This Special Issue is all about the stories of children: preschool- and school-age children; bilingual and monolingual children; children developing typically or identified as having a specific language impairment (SLI); and children speaking and experiencing one or more of the following languages: English, Finnish, German, Greek, Hebrew, Italian, Russian, Slovak, Swedish, and Turkish in minority or majority language contexts. The stories are fictional ones, about baby birds and baby goats, a cat and a dog: a cast of characters the reader will come to know well as they read the Introduction (Gagarina, Klop, Tsimpli, & Walters, 2016) and individual articles. They were collected using a new narrative assessment tool that is common to all the articles within the issue: the Language Impairment Testing in Multilingual Settings—Multilingual Assessment Instrument for Narratives (LITMUS-MAIN; Gagarina et al., 2012, 2015), described at some length by its developers in the Introduction to the Special Issue.

This study investigated whether beginning nonnative learners of Chinese can use phonological and semantic information of radicals to learn the sounds and meanings of new Chinese characters. Thirty-four seventh- and eighth-grade American adolescents, who received intensive Chinese instruction for one semester, were taught 16 compound pseudocharacters paired with novel pictures over three learning trials. After each learning trial, students were asked to produce the sounds and meanings of pseudocharacters in which semantic transparency and phonetic regularity of radicals were manipulated. Results showed a facilitation effect of transparent semantic radicals in learning character meanings in early trials. There was a trend that students learned to read regular and transparent characters better than irregular and opaque characters. The ability to learn orthography–pronunciation association uniquely predicted Chinese word reading after controlling for semantic and phonetic radical knowledge. These findings suggest a predominant use of semantic strategies and the importance of orthography to phonology mappings in learning to read Chinese for beginning nonnative learners of Chinese.

The current project aimed to investigate the potentially different linguistic correlates of comprehensibility (i.e., ease of understanding) and accentedness (i.e., linguistic nativelikeness) in adult second language (L2) learners’ extemporaneous speech production. Timed picture descriptions from 120 beginner, intermediate, and advanced Japanese learners of English were analyzed using native speaker global judgments based on learners’ comprehensibility and accentedness, and then submitted to segmental, prosodic, temporal, lexical, and grammatical analyses. Results showed that comprehensibility was related to all linguistic domains, and accentedness was strongly tied with pronunciation (specifically segmentals) rather than lexical and grammatical domains. In particular, linguistic correlates of L2 comprehensibility and accentedness were found to vary by learners’ proficiency levels. In terms of comprehensibility, optimal rate of speech, appropriate and rich vocabulary use, and adequate and varied prosody were important for beginner to intermediate levels, whereas segmental accuracy, good prosody, and correct grammar featured strongly for intermediate to advanced levels. For accentedness, grammatical complexity was a feature of intermediate to high-level performance, whereas segmental and prosodic variables were essential to accentedness across all levels. These findings suggest that syllabi tailored to learners’ proficiency level (beginner, intermediate, or advanced) and learning goal (comprehensibility or nativelike accent) would be advantageous for the teaching of L2 speaking.

This study examined the role of orthography in the production and storage of spoken words. Korean speakers learned novel Korean words with potential variants of /h/, including [ɦ] and ø. They were provided with the same auditory stimuli but with varying exposure to spelling. One group was presented with the letter for ø (<ㅇ>), the second group, the letter for [ɦ] (<ㅎ>), and the third group, auditory input only. In picture-naming tasks, the participants presented with <ㅇ> produced fewer words with [ɦ] than those presented with <ㅎ>. In a spelling recall task, the participants who were not exposed to spelling displayed various types of spellings for variants, but after exposure to spelling, they began to produce spellings as provided in the task. These results suggest that orthographic information influences the production of words via an offline restructuring of the phonological representation.

