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Seminar paper from the year 2014 in the subject English Language and Literature Studies - Linguistics, grade: 2,0, Johannes Gutenberg University Mainz (Department of English and Linguistics), course: Linguistics: Morphology, language: English, abstract: Although the English language consists of only little verbal morphology nowadays, the development of morphological first language acquisition of growing children is critically discussed. Specialists argue whether one can say that there is a clear development which appears during the same stages of different children. This paper will shed light on morphological aspects, especially on verbal and nominal morphological developments. The examined approaches are of English-speaking children. However, the primarily involved morphological phenomenon is contemporary over- and undermarking, as well as over regularizations. To begin with, general errors in morphological language acquisition will be displayed, followed by a concrete example of the child Nina from the CHILDES Database of the Suppes corpus. In order of being more comparative, some examples of the Brown study will be given. In the second part, the results of the children acquiring English in my own observation study will be discussed and compared to the results given. All these examples and comparisons of the first language acquisition of English-speaking children will lead to questioning, if different children acquire language during the same period of time and if they pass through equal stages on their way to an "own" and independent adult language.
The crosslinguistic studies of the early developmental stages of number, case, and gender in twelve typologically different languages with eight genetic affiliations follow a functional-constructivist approach. Some issues addressed are mean size of paradigms, percentage of base forms, and productivity. One of the main findings is that the typological characteristics of the language acquired influence the process of inflectional development.
This book deals with the emergence of nominal morphology from a cross-linguistic perspective and is closely related to Development of Verb Inflection in First Language Acquisition (ed. by D. Bittner, W. U. Dressler, M. Kilani-Schoch) both methodologically and theoretically. Each of the fourteen contributions studies the early development of the fundamental inflectionally expressed categories of the noun (number, case, gender) in one of the languages belonging to different morphological types (isolating, fusional-inflecting, agglutinating, root inflecting) and families (Germanic, Romance, Slavic/Baltic, Greek, Finnic, Turc, Semitic, Indian American). The analyses are based on parallel longitudinal observations of children in their second and early third year of life as well as their input. The focus lies on the transition from a pre-morphological to a proto-morphological stage in which grammatical oppositions and so-called "mini-paradigms" begin to develop. The point at which children start to discover the morphological structure of their language and the speed with which they develop inflectional distinctions of lexical items has been found to be dependent on the morphological richness of the input language on the paradigmatic as well as the syntagmatic axis of linguistic structure. The findings are interpreted within non-nativist theoretical frameworks (Natural Morphology, Usage-based theories).
The papers comprising this volume focus on a broad range of acquisition phenomena (subject dislocation, structural case, word order, determiners, pronouns, quantifiers and logical words) from different languages and language combinations. These include languages with large numbers of speakers (French, German, Spanish) and less frequently spoken ones (Norwegian, Russian, Swiss-German, Hebrew, Basque and Serbo-Croatian) within different language acquisition scenarios and a wide range of populations. Most contributions adopt a common theoretical background within the generative approach with the aim to advance, discuss and critically analyse other research on first, bilingual and language impaired acquisition. The various sections of this stimulating volume reflect different theoretical and methodological perspectives of current research investigating morphology and syntax and offer diverging interpretations.
This volume aims to provide a broad view of second language acquisition, from initial to final stages. It does this within a comparative perspective that addresses results concerning adult and child learners across a variety of source and target languages, in order to assess the relative weight of cognitive and typological determinants during language learning.
This is the first book on the acquisition of the German case system by foreign language learners. It explores how learners in their interlanguage progress from the total absence to the presence of a case system. This development is characterized by an evolvement from marking the argument’s position to marking the argument’s actual function. Theoretically couched within Processability Theory, the book deals with the feature unification and the mapping processes involved in case marking, and critically examines previous findings on German case acquisition. Empirically, the book consists of longitudinal data of 11 foreign language learners of German, which was collected over a period of 2 years. This book will be useful to anyone interested in the acquisition of German and in the acquisition of case systems in general.
The goal of the volume is to shed fresh light on Modern Hebrew from perspectives aimed at readers interested in the domains of general linguistics, typology, and Semitic studies. Starting with chapters that provide background information on the evolution and sociolinguistic setting of the language, the bulk of the book is devoted to usage-based studies of the morphology, lexicon, and syntax of current Hebrew. Based primarily on original analyses of authentic spoken and online materials, these studies reflect varied theoretical frames-of-reference that are largely model-neutral in approach. To this end, the book presents a functionally motivated, dynamic approach to actual usage, rather than providing strictly structuralist or formal characterizations of particular linguistic systems. Such a perspective is particularly important in the case of a language undergoing accelerated processes of change, in which the gap between prescriptive dictates of the Hebrew Language Establishment and the actual usage of educated, literate but non-expert speaker-writers of current Hebrew is constantly on the rise.
This volume demonstrates how literacy is more than learning to read and write. Literacy creates communities, organizes personal and social lives, makes possible civil society and the rule of law, and underwrites the commitment of both modern and developing societies to universal education and ever higher levels of literate competence. Everything that is involved in being and becoming literate is the concern of this interdisciplinary group of distinguished scholars.
This book offers the first systematic study of the early phases in the acquisition of derivational morphology from a cross-linguistic and typological perspective. It presents ten empirical longitudinal studies in genealogically and typologically diverse languages (Indo-European, Finno-Ugric, Altaic) with different degrees of derivational complexity. Data collection, analysis and systematic comparison between child speech and parental child-directed speech are strictly parallel across the chapters. In order to identify the productivity of a derivational pattern, signalling the crucial developmental stage in its acquisition, the concept of the mini-paradigm criterion was applied. Similar developmental processes can be observed in all children, independent of the language they acquire, but the children’s courses of development also show obvious typological differences. This points towards an important impact of the structural properties of the specific language on emergence, use and the early course of development of derivational patterns.
Grammaticalization and lexicalization are at the heart of first language acquisition. Understanding how these processes begin and evolve is a major challenge for current theories and has implications for applications in teaching or clinical contexts. This volume examines the relative weight of cognitive and linguistic determinants of acquisition with particular attention to two questions. The first one concerns the origins of grammar and the processes underlying its development. Is grammatical knowledge innate or constructed by the child? Is it modular or does it interact with other capacities? How can we account for continuity and discontinuity in development? What is the role of input? Second, considerable variation is observed in lexical and grammatical development across child languages. Is the process of acquisition similar in all children or do language-specific factors impact its rhythm and course? Do typological factors determine children’s reliance on lexical or grammatical means of expression in some domains? Originally published in Language, Interaction and Acquisition - Langage, Interaction et Acquisition 2:1 (2011).