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

Results found: 15

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  first language acquisition
help Sort By:

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

Grammar Errors in Acquiring Russian As a First and a Second Language

100%
Ceytlin S.
Ad verba liberorum
|
2009
|
vol. 1
|
issue 1
4-10
EN
Introduction It is intriguing how young children acquiring their native language can often master things that are beyond the power of people learning the very same language as adults.Thus, for instance, it is usually quite difficult for learners of Russian as a second language to master the cases of nouns or aspects of the verb. Yet Russian babies acquire those categories with no special trouble. I select these categories, the noun cases and verbal aspects, as mastered by Russian babies and foreign speakers, for the purposes of this presentation. By analyzing the errors made by these groups of learners I intend to get to their cause and to see if the strategies of mastering Russian morphology are the same in acquiring Russian as the native language or as the second language.Aim of the study - to compare grammar errors in the speech of children acquiring Russian as the first language and in the speech of Azerbaijani speakers acquiring Russian as the second language.Materials and methods - the data I have collected consist of the samples from spontaneous speech or narratives from 10 Russian children aged 2 to 4 and two groups of Azerbaijani speakers, children aged 6 to 9, and adults.Results and conclusions In language learning, should it be the first or the second language, mastering of the morphological categories requires linking the form and the content, the so-called form-functional mapping. A native speaking child finds the process easier due to a number of factors: (1) the language input is specific and aimed at the child's level of understanding; (2) the situations described by the statements are simple and observable; (3) as the language system is forming parallel to the cognitive one, knowledge of the world around goes hand in hand with mastering of the language units and categories, and the situation is ideal for establishing a strong tie between the form and the function.
2

Emergence of Case Meanings in Russian - Empirical Evidence from One Month, from One Child

100%
Gagarina N., Eliseeva M.
Ad verba liberorum
|
2009
|
vol. 1
|
issue 1
40-47
EN
Introduction The article presents emergence of case marking on nouns and development of case meanings within one month in the acquisition of Russian. For this purpose density recordings of 1;9 were extracted from longitudinal data of Liza E. As revealed by the analysis, within less than one month the inflections of all cases occur in singular. Data show that the emergence of case marking and case meanings take place parallel to a continuous use of one-word utterances. Rich inflectional morphology (being combined with sufficient lexicon) compensates for the poverty of argument structure and the complexity of an utterance. The child does not need several components in the utterance to make it clear.Aim of the study Beyond a descriptive goal, this study aims at tracing order of the emergence of case meanings at age 1;09 with one child. At the same time it gives brief information about the early lexicon, number of components of utterances and lexical spurt in nouns and case meanings around age 1;09.Materials and methods Longitudinal videotaped recordings of Liza E. at the age of one month were used. All density recordings from 1;09 were divided according to the equal intervals, so that the occurrence of all case forms and meanings during 27 days was traced.Results The data provide evidence for the emergence of all case forms and a broad range of case meanings within approx. one month. This intensive increase within a relatively short period of time can be called an inflectional spurt in noun case inflection and case meanings. Earlier, at 1;08, a vocabulary spurt in Liza was documented. The intensive development in the domain of the lexicon and noun morphology around 1;09 was not documented for syntax: the number of utterance components stayed at the level of one or two words. Thus, our empirical data do not corroborate the co-development hypothesis of Rispoli (1999), who proposes co-development of case marking and agreement of subjects with verbs.The order of the emergence of cases is NOM, ACC, LOC, GEN, DAT, and INST. These case meanings occur gradually, despite the restricted interval between their first occurrences.Conclusions Our empirical data do not corroborate the co-development hypothesis of Rispoli (1999), who proposes the co-development of case marking and agreement of subjects with verbs. We presented only the initial occurrences of case meanings and did not treat the contrastive case oppositions, so the question about factors determining the acquisition of a given form or category stays beyond the scope of the present article. The order of occurrence of case forms and meanings in general does corroborate previous findings on the acquisition of cases in other languages (see, for example (Szagun 2004; Tracy 1986; Voeikova, Dressler 2002)).
3

