discussion of Adam (see discussion above). For example, copula forms are judged to be patterns due to very high learning performance, or the lack of a learning curve. Uguisu produced forms like "This is _______" accurately from the outset, while learning curves for other items (like the progressive and auxiliary morphemes) were gradual. Also, Uguisu overgeneralized the use of patterns, using patterns like "These are _____" in singular contexts much of the time. Another example is the do you phrase used as a question marker. Uguisu produced sentences like:

   What do you doing, boy?

These forms gradually gave way to correctly inflected forms for do.

In discussing why the child second language acquirer may use routines and patterns more than the first language acquirer, Hakuta emphasizes the older child's greater need to communicate: "... in the case of the second language learner, we would expect that, with advanced semantic development and yet no form with which to express such thoughts, the need to learn the various linguistic structures of the target language is especially acute." Until the structure of the language is acquired, it is conceivable, Hakuta suggests, that "the learner will employ a strategy which 'tunes in' on regular, patterned segments of speech, and employs them without knowledge of their underlying structure, but with the knowledge as to which particular situations call for what patterns. They may be thought of as props which temporarily give support until a firmer foundation is built..." (p. 288).

Synthesizing both Hatch and Hakuta, one may conclude that the child second language acquirer has both an increased need and ability to use routines and patterns. The child second language performer is placed in peer and school situations that demand linguistic interaction before competence is attained the "slow way", and the older child's advanced short-term memory allows him to pick up and retain the necessary formulas to facilitate interaction.

Another study which examines the use of routines and patterns in child second language acquisition is that of Wagner-Gough, (1975, see also Wagner-Gough and Hatch, 1975). Wagner-Gough noted that her subject Homer relied heavily on routines and patterns to communicate

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