This paper investigates the processing of actives and passives in monolingual English children and Turkish children with English as L2. Children performed a novel self-paced listening and picture verification task alongside baseline standardized tasks assessing the comprehension of grammar and vocabulary. Although L2 children performed in the standardized tasks similarly to children with SLI, results from the on-line task revealed that they were capable of using morphological cues to process actives and passives and (re)assign thematic roles. This shows that in terms of morpho-syntax, L2 children develop similarly to L1 children. The results from this study show that on-line tasks provide a more accurate window into L2 children's knowledge of grammar than off-line measures standardized in monolingual populations.
Proceedings of the 2nd Conference on Generative Approaches to Language Acquisition North America (GALANA)
edited by Alyona Belikova, Luisa Meroni, and Mari Umeda
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