Pronouns in Estonian Child Language

100%
Vija M., Pajusalu R.
Ad verba liberorum
|
2009
|
vol. 1
|
issue 1
23-31
EN
Pronouns are words that fall on the boundaries of vocabulary and grammar. They possess several distinctive characteristics that are important for language acquisition. First, since the referent of a pronoun only becomes apparent in context, the interpretation of pronouns requires a specific kind of information. In order to understand to whom I, you or this refer, we need to know the whole communicative situation. This fact should still not complicate language acquisition too much, because the child's language development starts with ‘here and now’. Yet, the acquisition of a pragmatico-grammatical complex of pronouns is bound to take time due to the variety of pronoun functions involved. On the one hand, the referents of pronouns (especially those of speech act pronouns mina ‘I’ and sina ‘you:2SG’) change constantly, making an exact repetition of what an adult said, in most cases, impossible for the child. On the other hand, the areas of use of certain pronouns (e.g., those expressing definiteness) require the mastery of narrative principles. There are also studies that show that the acquisition of pronouns after the critical age is especially difficult or even impossible (see the discussion of Genie's case in Lust 2006: 95).This article gives an analysis of the acquisition of Estonian personal and demonstrative pronouns. In Estonian, similarly to many other languages, a group of frequently used pronouns functions as a device for minimal reference and for determining noun phrases for referential needs of ongoing discourse. The group consists of different types of pronouns: personal (mina, sina, tema, meie, teie, nemad), demonstrative (see), possessive (oma), and quantificational (üks, mingi). In addition, there are also some adverbs used for deictic reference, for example those of spatial reference (siin ‘here’, seal ‘there’, etc.). Some of these pro-words are typically used in deictic contexts and refer to entities present in the physical context (1 and 2sg personal pronouns and demonstratives); others refer primarily anaphorically (3rd person pronoun and demonstratives), and typically have an antecedent in the ongoing discourse. The same pronouns (except personal) can function as determiners very much like articles in Indo-European languages. Thus, we can see a group of core prowords that are frequent and have different functions. An overview of these devices of pronominal reference is given in Pajusalu (in press).
4

Pointing and Self-reference in French and French Sign Language

100%
Morgenstern A., Caët S., Limousin F.
Open Linguistics
|
2016
|
vol. 2
|
issue 1
EN
The aim of this paper is to conduct an exploratory study and compare the development of pointing and its specific use as self-reference in French sign language (LSF) with the development of pointing and self reference in French. Personal reference is expressed through nominal expressions and pronouns in French. In LSF, the signs used for personal reference have the same form as pointing gestures, which are present in children’s communication system from the age of 10-11 months (Bates et. al 1977, Clark 1978). Continuity between pointing gestures and signs is questioned by Bellugi & Klima (1981) and Petitto (1986), who indicate that signing children’s pre-linguistic pointing gestures are different from signs and correspond to two distinct categories: indexical and symbolic. We present arguments for a continuity hypothesis between pointing gestures and signs. We coded two longitudinal datasets of a French-speaking child and a French Sign Language signing child aged seven months to three years, filmed at home with their mothers once a month. Our analyses enabled us to underline the continuity between the deaf child’s pointing gestures and their incorporation as markers of personal reference into the child’s sign language system.
5

DIE STADIEN IM ERWERB DES MORPHOSYNTAKTISCHEN REGELSYSTEMS IN DER ERSTSPRACHE

100%
Czarnecka M.
Germanica Wratislaviensia
|
2010
|
vol. 131
159-167
EN
In the process of first language acquisition children select the data from the environment. Important principles are those of pattern selection (the child selects some forms in some contexts due to token frequency and saliency) and of self-organization (the child does not merely imitate input elements but constructs their patterns in reaction to the intake). This paper shows the development of the first language morphosyntactic system; focus will be laid on the constructive character of language acquisition.
6
Content available remote

First and second language acquisition: Towards a reconcillation

100%
Nau N.
Lingua Posnaniensis
|
2015
|
vol. 56
|
issue 1
125-140
EN
For the past two decades, research on first language acquisition on the one side, and on second language acquisition and learning on the other have largely developed separately, probably as a reaction to the failure of earlier attempts to use the same methods or simply transfer insights gained in one of the fields to the other. T his article argues that a reconciliation may be fruitful, provided that different aspects which have often got blurred in the discussion are considered separately. These aspects include the assessment of multilingualism and monolingualism, the age factor and the definition of “first” and “second” language, the understanding of linguistic competence and of completeness of acquisition, different forms of acquisition and learning, and uniformity vs. individual differences in the process of language acquisition. By challenging some widely held views on characteristics of first language acquisition and its differences to second language learning, more fine-grained research questions are revealed, some of which have been addressed in recent studies on language acquisition and multilingualism
7

