In this article, we present an analysis of the complexity of grammatical constraints and their impact on early language acquisition of inflectional morphemes in Malayalam. We use the natural speech production data of two monolingual children acquiring Malayalam between the ages 1;9-2;10 and 2;3-3;0 and three bilingual children acquiring…

Previous research in child language shows that many aspects of language acquisition are frequency-linked. This study tests whether input or usage frequency predicts the order of acquisition and accuracy of a bilingual Greek-English child's English possessives. The child was followed longitudinally from age 2;6 to 3;11. Order of acquisition was…

This longitudinal study investigated development of second language (L2) reading comprehension ability and predictive contributions of five L2 reading components (word recognition speed, listening comprehension, vocabulary breadth, grammar knowledge and first language [L1] reading comprehension) using latent growth curve modelling. The…

Purpose: This longitudinal study investigated the trajectory of Spanish article accuracy in Spanish-English dual language learners (DLLs) from preschool to first grade, addressing the need for longitudinal data on the variability of Spanish grammatical skills in DLLs in English immersion classrooms. Method: Language sample analysis was conducted…

In this research study, unlike previous studies that have examined the advantages of peer review for low proficiency students, uses a longitudinal action mixed methods design is used to explore the impact of peer review on the academic writing of students with low English proficiency. The format was a longitudinal action study, which analyzed the…

This study investigates the immediate and sustained effects of a pre-departure study abroad training on the oral production of L2 Chinese formulaic language across a range of social and transactional interactions. Eighteen upper-intermediate learners of Chinese were assigned to either an instructed or non-instructed group to determine the efficacy…

Current models of the affinity between syntax and vocabulary are complex and recognize the contribution of bootstrapping and computational processes. To date, the mutual facilitation between these two constructs over time has not been studied in second language (L2) school children. The present study investigated longitudinally the direction and…

This investigation responds to the need for longitudinal data-driven research on additional-language (AL) acquisition by examining grammatical-gender marking among AL learners of French during a 21-month period, which included an academic year abroad (LANGSNAP corpus). The analysis of oral production consists of a generalized linear mixed model…

Adult first language (L1) English speakers who are advanced second language (L2) learners of Spanish demonstrate near-ceiling levels of accuracy for some features of Spanish, such as [Person] and [Number] for verbs (McCarthy, 2012; Rodgers, 2011). While for other features, such as [Aspect] for copulas (i.e. ser and estar), and [Person] and…

The current study responds to the call for increased dialogue among different areas of additional language research. Specifically, we bring together learner corpus research and variationist approaches to second language acquisition to advance learner corpus research in two ways: (a) by modeling interlanguage development and variability and (b) by…

Previous research has suggested that Event-Related Potentials (ERPs) can index form-, meaning-, and use-related aspects of the second language (L2) vocabulary knowledge, through, respectively, a lexical decision task (LDT, targeting N400), a semantic relatedness task (SEMREL, targeting N400), and a grammatical judgment task (GJT, targeting…

This study examines the extent to which extra-linguistic factors such as language dominance, order of acquisition and language of instruction are deterministic for multilingual transfer selection and subsequent development. We test two groups of Catalan-Spanish bilinguals acquiring English as an L3 in a controlled setting. We first examine…

Ofsted's 2021 Curriculum Research Review outlines a language pedagogy predicated on an exclusively cognitivist approach to language learning, which relies on three 'pillars of progression': phonics, vocabulary and grammar. The review makes a brief acknowledgement of the importance of motivational factors, including 'pupils' positive views of…

This paper explores the use of creative techniques in a study of the experiences of Russian-speaking linguistic-minority migrant children in English state-funded primary schools at Key Stage Two (7-11 years old). The methodology is based on an interpretative paradigm using a qualitative research approach: a longitudinal multiple-case study with…

This article reports the results of the first longitudinal study that systematically investigates the acquisition of verb agreement by hearing learners of a sign language. During a 2-year period, 14 novel learners of Sign Language of the Netherlands (NGT) with a spoken language background performed an elicitation task 15 times. Seven deaf native…