atypical child L2 acquisition research.

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Flanigan, Beverly Olson. "Anaphora and Relativization in Child Second Language Acquisition." Studies in Second Language Acquisition 17, no. 3 (September 1995): 331–51. http://dx.doi.org/10.1017/s0272263100014236.

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The focus of this study is the development of control over anaphoric reference and relativization by children learning ESL in a pull-out classroom employing little overt grammar instruction. Twenty-three children aged 6.5–14 representing ESL proficiency levels 3–5 on the Bilingual Syntax Measure (BSM)were given paper-and-pencil tests to determine comprehension of anaphoric (reflexive and pronominal)reference in English; in addition, they were tested on both comprehension and production of restrictive relative clause types (SS, SO, OO, and OS)in English. Scores were higher on reflexives than on pronominals, with length of residence significant in ambiguous references. Relative clause interpretation varied significantly with proficiency level, but production was not predictable from general proficiency except at BSM level 5, and then only on SO and SS relativization. Transfer from the L1 was minimal. It is concluded that exposure and overall L2 proficiency, rather than age or L1 background, are the most significant factors in the development of these generally untaught and untested “late-learned” rules.

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Clahsen, Harald, and Pieter Muysken. "How adult second language learning differs from child first language development." Behavioral and Brain Sciences 19, no. 4 (December 1996): 721–23. http://dx.doi.org/10.1017/s0140525x00043600.

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AbstractWe argue that the model developed in Epstein et al.'s target article does not explain differences between child first language (LI) acquisition and adult second language (L2) acquisition. We therefore sketch an alternative view, originally developed in Clahsen and Muysken (1989), in the light of new empirical findings and theoretical developments.

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Slabakova, Roumyana. "Adult second language acquisition." Linguistic Approaches to Bilingualism 3, no. 1 (February 25, 2013): 48–72. http://dx.doi.org/10.1075/lab.3.1.03sla.

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This review article selects and elaborates on the important issues of adult second language acquisition research in the second decade of the twenty-first century. The fundamental question of whether adult second language acquisition and child first language acquisition are similar or different is addressed throughout the article. The issues of a critical period for acquisition, the importance of the linguistic input, and processing are discussed. Generative as well as usage-based perspectives are considered. Future research concerns and promising areas of investigation are proposed.

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Orgassa, Antje, and Fred Weerman. "Dutch gender in specific language impairment and second language acquisition." Second Language Research 24, no. 3 (July 2008): 333–64. http://dx.doi.org/10.1177/0267658308090184.

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In this article we compare five groups of learners acquiring Dutch gender as marked on determiners and adjectival inflection. Groups of L1 (first language) children and L1-SLI (first-language specific-language-impairment) children are compared to three Turkish-Dutch L2 (second language) groups: adult L2, child L2 and child L2-SLI. Overall, our findings show that gender is vulnerable in both SLI and L2 groups. More particularly, they suggest that all child groups basically make the same type of errors and that they all differ from the adult group. It is suggested that any differences between the child learners can best be understood in terms of factors that influence intake (in both SLI and L2) rather than in terms of access to grammatical principles: SLI children have a (major) processing deficit and L2 children have received less input to Dutch, both factors causing poorer intake. That problems with the intake are crucial is further supported by the clear cumulative effect of bilingualism and SLI: the L2-SLI group not only differs from the child L2 controls but also from the Dutch L1-SLI group.

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Rutherford, William, and Margaret Thomas. "The Child Language Data Exchange System in research on second language acquisition." Second Language Research 17, no. 2 (April 2001): 195–212. http://dx.doi.org/10.1177/026765830101700203.

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Schiff-Myers, Naomi B. "Considering Arrested Language Development and Language Loss in the Assessment of Second Language Learners." Language, Speech, and Hearing Services in Schools 23, no. 1 (January 1992): 28–33. http://dx.doi.org/10.1044/0161-1461.2301.28.

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The evaluation of a child who is a second language learner should include an evaluation of the primary language (e.g., Spanish) as well as English. However, the discovery that a child is deficient in both languages does not necessarily mean that the child is not a normal language learner. The dialect and other variations of the language used in the child’s home may be different from the standard language used in the assessment. Furthermore, the learning of a second language before competency in the first language is fully developed may result in arrested development or loss of proficiency in the primary language. This negative effect on the primary language occurs most often if the native language is devalued.

