language acquisition literature review

A Review of Second Language Acquisition in Verbal Behavior Analysis

Original Paper
Published: 13 April 2022
Volume 32 , pages 617–640, ( 2023 )

Cite this article

Randi Melvin-Brown ORCID: orcid.org/0000-0002-5649-7437 1 ,
Yors Garcia 2 ,
Rocio Rosales 3 ,
Amanda Mahoney 1 &
Jessica Fuller 1

1293 Accesses

6 Citations

Explore all metrics

The purpose of this review was to summarize the behavior-analytic literature on the emergence of untrained second language skills and to provide recommendations for future research focused on second language acquisition. Seventeen distinct studies were included in the review. These studies implemented a variety of teaching methods (e.g., tact, intraverbal, mand, and echoic training) and tested for the emergence of untaught verbal operant relations. Results suggest that tact training is an effective approach to evoke untrained responses in a second language, and intraverbal training is effective for training rudimentary second language skills and the emergence of untaught responses. Implications of these findings for research and practice are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Subscribe and save.

Get 10 units per month
Download Article/Chapter or eBook
1 Unit = 1 Article or 1 Chapter
Cancel anytime

Price includes VAT (Russian Federation)

Instant access to the full article PDF.

Rent this article via DeepDyve

Institutional subscriptions

A Systematic Review of Emergent Learning Outcomes Produced by Foreign language Tact Training

From the Jones-Plug to the Amphora: Could Stemmer´s Theory of Language Acquisition Complement Skinner´s Theory of Listener Behavior?

Verbal Behavior and Applied Behavior Analysis

Explore related subjects.

Artificial Intelligence

Adepoju, A. A., & Elliott, R. T. (1997). Comparison of different feedback procedures in second language vocabulary learning. Journal of Behavioral Education, 7 (4), 477–495. https://doi.org/10.1023/A:1022859419256

Article Google Scholar

Aguilar, J. M., Chan, J. M., White, P. J., & Fragale, C. (2017). Assessment of the language preferences of five children with autism from Spanish-speaking homes. Journal of Behavioral Education, 26 (4), 334–347. https://doi.org/10.1007/s10864-017-9280-9

Aguirre, A. A., Valentino, A. L., & LeBlanc, L. A. (2016). Empirical investigations of the intraverbal: 2005–2015. The Analysis of Verbal Behavior, 32 (2), 139–153. https://doi.org/10.1007/s40616-016-0064-4

Article PubMed PubMed Central Google Scholar

Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Multilingual Matters.

Google Scholar

Banerjee, I., Lambert, J. M., Copeland, B. A., Paranczak, J. L., Bailey, K. M., & Standish, C. M. (2022). Extending functional communication training to multiple language contexts in bilingual learners with challenging behavior. Journal of Applied Behavior Analysis, 55 , 80–100. https://doi.org/10.1002/jaba.883

Article PubMed Google Scholar

Belisle, J., Paliliunas, D., Lauer, T., Giamanco, A., Lee, B., & Sickman, E. (2020). Derived relational responding and transformations of function in children: A review of applied behavior-analytic journals. The Analysis of Verbal Behavior, 36 , 115–145. https://doi.org/10.1007/s40616-019-00123-z

Bird, E. K. R., Trudeau, N., & Sutton, A. (2016). Pulling it all together: The road to lasting bilingualism for children with developmental disabilities. Journal of Communication Disorders, 63 , 63–78. https://doi.org/10.1016/j.jcomdis.2016.07.005

Bondy, A., Esch, B. E., Esch, J. W., & Sundberg, M. (2010). Questions on verbal behavior and its application to individuals with autism: An interview with the experts. The Behavior Analyst Today, 11 (3), 186. https://doi.org/10.1037/h0100700

Brodhead, M. T., Durán, L., & Bloom, S. E. (2014). Cultural and linguistic diversity in recent verbal behavior research on individuals with disabilities: A review and implications for research and practice. The Analysis of Verbal Behavior, 30 (1), 75–86. https://doi.org/10.1007/s40616-014-0009-8

Byrne, B. L., Rehfeldt, R. A., & Aguirre, A. A. (2014). Evaluating the effectiveness of the stimulus pairing observation procedure and multiple exemplar instruction on tact and listener responses in children with autism. The Analysis of Verbal Behavior, 30 (2), 160–169. https://doi.org/10.1007/s40616-014-0020-0

Cao, Y., & Greer, R. D. (2019). Mastery of echoics in Chinese establishes bidirectional naming in Chinese for preschoolers with naming in English. The Analysis of Verbal Behavior, 34 , 79–99. https://doi.org/10.1007/s40616-018-0106-1

