Abstract
Abstract This paper reports some findings of a study of six year old and ten year old children which suggests that the process of language acquisition is by no means complete at the age of five (a popular misconception in some of the early literature). In particular, it is suggested that the later years are marked by an increase in the complexity of structures at group/phrase level. The study did not reveal significant developments at clause level, but several were noted at discourse level, including an increased sensitivity to the role of topic-selection in developing the shape of a text, and to the broader structural requirements of different genres.
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