This article aims to uncover how alignment affects second language (L2) vocabulary acquisition by Chinese-speaking learners of English as they interact with various interaction loads (i.e. input text, peers and video). It also explores how tasks with varying interactional intensity in relation to the interaction loads influence the alignment…

This paper attempts to investigate the repetition of Relative Clauses (RCs) in Mandarin children with Developmental Language Disorder (DLD) (aged 4; 5 to 6; 0) and their typically developing (TD) peers. The results of a sentence repetition task indicate that Mandarin children with DLD perform significantly worse than both groups of TD children,…

Purpose: We aimed to study narrative skills in Mandarin-speaking children with language impairment (LI) to compare with children with LI speaking Indo-European languages. Method: Eighteen Mandarin-speaking children with LI (mean age 6;2 [years;months]) and 18 typically developing (TD) age controls told 3 stories elicited using the Mandarin…

English-Medium Instruction (EMI) practices in the People's Republic of China (PRC) are still emerging and in need of further empirical investigation, in comparison to European countries. Existing research in the Asian context is mainly based on students' and teachers' perceptions and policy-related concerns. There is a remarkable lack of studies…

Background: There is a dearth of research or inconsistency in findings of behaviours among children with autism spectrum disorder (ASD) and children with intellectual disability (ID) as well as children who are typically developing (TD). This study compared 7 behavioural domains of 96 behaviours among Chinese children. Method: There were 803…