Noun-class prefixes are obligatory in most Bantu languages. However, the Sotho languages (Sesotho, Setswana, Sepedi) permit a subset of prefixes to be realized as null at the intersection of "unmarked" phonological, syntactic, and discourse conditions. This raises the question of how and when the licensing of null prefixes is learned. Using…

In this article, we examine current practices in the measurement of syntactic complexity to illustrate the need for more organic and sustainable practices in the measurement of complexity, accuracy, and fluency (CAF) in second language production. Through in-depth review of examples drawn from research on instructed second language acquisition, we…

Purpose: This study evaluated the effects of an intervention program aimed to improve reading and spelling ability through instruction in morphological awareness together with other forms of linguistic awareness, including knowledge of phonology, orthography, syntax, and semantics. Method: Sixteen children aged between 8;07 (years;months) and…

Six tests of the spontaneous speech of twenty-one English-speaking children (1 ; 10 to 2 ; 8; MLUs 1[middle dot]53 to 4[middle dot]38) demonstrate the presence of the syntactic category determiner from the start of combinatorial speech, supporting nativist accounts. Children use multiple determiners before a noun to the same extent as their…

We investigated the processing of violations of the verb position in Dutch, in a group of healthy subjects, by measuring event-related potentials (ERPs) through electroencephalography (EEG). In Dutch, the base position of the verb is clause final, but in matrix clauses, the finite verb is in second position, a construction known as "Verb Second".…

Researchers have long been puzzled by children's variable omission of grammatical morphemes, often attributing this to a lack of semantic or syntactic competence. Recent studies suggest that some of this variability may be due to phonological constraints. This paper explored this issue further by conducting a longitudinal study of five…

One of the most intriguing findings on language comprehension is that violations of syntactic predictions can affect event-related potentials as early as 120 ms, in the same time-window as early sensory processing. This effect, the so-called early left-anterior negativity (ELAN), has been argued to reflect word category access and initial…

Learners of third language (L3) German and L3 French studied unfamiliar verbs that were cognate with first language (L1) Spanish equivalents, second language (L2) English equivalents, or neither. We examined whether learners would assume that the verbs shared syntactic frames with cognate forms in the typologically closer language. In immediate…

Using a self-paced reading task, the present study investigates how highly proficient second language (L2) speakers of German with English as their native language process unambiguous "wh"-subject-extractions and "wh"-object-extractions in German. Previous monolingual research has shown that English and German exhibit different processing…

Passives has been the focus of much research in language acquisition since the 1970s. It has been clear from this research that young children seldom produce passives spontaneously, particularly "long" or "full" passives with a by-phrase; and they usually perform poorly on experimental tests of the comprehension of passives, especially passives of…

While agreeing with Lardiere that the "parameter-resetting" approach to understanding second language acquisition (SLA) needs rethinking, it is suggested that a more construction-based perspective runs the risk of losing deductive and explanatory power. An alternative is to investigate the constraints on feature assembly/re-assembly in second…

In this study we examined the effects of syntactic and lexical complexity on third-grade students' comprehension of science texts. A total of 16 expository texts were designed to represent systematic differences in levels of syntactic and lexical complexity across four science-related topics ("Tree Frogs, Soil, Jelly Beans and…

There has been considerable progress in second language (L2) research at the syntax-semantics interface addressing how syntax can inform phrasal semantics, in terms of interpretive correlates of word order (Slabakova, 2008). This article provides evidence of a flow of information ostensibly in the opposite direction, from meaning to grammar, at…

The present study adopted a cognitive linguistic framework--Talmy's (1985, 1991, 2000) typological classification of motion events--to investigate how second-language (L2) Chinese learners come to express motion events in a targetlike manner. Fifty-five U.S. university students and 20 native speakers of Chinese participated in the study. A…

The cognitive attributes of Grade 1 students who responded adequately and inadequately to a Tier 2 reading intervention were evaluated. The groups included inadequate responders based on decoding and fluency criteria (n = 29), only fluency criteria (n = 75), adequate responders (n = 85), and typically achieving students (n = 69). The cognitive…