A number of studies that observed semantic facilitation in a picture–word interference task questioned the hypothesis that lexical selection during speech production is a competitive process. Semantic facilitation effects are typically observed when context words and target names do not belong to the same semantic category level. In the experiments reported in this article, we used a picture–word interference task with basic-level context words and basic-level naming (i.e., the context word is dog, and the target name is cat) to investigate semantic context effects. We observed a reversal of semantic context effect: context words that induce semantic interference when stimulus onset asynchrony (SOA) are –100 and 0 ms and induce semantic facilitation at large negative SOA values (from –1000 to –400 ms, in steps of 200 ms). At the empirical level, our data suggest that manipulating SOA can reverse the polarity of the semantic context effect. Our analysis demonstrates that the conceptual selection model provides the most straightforward way to account for the reported polarity shift and the different SOA ranges covered by the semantic interference effect and the semantic facilitation effect.

Aim 1 of this study was to examine the developmental changes in typically developing English-speaking children's syntactically based sentence interpretation abilities and sensitivity to word order. Aim 2 was to determine the psychometric standing of the novel sentence interpretation task developed for this study, because we wish to use it later with children with specific language impairment. Children listened to semantically implausible sentences in which noun animacy and the natural affordance between the nouns were removed, thus controlling for event probability. Using this novel “whatdunit?” agent selection task, 256 children 7–11 years old listened to two structures with canonical word order and two with noncanonical word order. After each sentence, children selected as quickly as possible the picture of the noun they believed was “doing the action.” Children interpreted sentences with canonical word order with greater accuracy and speed than those with noncanonical word order. Older children (mean age = 10 years, 8 months) were more accurate and faster than younger children (mean age = 8 years, 1 month) across all sentence forms. Both older and younger children demonstrated similar error patterns across sentence type. The “whatdunit?” task also proved to have strong validity and reliability, making it suitable for studies with children with specific language impairment.

This study set out to test the degree to which second language inflectional morphology can be acquired as a result of incidental exposure and whether the resulting knowledge is implicit (unconscious) or explicit (conscious) in nature. Participants were exposed to an artificial language system based on Czech morphology under incidental learning conditions. In the testing phase, a grammaticality judgment test was utilized to assess learning. In addition, subjective measures of awareness and retrospective verbal reports were used to measure whether the acquired knowledge was conscious or not. The results of the experiment indicate that participants can rapidly develop knowledge of second language inflectional morphology under incidental learning conditions in the absence of verbalizable rule knowledge.

Polish and Ukrainian pattern together syntactically in allowing various omissions in the same discourse settings, for example, when the referring element has been mentioned in a previous context. However, Ukrainian employs full object pronouns morphologically, whereas Polish uses clitics in the same environments. We exploit this contrast to compare the acquisition of clitics versus full pronouns, enriching previous accounts of omissions in child speech. The results of an elicited production experiment reveal that, in the two languages considered, 3- to 6-year-old children make no errors in direct object realization, but prefer to use null arguments up to the age of 5. It is crucial that there is no obvious difference between the acquisition patterns for clitics versus pronouns, which suggests that the morphophonological properties of direct objects are not primary predictors of object realization in languages that allow discourse-related omissions.

The number of bilingual children is growing dramatically all over the world. In 2010 the International Organization of Migration documented 214 million migrants worldwide, many bilingual (Koser & Laczko, 2010). One of the challenges arising from the rapid increase of bilingual children is scientifically grounded assessment of linguistic proficiency in both of a child's languages in various language domains. Assessment in both languages is especially important to avoid misdiagnosis of language impairment. Specific language impairment (SLI) is among the most prevalent impairments, estimated to affect 7%–10% of children entering formal education (Grimm, 2003; Tomblin, Smith, & Zhang, 1997). Assessment tools for bilinguals in both the home language and the majority language are often lacking (for exceptions, see Gagarina, Klassert, & Topaj, 2010; Schulz & Tracy, 2011).

Nonnative listeners are less accurate than native listeners at identifying, categorizing, and classifying native talkers’ accents, suggesting a decrement in nonnative listeners’ representation of native variation. Nonnative listeners’ representation of nonnative variation, however, may be as robust as, or more robust than, that of native listeners. To compare native and nonnative listeners’ representations of linguistic variation, the current study examined native English, Korean, and Spanish listeners’ classification of native and nonnative talkers by native language. Overall, the listener groups performed with similar accuracy, but they exhibited different perceptual similarity spaces. Specifically, listener groups demonstrated heightened perceptual sensitivity to talkers with whom they share a native language. The results suggest that listeners’ linguistic experiences significantly shape their perceptual representation of nonnative varieties.

