Real-time processing of syntactic information in children with English as a Second Language & children with Specific Language Impairment
Lead Research Organisation:
University of Reading
Department Name: Sch of Psychology and Clinical Lang Sci
Abstract
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Organisations
People |
ORCID iD |
| Theodoros Marinis (Principal Investigator) |
Publications
Chondrogianni V
(2011)
Differential effects of internal and external factors on the development of vocabulary, tense morphology and morpho-syntax in successive bilingual children
in Linguistic Approaches to Bilingualism
CHONDROGIANNI V
(2011)
Production and processing asymmetries in the acquisition of tense morphology by sequential bilingual children
in Bilingualism: Language and Cognition
Marinis T
(2010)
Production of tense marking in successive bilingual children: when do they converge with their monolingual peers?
in International journal of speech-language pathology
Marinis T
(2011)
On the nature and cause of Specific Language Impairment: A view from sentence processing and infant research
in Lingua
Marinis T
(2011)
Comprehension of reflexives and pronouns in sequential bilingual children: Do they pattern similarly to L1 children, L2 adults, or children with specific language impairment?
in Journal of Neurolinguistics
Marinis T
(2013)
Parsing the Passive: Comparing Children With Specific Language Impairment to Sequential Bilingual Children
in Language Acquisition
Marinis T
(2008)
The Handbook of Clinical Linguistics
Marinis, T
(2010)
On-line sentence processing methods in typical and atypical populations
Marinis, T.
(2013)
Online Psycholinguistic Methods in Second Language Acquisition
Marinis, T.
(2013)
Reaction Times
| Description | In recent years the number of children with English as a second language (L2) has increased rapidly in the UK. The majority of these children have typical language development, but at least during the early school years their language comprehension and expression in English often falls behind those of their age peers who have English from birth. A subgroup of children with English as L2 have specific language impairment (SLI), and show atypical language development in both their L2 and L1. These children need language intervention to ameliorate negative long-term effects and reach their educational and vocational potential. Whereas there is an extensive research in adult second language acquisition, fewer studies have focused on child L2 acquisition and only recently have studies emerged comparing language abilities of L2 children with children with SLI. Finally, no studies have investigated how L2 children process sentences using on-line methodology. This project filled this vacuum by investigating language abilities of L2 English children with and without SLI in comparison to children with English as L1 and the way these groups of children process sentences in real-time. The project demonstrated that there are important differences in the way typically developing sequential bilingual children process language compared to sequential bilingual children who have specific language impairment and also monolingual children with specific language impairment. |
| Exploitation Route | The findings are important for speech and language therapists and teachers who have sequential bilingual children in their caseload/classroom, bilingual communities and families. |
| Sectors | Education,Healthcare |
| Description | The findings of the study have informed speech and language therapists and teachers in the UK and beyond about the importance of using language assessments in both the first and second language of sequential bilingual children. |
| First Year Of Impact | 2010 |
| Sector | Education,Healthcare |
| Impact Types | Societal |
| Description | FP7 |
| Amount | € 5,000,000 (EUR) |
| Organisation | European Commission |
| Sector | Public |
| Country | European Union (EU) |
| Start | 03/2014 |
| End | 03/2019 |
| Description | Small Grants |
| Amount | £10,420 (GBP) |
| Organisation | Nuffield Foundation |
| Sector | Charity/Non Profit |
| Country | United Kingdom |
| Start | 01/2011 |
| End | 12/2012 |
| Title | Cross-modal prining task |
| Description | The cross-modal priming task is investigating how children process pronouns and reflexives |
| Type Of Material | Physiological assessment or outcome measure |
| Provided To Others? | No |
| Impact | Understanding of how children process sentences with reflexives and pronouns. |
| Title | On-line self-paced listening with picture verification task |
| Description | Development of an on-line self-paced listening task with picture verification to investigate how children process sentences with passives, pronouns and reflexives |
| Type Of Material | Physiological assessment or outcome measure |
| Year Produced | 2011 |
| Provided To Others? | Yes |
| Impact | A research team at he University of Tour has used this method to investigate language processing in French speaking children |
| Title | Word-monitoring task |
| Description | The word-monitoring task is an on-line method that investigates how children process grammatical morphemes in real-time. |
| Type Of Material | Physiological assessment or outcome measure |
| Year Produced | 2008 |
| Provided To Others? | Yes |
| Impact | This task has been used from a research team at the University of Amsterdam |
| Description | Assessing the language abilities of children with English as a second language |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Primary Audience | |
| Results and Impact | Presented at a departmental seminar at San Francisco State University. |
| Year(s) Of Engagement Activity | |
| Description | Conference for speech & language therapists in Turkey |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | talk sparked questions and discussion afterwards discussion about assessing sequential bilingual children |
| Year(s) Of Engagement Activity | 2011 |
| Description | Different patterns of performance in English tense morphology between children with SLI vs. sequential bilingual children |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Primary Audience | |
| Results and Impact | CILR Workshop on Bilingualism-Bilingual Language and Cognition: Interdisciplinary Perspectives |
| Year(s) Of Engagement Activity | |
| URL | http://www.cilr.cam.ac.uk/bilingualism.html |
| Description | Language abilites and sentence processing in sequential bilingual children |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Primary Audience | |
| Results and Impact | Presented at a departmental seminar at the Aristotle University of Thessaloniki, Thessalonika, Greece. |
| Year(s) Of Engagement Activity | |
