Lexical Learning in Early Syntactic Development

Clahsen, Harald; Eisenbeiß, Sonja; Penke, Martina

doi:10.1075/lald.14.08cla

Cited by 110 publications

(51 citation statements)

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“…Der Erwerb der Satzstruktur ist im Erstspracherwerb eng mit dem Erwerb der SVK verbunden (Clahsen 1988;Clahsen/Penke 1992;Clahsen/Eisenbeiß/Penke 1996). Stehen vor dem Erwerb der SVK vor allem Verbelemente, die aus funktional-semantischen Gründen (wie Modalverben oder die Kopula) oder solche, die aus morphologischen Gründen (wie Verbformen auf -t) als finit klassifiziert werden, in der Verbzweitposition im Hauptsatz, werden mit dem Erwerb der SVK alle flektierten Verben eindeutig zu finiten bzw.…”

Section: Der Erwerb Der Satzstrukturunclassified

Zum Erwerb der deutschen Grammatik bei frühsequentiell zweisprachigen Kindern mit Türkisch als Erstsprache – Ergebnisse aus einem Forschungsprojekt

Rothweiler¹

2016

Diskurs

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Section: Der Erwerb Der Satzstrukturunclassified

Zum Erwerb der deutschen Grammatik bei frühsequentiell zweisprachigen Kindern mit Türkisch als Erstsprache – Ergebnisse aus einem Forschungsprojekt

Rothweiler¹

2016

Diskurs

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“…For example, some scholars have argued that V2 word order is the result of the emergence of functional syntactic structure (I-and C-domain) in child grammars and of the mastery of verbal morphology (see e.g. Platzack 1990;Radford 1990;Clahsen 1990Clahsen /1991Guilfoyle & Noonan 1992;Clahsen et al 1996). Clahsen & Penke (1992) found that the use of V2 among German-speaking children increased from 40% to 90% when children had acquired the subject-verb agreement paradigm.…”

Section: Acquisition Background: Verb Second In Child Languagementioning

confidence: 99%

Moving in small steps towards verb second: A case study

Waldmann¹

2011

Nord J Linguist

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This paper examines rule-based learning and item-based learning in relation to a Swedish child's acquisition of verb second in main clauses. While rule-based accounts assert that young children have access to syntactic structure and acquire a rule of generalized verb second, item-based accounts claim that young children are reproducing frequent word combinations in the input. The paper provides new and important data from one Swedish child, concluding that the acquisition of verb second is the result of rule-based learning.

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“…For regular inflection, Brown showed the regular past (-ed) reaching 90% (of obligatory contexts) slightly before the third person singular present suffix (-s), although de Villiers and de Villiers found them to be acquired at the same time. Research on the acquisition of German (Clahsen (1990), Clahsen et al (1996); although cf. Meisel (1994)), and of Swahili (Deen and Hyams 2002) also indicates that tense morphology appears productively prior to subject agreement morphology.…”

Section: The Crosslinguistic Development Of Finiteness 21 the Order mentioning

confidence: 99%

Partial Constraint Ordering in Child French Syntax

Legendre¹,

Hagstrom²,

Vainikka³

et al. 2002

Language Acquisition

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Reanalyzing production data from three French children, we make two basic points. First, we show that tense and agreement inflection follow independent courses of acquisition (in child French). Tense production starts and ends at near-adult levels, but suffers a "dip" in production in the intermediate stage. Agreement develops linearly, going roughly from none to 100% over the same time. This profile suggests an analysis in which tense and agreement compete at the intermediate stage. Second, using a mechanism of grammatical development based on partial rankings of constraints (in terms of Optimality Theory (Prince and Smolensky 1993)), our analysis successfully models, over three stages, the frequency with which children use tensed, agreeing, and nonfinite verbs. 1.Introduction 2.The crosslinguistic development of finiteness 2.1.The order of acquisition of tense and agreement 2.2.Root infinitives and other NRFs 3.The acquisition of tense and agreement in French 3.1.PLU stages in early syntax 3.2.Subject profiles 3.3.Coding tense and agreement in French 3.4.Development of tense and agreement 3.5.Non-finite root forms 4.An OT analysis of the development of finiteness 4. . We then present an OptimalityTheoretic syntactic analysis that accurately models the proportions of tensed and agreeing forms.As our results in Section 3 show, there are systematic and independent progressions in the development of tense and of agreement in Child French, which we were able to identify by analyzing our data in stages. The stages we use are defined in terms of the PLU metric, outlined in Section 3.1.Viewed from the perspective of Optimality Theory (OT), a grammar consists of structural "markedness" constraints pitted against conflicting "faithfulness" constraints. Adult grammars differ from one another not in the constraints involved (which form the core of UG), but in the relative rankings between them. Thus, the process of child acquisition of syntax must in large part involve learning the relative rankings of the constraints. In this paper, we adopt a particular view of the re-ranking of constraints in child language acquisition which can explain not only the existence of the observed child forms, but also model the frequency with which these forms appear-something which has not been substantially addressed in previous formal work on syntactic acquisition.In a nutshell, our analysis pits constraints requiring the structural realization of tense features and of agreement features (faithfulness constraints) against constraints on the maximal complexity of the syntactic structure (markedness constraints). In the first stage examined here, the mandate to realize tense features is roughly on a par with the constraint limiting structure, both taking priority over realizing agreement features. The result is an alternation between tensed and nonfinite forms, none of which are agreeing. The second stage sees an increased priority for agreement features, but at the expense of the realization of tense; observationally, we see a dro...

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Lexical Learning in Early Syntactic Development

Cited by 110 publications

References 0 publications

Zum Erwerb der deutschen Grammatik bei frühsequentiell zweisprachigen Kindern mit Türkisch als Erstsprache – Ergebnisse aus einem Forschungsprojekt

Zum Erwerb der deutschen Grammatik bei frühsequentiell zweisprachigen Kindern mit Türkisch als Erstsprache – Ergebnisse aus einem Forschungsprojekt

Moving in small steps towards verb second: A case study

Partial Constraint Ordering in Child French Syntax

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