The aim of the present study was to investigate how children and adults allocate cognitive resources to performing segmental encoding and monitoring in a dual-task paradigm and the response patterns of the primary and secondary tasks in the dual task. Participants were 20 children divided equally into two age groups (7–11 and 12–15 years) and 10 adults. The primary task required participants to monitor phonemic segments in a picture–written word interference paradigm while silently naming the pictures. The picture and distractor word were the same (replica), related (phoneme onset overlap), or unrelated. The secondary task required participants to make pitch judgments on tones presented at short (330 ms) or long (1130 ms) stimulus onset asynchrony (SOA) from picture onset. Developmental differences were observed in both response times and percentage errors in the primary and secondary tasks. Slower responses to the primary task were evident at the long SOA, related condition. Slower response times to the tone decision task were evident at the short rather than the long SOA. The findings support the capacity sharing account of dual-task performance and suggest that dual-task costs during language planning are higher in children than in adults.

The intermodal preferential looking (IPL) task was developed to assess comprehension in infants and toddlers. We extend this methodology to examine word comprehension in preschool children using two measures: proportion of looking time to target (LTT) and longest look (LL) to target. Children (3–6 years) were tested with the IPL for comprehension of nouns, verbs, and adjectives. Both LTT and LL scores showed that, across all ages, eye gaze to the target word increased from baseline to test; there were higher scores for nouns compared to verbs and adjectives. We also compare IPL performance to scores on a standardized test of receptive vocabulary (the Peabody Picture Vocabulary Test—Fourth Edition). Correlations with Peabody Picture Vocabulary Test scores were stronger for LTT than LL measures. The IPL may provide an alternative method for assessing word comprehension in preschool children with behavioral limitations.

The relationships among first language (L1) and second language (L2) phonological awareness and reading skills were examined in English L2 learners with a variety of L1s, specifically Spanish, Portuguese, and Chinese (maximum N = 252). Longitudinal and concurrent relations between word reading and subcomponents of phonological awareness (i.e., syllable, onset-rime, phoneme, and, where applicable, tone awareness) were examined in kindergarten and first and second grades. The relationships between reading and specific subcomponents of phonological awareness were associated with the orthography being read, English or the L1. Phonological awareness subcomponents related to English reading were generally similar for the three English L2 groups, despite differences in the orthographies of learners’ native language. The findings support the psycholinguistic grain size theory with regard to links between phonological sensitivity and the sound–symbol correspondences used to read the specific languages.

Evidentiality refers to the linguistic marking of the nature/directness of source of evidence of an asserted event. Some languages (e.g., Turkish) mark source obligatorily in their grammar, while other languages (e.g., English) provide only lexical options for conveying source. The present study examined whether or under what conditions firsthand source information is relied on more than nonfirsthand sources in establishing discourse coherence. Turkish- and English-speaking participants read a series of somewhat incongruous two-sentence narratives and were to come up with a way of completing each narrative so that it would form a coherent story. Each narrative contrasted two source types (firsthand vs. hearsay, firsthand vs. inference, or inference vs. hearsay) and two information types (general vs. particular information) each presented first or second. Analysis of story completions showed greater overall reliance on firsthand information when it was presented second and referred to a particular event. When the firsthand source occurred first and the particular event occurred second, the latter was favored, especially by Turkish participants. Taken together, the findings suggest that evidentiality interacts with information type in establishing discourse coherence and that both firsthand and particular information are relied on more when presented later rather than earlier in discourse.

This study examines macrostructural aspects of narrative skills in 52 bilingual Swedish- and English-speaking children age 5–7. Elicited fictional story production and comprehension tasks were administered in parallel fashion in both Swedish and English (Multilingual Assessment Instrument for Narratives; Gagarina et al., 2012). Scores on the Multilingual Assessment Instrument for Narratives were compared across languages; moreover, story structure components in the narratives and answers to probe questions were qualitatively analyzed. Age effects (5-year-olds vs. 6- to 7-year-olds) for macrostructure production and narrative comprehension were evident, but no effect for language (Swedish/English). The results suggest that story structure is invariant across a bilingual child's two languages at a given age, with similar awareness of the intentions and goal-directed behavior of the story protagonists, irrespective of language.

