Building a unified model of the Optional Infinitive Stage: Simulating the cross-linguistic pattern of verb-marking error in typically developing children and children with Developmental Language Disorder

Abstract

Verb-marking errors are a characteristic feature of the speech of typically-developing (TD) children and are particularly prevalent in the speech of children with Developmental Language Disorder (DLD). However, both the pattern of verb-marking error in TD children and the pattern of verb-marking deficit in DLD vary across languages and interact with the semantic and syntactic properties of the language being learned. In this paper, we review work using a computational model called MOSAIC. We show how this work allows us to understand several features of the cross-linguistic data that are otherwise difficult to explain. We also show how discrepancies between the developmental data and the quantitative predictions generated by MOSAIC can be used to identify weaknesses in our current understanding and lead to further theory development; and how the resulting model (MOSAIC+) helps us understand differences in the cross-linguistic patterning of verb-marking errors in TD children and children with DLD.

Exploration of English teaching Strategy based on English linguistics theory

“…Teachers can arrange a number of inquiry type topics, and by the group discussion, analysis. For example, in the chapter of teaching language, the teacher can guide the students to analyze a dialogue in a film, and then ask them to collect, analyze, organize and discuss the data after class, and show the discussion results of the research group in class within a specified period [26] . It can be all group members or group representative; oral or written.…”