This study investigates the production, online processing, and offline comprehension of non-canonical structures in Mandarin-speaking children with Developmental Language Disorder (DLD). We tested three Mandarin non-canonical structures, which differed in word order, the presence or absence of morphosyntactic cues, and the distance between the displaced element and its trace. Syntactic priming was adopted to elicit production, and a self-paced listening task with picture verification was used to examine online processing and offline comprehension accuracy, among 22 DLD children aged 5 to 9 and 37 age-, SES-, and nonverbal IQ-matched typically developing (TD) children. Results showed a quantitative difference between DLD and TD children across non-canonical structures in production and offline comprehension. In online processing, TD children immediately used different cues when they were available, whereas DLD children relied on the most informative cue within a given structure and context and integrated redundant cues only at a later stage. These findings point toward a complex interaction of representational weakness and domain-general processing constraints whereby DLD children show difficulties in allocating processing resources to integrate multiple linguistic cues.

Encountering new words multiple times in the input is crucial for incidental vocabulary acquisition. While there is extensive research exploring the impact of word frequency on both learning and processing of novel vocabulary during reading, there is a notable gap in studies examining how contextual factors impact these processes, especially when reading texts, rather than short sentences. The present study aims to fill this gap by exploring the effect of contextual diversity or sameness on adult L2 English learners’ processing and incidental learning of novel lexical items through repeated reading of complete texts. Participants (N = 42) read one short story three times as well as three different stories, while their eye movements were recorded. Each contextual condition (Same vs. Different) contained ten pseudowords, repeated six times across the treatment. Participants were tested on both immediate and delayed vocabulary learning via form and meaning recognition tests. Our results indicate that repeated readings of the same text led to faster processing as well as better short-term learning of novel vocabulary, although this advantage was not retained for long-term learning. In contrast, initial encoding and lexical integration took longer in the Different condition, although this was not reflected in higher vocabulary gains either in the short- or the long term.

This study investigates the production and online processing of English tense morphemes by sequential bilingual (L2) Turkish-speaking children with more than three years of exposure to English. Thirty-nine six- to nine-year-old L2 children and twenty-eight typically developing age-matched monolingual (L1) children were administered the production component for third person -s and past tense of the Test for Early Grammatical Impairment (Rice & Wexler, 2001) and participated in an online word monitoring task involving grammatical and ungrammatical sentences with presence/omission of tense (third person -s, past tense -ed) and non-tense (progressive -ing, possessive 's) morphemes. The L2 children's performance on the online task was compared to that of children with Specific Language Impairment (SLI) in Montgomery and Leonard (1998, 2006) to ascertain similarities and differences between the two populations. Results showed that the L2 children were sensitive to the ungrammaticality induced by the omission of tense morphemes, despite variable production. This reinforces the claim about intact underlying syntactic representations in child L2 acquisition despite non-target-like production (Haznedar & Schwartz, 1997).