scholarly journals The effects of language input on word order in German as a heritage and majority language

2021 ◽  
pp. 1-31
Author(s):  
Aldona Sopata ◽  
Kamil Długosz
Keyword(s):  
Word Order ◽  
Language Input

Multisign Combinations by Children With Intellectual Impairments

2000 ◽  
Vol 43 (2) ◽  
pp. 309-323 ◽  
Author(s):  
Nicola Grove ◽  
Julie Dockrell
Keyword(s):  
Word Order ◽  
Stage I ◽  
Semantic Relations ◽  
Lexical Development ◽  
Linguistic Development ◽  
Linguistic Representation ◽  
Manual Signs ◽  
Utterance Length ◽  
Language Input

Research suggests that people with intellectual impairments who use manual signs to augment or substitute for speech rarely progress beyond the stage of single signs and that word order is particularly problematic. However, the majority of studies have focused on experimental tasks, and relatively little is known about spontaneous sign production in naturalistic settings. The present study explored the linguistic development in sign and speech of 10 children who relied on manual signs (the Makaton vocabulary) as their main means of communication. Mean utterance length in sign ranged from 1.0 to 2.5, and analysis of semantic relations, lexical development, and word order suggested that the children had not developed their language beyond MLU Stage I. Examination of their abilities within the modality of sign indicated that some children were able to manipulate features of sign at a sublexical level. The results are discussed in relation to the language input by teachers, and inferences are drawn regarding the underlying modality of linguistic representation in children who use manual signs.

What Influences Children's Conceptualizations of Language Input?

2013 ◽  
Vol 56 (5) ◽  
pp. 1613-1624 ◽  
Author(s):  
Elena Plante ◽  
Rebecca Vance ◽  
Amanda Moody ◽  
LouAnn Gerken
Keyword(s):  
Word Order ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Artificial Language ◽  
Test Items ◽  
Fundamental Properties ◽  
Additional Input ◽  
Language Input ◽  
Types Of Information ◽  
Learning Language

Purpose Children learning language conceptualize the nature of input they receive in ways that allow them to understand and construct utterances they have never heard before. This study was designed to illuminate the types of information children with and without specific language impairment (SLI) focus on to develop their conceptualizations and whether they can rapidly shift their initial conceptualizations if provided with additional input. Method In 2 studies, preschool children with and without SLI were exposed to an artificial language, the characteristics of which allowed for various types of conceptualizations about its fundamental properties. After being familiarized with the language, children were asked to judge test strings that conformed to the input in 1 of 4 different ways. Results All children preferred test items that reflected a narrow conceptualization of the input (i.e., items most like those heard during familiarization). Children showed a strong preference for phonology as a defining property of the artificial language. Restructuring the input to the child could induce them to track word order information as well. Conclusion Children tend toward narrow conceptualizations of language input, but the nature of their conceptualizations can be influenced by the nature of the input they receive.

The Acquisition of Ergativity: An Overview

2017 ◽  
Author(s):  
Edith Bavin
Keyword(s):  
Social Context ◽  
Word Order ◽  
Developmental Patterns ◽  
System P ◽  
The Social ◽  
Language Input

The chapter illustrates variation associated with ergative alignment and properties of ergative languages that might impact on acquisition of the system. Language input, the social context and developmental patterns are also discussed, as are criteria for determining when a system has been acquired. Examples provided represent different language families and geographic areas. Also included are more detailed examples: for Kaluli, which has a split ergative system, dependent on word order and pragmatic factors; for Arctic Quebec Inuktitut which employs detransitivisation processes to change the role of the arguments of bivalent verbs; and for Warlpiri which has frequent ellipsis of core arguments, so reducing the frequency of ergative marking in the input. The data illustrate that split morphological systems and variable use of ergative marking do not seem to be problematic overall. By the age of 2.5 or 3 years, children show knowledge of the system.

Processing cost and its consequences

2016 ◽  
Vol 39 ◽  
Author(s):  
William O'Grady
Keyword(s):  
Word Order ◽  
Proximity Effects ◽  
Processing Cost

AbstractI focus on two challenges that processing-based theories of language must confront: the need to explain why language has the particular properties that it does, and the need to explain why processing pressures are manifested in the particular way that they are. I discuss these matters with reference to two illustrative phenomena: proximity effects in word order and a constraint on contraction.

Phrase-Learning in Deaf and Hearing Subjects

1967 ◽  
Vol 10 (3) ◽  
pp. 600-605 ◽  
Author(s):  
Penelope B. Odom ◽  
Richard L. Blanton
Keyword(s):  
Word Order ◽  
Fifth Graders ◽  
English Word ◽  
Normal Hearing ◽  
Twelfth Graders ◽  
Memory Processes ◽  
Study Test ◽  
The Mean

Two groups each containing 24 deaf subjects were compared with 24 fifth graders and 24 twelfth graders with normal hearing on the learning of segments of written English. Eight subjects from each group learned phrasally defined segments such as “paid the tall lady,” eight more learned the same words in nonphrases having acceptable English word order such as “lady paid the tall,” and the remaining eight in each group learned the same words scrambled, “lady tall the paid.” The task consisted of 12 study-test trials. Analyses of the mean number of words recalled correctly and the probability of recalling the whole phrase correctly, given that one word of it was recalled, indicated that both ages of hearing subjects showed facilitation on the phrasally defined segments, interference on the scrambled segments. The deaf groups showed no differential recall as a function of phrasal structure. It was concluded that the deaf do not possess the same perceptual or memory processes with regard to English as do the hearing subjects.

Word Order

2012 ◽  
Author(s):  
Jae Jung Song
Keyword(s):  
Word Order

On Word Order in the Vulgate 3: Discontinuities in the Order of Noun and Modifier

2020 ◽  
Vol 59 (1-4) ◽  
pp. 213-226
Author(s):  
Roland Hoffmann
Keyword(s):  
Word Order ◽  
Hebrew Text ◽  
Greek Version ◽  
Intermediate Area ◽  
Simple Combination

SummaryThe following study will show that in the Vulgate there are far from few discontinuous orders present without any indication in the Hebrew text. These instances include the following patterns: first many examples whose intermediate area is constituted by particles connecting the sentence. They have already been partly coined in the Septuagint, but also, especially in the case of quoque, formed by Jerome to avoid the simple combination of the original and the Greek version. In cases when other words stand in the intermediate area Jerome, even in poetical texts, finds new ways to emphasize the first element of a hyperbaton. Similarly, he often resorts to this method in original texts.

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