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Quality of L2 Input and Cognitive Skills Predict L2 Grammar Comprehension in Instructed SLA Independently
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Syntactic development in early foreign language learning: Effects of L1 transfer, input and individual factors
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Abstract:
This study explores parallels and differences in the comprehension of wh-questions and relative clauses between early foreign-language (FL) learners and monolingual children. We test for (a) effects of syntactic first-language (L1) transfer, (b) the impact of input on syntactic development, and (c) the impact of individual differences on early FL syntactic development. We compare the results to findings in child second language (L2) naturalistic acquisition and adult FL acquisition. Following work on adult FL acquisition, we carried out a picture-based interpretation task with 243 child FL learners in fourth grade at different regular, partial, and high-immersion schools in Germany plus 68 monolingual English children aged 5 to 8 years as controls. The child FL learners display a strong subject-first preference but do not appear to use the L1 syntax in comprehension. Input differences across different schools affect overall accuracy, with students at high-immersion FL schools catching up to monolingual performance within 4 years of learning. Finally, phonological awareness is implicated in both early FL learning and naturalistic child L2 development. These findings suggest that early FL development resembles child L2 acquisition in speed and effects of individual factors, yet is different from adult FL acquisition due to the absence of L1 transfer effects. ; Peer reviewed ; Final Accepted Version
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Keyword:
child foreign-language acquisition; Experimental and Cognitive Psychology; individual differences; Language and Linguistics; Linguistics and Language; morphosyntax; Psychology(all); transfer
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URL: http://www.scopus.com/inward/record.url?scp=85069781449&partnerID=8YFLogxK
http://hdl.handle.net/2299/21529
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Lexikalische Entwicklung von bilingualen Vorschulkindern ; lexical development of bilingual pre-school children
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The effect of learning another language at preschool on first language acquisition
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Receptive L2 Grammar Knowledge Development in Bilingual Preschools
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Lexical and Grammatical Comprehension in Monolingual and Bilingual Children
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Bilingual Children's Lexical Development: Factors Affecting the Acquisition of Nouns and Verbs and Their Translation Equivalents
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Normal and language-impaired children's use of reference: syntactic vs pragmatic processing
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Normal and language-impaired children's use of reference: Syntactic versus pragmatic processing
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In: Vice-Chancellor's Unit (2003)
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The effect of form similarity on bilingual children's lexical development
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