Coleman, H., Sutherland, K. S., Xu, Y., & Mason, H. (2020). Verbal mand interventions for young children with autism: A review of the literature. Review Journal of Autism and Developmental Disorders, 7 , 318–332. https://doi.org/10.1007/s40489-020-00195-x

Conner, C., Baker, D. L., & Allor, J. H. (2020). Multiple language exposure for children with autism spectrum disorder from culturally and linguistically diverse communities. Bilingual Research Journal, 43 (3), 286–303. https://doi.org/10.1080/15235882.2020.1799885

Cortez, M. D., da Silva, L. F., Cengher, M., Mazzoca, R. H., & Miguel, C. F. (2022). Teaching a small foreign language vocabulary to children using tact and listener instruction with a prompt delay. Journal of Applied Behavior Analysis, 55 , 249–263. https://doi.org/10.1002/jaba.885

Cortez, M. D., dos Santos, L., Quintal, A. E., Silveira, M. V., & de Rose, J. C. (2020). Learning a foreign language: Effects of tact and listener instruction on the emergence of bidirectional intraverbals. Journal of Applied Behavior Analysis, 53 (1), 484–492. https://doi.org/10.1002/jaba.559

Daly, D., & Dounavi, K. (2020). A comparison of tact training and bidirectional intraverbal training in teaching a foreign language: A refined replication. The Psychological Record, 70 (2), 243–255. https://doi.org/10.1007/s40732-020-00396-0

Dennison, A., Lund, E. M., Brodhead, M. T., Mejia, L., Armenta, A., & Leal, J. (2019). Delivering home-supported applied behavior analysis therapies to culturally and linguistically diverse families. Behavior Analysis in Practice, 12 (4), 887–898. https://doi.org/10.1007/s40617-019-00374-1

DeSouza, A. A., Akers, J. S., & Fisher, W. W. (2017). Empirical application of Skinner’s verbal behavior to interventions for children with autism: A review. The Analysis of Verbal Behavior, 33 (2), 229–259. https://doi.org/10.1007/s40616-017-0093-7

Dounavi, A. (2011). A comparison between tact and intraverbal training in the acquisition of a foreign language. European Journal of Behavior Analysis, 12 (1), 239–248. https://doi.org/10.1080/15021149.2011.11434367

Dounavi, K. (2014). Tact training versus bidirectional intraverbal training in teaching a foreign language. Journal of Applied Behavior Analysis, 47 (1), 165–170. https://doi.org/10.1002/jaba.86

Duan, D. W., & Cuvo, A. J. (1996). Comparison of prototype and rote instruction of English names for Chinese visual characters. Journal of Applied Behavior Analysis, 29 (1), 125–127. https://doi.org/10.1901/jaba.1996.29-125

Gibbs, A. R., & Tullis, C. A. (2021). The emergence of untrained relations in individuals with autism and other intellectual and developmental disabilities: A systematic review of the recent literature. Review Journal of Autism and Developmental Disorders, 8 , 213–238. https://doi.org/10.1007/s40489-020-00211-0

Haegele, K. M., McComas, J. J., Dixon, M., & Burns, M. K. (2011). Using a stimulus equivalence paradigm to teach numerals, English words, and Native American words to preschool-age children. Journal of Behavioral Education, 20 (4), 283–296. https://doi.org/10.1007/s10864-011-9134-9

Hartshorne, J. K., Tenenbaum, J. B., & Pinker, S. (2018). A critical period for second language acquisition: Evidence from 2/3 million English speakers. Cognition, 177 , 263–277. https://doi.org/10.1016/j.cognition.2018.04.007

Hayes, S. C., Barnes-Holmes, D., & Roche, B. (2001). Relational frame theory: A post-Skinnerian account of human language and cognition . Plenum Press

Horne, P. J., & Lowe, C. F. (1996). On the origins of naming and other symbolic behavior. Journal of the Experimental Analysis of Behavior, 65 , 185–241. https://doi.org/10.1901/jeab.1996.65-185

Houmanfar, R., Hayes, L. J., & Herbst, S. A. (2005). An analog study of first language dominance and interference over second language. The Analysis of Verbal Behavior, 21 (1), 75–98. https://doi.org/10.1007/BF03393011

Jimenez‐Gomez, C., Pichardo, J., & Ryan, V. (2021). Instructive feedback to expand listener skills in a second language in children with autism spectrum disorder. Behavioral Interventions, 37 (1), 19–28. https://doi.org/10.1002/bin.1843

Joyce, B. G., Joyce, J. H., & Wellington, B. (1993). Using stimulus equivalence procedures to teach relationships between English and Spanish words. Education and Treatment of Children, 16 , 48–65.

