Variations dans l’acquisition du marqueur ergatif en basque par des enfants bilingues basque-français

2014 ◽  
Vol 5 (2) ◽  
pp. 227-251 ◽  
Author(s):  
Isabelle Duguine ◽  
Barbara Köpke ◽  
Jean-Luc Nespoulous
Keyword(s):  
Longitudinal Study ◽  
Language Acquisition ◽  
Age Of Acquisition ◽  
Bilingual Children ◽  
Research Protocol ◽  
Developmental Sequences ◽  
Task Differences

This paper presents the findings of a longitudinal study of seven Basque-French bilingual children and three monolingual Basque-speaking children concerning the acquisition of the morphological marking of the ergative case in Basque. Following the hypotheses put forth to account for the development of early bilingualism, the aim of the study was to establish whether bilingual children follow the same developmental sequences as monolingual children during the acquisition of the ergative case. The research protocol we have developed involves relatively unguided as well as constrained data focusing on the production of the ergative case in these two contexts. The data show significant inter-individual and inter-task differences in the production of the ergative case that contribute to some variation in language acquisition. The findings lead us to question classifications of early bilinguals based on age of acquisition alone.

Development of object clitics in child L2 French

2012 ◽  
Vol 3 (1) ◽  
pp. 140-162 ◽  
Author(s):  
Jonas Granfeldt
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
Bilingual Children ◽  
L2 Acquisition ◽  
Developmental Sequences ◽  
Object Clitics ◽  
L2 Learners ◽  
L2 Development ◽  
Specific Proposal

It has been argued that the study of child L2 development can inform different maturational accounts of language acquisition. One such specific proposal was put forward by Meisel (2008), arguing for a cut-off point for monolingual or bilingual first language acquisition — (2)L1 — type of development at 3–4 years. The paper analyses the longitudinal development of object clitics in child L2 French (L1 Swedish) and compares the developmental sequence in child L2 learners (n = 7) with different Ages of Onset of Acquisition (AoA) (from 3;0 to 6;5) to the adult L2 sequence that was found in previous studies (Granfeldt & Schlyter 2004). The study also includes age-matched simultaneous bilingual children (n = 3) and monolingual controls (n = 5). The results show that some of the child L2 learners with an AoA over 4 years display structures that are typical of adult L2 acquisition, whereas these structures were not found in the simultaneous bilingual children or in the child second language acquisition (cL2) children with an AoA under 4 years. It is suggested that differences in developmental sequences are due to a combination of AoA and the level of L1 linguistic development at the onset of L2 acquisition.

Really transfer?

1998 ◽  
Vol 1 (3) ◽  
pp. 189-192 ◽  
Author(s):  
NATASCHA MÜLLER
Keyword(s):  
Longitudinal Study ◽  
Quantitative Analysis ◽  
Language Acquisition ◽  
Research Strategy ◽  
Bilingual Children ◽  
Subordinate Clauses ◽  
Simultaneous Acquisition ◽  
Diary Studies ◽  
Quantitative Results ◽  
Exact Quantification

From the beginning of this century fascinating work has been carried out on the simultaneous acquisition of two languages from birth in the form of diary studies for example, that by Ronjat (1913). Many aspects of monolingual language acquisition have been studied in the same way, whereby researchers generally observed their own children, for example, Stern and Stern (1928). The modern research strategy is to audiotape or videotape the speech of young children at fixed intervals. Of course, a quantitative analysis can be carried out for both diary studies and more recent types of longitudinal study. However, researchers such as Ronjat (1913) do not provide us with exact quantitative results. Notwithstanding, these studies deserve to be taken seriously and I think it is possible to interpret some of the observations they contain as good and “reliable” evidence and compare these with results from modern longitudinal studies, where exact quantification is an important issue. I therefore think that the quantitative results of my review of existing studies on the acquisition of German subordinate clauses in bilingual children can be taken seriously, although I agree with François Grosjean and Elizabeth Lanza, who object that the quantitative differences between monolingual and bilingual children's errors are perhaps artefacts of the setting in which the children have been recorded. That I considered diary studies as well disappointed one commentator, Annick De Houwer, who would have preferred a comparison of modern studies only.

Perceived foreign accent in first language attrition and second language acquisition: The impact of age of acquisition and bilingualism—ERRATUM

2013 ◽  
Vol 34 (2) ◽  
pp. 417-417 ◽  
Author(s):  
HOLGER HOPP ◽  
MONIKA S. SCHMID
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Open Access ◽  
First Language ◽  
Age Of Acquisition ◽  
Foreign Accent ◽  
Language Attrition ◽  
First Language Attrition ◽  
The Impact

The open access copyright line contained within this page was not included in the original FirstView article or the print article contained within this issue. We sincerely regret these errors and any problems they may have caused.