This study investigated whether first language (L1) background and visual information impact the effectiveness of skewed and balanced input at promoting pattern detection. Participants (N = 84) were exposed to Esperanto sentences with the transitive construction under skewed (one noun with high token frequency) or balanced (equal token frequency) input conditions while viewing either color or black-and-white visuals. Their ability to detect the relevant morphological and syntactic features of the transitive construction was tested through a forced-judgment task using novel nouns. The results indicated no significant main effect for visual information or input type. There was, however, a significant main effect for L1 on learners’ detection of the novel pattern. Implications are discussed in terms of the potential effect of L1-specific transitive encodings on second language speakers’ ability to abstract novel patterns.

We investigated the relationship between lexical activation and syntactic planning in children's sentences. Four- and 7-year-old children described transitive scenes following patient-related prime pictures and control pictures. We examined syntactic choices, and compared onset latency, sentence length, and dysfluency rates for active transitive sentences in the two conditions. Early activation of the patient in the primed condition did not lead to the production of patient-subject sentences, but it did have consequences for active transitive sentence production. Namely, onset latencies were longer and sentences were shorter in the primed condition. Dysfluency rates did not differ between the two conditions. Correlation analyses revealed a stronger pattern of association between working memory scores and language variables in the patient-primed condition. The results indicate that conflicts between lexical activation order and syntactic plans are a source of processing difficulty during children's sentence production.

The current study aimed to examine how instruction can impact the global, segmental, prosodic, and temporal qualities of second language (L2) oral ability in foreign language (FL) settings (i.e., a few hours of target language input per week). Spontaneous speech was elicited via a timed picture description task from 56 Japanese freshman college students who had studied English through FL instruction from Grades 7 to 12 without any experience abroad. The tokens were rated for global accentedness and then submitted to segmental, prosodic, and temporal analyses. According to statistical analyses, (a) the participants' oral performance widely varied in relation to the length and focus of FL instruction, the frequency of their conversations in the L2, and aptitude; and (b) their diverse proficiency levels were predicted in particular by the amount of extra FL activities inside (i.e., pronunciation training) and outside (i.e., cram school) of high school (but not junior high) classrooms. The results in turn suggest that whereas extensive FL instruction (>875 hr) itself does make some difference in L2 oral ability development, its pedagogical potential can be increased by how students optimize their most immediate FL experience beyond the regular syllabus.

The paper reports the results of a pilot experimental study aimed at evaluating natural semantic metalanguage (NSM) explications of English interjections. It proposes a novel online survey technique to test NSM explications with language speakers. The survey tested recently developed semantic explications of selected English interjections as published in Goddard (2014a): wow, gosh, gee, yikes (“surprise” group) and yuck, ugh (“disgust” group). The results provide overall support for the proposed explications and indicate directions for their further development. It is interesting that respondents' preexisting knowledge of NSM and other background variables (age, gender, being a native speaker, or studying linguistics) were shown to have little influence on the test results.

Real-world speech learning often occurs in high-pressure situations such as trying to communicate in a foreign country. However, the impact of pressure on speech learning success is largely unexplored. In this study, adult, native speakers of English learned nonnative speech categories under pressure or no-pressure conditions. In the pressure conditions, participants were informed that they were paired with a (fictitious) partner, and that each had to independently exceed a performance criterion for both to receive a monetary bonus. They were then informed that their partner had exceeded the bonus and the fate of both bonuses depended upon the participant's performance. Our results demonstrate that pressure significantly enhanced speech learning success. In addition, neurobiologically inspired computational modeling revealed that the performance advantage was due to faster and more frequent use of procedural learning strategies. These results integrate two well-studied research domains and suggest a facilitatory role of motivational factors in speech learning performance that may not be captured in traditional training paradigms.