MORPHOLOGICAL AND SYNTACTIC TRANSFER IN CHILD L2 ACQUISITION OF THE ENGLISH DATIVE ALTERNATION

By Melinda Whong-Barr, Bonnie D Schwartz. Studies in Second Language Acquisition, 2002

111 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/433b42b40a1593817be3998fa13903a056cd74e0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Bonnie D Schwartz
2. T. Marinis
3. Vasiliki Chondrogianni

In Experimental and Cognitive Psychology

1. Bonnie D Schwartz
2. T. Marinis

In Language and Linguistics

1. Bonnie D Schwartz
2. T. Marinis
3. Vasiliki Chondrogianni

Citations in the corpus

• Why Child L2 Acquisition (2004, methodology): “Melinda Whong-Barr (Whong-Barr 1999), closely following the footsteps of McDaniel and Cairns (1990, 1996), has successfully used this technique with L2 children as young as 6 (see also Whong-Barr and Schwartz 2002).”
• Differential effects of internal and external factors on the development of vocabulary, tense morphology and morpho-syntax in successive bilingual children (2011, background): “…system may exert an influence in the manner and rate of L2 acquisition and most studies in the field of child L2 acquisition have primarily focused on the effects of L1 transfer as a child internal factor (Chondrogianni, 2008; Haznedar, 1997; Unsworth, 2005; Whong-Barr & Schwartz, 2002).”