Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 5

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  child language
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

Grammatical Functions of Verbs in Child Language

100%
Ivulāne B.
Ad verba liberorum
|
2011
|
vol. 3
|
issue 1
74-87
EN
The article explores the division of grammatical functions of verbs that, according to the author, is the most suitable for the general Latvian language system and illustrates this division with practical examples of language use. Respectively, all verbs are divided into two groups according to their grammatical functions - independent verbs and auxiliary verbs. All groups of verbs used with an auxiliary meaning are explored - auxiliary verbs, copulas and modal verbs. This division of verbs is based on the grammaticalization of the verbs, since, formerly, verbs, now used in auxiliary sense, were used in a substantive meaning and only gradually acquired their auxiliary meaning.The use of auxiliary verbs is a significant indicator of a grammatical system development of a language, therefore it also attracts the attention of child language researchers, as it allows exploring in what order and in what ways children acquire the corresponding meanings and functions of verbs. The aim of this study is to, within limitations, explore the grammatical functions of verbs used in child language and the order of their acquisition, to analyze peculiar constructions that are formed with auxiliary verbs, as well as to detect problems that should be prevented prior to further research. One of the main problems is the limited child language material available for this study. In order to objectively judge about the ways the grammatical system develops in child language, one should first conduct full research on language of several children, as this is the only way to observe the order and ways in which certain forms and constructions emerge in child language.Child language has the same division of grammatical functions of verbs as general language. By studying the acquisition sequence of various grammatical functions in child language, it may be concluded that independent verbs are the first to appear in child language. Children start using auxiliary verbs later - initially they use the verbs with an auxiliary meaning that are the most common in the language of their parents and in the most common constructions. The order of their appearance is as follows: copula būt (to be), modifiers gribēt, varēt (want, can), auxiliary verb būt (to be) (initially present perfect forms of the indicative mood, the rest of the forms emerge significantly later). Constructions with auxiliary verbs that are not characteristic to general language are also common in child language. Such constructions are formed at the beginning stages of auxiliary verb application, before the grammatical function system of verbs is fully understood.
2

Children's Errors in the Perception of Casual Conversation

88%
Bonda D.
Ad verba liberorum
|
2010
|
vol. 2
|
issue 1
4-10
EN
Slips of the ear or misperceptions occur when what a listener hears does not correspond to what a speaker has said. Adult misperceptions have provided information about the ways listeners use linguistic knowledge in understanding spoken language.The goal of the investigation is to examine children's slips of the ear, as a source of information about perception when knowledge of language is still developing.This report is based on over 1000 examples of slips of the ear occurring in casual conversation. The majority of slips have been contributed by interested friends, students and colleagues. The collection includes more than 100 perceptual errors for which children have been the listeners.Children's misperceptions resemble adult misperceptions, suggesting that children employ the same strategies and sources of information as adults do. However, children's misperceptions also suggest that they are operating with incomplete linguistic knowledge.
3

Development of directives in child language: A case study of Czech

75%
Chejnová P.
Topics in Linguistics
|
2015
|
vol. 15
|
issue 1
EN
In this article, the longitudinal development of directives in first-language acquisition is described, and examples of the development of directive speech acts in one Czech child from the ages of 2.8 to 4.1 are included. The results show that the child acquires communicative strategies gradually and that he usually prefers one concrete strategy initially, which is later replaced by a new strategy corresponding with the acquisition of morphological categories. The child’s grammatical development is divided into two stages: the stage of protomorphology, when the child acquires basic morphological categories, and the stage of morphology proper / modular morphology, when the child uses a variety of grammatical means. In the stage of morphology proper, pragmatic factors become more influential as the child is no longer limited by a lack of grammatical competence.
4
Content available remote

Osvojování gramatických kategorií sloves u českého dítěte

63%
Chejnová P.
Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)
|
2016
|
vol. 77
|
issue 3
185-201
EN
The article presents a description of the acquisition of verbal grammatical categories in a monolingual Czech-speaking boy living in Prague. The author uses diary data for the pre-morphological stage and a corpus of transcriptions of audio recordings from ages 2.8 to 3.6 which covers the stage of protomorphology. In the pre-morphological stage, words are rote-learned and usually occur in one form per lemma. The protomorphological stage manifests itself through the emergence of grammatical oppositions. The occurrence of miniparadigms and the gradual development of grammatical forms are documented. First the child produces only a limited number of forms, and the 3rd person singular present tense functions as a base form. Then the 1st person singular and plural appear. In parallel, the child learns to use tenses – present tense prevails for imperfective verbs, future tense and past participles for perfective verbs. The directive function is expressed by infinitives before the imperative is acquired. The conditional and passives are acquired at the end of the protomorphological phase. The author argues that the main principle of acquisition is the pragmatic principle: a child acquires what he or she needs to express. The frequency of verbal means in input and their complexity also influence the sequence of acquisition.
5
Publication available in full text mode
Content available

Negation in Early Child Communication (Remarks on Linguistic Analysis)

51%
Saicová Římalová L.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
|
2013
|
vol. 4
|
issue 2
7-18
EN
This paper analyses broadly defined negation in early child communication. It offers a semantically‑based linguistic analysis that studies the interaction between the child and other people (mostly his or her carers). The paper defines negation, discusses the contexts in which it is expressed, and analyses both verbal and nonverbal means of its expression. It observes various facets of negation and the relationship between the different means of expressing it. The analysis is based on a case study of negation in the speech of a Czech‑ speaking boy during his “one‑word” period, that is, from approximately 12 to 18 months of his age. Both verbal and nonverbal means of expression are studied, but attention is focused on verbal means of expression, such as ne (‘no’), ne ne, and není (‘it/there is not’ etc.), that form a specific system. During the studied period, ne is used to express protest or rejection, ne ne is connected with meanings such as ‘dangerous’ or ‘undesirable’, and není refers to changes of state or perception. The analysis is a part of wider longitudinal research in the language production of Czech‑ speaking children that uses video recordings of the interaction between the child and his or her carers in a natural environment, in some cases combined with a parental diary; the methodology of the video data collection is analogous to that used by a Slovak research group led by D. Slančová.
CS
Studie je věnována široce vymezené negaci v rané dětské komunikaci. Nabízí sémanticky založenou lingvistickou analýzu interakce mezi dítětem a lidmi v jeho blízkosti, především rodiči. Příspěvek definuje negaci, zabývá se kontexty, v nichž se negace objevuje, a analyzuje verbální i neverbální prostředky jejího vyjádření. Sleduje rovněž rozmanité významové odstíny negace a vztahy mezi různými prostředky jejich vyjádření. Analýza je založena na případové studii negace v projevech česky hovořícího chlapce z tzv. jednoslovného období, tj. přibližně od 12 do 18 měsíců jeho věku. Představuje užívané verbální a neverbální prostředky vyjadřující negaci a soustřeďuje se na prostředky verbální, zejm. ne, ne ne, není, které vytvářejí specifický systém: V analyzovaném období je ne užíváno k vyjádření protestu nebo odmítnutí, ne ne je spojeno s významy jako ‚nebezpečný‘, ‚nežádoucí‘ a není se vztahuje ke změnám stavu nebo smyslových vjemů. Příspěvek je součástí rozsáhlejšího longitudinálního výzkumu jazykových projevů česky hovořících dětí, který využívá videonahrávek interakce mezi dítětem a jemu blízkými osobami v přirozeném prostředí; v některých případech jsou videonahrávky kombinovány s deníkovými záznamy. Metodologie sběru videonahrávek je analogická metodologii užívané slovenskou výzkumnou skupinou vedenou D. Slančovou.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.