| Description | Language abilities in children with English as an additional/second language |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Primary Audience | |
| Results and Impact | Presented at a special educational needs workshop. |
| Year(s) Of Engagement Activity | |
| Description | Lecture at the Special Educational Needs Conference for teachers |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | talk sparked questions and discussion afterwards Awareness of language strengths and weaknesses of sequential bilingual children |
| Year(s) Of Engagement Activity | 2008 |
| Description | Lecture at the Summer Heritage Research Institute |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | talk sparked questions and discussion afterward interest in learning more and studying the language abilities of sequential bilingual children and children with SLI |
| Year(s) Of Engagement Activity | 2011 |
| Description | Measuring on-line processing of morphology : the self-paced listening and picture verification task |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Primary Audience | |
| Results and Impact | Presented at the 5th York-Essex morphology meeting. |
| Year(s) Of Engagement Activity | |
| Description | Media interest (Practical Parenting) |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | The interview may have resulted in discussions This was an telephone interview, unclear what the impact was |
| Year(s) Of Engagement Activity | 2008 |
| Description | Non-word repetition (English) of typically developing Turkish-English children |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Talk generated discussion about using assessments with bilingual children with SLI After the activity SLTs discussed the relevance of non-word repetition tasks as part of their assessments |
| Year(s) Of Engagement Activity | 2010 |
| Description | On-line reaction time experiments in language acquisition |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Primary Audience | |
| Results and Impact | Presented at a departmental seminar at Middle East Technical University. |
| Year(s) Of Engagement Activity | |
| Description | On-line reaction-time experiments |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Primary Audience | |
| Results and Impact | Most studies investigating language comprehension have used off-line experiments to address how children and adults with typical and atypical language development comprehend words or sentences. Off-line tasks are relatively easy to construct and administer, but they often allow metalinguistic abilities to come into play. This may overestimate or underestimate the participants' language abilities depending on whether or not they have good metalinguistic abilities. |
| Year(s) Of Engagement Activity | |
| URL | http://www.zas.gwz-berlin.de/fileadmin/projekte/cost/2009-03_COST-Methodsschool.pdf |
| Description | Online sentence processing across populations |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Primary Audience | |
| Results and Impact | Experimental Methods in Language Acquisition Research V |
| Year(s) Of Engagement Activity | |
| Description | Production and processing asymmetries in the acquisition of tense morphology by sequential bilingual children |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Primary Audience | |
| Results and Impact | Presented at a departmental seminar at the University of Potsdam. |
| Year(s) Of Engagement Activity | |
| Description | Sentence processing in children with English as a second language |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Primary Audience | |
| Results and Impact | Presented at a departmental seminar, Royal Holloway, University of London. |
| Year(s) Of Engagement Activity | |
| Description | Sentence processing in successive bilingual children compared to children with SLI |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Primary Audience | |
| Results and Impact | Presented at a departmental seminar at the National University of Malaysia (UKM). |
| Year(s) Of Engagement Activity | |
| Description | Sentence processing vs. production in successive bilingual children |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Primary Audience | |
| Results and Impact | Presented at a departmental seminar at the University of Newcastle. |
| Year(s) Of Engagement Activity | |
| Description | Specific language impairment : new empirical data and their implications for theories on the nature and cause of the impairment |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Primary Audience | |
| Results and Impact | Presented at summer school organised by LOT (Landelijke Onderzoekschool Taalwetenschap / The Netherlands National Graduate School of Linguistics). |
| Year(s) Of Engagement Activity | |
| Description | Speech & Language Therapists conference (ASHA) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | talk sparked questions and discussion afterwards related to the assessment of sequential bilingual children in speech and language therapy clinics discussion on assessing sequential bilingual children |
| Year(s) Of Engagement Activity | 2012 |
| Description | Talk at conference for teachers of children who have English as an Additional Language (NALDIC) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | talk sparked questions and discussion afterwards discussion about language assessments in schools |
| Year(s) Of Engagement Activity | 2012 |
| Description | Teacher training (ReadingQuest seminar) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | talk sparked questions and discussion afterwards discussion about language assessments used by teachers |
| Year(s) Of Engagement Activity | 2014 |
| Description | Tense marking in successive bilingual children and children with SLI : production versus processing |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Primary Audience | |
| Results and Impact | Presented at a departmental seminar at City University London. |
| Year(s) Of Engagement Activity | |
| Description | Tense morphology in children with SLI vs. sequential bilingual children : effects of frequency vs. phonology |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Workshop 'morpho-phonology in language and literacy' |
| Year(s) Of Engagement Activity | 2011 |
| URL | http://www.uu.nl/faculty/humanities/EN/research/researchinstitutes/uilots/current/Pages/20110113-wor... |
| Description | Using on-line processing tasks vs. standardised assessments in children with English as a second language |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Primary Audience | |
| Results and Impact | Presented at a ESRC seminar. |
| Year(s) Of Engagement Activity | |