The Acquisition of Tense in English: Distinguishing Child Second Language from First Language and Specific Language Impairment

Autor/inn/en	Paradis, Johanne; Rice, Mabel L.; Crago, Martha; Marquis, Janet
Titel	The Acquisition of Tense in English: Distinguishing Child Second Language from First Language and Specific Language Impairment
Quelle	In: Applied Psycholinguistics, 29 (2008) 4, S.689-722 (34 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716408080296
Schlagwörter	Morphemes; Grammar; Second Language Learning; Language Impairments; Monolingualism; Language Acquisition; Native Speakers; English (Second Language); Profiles; Comparative Analysis; Language Usage + Suchen Sie Ihr Suchwort? Morphem; Grammatik; Zweitsprachenerwerb; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Sprachaneignung; Spracherwerb; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Charakterisierung; Profilanalyse; Sprachgebrauch
Abstract	This study reports on a comparison of the use and knowledge of tense-marking morphemes in English by first language (L1), second language (L2), and specific language impairment (SLI) children. The objective of our research was to ascertain whether the L2 children's tense acquisition patterns were similar or dissimilar to those of the L1 and SLI groups, and whether they would fit an (extended) optional infinitive profile, or an L2-based profile, for example, the missing surface inflection hypothesis. Results showed that the L2 children had a unique profile compared with their monolingual peers, which was better characterized by the missing surface inflection hypothesis. At the same time, results reinforce the assumption underlying the (extended) optional infinitive profile that internal constraints on the acquisition of tense could be a component of L1 development, with and without SLI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10