Background and aims: Although autism spectrum disorder (ASD) has not traditionally been associated with morphosyntactic impairments, some children with ASD manifest significant difficulties in this domain. Sentence Repetition (SRep) tasks are highly reliable tools for detecting morphosyntactic impairment in different languages and across various…

In 2 ERP experiments participants read 4-word sequences presented for 200 ms (RPVP paradigm) and were required to decide whether the word sequences were grammatical or not. In Experiment 1, the word sequence consisted of either a grammatically correct sentence (e.g., "she can sing now") or an ungrammatical scrambled sequence (e.g.,…

Previous event-related potentials (ERP) research has investigated how foreign accent modulates listeners' neural responses to lexical-semantic and morphosyntactic errors. We extended this line of research to consider whether pronunciation errors in Mandarin Chinese are processed differently when a foreign-accented speaker makes them relative to…

While formal L3 morphosyntactic acquisition research has focused on the roles of the L1 versus L2 during the L3 initial stages, we examine their roles during development. Specifically, we explore whether the L3 (here, Portuguese) revision process after non-facilitative transfer differs whether the initial L3 representation reflects the L1 or L2.…

School-aged and adolescent children continue to demonstrate improvements in how they integrate and comprehend real-time, auditory language over this developmental time period, which can have important implications for academic and social success. To better understand developmental changes in the neural processes engaged during language…

Most current models of sentence comprehension assume that the human parsing mechanism (HPM) algorithmically computes detailed syntactic representations as basis for extracting sentence meaning. These models share the assumption that the representations computed by the HPM accurately reflect the linguistic input. This assumption has been challenged…

Whether type of written corrective feedback (WCF) impacts L2 learning has been investigated for decades. While many product-oriented studies report conflicting findings, the paucity of studies adopting both a process-oriented and curricular approach (e.g., Caras, 2019) underscores the call for further research on: (1) the processing dimension of…

Second language (L2) writing has been determined to be influenced by what is read, with language learners tending to borrow words and short phrases from input texts while writing (e.g., Wang & Wang, 2015). This phenomenon is referred to as lexical alignment. Only one empirical study has investigated the influence that the linguistic complexity…

Automatic essay scoring (AES) refers to the process of scoring free text responses to given prompts, considering human grader scores as the gold standard. Writing such essays is an essential component of many language and aptitude exams. Hence, AES became an active and established area of research, and there are many proprietary systems used in…

Purpose: This research attempted to replicate Hoffman's 2009 finding that the proportion of narrative utterances with semantic or syntactic errors (i.e., = 14% "restricted utterances") can differentiate school-age children with typical development from those with language impairment with a sensitivity of 83% and specificity of 88%.…

Purpose: The first aim of this study was to investigate if Swedish-speaking school-age children with language impairment (LI) show specific morphosyntactic vulnerabilities in error detection. The second aim was to investigate the effects of lexical frequency on error detection, an overlooked aspect of previous error detection studies. Method:…

The reversal error is a prevalent phenomenon that consists of reversing the relationship between two variables when writing equations from comparison in verbal language. A study with 169 Basque/Spanish bilingual pre-service teachers examined whether this error is mainly due to the students' tendency to employ a direct-translation strategy based on…

Studies in English as a Foreign Language (EFL) indicate that the use of discourse markers (DMs) in the academic writing of second language learners improves the overall quality of these texts by contributing to their cohesion and comprehensibility (Saif Modhish 2012; Jalilifar 2008; Intaraprawat & Steffensen 1995). However, despite the…

The study identified the performance of Grade 7 students enrolled in Umingan Central National High School across their academic performance in English under creative writing skill. In gathering the profile of the students and their performance in identifying morphological and syntactical errors, descriptive and correlational research designs with…

The aim of the present study is to compare the writing products of English as a Foreign Language (EFL) university students using accuracy and grammatical complexity as measures. It also aims at examining the development of the morphological, syntactic, lexical, spelling, and punctuation errors committed by these learners when writing in English.…