Much of the current research in language acquisition investigates adult L2 and bilingual child learners as opposed to child L2 learners. While language acquisition presents one challenge for teachers of child L2 learners, a second challenge is how and to what extent to incorporate the instruction of culture. The purpose of the present study is twofold. It explores ways to integrate culture and grammar instruction to L2 children and examines the use of a pedagogical intervention to accelerate the rate of acquisition and the implications of the intervention with regards to retention. The study investigates tasks for facilitating teaching grammar instructions one form at a time rather than all forms together, as a means to increase the likelihood that certain forms will be noticed and incorporated into the L2 developing system and utilizes two groups, each of which acts simultaneously as a control and experimental group.
","abstract_html":"<p>Much of the current research in language acquisition investigates adult L2 and bilingual child learners as opposed to child L2 learners. While language acquisition presents one challenge for teachers of child L2 learners, a second challenge is how and to what extent to incorporate the instruction of culture. The purpose of the present study is twofold. It explores ways to integrate culture and grammar instruction to L2 children and examines the use of a pedagogical intervention to accelerate the rate of acquisition and the implications of the intervention with regards to retention. The study investigates tasks for facilitating teaching grammar instructions one form at a time rather than all forms together, as a means to increase the likelihood that certain forms will be noticed and incorporated into the L2 developing system and utilizes two groups, each of which acts simultaneously as a control and experimental group.</p>","abstract_has_math":false,"creators":["Hasty, Christopher Wade"],"institution":null,"degree_name":"M.A.","degree_level":"Campus Access Thesis","degree_discipline":"Languages, Literatures and Cultures","degree_department":null,"school":null,"contributors":["Paul Malovrh"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T04:37:56Z","subjects":["Arts and Humanities","Spanish and Portuguese Language and Literature","child L2","morphology"],"languages":[],"rights":["© 2011, Christopher Wade Hasty"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/1947","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Paul Malovrh"]},{"key":"dc:creator","label":"Author","values":["Hasty, Christopher Wade"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Languages, Literatures and Cultures"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Arts and Humanities","Spanish and Portuguese Language and Literature","child L2","morphology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2011, Christopher Wade Hasty"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/1947"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Much of the current research in language acquisition investigates adult L2 and bilingual child learners as opposed to child L2 learners. While language acquisition presents one challenge for teachers of child L2 learners, a second challenge is how and to what extent to incorporate the instruction of culture. The purpose of the present study is twofold. It explores ways to integrate culture and grammar instruction to L2 children and examines the use of a pedagogical intervention to accelerate the rate of acquisition and the implications of the intervention with regards to retention. The study investigates tasks for facilitating teaching grammar instructions one form at a time rather than all forms together, as a means to increase the likelihood that certain forms will be noticed and incorporated into the L2 developing system and utilizes two groups, each of which acts simultaneously as a control and experimental group.
"]},{"key":"dc:title","label":"Title","values":["The Acquisition of Morphology Among Child L2 Learners of Spanish: Comparing Pedagogical Interventions"]}]}],"canonical_facts":{"dc:contributor":["Paul Malovrh"],"dc:creator":["Hasty, Christopher Wade"],"dc:description.abstract":["Much of the current research in language acquisition investigates adult L2 and bilingual child learners as opposed to child L2 learners. While language acquisition presents one challenge for teachers of child L2 learners, a second challenge is how and to what extent to incorporate the instruction of culture. The purpose of the present study is twofold. It explores ways to integrate culture and grammar instruction to L2 children and examines the use of a pedagogical intervention to accelerate the rate of acquisition and the implications of the intervention with regards to retention. The study investigates tasks for facilitating teaching grammar instructions one form at a time rather than all forms together, as a means to increase the likelihood that certain forms will be noticed and incorporated into the L2 developing system and utilizes two groups, each of which acts simultaneously as a control and experimental group.
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/1947"],"dc:rights":["© 2011, Christopher Wade Hasty"],"dc:subject":["Arts and Humanities","Spanish and Portuguese Language and Literature","child L2","morphology"],"dc:title":["The Acquisition of Morphology Among Child L2 Learners of Spanish: Comparing Pedagogical Interventions"],"thesis:degree_discipline":["Languages, Literatures and Cultures"],"thesis:degree_level":["Campus Access Thesis"],"thesis:degree_name":["M.A."]},"updated_at":"2026-07-24T04:37:56Z"}