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

100%
Chejnová P.
Topics in Linguistics
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2015
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vol. 15
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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.
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Osvojování gramatických kategorií sloves u českého dítěte

84%
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)
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2016
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vol. 77
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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.
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