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Westergaard, Marit – Second Language Research, 2021
In this article, I argue that first language (L1), second language (L2) and third language (L3) acquisition are fundamentally the same process, based on learning by parsing. Both child and adult learners are sensitive to fine linguistic distinctions, and language development takes place in small steps. While the bulk of the article focuses on…
Descriptors: Multilingualism, Linguistic Input, Second Language Learning, Native Language
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Arani, Samaneh Ghanei; Yazdanimoghaddam, Massood – Working Papers in TESOL & Applied Linguistics, 2016
The present study was an attempt to examine the impact of input flooding (IF) and textual enhancement (TIE) on EFL learners' syntactic development. Four homogenous groups were selected based on the pre-test and placement tests. During the treatment, the first group (i.e., IF) received reading comprehension passages in which the structure was…
Descriptors: Foreign Countries, Linguistic Input, Language Acquisition, Second Language Learning
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Fernandez, Eva M. – Applied Psycholinguistics, 2006
Understanding the mechanisms learners use to process target language input is crucial to developing a complete model of both first language (L1) and second language (L2) acquisition. If adult L2 learners are found to process the target language with mechanisms that differ from those used by child L1 learners and adult native speakers, what…
Descriptors: Evidence, Syntax, Second Languages, Adult Basic Education