Gradual development of L2 phrase structure

TL;DR: The authors show that L2 learners have full access to UG because they do not explain the relationship between UG and functional categories (FCs), nor do they provide an explanation of why learners with (supposed) full knowledge of FCs fail to use them in a native-like way.

TL;DR: In this paper, a cross-sectional study of the acquisition of tense and aspect by 45 Persian speakers as the experimental group and 15 native English speaking children as the control group was conducted.

TL;DR: The authors compared the acquisition sequences of 11 English functors for native Chinese and Spanish-speaking children learning English and found that they yielded approximately the same sequence of acquisition for both language groups.

TL;DR: The formation of the CHILDES, the governance of the system, the nature of the database, the shape of the coding conventions, and the types of computer programs being developed are detailed.

TL;DR: The authors argued that form-focused classroom instruction, including negative evidence, is more effective in helping L2 learners to arrive at the appropriate properties of English than positive input alone, and an experimental study on the effectiveness of teaching adverb placement was conducted with I 1 and 12 year-old francophone learners of English.