Verb morphology as clinical marker of specific language impairment: Evidence from first and second language learners

2011 ◽  
Vol 32 (3) ◽  
pp. 1186-1193 ◽  
Author(s):  
Ludo Verhoeven ◽  
Judit Steenge ◽  
Hans van Balkom
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Second Language Learners ◽  
Verb Morphology ◽  
Specific Language ◽  
Clinical Marker

Knowing versus producing

2012 ◽  
Vol 2 (4) ◽  
pp. 379-403 ◽  
Author(s):  
Brigitta Keij ◽  
Leonie Cornips ◽  
Roeland van Hout ◽  
Aafke Hulk ◽  
Joanne van Emmerik
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Second Language Learners ◽  
Grammatical Gender ◽  
Typically Developing ◽  
Specific Language ◽  
Gender Paradigm ◽  
Dutch Children

Dutch nouns are divided into two groups according to grammatical gender which is, among others, marked on the definite determiner: common nouns take the definite determiner de and neuter nouns take the definite determiner het. This study is unique in systematically investigating the acquisition of grammatical gender and the definite determiner in the production and knowledge data of the same Dutch children. Three groups of children were examined: (i) typically developing monolinguals (L1-TD: 6;7—9;11), (ii) monolinguals with Specific Language Impairment (L1-SLI: 8;4-12;0), and (iii) typically developing bilinguals, who are early second language learners (eL2: 6;7-10;0). The three groups of children reveal different stages in discovering that de and het cover the gender paradigm. At comparable ages, the L1-TD children have completed this paradigm discovery; however, the eL2 children have not yet completed it, and the L1- SLI children are only at the first stage of the discovery of the gender paradigm.

Markedness in Right-edge Syllabification: Parallels across Populations

2002 ◽  
Vol 47 (3-4) ◽  
pp. 151-186 ◽  
Author(s):  
Heather Goad
Keyword(s):  
Second Language ◽  
Empirical Evidence ◽  
Language Learners ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Second Language Learners ◽  
Emergent Property ◽  
Specific Language ◽  
The Right

AbstractThe position that languages require both coda and onset options for the syllabification of word-final consonants is adopted. The latter option is further divided into languages where final consonants are onsets of empty-headed syllables and those where final consonants are syllabified through onset-nuclear (ON) sharing. ON sharing is reserved for languages where final consonants display fortition (overt release): the nucleus hosts the release of the consonant. Empirical evidence from across populations demonstrates that ON sharing is unmarked. It is favoured among the outputs of first and second language learners and individuals with Specific Language Impairment. It is further argued that final onsets are optimal for parsing in end-state grammars, as they demarcate the right word-edge more effectively than codas. Among the two types of onsets, ON sharing is preferred: through the nuclear release, it is better able to host the range of contrasts that right-edge onsets display. The parsing argument serves to illustrate how ON sharing provides an advantage to end-state grammars, beyond being an emergent property from acquisition.

scholarly journals Comprehension and production of French object clitics by child second language learners and children with specific language impairment

2005 ◽  
Vol 26 (3) ◽  
pp. 363-391 ◽  
Author(s):  
THERES GRÜTER
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Second Language Learners ◽  
Matching Task ◽  
Specific Language ◽  
Object Clitics ◽  
L2 Learners ◽  
Error Profiles

The objective of this research was to compare child second language (L2) learners and children with specific language impairment (SLI) on both production and comprehension in order to investigate whether the similarity of their error profiles observed in spontaneous production extends to comprehension. Results are presented from an elicited production and a sentence–picture matching task targeting accusative object clitics in French. As groups, both L2 learners and children with SLI show a low rate of clitic suppliance in production, yet perform well on the comprehension task. No statistically significant differences are found between the two groups on either task. Analyses of individual results, however, reveal diversity within both groups. Although there seems to be a correlation between performance in production and comprehension in the L2 group, this is not the case in the SLI group.

scholarly journals How strong is the ban on non-finite verbs in V2? Evidence from early second language learners of German with and without SLI

