Abstract
This study was designed to investigate the development of third‐person singular (3SG) –s in children who learn English as a second language (L2). Adopting the usage‐based perspective on the learning of inflection, we analyzed spontaneous speech samples collected from 15 English L2 children who were followed over a 2‐year period. Assessing the contribution of a wide range of predictors, we show that word frequency, allomorph, lexicon size, inflectional properties of the first language (L1), and months of exposure to English all have impact on English L2 children's use of 3SG –s in obligatory contexts. This study enhances both our understanding of the development of 3SG –s and of child L2 acquisition. The outcomes support a usage‐based approach to learning inflection and emphasize the importance of a multifactorial analysis of language development.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