Lang, R., Rispoli, M., Sigafoos, J., Lancioni, G., Andrews, A., & Ortega, L. (2011). Effects of language of instruction on response accuracy and challenging behavior in a child with autism. Journal of Behavioral Education, 20 (4), 252–259. https://doi.org/10.1007/s10864-011-9130-0

León, A. L., & Rosales, R. (2018). Effects of bilingual tact instruction for a child with communication disorder. Journal of Behavioral Education, 27 (1), 81–100. https://doi.org/10.1007/s10864-017-9272-9

Lim, N., O’Reilly, M. F., Sigafoos, J., Ledbetter-Cho, K., & Lancioni, G. E. (2019). Should heritage languages be incorporated into interventions for bilingual individuals with neurodevelopmental disorders? A systematic review. Journal of Autism and Developmental Disorders, 49 (3), 887–912. https://doi.org/10.1007/s10803-018-3790-8

Lowe, C. F., Horne, P. J., Harris, F. D., & Randle, V. R. (2002). Naming and categorization in young children: Vocal tact training. Journal of the Experimental Analysis of Behavior, 78 (3), 527–549. https://doi.org/10.1901/jeab.2002.78-527

Mahoney, A. M., Miguel, C. F., Ahearn, W. H., & Bell, J. (2011). The role of common motor responses in stimulus categorization by preschool children. Journal of the Experimental Analysis of Behavior, 95 (2), 237–262. https://doi.org/10.1901/jeab.2011.95-237

Matter, A. L., Wiskow, K. M., & Donaldson, J. M. (2020). A comparison of methods to teach foreign-language targets to young children. Journal of Applied Behavior Analysis, 53 (1), 147–166. https://doi.org/10.1002/jaba.545

May, R., Chick, J., Manuel, S., & Jones, R. (2019). Examining the effects of group-based instruction on emergent second-language skills in young children. Journal of Applied Behavior Analysis, 52 (3), 667–681. https://doi.org/10.1002/jaba.563

May, R. J., Downs, R., Marchant, A., & Dymond, S. (2016). Emergent verbal behavior in preschool children learning a second language. Journal of Applied Behavior Analysis, 49 (3), 711–716. https://doi.org/10.1002/jaba.301

McLay, L. K., Sutherland, D., Church, J., & Tyler-Merrick, G. (2013). The formation of equivalence classes in individuals with autism spectrum disorder: A review of the literature. Research in Autism Spectrum Disorders, 7 (2), 418–431. https://doi.org/10.1016/j.rasd.2012.11.002

Miguel, C. F. (2016). Common and intraverbal bidirectional naming. The Analysis of Verbal Behavior, 32 (2), 125–138. https://doi.org/10.1007/s40616-016-0066-2

Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Annals of Internal Medicine, 151 (4), 264–269. https://doi.org/10.1371/journal.pmed.1000097

Neely, L., Graber, J., Kunnavatana, S., & Cantrell, K. (2020). Impact of language on behavior treatment outcomes. Journal of Applied Behavior Analysis, 53 (2), 796–810. https://doi.org/10.1002/jaba.626

Peña, E. D. (2016). Supporting the home language of bilingual children with developmental disabilities: From knowing to doing. Journal of Communication Disorders, 63 , 85–92. https://doi.org/10.1016/j.jcomdis.2016.08.001

Petursdottir, A. I., & Carr, J. E. (2011). A review of recommendations for sequencing receptive and expressive language instruction. Journal of Applied Behavior Analysis, 44 (4), 859–876. https://doi.org/10.1901/jaba.2011.44-859

Petursdottir, A. I., & Haflidadóttir, R. D. (2009). A comparison of four strategies for teaching a small foreign-language vocabulary. Journal of Applied Behavior Analysis, 42 (3), 685–690. https://doi.org/10.1901/jaba.2009.42-685

Petursdottir, A. I., Lepper, T. L., & Peterson, S. P. (2014). Effects of collateral response requirements and exemplar training on listener training outcomes in children. Psychological Record, 64 , 703–717. https://doi.org/10.1007/s40732-014-0051-x

Petursdottir, A. I., Olafsdóttir, A. R., & Aradóttir, B. (2008). The effects of tact and listener training on the emergence of bidirectional intra verbal relations. Journal of Applied Behavior Analysis, 41 (3), 411–415. https://doi.org/10.1901/jaba.2008.41-411

Ramirez, J., & Rehfeldt, R. A. (2009). Observational learning and the emergence of symmetry relations in teaching Spanish vocabulary words to typically developing children. Journal of Applied Behavior Analysis, 42 (4), 801–805. https://doi.org/10.1901/jaba.2009.42-801

