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The Role of Cognates and Language Distance in Simultaneous Bilingual Children's Productive Vocabulary Acquisition
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Elly Koutamanis; Gerrit Jan Kootstra; Ton Dijkstra; Sharon Unsworth – Language Learning, 2025
This study examined the influence of cognate status and language distance on simultaneous bilingual children's vocabulary acquisition. It aimed to tease apart effects of word-level similarities and language-level similarities, while also exploring the role of individual-level variation in age, exposure, and nontarget language proficiency. Children…
Descriptors: Child Language, Language Acquisition, Bilingual Education, Bilingualism
The Relationship between First and Second Language Writing: Investigating the Effects of First Language Complexity on Second Language Complexity in Advanced Stages of Learning
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Ströbel, Marcus; Kerz, Elma; Wiechmann, Daniel – Language Learning, 2020
Recent studies have uncovered substantial individual differences in first language (L1) language attainment across the lifespan and across multiple components of language. The existence of such variability raises the question of its role in second language (L2) learning. The existing body of research on L1-L2 relationships has primarily targeted…
Descriptors: Native Language, Second Language Learning, Language Role, Writing (Composition)
The Roles of First Language and Proficiency in L2 Processing of Spanish Clitics: Global Effects
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Seibert Hanson, Aroline E.; Carlson, Matthew T. – Language Learning, 2014
We assessed the roles of first language (L1) and second language (L2) proficiency in the processing of preverbal clitics in L2 Spanish by considering the predictions of four processing theories--the Input Processing Theory, the Unified Competition Model, the Amalgamation Model, and the Associative-Cognitive CREED. We compared the performance of L1…
Descriptors: Language Role, Second Language Learning, Native Language, Spanish
English L1 and L2 Speakers' Knowledge of Lexical Bundles
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Nekrasova, Tatiana M. – Language Learning, 2009
The purpose of the present study is to contribute to the ongoing debate about the use of lexical bundles by first (L1) and second language (L2) speakers of English. The study consists of two experiments that examined whether L1 and L2 English speakers displayed any knowledge of lexical bundles as holistic units and whether their knowledge was…
Descriptors: English (Second Language), Native Speakers, English, Phrase Structure
Is the Acquisition Order of Grammatical Morphemes Impervious to L1 Knowledge? Evidence from the Acquisition of Plural -"s", Articles, and Possessive '"s"
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Luk, Zoe Pei-sui; Shirai, Yasuhiro – Language Learning, 2009
In SLA, it has been often assumed that the effect of the first language (L1) is not very strong in the acquisition of grammatical morphemes (e.g., Ellis, 1994; Mitchell & Myles, 2004). However, such an assumption has not been systematically examined in the literature. This article reviews the morpheme studies conducted with native speakers of…
Descriptors: Textbooks, Morphemes, Grammar, Native Speakers
Simulation Semantics and the Linguistics of Time. Commentary on Zwaan
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Evans, Vyvyan – Language Learning, 2008
Recent work addressing the phenomenon of perceptual simulation offers new and exciting avenues of investigating how to model knowledge representation. From the perspective of language, the simulation approach has given rise to new impetus to work on models of language understanding (e.g., Zwaan, 2004, and references therein), and provides a way of…
Descriptors: Semantics, Language Role, Knowledge Representation, Language Processing