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MOSAIC+: A Crosslinguistic Model of Verb-Marking Errors in Typically Developing Children and Children with Developmental Language Disorder
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Daniel Freudenthal; Fernand Gobet; Julian M. Pine – Language Learning, 2024
This study extended an existing crosslinguistic model of verb-marking errors in children's early multiword speech (MOSAIC) by adding a novel mechanism that defaults to the most frequent form of the verb where this accounts for a high proportion of forms in the input. Our simulations showed that the resulting model not only provides a better…
Descriptors: Contrastive Linguistics, Error Analysis (Language), Native Language, Verbs
Possessive Processing in Bilingual Comprehension
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Lago, Sol; Stone, Kate; Oltrogge, Elise; Veríssimo, João – Language Learning, 2023
Second language (L2) learners make gender errors with possessive pronouns. In production, these errors are modulated by the gender match between the possessor and possessee noun. We examined whether this so-called match effect extends to L2 comprehension by attempting to replicate a recent study on gender predictions in first language (L1) German…
Descriptors: Language Processing, Native Language, German, Second Language Learning
First Language Influence on Second Language Offline and Online Ambiguous Pronoun Resolution
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Schimke, Sarah; la Fuente, Israel; Hemforth, Barbara; Colonna, Saveria – Language Learning, 2018
This study examined first language (L1) influence on second language (L2) ambiguous pronoun resolution by investigating (a) whether L1 influence takes place at the level of the pronominal form (form-dependent influence) and/or at the level of the construction in which the form appears (construction-dependent influence) and (b) whether effects…
Descriptors: Native Language, Second Language Learning, Form Classes (Languages), French
Learners' Implicit Assumptions about Syntactic Frames in New L3 Words: The Role of Cognates, Typological Proximity, and L2 Status
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Hall, Christopher J.; Newbrand, Denise; Ecke, Peter; Sperr, Ulrike; Marchand, Vanessa; Hayes, Lisa – Language Learning, 2009
Learners of third language (L3) German and L3 French studied unfamiliar verbs that were cognate with first language (L1) Spanish equivalents, second language (L2) English equivalents, or neither. We examined whether learners would assume that the verbs shared syntactic frames with cognate forms in the typologically closer language. In immediate…
Descriptors: Verbs, Grammar, Language Classification, French
Long-Term Crosslinguistic Transfer of Skills from L1 to L2
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Sparks, Richard; Patton, Jon; Ganschow, Leonore; Humbach, Nancy – Language Learning, 2009
This study investigated the relationship of first language (L1) skills in elementary school and second language (L2) learning in high school. Students classified as high-, average-, and low-proficiency L2 learners were compared on L1 achievement measures of reading, spelling, vocabulary, phonological awareness, and listening comprehension…
Descriptors: Listening Comprehension, Spelling, Phonological Awareness, Decoding (Reading)
Influences of Typological Parameters on L2 Learners' Judgments of Null Pronouns in English.
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Register, Norma – Language Learning, 1990
Analysis of the responses of Spanish, Chinese, and German learners of English-as-a-Second-Language to English sentences with empty pronominal categories found that, although empty pronouns were pragmatically more natural in finite clauses of Spanish and Chinese than in English or German, only the Spanish subjects had significantly higher mean…
Descriptors: Chinese, English (Second Language), Error Analysis (Language), German