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Flanigan, Beverly Olson. "Variable competence and performance in child second language acquisition1." Interlanguage studies bulletin (Utrecht) 7, no. 3 (October 1991): 220–32. http://dx.doi.org/10.1177/026765839100700303.

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The variable competence model of second language acquisition proposes that the ability to use language varies systematically within functional domains and linguistic contexts, and that such variability is inherent in interlanguage as well. This study of elicited and naturalistic speech of elementary school ESL students in formal and informal situations supports the conclusion that variability exists in the acquisition process but disputes the theory that it is a necessary com ponent of the mental competence itself. Errors in use of the past tense, noun phrase plurals and possessives, adjectives, and determiners were calculated for four different activities or tasks; t-tests and regression analyses revealed little or no statistical difference across tasks but predictable differences with increase in proficiency. Implications are drawn for the teaching of grammar to children in an academic context.

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Unsworth, Sharon, Aafke Hulk, and Theodoros Marinis. "Internal and external factors in child second language acquisition." Internal and External Factors in Child Second Language Acquisition 1, no. 3 (July 29, 2011): 207–12. http://dx.doi.org/10.1075/lab.1.3.00int.

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MEISEL, JÜRGEN M. "The weaker language in early child bilingualism: Acquiring a first language as a second language?" Applied Psycholinguistics 28, no. 3 (June 11, 2007): 495–514. http://dx.doi.org/10.1017/s0142716407070270.

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Past research demonstrates that first language (L1)-like competence in each language can be attained in simultaneous acquisition of bilingualism by mere exposure to the target languages. The question is whether this is also true for the “weaker” language (WL). The WL hypothesis claims that the WL differs fundamentally from monolingual L1 and balanced bilingual L1 and resembles second language (L2) acquisition. In this article, these claims are put to a test by analyzing “unusual” constructions in WLs, possibly indicating acquisition failure, and by reporting on analyses of the use of French by bilinguals whose dominant language is German. The available evidence does not justify the claim that WLs resemble L2. Instead, it shows that WL development can be delayed, but does not suggest acquisition failure. Finally, reduced input is unlikely to cause acquisition failure. The fundamental issue at stake is to explore the limits of the human language making capacity.

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Daud, Enni Akhmad. "Research on Second Language: Offering New Alternative to Introduce Second Language to Children in Early Age through Youtube Channel." ELT Worldwide: Journal of English Language Teaching 6, no. 1 (June 28, 2019): 60. http://dx.doi.org/10.26858/eltww.v6i1.6000.

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This article is discussing about the children acquisition in second language. It is observing how a child acquires her second language through YouTube. It described the child age 3,7 years habit to watch video through YouTube. The daily notes were taken to see the child’s words, sentences, and also reaction after watching the video intensively for two months. The research observation result shown that a child starts her acquiring by perceiving the language through silent period. She needs 3-5 times to watch a video, and then she is able to imitate words and sentences in video, even though her pronunciation is not fluency yet. Moreover, she does not really understand about the meaning of the words or sentences. It is indicated that the children age 3,7 years old still has difficulties to understand the beyond meaning of the words or sentences. The implication of this research is to show the stages of children in acquiring their second language which is similar to their first language acquisition. Therefore, teaching and learning second language should not be different from teaching and learning first language.

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Umami, Maslihatul. "The Social Context of Early Child Second Language Acquisition (SLA)." Register Journal 4, no. 2 (July 1, 2016): 177. http://dx.doi.org/10.18326/rgt.v4i2.177-195.

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This article addresses the material on language acquisition in a social context and focuses on the gradual shift in the child’s use of words, from labeling specific and often single referents to the use of words for signifying categories of objects, actions, or attributes. The aims of this study are to search and explore the information whether the social context of second language acquisition occurred and whether it gives consequences toward cognitive development of the children. It can be seen from the results of this study that the rate and breadth of this shift varies from one social context to another, and that it has differential consequences for cognitive development dependent on the social context in which it occurs. The crucial significance of actively stimulating language growth in the classroom, especially by teachers of the socially disadvantaged, is stressed.keywords; Social Context; Second Language Acquisition ; Children

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Pili‐Moss, Diana. "Cognitive Predictors of Child Second Language Comprehension and Syntactic Learning." Language Learning 71, no. 3 (July 14, 2021): 907–45. http://dx.doi.org/10.1111/lang.12454.

