The authors address instruction in morphological analysis, a vocabulary-learning approach that involves teaching students the meanings of affixes (prefixes and suffixes) and word roots and a strategy for using knowledge of these morphemic elements to infer the meanings of unfamiliar words. The authors discuss their development of a list of affixes…

Purpose: This paper investigates the accuracy order of grammatical morphemes followed by Saudi EFL learners. The major aim of the research was to reveal the pattern of grammatical morpheme acquisition of the participants, and to compare it against the Natural Order Hypothesis (NOH) as stated by Krashen (1977). The different factors that affected…

Purpose: There is little to guide clinicians in terms of evidence-based interventions for children with cochlear implants who demonstrate morpheme errors. This feasibility study tested the utility of a treatment targeting grammatical morpheme errors. Method: Three children (ages 4-5 years) received Enhanced Conversational Recast treatment, a…

By the end of primary school, students are confronted with expository texts known for their high proportion of domain-specific academic vocabulary words. These words usually comprise Greek or Latin roots in their internal structure. Recent findings showed that knowledge of Greek and Latin roots is related to reading comprehension. However, no…

Purpose: As follow-up to a previous study of probes, we evaluated the marking of tense and agreement (T/A) in language samples by children with specific language impairment (SLI) and typically developing controls in African American English (AAE) and Southern White English (SWE) while also examining the clinical utility of different scoring…

The Interface Hypothesis (Sorace, 2000) developed in line with the Minimalist theory of grammar (Chomsky, 1995 et seq.) supports the view of L2 acquisition that syntactic properties are acquired early while the acquisition of interface properties is delayed. One of the interface properties is inflectional morphology on English verbs, which…

According to previous research, speakers of European languages parse regularly-inflected, morphologically-complex words into stems and grammatical affixes during word recognition. In contrast, some studies suggest that late second language (L2) learners do not. We ask how these types of words are processed in Arabic, a language whose primary…

Extending new verbs is important in becoming a productive speaker of a language. Prior results show children have difficulty extending verbs when they have seen events with varied agents. This study further examines the impact of variability on verb learning and asks whether variability interacts with event complexity or differs by language.…

Purpose: Grammatical morphology is often a locus of difficulty for both children with language impairment (LI) and bilingual children. In contrast to previous research that mainly focused on verbal tense and agreement markings, the present study investigated whether plural and past participle formation can disentangle the effects of LI and…

Vocabulary knowledge is an important foundation skill for reading across all subject areas. Because students with disabilities lag behind their peers in reading skills, there is a need for efficient and effective vocabulary interventions. Focusing on morpheme knowledge is one efficient approach to building vocabulary. This article describes an…

This paper consists of a short multimedia introduction to Lolak, a near-extinct Greater Central Philippine language traditionally spoken in three small communities on the island of Sulawesi in Indonesia. In addition to being one of the most underdocumented languages in the area, it is also spoken by one of the smallest native speaker populations…

Previous research has demonstrated the effectiveness of captioning in second language (L2) comprehension and vocabulary learning. However, little attention has been paid to its potential in supporting grammar development, another challenging area in L2 acquisition. In this research, we used a randomised control design to investigate the role of…

This study explored whether form-focused instruction (FFI) and peer corrective feedback (CF) facilitated vocabulary development during peer interaction (PI). Third-semester learners of German were assigned to a PI group (peer interaction only), PI FFI group (peer interaction and form-focused instruction), or PI FFI CF group (peer interaction,…

Spelling is influenced by implicit cues, but less is known about variability in this reliance. We assessed whether the influence of three implicit cues on Dutch past tense spelling was moderated by grade, literacy, and format. An Auditory infinitive, Written infinitive, and Picture+cloze format was completed by 68 third-graders and 47…

This study is an attempt to investigate the acquisition of translation competence of the English tense and aspect system by Behdini learners who are students at the Translation Department at the College of Languages in the University of Duhok. This paper is an experimental study that adopts the Translation Competence Acquisition model. There are…