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Article published In:
Internal and External Factors in Child Second Language Acquisition
Edited by Aafke Hulk and Theodoros Marinis
[Linguistic Approaches to Bilingualism 1:3] 2011
► pp. 213–237

Individual differences in child English second language acquisition

Comparing child-internal and child-external factors

| University of Alberta

This study investigated how various child-internal and child-external factors predict English L2 children’s acquisition outcomes for vocabulary size and accuracy with verb morphology. The children who participated (N=169) were between 4;10 and 7;0 years old (mean = 5;10), had between 3 to 62 months of exposure to English (mean = 20 months), and were from newcomer families to Canada. Results showed that factors such as language aptitude (phonological short term memory and analytic reasoning), age, L1 typology, length of exposure to English, and richness of the child’s English environment were significant predictors of variation in children’s L2 outcomes. However, on balance, child-internal factors explained more of the variance in outcomes than child-external factors. Relevance of these findings for Usage-Based theory of language acquisition is discussed.

Keywords: English language learners, child second language acquisition, individual differences, language aptitude, usage-based theory, L1 transfer
Article outline
  • 1.Introduction
    • 1.1Child-internal factors
    • 1.2Child-external factors
    • 1.3Usage-based theory of language acquisition
    • 1.4The present study
  • 2.Method
    • 2.1Participants
    • 2.2Procedures
  • 3.Results
    • 3.1Regression analyses for vocabulary
    • 3.2Regression analyses for verb morphology
    • 3.3Further exploration of language use at home
    • 3.4Further exploration of maternal education
  • 4.Discussion
    • 4.1Child-internal factors
    • 4.2Child-external factors
    • 4.3Usage-based theory of language acquisition
  • Acknowledgments
  • Notes
  • References
Published online: 29 July 2011
DOI logo
https://doi.org/10.1075/lab.1.3.01par
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2016. The Influence of Texting Language on Grammar and Executive Functions in Primary School Children. PLOS ONE 11:3 ► pp. e0152409 ff. DOI logo
van Koert, Margreet, Nihayra Leona, Judith Rispens, Jurgen Tijms, Maurits van der Molen, Hernán Labbé Grunberg & Patrick Snellings
2023. English Grammar Skills in Dutch Grade 4 Children: Examining the Relation Between L1 and L2 Language Skills. Journal of Psycholinguistic Research DOI logo
Vender, Maria, Shenai Hu, Federica Mantione, Silvia Savazzi, Denis Delfitto & Chiara Melloni
2021. Inflectional morphology: evidence for an advantage of bilingualism in dyslexia. International Journal of Bilingual Education and Bilingualism 24:2 ► pp. 155 ff. DOI logo
Verhagen, Josje, Elise de Bree & Sharon Unsworth
2020. Effects of Bilingual Language Use and Language Proficiency on 24-month-olds’ Cognitive Control. Journal of Cognition and Development 21:1 ► pp. 46 ff. DOI logo
Verhagen, Josje, Folkert Kuiken & Sible Andringa
2022. Family language patterns in bilingual families and relationships with children’s language outcomes. Applied Psycholinguistics 43:5 ► pp. 1109 ff. DOI logo
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2015. Phonological Memory and the Acquisition of Grammar in Child L2 Learners. Language Learning 65:2 ► pp. 417 ff. DOI logo
Welsh, Stephanie N & Erika Hoff
2021. Language exposure outside the home becomes more English-dominant from 30 to 60 months for children from Spanish-speaking homes in the United States. International Journal of Bilingualism 25:3 ► pp. 483 ff. DOI logo
White, Michelle J
2021. Phonological working memory and non-verbal complex working memory as predictors of future English outcomes in young ELLs. International Journal of Bilingualism 25:1 ► pp. 318 ff. DOI logo
WILSON, Elspeth & Napoleon KATSOS
2022. Pragmatic, linguistic and cognitive factors in young children's development of quantity, relevance and word learning inferences. Journal of Child Language 49:6 ► pp. 1065 ff. DOI logo
Wong, Kevin M., Rachel M. Flynn & Susan B. Neuman
2021. L2 vocabulary learning from educational media: The influence of screen‐based scaffolds on the incidental–intentional continuum. TESOL Journal 12:4 DOI logo
Wong, Kevin M. & Susan B. Neuman
2021. Learning L2 vocabulary on screen: the role of screen-based pedagogical supports on dual language learners. Computer Assisted Language Learning ► pp. 1 ff. DOI logo
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2021. L2 vocabulary learning from educational media: extending dual-coding theory to dual-language learners. Computer Assisted Language Learning 34:8 ► pp. 1182 ff. DOI logo
Wright Karem, Rachel & Amy Hobek
2022. A peer-mediated approach to support emergent bilingual preschoolers. Early Childhood Research Quarterly 58 ► pp. 75 ff. DOI logo
Xu Rattanasone, Nan, Benjamin Davies, Tamara Schembri, Fabia Andronos & Katherine Demuth
2016. The iPad as a Research Tool for the Understanding of English Plurals by English, Chinese, and Other L1 Speaking 3- and 4-Year-Olds. Frontiers in Psychology 7 DOI logo
Yang, Junyi, Joshua F. Lawrence & Vibeke Grøver
2023. Parental Expectations and Home Literacy Environment: A Questionnaire Study of Chinese-Norwegian Dual Language Learners. Journal of Research in Childhood Education 37:1 ► pp. 159 ff. DOI logo
Yang, Wenchun, Angel Chan & Natalia Gagarina
2023. Left-behind experience and language proficiency predict narrative abilities in the home language of Kam-speaking minority children in China. Frontiers in Psychology 13 DOI logo
Zebib, Racha, Laurice Tuller, Cornelia Hamann, Lina Abed Ibrahim & Philippe Prévost
2020. Syntactic complexity and verbal working memory in bilingual children with and without Developmental Language Disorder. First Language 40:4 ► pp. 461 ff. DOI logo
Ågren, Malin, Jonas Granfeldt & Anita Thomas
2014.  Combined effects of age of onset and input on the development of different grammatical structures. Linguistic Approaches to Bilingualism 4:4 ► pp. 462 ff. DOI logo
[no author supplied]
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This list is based on CrossRef data as of 28 august 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.