Rosales, R., Rehfeldt, R. A., & Huffman, N. (2012). Examining the utility of the stimulus pairing observation procedure with preschool children learning a second language. Journal of Applied Behavior Analysis, 45 (1), 173–177. https://doi.org/10.1901/jaba.2012.45-173

Rosales, R., Rehfeldt, R. A., & Lovett, S. (2011). Effects of multiple exemplar training on the emergence of derived relations in preschool children learning a second language. The Analysis of Verbal Behavior, 27 (1), 61–74. https://doi.org/10.1007/BF03393092

Shimamune, S., & Smith, S. L. (1995). The relationship between pronunciation and listening discrimination when Japanese natives are learning English. Journal of Applied Behavior Analysis, 28 (4), 577–578. https://doi.org/10.1901/jaba.1995.28-577

Sidman, M., & Tailby, W. (1982). Conditional discrimination vs. matching to sample: An expansion of the testing paradigm. Journal of the Experimental Analysis of Behavior, 37 (1), 5–22. https://doi.org/10.1901/jeab.1982.37-5

Skinner, B. F. (1957). Verbal behavior . East Norwalk: Appleton-Century-Crofts. https://doi.org/10.1037/11256-000

Book Google Scholar

Solares, L., & Fryling, M. J. (2019). Further evaluation of the stimulus pairing observation procedure with children with autism spectrum disorder. The Analysis of Verbal Behavior, 35 (1), 85–93. https://doi.org/10.1007/s40616-018-0101-6

Sundberg, M. L., & Michael, J. (2001). The benefits of Skinner’s analysis of verbal behavior for children with autism. Behavior Modification, 25 (5), 698–724. https://doi.org/10.1177/0145445501255003

United States Census (2013). Top languages other than English spoken in 1980 and changes in relative ranks, 1990–2010. https://www.census.gov/dataviz/visualizations/045/

Wang, Y., Kang, S., Ramirez, J., & Tarbox, J. (2019). Multilingual diversity in the field of applied behavior analysis and autism: A brief review and discussion of future directions. Behavior Analysis in Practice, 12 (4), 795–804. https://doi.org/10.1007/s40617-019-00382-1

Wu, W. L., Lechago, S. A., & Rettig, L. A. (2019). Comparing mand training and other instructional methods to teach a foreign language. Journal of Applied Behavior Analysis, 52 (3), 652–666. https://doi.org/10.1002/jaba.564

Download references

No funding was received to assist with the preparation of this manuscript.

Author information

Authors and affiliations.

The Chicago School of Professional Psychology, Chicago, USA

Randi Melvin-Brown, Amanda Mahoney & Jessica Fuller

Pontificia Universidad Javeriana, Bogotá, Colombia

Yors Garcia

University of Massachusetts at Lowell, Lowell, USA

Rocio Rosales

You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Randi Melvin-Brown .

Ethics declarations

Conflicts of interest.

The authors have no conflicts of interest to declare that are relevant to the content of this article.

Ethical Approval

The content of this literature review was not presented to or approved by an institutional review board. Approval was determined as unnecessary as the content of this document is based on previously published works and provides a review of the literature.

Informed Consent

No participants were involved across this literature review. No consent for participation or publication was necessary.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Melvin-Brown, R., Garcia, Y., Rosales, R. et al. A Review of Second Language Acquisition in Verbal Behavior Analysis. J Behav Educ 32 , 617–640 (2023). https://doi.org/10.1007/s10864-022-09471-8

Download citation

Accepted : 22 March 2022

Published : 13 April 2022

Issue Date : December 2023

DOI : https://doi.org/10.1007/s10864-022-09471-8

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

Second language acquisition
Derived relational responding
Emergent responding
Bilingualism
Cultural diversity
Find a journal
Publish with us
Track your research

A Literature Review of the Effect of Individual Differences on Second Language Acquisition

October 2023
International Journal of Linguistics Literature & Translation 6(10):01-06
6(10):01-06
This person is not on ResearchGate, or hasn't claimed this research yet.

Discover the world's research

25+ million members
160+ million publication pages
2.3+ billion citations

Ary Setya Budhi Ningrum

COMPUT EDUC

Shenghui Cindy Huang
Joshua K. Hartshorne
Joshua B. Tenenbaum
Steven Pinker
Recruit researchers
Join for free
Login Email Tip: Most researchers use their institutional email address as their ResearchGate login Password Forgot password? Keep me logged in Log in or Continue with Google Welcome back! Please log in. Email · Hint Tip: Most researchers use their institutional email address as their ResearchGate login Password Forgot password? Keep me logged in Log in or Continue with Google No account? Sign up