Advances the hypothesis that learning a miniature artificial language (MAL) can be regarded as a means of furthering knowledge on inductive second-language (L2) learning. Suggests that more creative use of MAL methods can have pedagogical manipulation of input. (Author/BK)

Compares two language intervention methods on effectiveness at improving syntactic structures of language-delayed preschool children. The interactive approach optimized syntax improvement for children with high pretraining scores, whereas the programed approach resulted in superior syntax performance for low-scoring children. (Author/BK)