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Haznedar, Belma. "The acquisition of tense—aspect in child second language English." Second Language Research 23, no. 4 (October 2007): 383–417. http://dx.doi.org/10.1177/0267658307080330.

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The aim of this article is two-fold: to test the Aspect Hypothesis, according to which the early use of tense—aspect morphology patterns by semantic/aspectual features of verbs, and Tense is initially defective (e.g. Antinucci and Miller, 1976; Bloom et al., 1980; Andersen and Shirai, 1994; 1996; Robison, 1995; Shirai and Andersen, 1995; Bardovi-Harlig, 1998; Shirai, 1998); and to test Gavruseva's aspectual features account, according to which inherent aspectual properties of the verbs such as telicity and punctuality determine which verbs will be non-finite and which verbs will not (Gavruseva, 2002; 2003; 2004) in child L2 acquisition. Based on longitudinal data from a Turkish child second language (L2) learner of English, we present counter evidence for both hypotheses. First, it is shown that despite the fact that the early production of past tense morphology occurs exclusively with punctual predicates, data from copula be, auxiliary do and pronominal subjects do not show any evidence for defective tense. Second, contrary to what is predicted in Gavruseva's hypothesis, the rate of uninflected punctual verbs is much higher than that of uninflected non-punctual verbs in the child L2 grammar.

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MEISEL, JÜRGEN M. "Early child second language acquisition: French gender in German children." Bilingualism: Language and Cognition 21, no. 4 (April 15, 2016): 656–73. http://dx.doi.org/10.1017/s1366728916000237.

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This study investigates the acquisition of grammatical gender in French by German L1 children (age of onset of acquisition (AO) 2;8-4,0). The analysis of spontaneous production data of 24 children gathered longitudinally and a gender assignment test administered to 8 of these children at ages 6;7-8;3 and to 9 children (AO 2,11-3;8) at ages 3;2-5;1 revealed that some of them resembled L1 learners whereas others behaved like adult L2 learners. The turning point is at around AO 3;6. AO is thus a crucial factor determining successive language acquisition.

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Moloi, Francina L. "Regularisation of irregular verbs in child English second language acquisition." Southern African Linguistics and Applied Language Studies 31, no. 1 (March 2013): 61–70. http://dx.doi.org/10.2989/16073614.2013.793951.

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White, Lydia. "Second language acquisition and Binding Principle B: child/adult differences." Second Language Research 14, no. 4 (October 1998): 425–39. http://dx.doi.org/10.1191/026765898675690231.

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L1 acquirers experience considerable delays in mastering properties related to Binding Principle B, performing inaccurately with respect to possible antecedents for pronouns well after the age of 6. Most accounts attribute this delay to performance phenomena (lack of pragmatic knowledge, processing capacity, etc.). In this article, I show that adult learners do not exhibit the same kinds of problems with Principle B. Intermediate-level adult learners of English as a second language (French and Japanese speakers), as well as a native-speaker control group, were tested using a truth value judgement task to determine their interpretations of pronouns. The L2 learners performed like native speakers in disallowing local antecedents for pronouns, suggesting that Principle B is not problematic in adult acquisition, in contrast to child acquisition.

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BLOM, ELMA, and HARALD R. BAAYEN. "The impact of verb form, sentence position, home language, and second language proficiency on subject–verb agreement in child second language Dutch." Applied Psycholinguistics 34, no. 4 (March 21, 2012): 777–811. http://dx.doi.org/10.1017/s0142716412000021.