Prefix po- in acquisition from a cognitive linguistic perspective

88%
Łozińska J.
Prace Językoznawcze
|
2016
|
issue 18/1
103–109
PL
Niniejszy artykuł przedstawia analizę rozwoju mowy dziecka zaczynającą się od powtarzania utartych zwrotów do tworzenia abstrakcyjnych schematów pozwalających na formułowanie własnych ,niezasłyszanych wcześniej wypowiedzi. Analiza oparta jest na bogatym korpusie danych jednego polskojęzycznego dziecka. Badania zaprezentowane w artykule potwierdzają hipotezy wywodzące się z założeń językoznawstwa kognitywnego dotyczące charakteru procesu uczenia się pierwszego języka. Hipotezy te dotyczą przede wszystkim stosunkowo długiego okresu polegania wyłącznie na schematach niższego rzędu oraz braku momentu wyraźnego postępu w rozwoju mowy dziecka, który wskazywałby na opanowanie konkretnej reguły gramatycznej
8
Content available remote

Interaction between input frequency, transparency and productivity in acquisition of noun plural inflection in Danish

88%
Kjærbæk L., Basbøll H.
Poznań Studies in Contemporary Linguistics
|
2016
|
vol. 52
|
issue 4
663-686
EN
Acquisition of the Danish noun plural system is interesting in regard to testing hypotheses on input frequency effects: whereas English is characterized by having one default inflectional marker for a grammatical category (e.g. the plural suffix -s) and a minor number of exceptions to this default rule, Danish has several competing inflectional markers. Furthermore, there are important interactions between phonology and morphology in the Danish system (Basbøll et al. (2011)). In the present study we test theses on input frequency effects in a phonological perspective and explore the impact of phonetics on grammar. This will be done in three types of empirical data from monolingual Danish children: Naturalistic child directed speech and child speech from six children aged 0;10–3;11; Structured interviews with 80 children aged 3–9 years; Experimental data from 160 children aged 3–10 years. We present a scale with three degrees of transparency of the plural stem and of the plural suffix as well as a more differentiated scale of transparency of the Danish plural markers. We furthermore present a scale with three degrees of productivity, and analyze the relation between acquisition rate and degree of transparency as well as degree of productivity.
9

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.
10
Content available remote

Identifikace konstituentů kompozit u předškolních dětí:

63%
Kadlecová A., Nagy M., Mertins B., Donevska S.
Naše řeč (Our Speech)
|
2014
|
vol. 97
|
issue 3
146-163
EN
The paper presents research concerned with the ability of children to identify Czech compound constituents and the factors affecting this ability. It focuses on the constituent family size effect, i.e. the number of compounds sharing the constituent (type frequency), and it also compares the results with an English study by Krott and Nicoladis (2005). Unlike the English study, the Czech data do not confirm the family size effect on the child’s success during the identification. The primary factor seems to be the knowledge of the motivating word. Our paper discusses differences in Czech and English compounding and points out some problems of the reliability of the results achieved using a child-questionning method (“Why do we call a merry-go-round a merry-go-round?”).
11
Publication available in full text mode
Content available

Baterie sémantických rysů: data získaná od dětí z třetích tříd základních škol — zpráva z pilotního sběru dat

63%
Konečná K., Lucie V.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
|
2016
|
vol. 7
|
issue 2
48-71
EN
The present text is focused on the pilot data collection which is the first part of the research on language acquisition in children. This acquisition research is aimed especially at semantic feature production and the acquisition of depth of meaning. The goal of the research is to collect a substantial amount of data to create a battery of semantic features in children. This battery is to become a tool for examining children’s vocabulary. The test group consists of children aged eight to nine. In a pilot data collection, children’s preferences for linear or nonlinear record of semantic features were tested. The second form (which is nonlinear and requires children to write semantic features in columns) is widely used in both Czech and foreign research environments. Three approaches to the data collection were tested. For the purpose of our research, some specific code rules were devised and designed to register the semantic information obtained. Some statistical calculations were made as well, which allows to create a notion about feature representations and also about relations between features and concepts.
12

