First, we have explained the theoretical background of the grammatical

property that we had to study: verbal inflection. We did not understand

properly what we needed to do, but we tried to improve our following
studies. After that, since the articles that we had to read dealt with past
tense, we decided to focus in past ed inflection, comparing past production
in English with other languages. Taking Paradis et als article as a base for
our expansion, we analysed several corpus in CHILDES to do further
research of past tense acquisition in monolinguals and bilinguals. We took
into account the production of regular and irregular verbs, whether they
were right or wrong and over-regularization mistakes. We faced several
problems here: data were scarce in some corpus and there was an
important inhomogeneity in the collected data so with the same method,
we decided to delimit our study to the comparison between English and
Italian monolingual children during different stages of their linguistic
development. We compared the production of an English monolingual child
to the production of several Italian monolingual children. Results pointed at
the increase of correctness with age. In the third comparative analysis, after
reading Cambrellis article we did another expansion of our study, still
focusing in past tense production. We came up with a task (to obtain
experimental data) to hand out to the participants of our study (L1
monolingual English control group, Spanish L2 learners of English at
University and Spanish L2 learners of English at high school the high
school participants were divided depending on they attended an English
language center besides of school or not). This connects with the AIM of our
study, which was to determine if there is an increase of proficiency in the
production of past tense in English in Spanish L2 learners of English taking
into account AGE and INSTRUCTION (input in an institutional context).
Results showed that AGE plays a relevant role in past production of Spanish
L2 learners of English, but also showed differences among the scores the
participants that attended extracurricular English classes. In that sense,
further research needs to be done in regard to the individual features of the
participants, which can explain those differences.
We can draw these conclusions from all our work: The results obtained in
our studies proved that errors in monolingual speakers decrease with age
and knowledge and that errors decrease in bilinguals earlier stages. The
articles have taught us that there are fewer mistakes in past tense
production in L2 learners when the L2 has similar properties to the L1. We
have also learnt that dominance interfere in past tense productions of
simultaneous bilinguals (L1+L1) and that L1 phonology and individual
features have an influence in past tense production in L2.