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ABSTRACTIt has been argued that children learning a second language (L2) omit agreement inflection because of communication demands. The conclusion of these studies is that L2 children know the morphological and syntactic properties of agreement inflection, but sometimes insert an inflectional default form (i.e., the bare verb) in production. The present study focuses on factors that explain errors with subject–verb agreement in the speech of children learning Dutch as their L2. Analyses of experimentally obtained production data from 4- to 9-year-old L2 children reveal that verb form, sentence position, home language, and L2 proficiency determine accuracy with subject–verb agreement in the L2. Most errors were omissions of inflection, in line with the above hypothesis. However, in more exceptional contexts, the children also substituted verb forms, which is more difficult to reconcile with the claim that L2 children's errors reflect insertion of a default form.

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Baker, Wendy, Pavel Trofimovich, James E. Flege, Molly Mack, and Randall Halter. "Child—Adult Differences in Second-Language Phonological Learning: The Role of Cross-Language Similarity." Language and Speech 51, no. 4 (December 2008): 317–42. http://dx.doi.org/10.1177/0023830908099068.

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White, Lydia. "Markedness and Second Language Acquisition." Studies in Second Language Acquisition 9, no. 3 (October 1987): 261–85. http://dx.doi.org/10.1017/s0272263100006689.

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In this paper, various definitions of markedness are discussed, including the difference in the assumptions underlying psychological and linguistic approaches to markedness. It is proposed that if one adopts a definition derived from theories of language learnability, then the second language learner's prior linguistic experience may predispose him or her towards transferring marked structures from the first language to the second, contrary to usual assumptions in the literature that suggest that second language learners will avoid marked forms. To test this hypothesis, adult and child learners of French as a second language were tested using grammaticality judgment tasks on two marked structures, preposition stranding and the double object construction, which are grammatical in English but ungrammatical in French, to see if they would accept French versions of these structures. It was found that the second language learners did not accept preposition stranding in French but did accept the double object construction, suggesting that transfer takes place only with one of the two marked structures. In addition, the children took tests on these structures in their native language to see if they perceived them as in any sense psycholinguistically marked. Results show that they do not treat marked and unmarked structures differently in the native language. It is suggested that the concept of markedness may cover a range of phenomena that need to be further clarified and investigated.

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PARADIS, JOHANNE, MABEL L. RICE, MARTHA CRAGO, and JANET MARQUIS. "The acquisition of tense in English: Distinguishing child second language from first language and specific language impairment." Applied Psycholinguistics 29, no. 4 (October 2008): 689–722. http://dx.doi.org/10.1017/s0142716408080296.

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ABSTRACTThis study reports on a comparison of the use and knowledge of tense-marking morphemes in English by first language (L1), second language (L2), and specific language impairment (SLI) children. The objective of our research was to ascertain whether the L2 children's tense acquisition patterns were similar or dissimilar to those of the L1 and SLI groups, and whether they would fit an (extended) optional infinitive profile, or an L2-based profile, for example, the missing surface inflection hypothesis. Results showed that the L2 children had a unique profile compared with their monolingual peers, which was better characterized by the missing surface inflection hypothesis. At the same time, results reinforce the assumption underlying the (extended) optional infinitive profile that internal constraints on the acquisition of tense could be a component of L1 development, with and without SLI.

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Soto-Corominas, Adriana, Johanne Paradis, Brian V. Rusk, Stefka Marinova-Todd, and Xuan Zhang. "ORAL LANGUAGE PROFILES OF ENGLISH SECOND LANGUAGE LEARNERS IN ADOLESCENCE." Studies in Second Language Acquisition 42, no. 4 (March 19, 2020): 697–720. http://dx.doi.org/10.1017/s0272263119000767.

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AbstractIt is often claimed that child English L2 learners take up to seven years to attain English skills commensurate with those of monolingual peers; however, existing research is insufficient to know if this claim is valid for oral language abilities in particular. This study examined the lexical and morphological abilities of English L2 learners and their monolingual peers (ages 12–15; N = 227) in Canadian middle schools to determine the timeline for convergence with monolinguals, and what factors predict individual differences among L2 learners. Having seven or more years of schooling was insufficient for all L2 learners to converge with monolinguals on all measures; moreover, growth in English abilities slowed after seven years. Regression analyses revealed that use of English with friends, parental education, and cognitive skills predicted individual variation in the L2 learners’ English abilities and, thus, contributed to their potential for convergence with monolinguals.