Specyficzne problemy związane z realizacją spółgłosek w rozwoju mowy dziecka

63%
Osowicka-Kondratowicz M.
Prace Językoznawcze
|
2013
|
issue 15/2
55-68
EN
The paper presents a few observations concerning the pronunciation of the prepalatal consonants by pre-school and school children (between 6 and 8 years old). It was found that the realization of the sounds in question is unstable in children’s speech. Both: palatal and palatalized pronunciations of the phonemes /ś ź ć/ were noticed.
13

Jeszcze o rozwoju mowy dziecka w kontekście interpretacji fonologicznej zjawisk fonetycznych współczesnej polszczyzny

51%
Osowicka-Kondratowicz M.
Prace Językoznawcze
|
2014
|
issue 16/3
53-61
EN
The paper presents a few observations concerning the development of child’s speech in the context of phonetic realization and phonological status of the so called soft counterparts of the velar stops in such words as: kiedy, kieszeń, węgiel, ogień in the Standard Polish. Generally speaking, collected data are ambiguous.
14
Publication available in full text mode
Content available

Lingwistyczne podstawy uczenia języków obcych na etapie przedszkolnym

51%
Olpińska-Szkiełko M.
Linguodidactica
|
2015
|
vol. 19
PL
Z chwilą wejścia w życie nowej podstawy programowej wychowania przedszkolnego, nauczenie pierwszego języka obcego na etapie przedszkolnym – będzie to zapewne w większości przypadków język angielski – stanie się obowiązkowe i powszechne. Z tego względu opracowanie podstaw dydaktyki języka obcego na tym etapie edukacyjnym, podobnie jak opracowanie ram programowych kształcenia nauczycieli oraz przygotowanie odpowiednich materiałów dydaktycznych, stanowi palącą potrzebę. W moim przekonaniu nie wystarczy bowiem „przenieść” zasad metodyki nauczania języka obcego na etapie wczesnoszkolnym (klasy 1-3) do przedszkola lub też „dopasować” te zasady do specyfiki edukacji przedszkolnej poprzez uproszczenie lub/i ograniczenie oferty językowej. Dydaktyka językowa na etapie przedszkolnym musi uwzględniać fakt, iż różnice w poziomie rozwoju językowego (w języku ojczystym), poznawczego, emocjonalnego czy społecznego pomiędzy dziećmi w wieku przedszkolnym i wczesnoszkolnym są zasadnicze. Z jednej strony dzieci w wieku przedszkolnym nie rozwinęły jeszcze wielu umiejętności, jakie w coraz większym stopniu posiadają dzieci w wieku szkolnym, z drugiej strony wiek przedszkolny (3-5 lat) to etap bardzo intensywnego rozwoju językowego, tzw. okres szczególnej wrażliwości językowej, w którym dzieci do nauki drugiego języka mogą jeszcze stosować strategie, które pozwalają im na skuteczne opanowanie języka pierwszego. Współczesny stan badań lingwistycznych, w szczególności badań nad procesami akwizycji pierwszego języka oraz drugiego języka w warunkach naturalnych, a także badań glottodydaktycznych, pozwala na sformułowanie wniosków i postulatów dotyczących zasad dydaktycznych nauczania języków obcych na etapie przedszkolnym. Ich prezentacja jest celem mojego artykułu.
EN
The article deals with the implications of the linguistic study of the first language acquisition, bilingualism and bilingual education in second/foreign language teaching in the earliest educational stage i.e. in pre-school children. The article touches upon the didactic and methodological problems of language teaching at that level. English teaching materials for young learners are analyzed and compared with Polish integrated learning materials. The analysis results in some conclusions for the didactic process. In the context of the theoretical issues, some principles for the composing of didactic materials, teaching forms and activities, adequate tasks and contents of a language lesson are described.
15

Dane z rozwoju mowy dziecka oraz terapii logopedycznej w interpretacji fonologicznej zjawisk fonetycznych współczesnej polszczyzny

51%
Osowicka-Kondratowicz M.
Prace Językoznawcze
|
2014
|
issue 16/2
53-62
EN
The paper presents few observations concerning the development of child’s speech and speech therapy in the context of phonetic realization and phonological status of the so called soft labial consonants in such words as: pies, biały, miasto in the Standard Polish. Generally speaking, collected data proves that the segment [j] is an importand component of the phonemic representation of the analyzed words.
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.