Exposure and feedback in language acquisition: adult construals of children's early verb-form use in Hebrew

Lustigman, Lyle; Clark, Eve V.

doi:10.1017/s0305000918000405

Cited by 8 publications

(4 citation statements)

References 45 publications

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“…As mentioned in (2d) above, analyses also included adult uses that followed children’s productions, in the form of affirmation and/or expansion of the child’s uses. This analysis allowed for coverage of all adult uses of roce, carix , and yaxol in child-directed speech, and provided further support to the trends found in previous studies on other grammatical domains regarding the extensive feedback children receive from their adult interlocutors on their productions (Clark & de Marneffe, 2012; Lustigman & Clark, 2019). Figure 10 shows that the percentage of affirmations and expansions following the child’s production (see (2d) above for examples from the database) out of the total adult usages also shows an increase between the third and fourth time interval.…”

Section: Resultssupporting

confidence: 67%

“…The third trend was the increase in adult expansion/repetition of the children’s productions of these verbs, showing that the rates of adult expansion of children’s productions increase when children produce more extended predicates. These three concurrent trends complement each other in providing a comprehensive picture of the role of conversational interaction in promoting language acquisition in modeling, prompting, and providing feedback on children’s productions, respectively (Chouinard & Clark, 2003; Clark & de Marneffe, 2012; Lustigman & Clark, 2019).…”

Section: Discussionmentioning

confidence: 86%

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The emergence and development of complex predicates in early child Hebrew

Lustigman

2020

First Language

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The present study examines the development of the earliest type of complex predicates to emerge in child Hebrew – extended predicate constructions. These constructions take the form of a modal/aspectual operator followed by an infinitival verb form (e.g., roce lesaxek ‘want to.play’), and since they serve various discursive functions (e.g., intent, desire, request), their use marks a significant development in toddlers’ cognitive, linguistic, and conversational abilities. Focus here is on the three most common modal operators used in extended predicates in early child Hebrew: roce ‘want’, yaxol ‘can’, and carix ‘need/have.to’. Analyses cover all uses of these three predicates by both children and adults, in longitudinal weekly-recorded speech samples from three Hebrew-acquiring children, starting with the earliest verb forms produced by each child and lasting for a period of over a year (age range: 1;3–2;5). Findings show the following developmental trends: (a) roce ‘want’ emerges the earliest and continues to be the most frequent of the three predicates throughout the year; (b) children favor using roce, yaxol, and carix as main predicates before they start integrating them in extended-predicate contexts; (c) early adult uses of extended predicates in child-directed speech are almost exclusively in the form of Yes/No verification questions (e.g., ata roce laševet? ‘you want to.sit?’); and (d) as children gradually use more extended predicates, adults gradually use fewer Yes/No verification questions, and more prompts that elicit information from the children (e.g., ma ata roce la’asot? ‘what (do) you want to.do?’) while also expanding more on the children’s productions. These concurrent trends show that such complex predicates develop in a piecemeal fashion, promoted by both the gradually evolving relations between children’s linguistic productions and their discursive functions, and the supportive contexts provided by their adult interlocutors.

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Section: Resultssupporting

confidence: 67%

Section: Discussionmentioning

confidence: 86%

The emergence and development of complex predicates in early child Hebrew

Lustigman

2020

First Language

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“…Finally, the current analysis was only based on children learning English. Evidence suggests that communicative feedback signals such as clarification requests Lustigman & Clark, 2019;Ochs & Schieffelin, 1984) and acknowledgements (Cutrone, 2005;Liesenfeld & Dingemanse, 2022;Maynard, 1990) are universally used in human conversations, and can therefore be leveraged by children from different languages and cultures. Future work is required to investigate this hypothesis.…”

Section: Discussionmentioning

confidence: 99%

Communicative Feedback in Response to Children’s Grammatical Errors

Nikolaus¹,

Prévot²,

Fourtassi³

2023

Preprint

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Children learning their mother tongue engage in interactive communication starting from the early stages of their development.In a large-scale study of transcribed child-caregiver conversations, we investigated the role of Communicative Feedback in response to children's grammatical errors.We found evidence for both positive and negative feedback signals that are useful for learning the grammar of one's native language: Caregivers are more likely to provide acknowledgments if an utterance is grammatical, and they are more likely to ask for clarification if an utterance is ungrammatical.Further, we investigate how children react in response to negative communicative feedback signals and find evidence that grammaticality is improved in direct follow-ups to negative feedback signals.This study provides the largest and most comprehensive evidence supporting the presence and effectiveness of communicative feedback signals in grammar learning, broadening the literature on communicative feedback in language acquisition more generally.

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“…Several other studies explored the ways that children perceive and react to clarification requests at different stages of development (e.g., Anselmi et al, 1986;Bosco et al, 2006;Brinton et al, 1986;Carmiol et al, 2018; E. V. Clark & de Marneffe, 2012;Corrin, 2010;Forrester & Cherington, 2009;Gallagher, 1981;Lustigman & Clark, 2019;Wilcox & Webster, 1980). We refer readers to E. V. Clark (2020) for a more comprehensive overview on the role of clarification requests for language acquisition.…”

Section: Communicative Feedbackmentioning

confidence: 99%