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Splendido, Frida. "Phonetic-phonological development of early second language French Support for a child second language (cL2) mode of acquisition in phonology." Revue française de linguistique appliquée XXI, no. 2 (2016): 19. http://dx.doi.org/10.3917/rfla.212.0019.

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최은지. "Early Literacy Development of Child Korean Learners as a Second Language." Journal of Korean Language Education 25, no. 1 (March 2014): 235–65. http://dx.doi.org/10.18209/iakle.2014.25.1.235.

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Jimerson, Jasmine R. "Ionkwahronkha’onhátie’: Child Perspectives on Adult Second Language Learning within Mohawk Communities." Multiethnica: Journal of the Hugo Valentin Centre 41 (2021): 68–87. http://dx.doi.org/10.33063/diva-472015.

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Blom, Elma, and Siebe de Korte. "Dummy auxiliaries in child and adult second language acquisition of Dutch." Lingua 121, no. 5 (April 2011): 906–19. http://dx.doi.org/10.1016/j.lingua.2010.12.004.

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Oliver, Rhonda, and Agurtzane Azkarai. "Review of Child Second Language Acquisition (SLA): Examining Theories and Research." Annual Review of Applied Linguistics 37 (May 15, 2017): 62–76. http://dx.doi.org/10.1017/s0267190517000058.

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ABSTRACTWithin the field of second language acquisition (SLA), there has been much less research undertaken with children than with adults, yet the two cohorts are quite distinct in characteristics and in their learning processes. This article provides a review of child SLA research, particularly the research with a pedagogical focus. We describe a series of studies, including those informed by different theoretical perspectives (interactionist and sociocultural), in different instructional settings (i.e., second language, foreign language, immersion, and content and language integrated learning [CLIL] contexts) and using different research methodologies (longitudinal, case study, experimental, and naturalistic). We begin by highlighting the importance of age as a factor in SLA research, presenting studies that have focused on the differences existing between younger and older learners. We also consider interventions that can support language learning—including form-focused instruction and the use of tasks. We finish by presenting a proposed change in the way that research with children is conducted.

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Gavruseva, Elena. "Root infinitives in child second language English: an aspectual features account." Second Language Research 20, no. 4 (October 2004): 335–71. http://dx.doi.org/10.1191/0267658304sr244oa.

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This article examines the emergence of finiteness in early second language (L2) English of five consecutive bilinguals (ages 6 to 9). The departure point is Gavruseva’s (2002; 2003) proposal that nonfinite root predicates result from the underspecification of syntactic aspectual heads at the initial state S0. Gavruseva’s ‘underspecification of AspP’ account is developed further by examining the feature contents of aspectual projections in English from a crosslinguistic perspective. It is argued that English, in contrast to Russian and French, lacks the genuine imperfective and perfective morphemes and so makes use of a greater variety of aspectual features (e.g., intrinsic and compositional telicity features, inter alia). It is also proposed that an English verb’s telicity semantics defines its aspectual class and predicts its finiteness status in children’s early grammar. An advantage of the ‘aspectual features account’ is that it explains why statives (inherent atelics) and punctual eventives (inherent telics) show much higher finiteness rates than nonpunctual eventives (an aspectual class defined by a compositional telicity feature) in the child L2 data. Other approaches to the root infinitive phenomenon such as the Truncation Hypothesis (Rizzi 1993=94) and the Morphological Deficit Hypothesis (Haznedar and Schwartz, 1997; Lardiere, 1998; Prévost and White, 2000) cannot explain these finiteness patterns.

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Haerazi, Haerazi. "PRINCIPLES OF SECOND LANGUAGE ACQUISITION IN CHILDREN." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 3, no. 1 (February 28, 2020): 1. http://dx.doi.org/10.33394/jo-elt.v3i1.2424.

