Understanding how a child's language system develops into an adult-like system is a central question in language development research. An increasingly influential account proposes that the brain constantly generates top-down predictions and matches them against incoming input, with higher-level cognitive models serving to minimize prediction…

The experimenter conducted three experiments to compare incidental language acquisition of familiar and non-familiar stimuli, and asses the effects of specific pairing experiences on the emergence of bidirectional naming (BiN) for familiar and non-familiar stimuli. In Experiment I the experimenter assessed the numbers of accurate untaught listener…

The purpose of this study was to examine the effectiveness of a visual strategy that of chunking or visually bracketing phrasal verbs in sentences in short stories. A descriptive case study design was used for this study to compare the two instructional strategies. In this study, stories were presented to 14 severely and profound deaf students…

Modality is traditionally defined as the expression of possibility or necessity. In English, modality is expressed by the modal auxiliaries such as "can," "would," "should," or "might;" adjectives and adverbs such as "possible," "necessary," "maybe," and "absolutely;"…

Mainstream linguistics has long held that there is a fundamental difference between adult and child language learning (Bley-Vroman, 1990; Johnson & Newport, 1989; DeKeyser, 2000; Paradis, 2004). This difference is often framed as a change from implicit language learning in childhood to explicit language learning in adulthood, which is…

Although researchers have begun to explore the implementation of dynamic assessment (DA) with foreign language learners, few of these studies have occurred in the language classroom. Whereas DA is typically implemented in dyads, promising research in the field of foreign language learning suggests that DA may promote development with groups of…