Audiovisual speech perception and language acquisition in preterm infants: A longitudinal study

2019 ◽  
Vol 128 ◽  
pp. 93-100 ◽  
Author(s):  
Masahiro Imafuku ◽  
Masahiko Kawai ◽  
Fusako Niwa ◽  
Yuta Shinya ◽  
Masako Myowa
Keyword(s):  
Longitudinal Study ◽  
Speech Perception ◽  
Language Acquisition ◽  
Preterm Infants ◽  
Audiovisual Speech ◽  
Audiovisual Speech Perception

Raadsels van tweedetaalverwerving

2012 ◽  
Vol 1 (1) ◽  
pp. 150-159
Author(s):  
Jan H. Hulstijn
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Scientific Inquiry ◽  
Multidisciplinary Approach ◽  
First Language ◽  
Fast Acquisition ◽  
Developmental Sequences

This paper predicts that the study of second language acquisition, as a young discipline of scientific inquiry in its own right, faces a bright future, but only if its scholarly community critically re-examines some notions and assumptions that have too long been taken for granted. First, it is time to reconsider familiar dichotomies, such as second versus foreign language and natural versus instructed language learning. Furthermore, it is worth checking whether and to what extent the puzzling phenomena to be explained by language acquisition theories do really exist (such as uniformity and success and fast acquisition rates in first language acquisition and universal developmental sequences in second language acquisition). The paper furthermore pleas for a multidisciplinary approach to the explanation of the fundamental puzzles of first and second language acquisition and bilingualism, including bridging the divide between psycholinguistic and socio-cultural theories.

An exploratory study of linguistic–colour associations across languages in multilingual synaesthetes

2009 ◽  
Vol 62 (7) ◽  
pp. 1343-1355 ◽  
Author(s):  
Kylie J. Barnett ◽  
Joanne Feeney ◽  
Michael Gormley ◽  
Fiona N. Newell
Keyword(s):  
Language Acquisition ◽  
Exploratory Study ◽  
Critical Period ◽  
Semantic Information ◽  
Word Meaning ◽  
Age Of Acquisition ◽  
Visual Structure ◽  
Visual Properties

In one of the most common forms of synaesthesia, linguistic–colour synaesthesia, colour is induced by stimuli such as numbers, letters, days of the week, and months of the year. It is not clear, however, whether linguistic–colour synaesthesia is determined more by higher level semantic information—that is, word meaning—or by lower level grapheme or phoneme structure. To explore this issue, we tested whether colour is consistently induced by grapheme or phoneme form or word meaning in bilingual and trilingual linguistic–colour synaesthetes. We reasoned that if the induced colour was related to word meaning, rather than to the acoustic or visual properties of the words, then the induced colours would remain consistent across languages. We found that colours were not consistently related to word meaning across languages. Instead, induced colours were more related to form properties of the word across languages, particularly visual structure. However, the type of inducing stimulus influenced specific colour associations. For example, colours to months of the year were more consistent across languages than were colours to numbers or days of the week. Furthermore, the effect of inducing stimuli was also associated with the age of acquisition of additional languages. Our findings are discussed with reference to a critical period in language acquisition on synaesthesia.

scholarly journals A longitudinal study of language acquisition in autistic and down syndrome children

1990 ◽  
Vol 20 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Helen Tager-Flusberg ◽  
Susan Calkins ◽  
Tina Nolin ◽  
Therese Baumberger ◽  
Marcia Anderson ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Longitudinal Study ◽  
Language Acquisition

THE ACQUISITION OF TEMPORALITY IN A SECOND LANGUAGE.Rainer Dietrich, Wolfgang Klein, & Colette Noyau (Eds.). Amsterdam: Benjamins, 1995. Pp. xii + 288. $59.00 cloth.

1998 ◽  
Vol 20 (3) ◽  
pp. 423-424
Author(s):  
Kathleen Bardovi-Harlig
Keyword(s):  
Longitudinal Study ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Target Language ◽  
Final Report ◽  
Multiple Target ◽  
European Science Foundation ◽  
European Science ◽  
Actual Design ◽  
Target Languages

Imagine a three-year longitudinal study of the acquisition of multiple target languages by learners of different language backgrounds. It may sound like an idealized example from a research-methods lecture, but it is the actual design of the European Science Foundation inquiry into adult second language acquisition and the latest report released by Benjamins, a substantial revision of Volume 5 of the final report on temporality (Bhardwaj, Dietrich, & Noyau, 1988). This volume reports on the acquisition of temporality in five target languages (English, German, Dutch, French, and Swedish) by 21 learners of six source languages (Punjabi, Italian, Turkish, Arabic, Spanish, and Finnish) with learners from two source languages for each target language. The volume has eight chapters written by the main authors and cooperating contributors: “Introduction” (Dietrich & Perdue), “Frame of Analysis” (Klein), five chapters on the acquisition of temporality by target language—English (Klein), German (Dietrich), Dutch (Klein, Coenen, van Helvert, & Hendricks), French (Noyau, Houdaïfa, Vasseur, & Véronique), and Swedish (Noyau, Dorriots, Sjöström, & Voionmaa)—and “Conclusions” (Klein, Dietrich, & Noyau).

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