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To understand the principles of second language acquisition, we could adopt a variety of perspective. Research on second language acquisition (SLA) by children and adults is characterized by many different subfields and perspectives, both cognitive and social in orientation. Although children feature as participants in this research, it is relatively rare to find reviews or overviews of SLA that deal specifically with child SLA although there are a few important exceptions. This general lack of focus on children’s SLA is somewhat surprising, considering that data from children as first language learners have often provided a basis and impetus for SLA theorizing. Among the best-known first language studies to prove influential was Brown’s seminal work showing a predictable order of morpheme acquisition by children under the age of three. Many early years settings now welcome children and families from different cultures who use languages other than English. Young children who are starting to learn English as an additional language may also be attending a nursery school, pre-school, day nursery or child-minder perhaps for the first time. They will bring with them many skills and experiences from their home culture and will be both anxious and excited about their new situation. A good foundation for learning English as an additional language is embedded in quality early years practice. To know more about the principle of second language acquisition in children, this paper will present some issues related with it such as the nature and the role of language learning and the logical problem in language learning.

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최은지. "Development of Discourse Competence in Writing Composition of Child Language Learners as a Second Language." Bilingual Research ll, no. 59 (June 2015): 249–77. http://dx.doi.org/10.17296/korbil.2015..59.249.

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Hamrick, Phillip, Jarrad A. G. Lum, and Michael T. Ullman. "Child first language and adult second language are both tied to general-purpose learning systems." Proceedings of the National Academy of Sciences 115, no. 7 (January 29, 2018): 1487–92. http://dx.doi.org/10.1073/pnas.1713975115.

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Do the mechanisms underlying language in fact serve general-purpose functions that preexist this uniquely human capacity? To address this contentious and empirically challenging issue, we systematically tested the predictions of a well-studied neurocognitive theory of language motivated by evolutionary principles. Multiple metaanalyses were performed to examine predicted links between language and two general-purpose learning systems, declarative and procedural memory. The results tied lexical abilities to learning only in declarative memory, while grammar was linked to learning in both systems in both child first language and adult second language, in specific ways. In second language learners, grammar was associated with only declarative memory at lower language experience, but with only procedural memory at higher experience. The findings yielded large effect sizes and held consistently across languages, language families, linguistic structures, and tasks, underscoring their reliability and validity. The results, which met the predicted pattern, provide comprehensive evidence that language is tied to general-purpose systems both in children acquiring their native language and adults learning an additional language. Crucially, if language learning relies on these systems, then our extensive knowledge of the systems from animal and human studies may also apply to this domain, leading to predictions that might be unwarranted in the more circumscribed study of language. Thus, by demonstrating a role for these systems in language, the findings simultaneously lay a foundation for potentially important advances in the study of this critical domain.

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MacWhinney, Brian, and Catherine Snow. "The child language data exchange system." Journal of Child Language 12, no. 2 (June 1985): 271–95. http://dx.doi.org/10.1017/s0305000900006449.

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ABSTRACTThe study of language acquisition underwent a major revolution in the late 1950s as a result of the dissemination of technology permitting high-quality tape-recording of children in the family setting. This new technology led to major breakthroughs in the quality of both data and theory. The field is now at the threshold of a possible second major breakthrough stimulated by the dissemination of personal computing. Researchers are now able to transcribe tape-recorded data into computer files. With this new medium it is easy to conduct global searches for word combinations across collections of files. It is also possible to enter new codings of the basic text line. Because of the speed and accuracy with which computer files can be copied, it is now much easier to share data between researchers. To foster this sharing of computerized data, a group of child language researchers has established the Child Language Data Exchange System (CHILDES). This article details the formation of the CHILDES, the governance of the system, the nature of the database, the shape of the coding conventions, and the types of computer programs being developed.

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Dewi, Hernalia Citra. "Language Acquisition of English Vocabulary on 5 Years Old Child Through Social Media YouTube." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 5, no. 1 (June 30, 2021): 38–44. http://dx.doi.org/10.30998/jh.v5i1.588.

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Language acquisition cannot just be acquired from birth. There is a process and stages in acquiring a language. Language is obtained because of the continuous practice factor. It is possible for someone who already has a mother tongue to have a second language (B2) which is used as a communication tool alongside the first language. Acquisition of a second language can be obtained through the influence of the environment or activities carried out continuously. This study will describe how the effect of viewing on social media YouTube affects the acquisition of a second language for a five years old girl. This research uses qualitative methods with descriptive explanations. The results of this study found that the subject's second language proficiency in English was evident from his understanding of the films and videos she had watched repeatedly. His mastery of a second language can also be seen in the ability of the subject to mention the objects around her, the names of fruits and animals, and to be able to make simple sentences in English.Keywords: Language acquisition, second language, YouTube.

