Articlebronze2014

Sources of individual differences in the acquisition of tense inflection by English second language learners with and without specific language impairment

68 citations0/0 files storedApplied Psycholinguistics

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Language Development and Disorders EFL/ESL Teaching and Learning Neurobiology of Language and Bilingualism

Abstract

ABSTRACT The goal of this study was to investigate whether individual difference factors influence the second language (L2) learning of children with specific language impairment (SLI) and children with typical development (TD) differently. The study focuses on tense inflection development in English L2 children. The roles of age of L2 acquisition, length of L2 exposure, and first language (L1) were examined. Twenty-four pairs of 4- and 5-year-old English L2 children with SLI and English L2 children with TD participated in the study. Children's responses on the third person singular and regular past tense probes of the Test of Early Grammatical Impairment (Rice & Wexler, 2001) were analyzed using logistic mixed regression modeling and classification procedures. For all children, those who started learning English later performed better than children who started learning English earlier, but the advantage of an older age of acquisition was particularly present in the L2 with SLI group. For children in the L2 group with TD, their accuracy with tense inflection clearly increased with longer L2 exposure, but this was not found for the L2 children with SLI. Finally, L2 children with TD were better able to transfer L1 knowledge than L2 children with SLI.

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References

2014Children with Specific Language Impairment 2004The Structure of Working Memory From 4 to 15 Years of Age.1997Children with Specific Language Impairment 2005The Handbook of Second Language Acquisition 2008Handbook of Cognitive Linguistics and Second Language Acquisition 1974NATURAL SEQUENCES IN CHILD SECOND LANGUAGE ACQUISITION1 2003The Handbook of Second Language Acquisition 2012Models, forests, and trees of York English: Was/were variation as a case study for statistical practice

Cited by

2018Understanding Disorder Within Variation: Production of English Grammatical Forms by English Language Learners 2016Chinese L1 children's English L2 verb morphology over time: individual variation in long-term outcomes 2015Cross-linguistic interactions from second language to first language as the result of individualized narrative language intervention with children with and without language impairment 2018Child L2 acquisition

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