Many children with developmental language disorder (DLD) have a vocabulary deficit. One of the most effective interventions for increasing children's lexicon size is the semantic and phonological approach, an approach that has been used mainly with adolescents. The goals of our study are (1) to test whether the semantic-phonological approach…

An often overlooked but fundamental issue for any comprehensive model of visual-word recognition is the representation of diacritical vowels: Do diacritical and nondiacritical vowels share their abstract letter representations? Recent research suggests that the answer is "yes" in languages where diacritics indicate suprasegmental…

This study aimed to establish normative data for 145 words using phonological and semantic association tasks with 242 French schoolchildren, ranging from ages 5 (Grande Section) to 8 (Cours Elémentaire 2), providing a fundamental resource for future research and educational planning. The participants were engaged in two primary tasks: a free…

In English, a sentence like "The cat didn't eat the carrot or the pepper" typically receives a "neither" interpretation; in Japanese it receives a "not this or not that" interpretation. These two interpretations are in a subset/superset relation, such that the "neither" interpretation (strong reading)…

The study investigates the reflections on tempo-aspectual morphology in Italian expressed by undergraduate multilingual learners with previous knowledge of Swedish and a Romance language (N = 22). The reflections of the participants, who were divided into four groups depending on a combination of proficiency in their background Romance language…

The second language (L2) acquisition of tense, aspect, and mood/modality (TAM) has been widely explored as it holds the promise of a better understanding of the L2 learners' linguistic competences, particularly semantically and morpho-syntactically. This study focuses on the acquisition of the subjunctive mood by L1 English learners of L2 French…

In this paper, we have reviewed and analyzed literature textbooks at the pre-university level, respectively in the high school. In this research, we have examined the way these texts are analyzed (the pedagogical apparatus as it is otherwise called). Such work is done considering the requirements of the latter to fulfill certain competencies…

Most language experiences take place at the level of multiple sentences. However, previous studies of second language (L2) comprehension have typically focused on lexical- and sentence-level processing. Our study addresses this gap by examining auditory discourse comprehension in 32 English/French bilinguals. We tested the prediction of the noisy…

The cross-categorical use of nouns and verbs poses a challenging problem to young language learners because they are known to be less willing to accept that a single form of a word be used for more than one linguistic purpose (e.g., one-form/one-function principle). The present study investigated whether children under 3 years of age are able to…

The current study investigated whether shared phonology across languages activates cross-language meaning when reading in context. Eighty-five bilinguals read English sentences while their eye movements were tracked. Critical sentences contained English members of English-French interlingual homophone pairs (e.g., "mow"; French homophone…

This study investigates modality in textbooks designed for learners of English by exploring the frequency and distribution of modal verbs in two corpora--one of authentic native-speaker language and a pedagogical one used by francophone learners of English in Quebec--with a view to identifying areas where added support for learning may be…

The growing number of multilingual speakers poses an interesting question as to the way in which three or more languages are represented in the memory of a language user. The Revised Hierarchical Model (Kroll and Stewart in "J Mem Lang" 33: 149-174, 1994) or the Sense Model (Finkbeiner et al. in "J Mem Lang" 51(1), 1-22, 2004)…

Research on multilingual acquisition has investigated various combinations of languages to identify the factors determining how learners express motion. Our research examines the semantics of motion expression in learners whose first language (L1) exhibits more variation than their foreign language (L2/L3). The present study compares upward motion…

Questions, just like plain declarative sentences, can give rise to multiple interpretations. As discussed by Spector & Egré (2015), among others, questions embedded under know are ambiguous between "weakly exhaustive" (WE), "intermediate exhaustive" (IE), and "strongly exhaustive" (SE) interpretations (for…

We investigated whether cross-language activation is sensitive to shifting language demands and language experience during first and second language (i.e., L1, L2) reading. Experiment 1 consisted of L1 French-L2 English bilinguals reading in the L2, and Experiment 2 consisted of L1 English-L2 French bilinguals reading in the L1. Both groups read…