2017 ◽  
Vol 36 (1) ◽  
Author(s):  
Petra Schulz ◽  
Rabea Schwarze
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Second Language Learners ◽  
Standardized Test ◽  
Production Data ◽  
Inflectional Morphology ◽  
Verb Forms ◽  
Verb Placement

AbstractUsing the standardized test LiSe-DaZ across four test rounds, we collected elicited production data from 22 typically developing early second language learners (eL2 TD) of German (mean age at T1: 3;7) and 11 older eL2 children with Specific Language Impairment (SLI) (mean age at T1: 7;1). Focusing on the relation between verb placement and verbal inflectional morphology two questions were addressed: Do eL2 children obey the ban on non-finite verbs in verb-second position (V2) in German, and do eL2 SLI children differ from their eL2 TD peers in their morpho-syntactic behavior? This is the first study on this issue to systematically differentiate between V2 and verb-final position (Vf) and between bare verb forms and infinitives, based on a large sample of elicited production data. Results show that from the first test round onwards verbal inflectional morphology and verb placement were strongly related in the TD and the SLI group. Bare verb forms occurred in V2 only and are argued to be finite;

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

2014 ◽  
Vol 36 (4) ◽  
pp. 953-976 ◽  
Author(s):  
ELMA BLOM ◽  
JOHANNE PARADIS
Keyword(s):  
Second Language ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Second Language Learners ◽  
L2 Acquisition ◽  
Specific Language ◽  
Mixed Regression ◽  
Third Person ◽  
Classification Procedures ◽  
Learning English

ABSTRACTThe 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.

Specific Language Impairment in Swedish

2000 ◽  
Vol 43 (4) ◽  
pp. 848-864 ◽  
Author(s):  
Kristina Hansson ◽  
Ulrika Nettelbladt ◽  
Laurence B. Leonard
Keyword(s):  
Word Order ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Past Tense ◽  
Appropriate Use ◽  
Verb Morphology ◽  
Specific Language ◽  
New Findings ◽  
Present Tense ◽  
Mean Length Of Utterance

Several competing proposals have been offered to explain the grammatical difficulties experienced by children with specific language impairment (SLI). In this study, the grammatical abilities of Swedish-speaking children with SLI were examined for the purpose of evaluating these proposals and offering new findings that might be used in the development of alternative accounts. A group of preschoolers with SLI showed lower percentages of use of present tense copula forms and regular past tense inflections than normally developing peers matched for age and younger normally developing children matched for mean length of utterance (MLU). Word order errors, too, were more frequent in the speech of the children with SLI. However, these children performed as well as MLU-matched children in the use of present tense inflections and irregular past forms. In addition, the majority of their sentences containing word order errors showed appropriate use of verb morphology. None of the competing accounts of SLI could accommodate all of the findings. In particular, these accounts—or new alternatives —must develop provisions to explain both the earlier acquisition of present tense inflections than past tense inflections and word order errors that seem unrelated to verb morphology.

Beyond morphosyntax in developing bilinguals and “specific” language impairment

2010 ◽  
Vol 31 (2) ◽  
pp. 303-310 ◽  
Author(s):  
Kathryn Kohnert ◽  
Kerry Danahy Ebert
Keyword(s):  
Language Learners ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Dual Language ◽  
Processing Capacity ◽  
Primary Language ◽  
Specific Language ◽  
Behavioral Profile ◽  
Domain Specific ◽  
Primary Language Impairment

In the Keynote Article, “The Interface Between Bilingual Development and Specific Language Impairment,” Johanne Paradis considers issues and evidence at the intersection of children learning two languages and primary or specific language impairment (SLI). The review focuses on morphosyntactic evidence and the fit of this evidence with maturational (domain-specific) and limited processing capacity (LPC; domain-general) theories of language impairment. We agree with Paradis that studies that systematically and simultaneously investigate the behavioral profile of dual-language learners and children with language impairment are of significant theoretical and practical value. In our commentary we aim to broaden the behavioral profile to be considered in these populations, beyond the level of morphosyntax. In line with this aim we use the term primary language impairment (PLI) for the same population referred to as SLI by Paradis.

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