Examines the role of "routines" and grammatical patterns in first and second language acquisition by children and adults, specifically with regard to syntactic structures. (Author/AM)

Data is presented in support of the assertion that the interlanguage hypothesis should be extended from adult second language acquisition settings to those non-simultaneous child language acquisition settings where the major sociolinguistic variable is the absence of peers who are native speakers of the target language. (Author/RM)

The theoretical linguistic distinction between assertion and presupposition was empirically tested with two groups of subjects, young children acquiring English as their first language and adults acquiring English as a second language. (Author)