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Research on second language (L2) acquisition in the generative tradition (GenSLA) addresses the nature of interlanguage competence, examining the roles of Universal Grammar, the mother tongue and the input in shaping the acquisition, representation and use of second languages. This field is sometimes dismissed by applied linguists as irrelevant because it does not provide direct applications for language teaching. However, the assumption that theories "must" have applications involves a fundamental misconception: linguistic theories explore the nature of grammar; GenSLA theories explore the nature of language learning. No such theory entails that language must be taught in a particular way. Nevertheless, potential applications can be identified: examples are presented that describe aspects of language that do not need to be taught, properties that might benefit from instruction, and cases where textbooks provide inadequate information. I argue that linguistic theory and GenSLA theory have more to offer in terms of considering what aspects of language might or might not be taught rather than how languages should be taught.

This article reports on an experiment investigating the effects of featural Relativized Minimality (Friedmann et al., 2009) on the representation and processing of relative clauses in the second language (L2) English of Mandarin speakers. Object relatives (ORCs) are known to cause greater problems in first language (L1) acquisition and in adult processing than subject relatives (SRCs). Featural Relativized Minimality explains this in terms of intervention effects, caused by a DP (the subject of the ORC) located between the relative head and its source. Intervention effects are claimed to be reduced if the relative head and the intervenor differ in features, such as number (e.g. "I know the king who the boys pushed"). We hypothesize that L2 learners will show intervention effects when processing ORCs and that such effects will be reduced if the intervenor differs in number from the relative head. There were two tasks: picture identification and self-paced reading. Both manipulated relative clause type (SRC/ORC) and intervenor type (±plural). Accuracy was high in interpreting relative clauses, suggesting no representational problem. Regarding reading times, ORCs were processed slower than SRCs, supporting an intervention effect. However, faster reading times were found in ORCs when intervenor and head noun matched in number, contrary to hypothesis. We suggest that our more stringent stimuli may have resulted in the lack of an effect for mismatched ORCs, in contrast to some earlier findings for L1 acquirers.

In this commentary, I question Westergaard's argument that third language (L3) data can be used to decide between theories such as Full Transfer Full Access, involving wholesale transfer initially, and Full Transfer Potential, involving property-by-property transfer. I suggest that much L3 data will be amenable to explanation under either theory. Furthermore, it is not clear what kind of data would constitute counter-evidence to Full Transfer Potential.

We investigate effects of prosodic cues on interpretation of ambiguous sentences containing relative clauses (RCs) in English by Spanish-speaking learners. English and Spanish differ in default preference for RC attachment: English has a weak low attachment (LA) preference (RC modifies NP2); Spanish has a stronger high attachment (HA) preference (RC modifies NP1). We conducted an interpretation task with auditorily presented stimuli to examine whether prosodic cues determine attachment. Target items were manipulated for position of break and length of RC, NP1, and NP2. For both groups, break and length are significant. For the learners, proficiency interacts with break suggesting L1 transfer: lower proficiency learners choose HA more when break points to LA; higher proficiency learners choose HA more when break points to HA. Lower proficiency learners are more likely to choose LA overall, suggesting a recency effect. Our results confirm the importance of using aural stimuli when testing interpretation of ambiguous sentences.

There is a lack of measures that reflect the intervention priorities of parents of children with autism spectrum disorder (ASD) and that assess the impact of interventions on family experience and quality of life. The Autism Family Experience Questionnaire (AFEQ) was developed through focus groups and online consultation with parents, and reflected parental priorities. It was then administered to the parents of children enrolled in the Pre-school Autism Communication Trial and its 6-year follow-up study. The AFEQ showed good convergent validity with well-established measures of child adaptive functioning, parental mental health and parental wellbeing. It was sensitive to change in response to a parent-mediated intervention for young children with autism, showing treatment effect at treatment endpoint which increased at six-year follow-up.

Background and Aims Digital collection of patient-reported outcome measures [PROMs] is largely unexplored as a basis for follow-up for patients with ulcerative colitis [UC]. Our aim was to develop a model to predict the likelihood of escalation of therapy or intervention at an outpatient appointment that may be used to rationalize follow-up. Methods TrueColours-IBD is a web-based, real-time, remote monitoring software that allows longitudinal collection of ePROMs. Data for prediction modelling were derived from a Development Cohort, guided by the TRIPOD statement. Logistic regression modelling used ten candidate items to predict escalation of therapy or intervention. An Escalation of Therapy or Intervention [ETI] calculator was developed, and applied in a Validation Cohort at the same centre. Results The Development Cohort [ n  = 66] was recruited in 2016 and followed for 6 months [208 appointments]. From ten items, four significant predictors of ETI were identified: SCCAI, IBD Control-8, faecal calprotectin, and platelets. For practicality, a model with only SCCAI and IBD Control-8, both entered remotely by the patient, without the need for faecal calprotectin or blood tests was selected. Between 2018 and 2020, a Validation Cohort of 538 patients [1188 appointments] was examined. A 5% threshold on the ETI calculator correctly identified 343/388 [88%] escalations and 274/484 [57%] non-escalations. Conclusions A calculator based on digital, patient-entered data on symptoms and quality of life can predict whether a patient with UC requires escalation of therapy or intervention at an outpatient appointment. This may be used to streamline outpatient appointments for patients with UC. [ABSTRACT FROM AUTHOR]

Research on second language (L2) acquisition in the generative tradition (GenSLA) addresses the nature of interlanguage competence, examining the roles of Universal Grammar, the mother tongue and the input in shaping the acquisition, representation and use of second languages. This field is sometimes dismissed by applied linguists as irrelevant because it does not provide direct applications for language teaching. However, the assumption that theories must have applications involves a fundamental misconception: linguistic theories explore the nature of grammar; GenSLA theories explore the nature of language learning. No such theory entails that language must be taught in a particular way. Nevertheless, potential applications can be identified: examples are presented that describe aspects of language that do not need to be taught, properties that might benefit from instruction, and cases where textbooks provide inadequate information. I argue that linguistic theory and GenSLA theory have more to offer in terms of considering what aspects of language might or might not be taught rather than how languages should be taught. [ABSTRACT FROM AUTHOR]