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Birdsong, David. "Dominance, proficiency, and second language grammatical processing." Applied Psycholinguistics 27, no. 1 (January 2006): 46–49. http://dx.doi.org/10.1017/s0142716406060048.

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Clahsen and Felser (CF) deserve praise for their superlative synthesis of literature relating to grammatical processing, as well as for their original contributions to this area of research. CF “explore the idea that there might be fundamental differences between child L1 and adult L2 processing.” The researchers present evidence that adult second language (L2) processing is often less automatic and less efficient than first language (L1) processing. Qualitative differences are suggested as well. Adult L2 processing may be restricted to shallow computations, whereas L1 processing typically involves detailed representations. These conclusions are reached in large part by comparing highly proficient L2 learners with natives on various neurological and behavioral dimensions of processing. I propose that additional comparisons might be carried out that involve an understudied population: learners whose L2 is their dominant language.

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MCDONALD, JANET L. "Grammaticality judgments in a second language: Influences of age of acquisition and native language." Applied Psycholinguistics 21, no. 3 (September 2000): 395–423. http://dx.doi.org/10.1017/s0142716400003064.

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Native Spanish early and late acquirers of English as well as native Vietnamese early and child acquirers of English made grammaticality judgments of sentences in their second language. Native Spanish early acquirers were not distinguishable from native English speakers, whereas native Spanish late acquirers had difficulty with all aspects of the grammar tested except word order. Native Vietnamese early acquirers had difficulty with those aspects of English that differ markedly from Vietnamese. Native Vietnamese child acquirers had more generalized problems, similar to those of native Spanish late acquirers. Thus, native language appeared to make a difference for early acquirers, whereas a later age of acquisition caused a more general problem. A processing-based model focusing on the difficulty non-native language learners have in rapidly decoding surface form is offered as a possible explanation for both effects.

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Schiff-Myers, Naomi B., Janine Djukic, Janine McGovern-Lawler, and Daisy Perez. "Assessment Considerations in the Evaluation of Second-Language Learners: A Case Study." Exceptional Children 60, no. 3 (December 1993): 237–48. http://dx.doi.org/10.1177/001440299406000305.

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The learning of a second language before the primary language is fully developed may result in arrested development or loss of proficiency in the first language. Therefore, the finding that a child is delayed in both languages does not necessarily mean that the child has a language disorder. This article presents a case study of a child who was classified as communication disabled but seems to have suffered from language loss or arrested development of the primary language (Spanish) before attaining full competence in English. The child experienced a temporary delay of development in both languages but eventually mastered English.

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Gilkerson, Jill, Jeffrey A. Richards, Steven F. Warren, D. Kimbrough Oller, Rosemary Russo, and Betty Vohr. "Language Experience in the Second Year of Life and Language Outcomes in Late Childhood." Pediatrics 142, no. 4 (September 10, 2018): e20174276. http://dx.doi.org/10.1542/peds.2017-4276.

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Fernández, Eva M. "How do second language learners build syntactic structure?" Applied Psycholinguistics 27, no. 1 (January 2006): 59–64. http://dx.doi.org/10.1017/s0142716406060085.

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Understanding the mechanisms learners use to process target language input is crucial to developing a complete model of both first language (L1) and second language (L2) acquisition. If adult L2 learners are found to process the target language with mechanisms that differ from those used by child L1 learners and adult native speakers, what implications might this have for the developing grammar? Clahsen and Felser review evidence that appears to point to such differences, generalizing their findings under a shallow structure hypothesis about how adult learners process input in L2.

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Rutherford, W., and M. Thomas. "Review article, The Child Language Data Exchange System in research on second language acquisition." Second Language Research 17, no. 2 (April 1, 2001): 195–212. http://dx.doi.org/10.1191/026765801678646251.

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Journal articles on the topic 'Child second language aquisition'

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