Formal and Empirical Arguments concerning Phonological Acquisition

1998 ◽  
Vol 29 (4) ◽  
pp. 656-683 ◽  
Author(s):  
Mark Hale ◽  
Charles Reiss
Keyword(s):  
Optimality Theory ◽  
Linguistic Competence ◽  
Linguistic Knowledge ◽  
Phonological Acquisition ◽  
Parsing Algorithm

Smolensky (1996a) has proposed an ingenious solution to the well-known “comprehension/production” dilemma in phonological acquisition. In this article we argue that Smolensky's model encounters serious difficulties with respect to the parsing algorithm proposed and the learnability of underlying representations. Drawing on the generative literature in phonological acquisition, as well as the work of phoneticians and psycholinguists, we offer alternative parsing algorithms and examine their implications for learnability and the initial ranking of Optimality Theory constraints. Finally, we propose that the resolution of the comprehension/production dilemma lies not in the phonological domain (linguistic competence), but in the domain of the implementation of linguistic knowledge (performance).

Categorization and feature specification in phonological acquisition

1996 ◽  
Vol 23 (2) ◽  
pp. 397-415 ◽  
Author(s):  
Judith A. Gierut
Keyword(s):  
Distinctive Feature ◽  
Conceptual Knowledge ◽  
Category Membership ◽  
Classification Task ◽  
Linguistic Knowledge ◽  
Phonological Acquisition ◽  
Phonological Categories ◽  
Linguistic Input ◽  
Phonological Contrasts ◽  
Free Classification

ABSTRACTDistinctive feature specification and representation in phonological acquisition are examined in the context of underspecification theory. Subjects were 30 children (aged 3;1 to 5;10) who exhibited systematic differences in their linguistic knowledge of target phonological contrasts. A free classification task was used to tap children's conceptual knowledge of these contrasts, with features of place and manner experimentally manipulated. Three questions were addressed: which features do children use to categorize segmentai information, do the defining features of a category shift as the phonological system advances, and which framework of underspecification theory best accounts for the results? All children categorized segments on the basis of marked nonredundant featural properties, and used only one feature value to define category membership consistent with radical underspecification. Linguistic knowledge and linguistic input both influenced children's category judgements, but to different degrees. The emergence of phonological categories involved increasing feature differentiation as the child's productive phonology advanced.

Optimality theory, phonological acquisition and disorders (review)

Language ◽  
2010 ◽  
Vol 86 (3) ◽  
pp. 716-720
Author(s):  
Anne-Michelle Tessier
Keyword(s):  
Optimality Theory ◽  
Phonological Acquisition

The Growth of Linguistic Knowledge and Language Processing in Undergraduate Learners of French

1996 ◽  
Vol 55 ◽  
pp. 175-186
Author(s):  
Richard J. Towell
Keyword(s):  
Language Processing ◽  
Language Learner ◽  
Linguistic Competence ◽  
Linguistic Knowledge ◽  
Data Set ◽  
Second Language Learner ◽  
Temporal Variables ◽  
The Mind ◽  
Over Time ◽  
Fluent Language

In this article it is argued first that linguistic knowledge consists of two components, linguistic competence and learned linguistic knowledge, and that these components are created in the mind of the second language learner by different processes. It is further argued that these two kinds of knowledge must be stored in the mind as proceduralised knowledge, through a process of automatization or proceduralisation, in order to permit fluent language processing. Using evidence gathered from undergraduate learners of French, these two hypotheses are investigated. The acquisition of competence is investigated through grammaticality judgement tests, the acquisition of proceduralised knowledge is investigated through the measurement of temporal variables. In relation to the acquisition of linguistic competence, the results suggest that learners do not re-set parameters even after a lengthy period of exposure to the L2, but that they may mimic the L2 on the basis of the LI. In relation to the proceduralisation of linguistic knowledge, the results suggest that learners do not possess the L2 knowledge in the same way as the LI knowledge but that specific aspects of the knowledge are proceduralised over time. It is expected that further investigation of the data set will enable more detailed statements about exactly what kind of knowledge has been acquired and proceduralised and what has not.

scholarly journals Morphosyntactic knowledge of clitics by Portuguese heritage bilinguals

2014 ◽  
Vol 17 (4) ◽  
pp. 681-699 ◽  
Author(s):  
ESTHER RINKE ◽  
CRISTINA FLORES
Keyword(s):  
Early Childhood ◽  
Heritage Language ◽  
Preschool Age ◽  
Linguistic Competence ◽  
Linguistic Knowledge ◽  
Heritage Speakers ◽  
Grammaticality Judgment ◽  
Test Conditions ◽  
European Portuguese ◽  
Almost All

This paper focuses on the linguistic competence of adult Portuguese–German bilinguals in their heritage language, European Portuguese (EP), which they acquired at home in early childhood in the context of German as the majority language. Based on a grammaticality judgment test, we investigate their morphosyntactic knowledge of clitics. The central questions are whether possible deviations from native monolinguals may be traced back to a) lack of contact with the formal register; b) reduced input after preschool age; and c) cross-linguistic influence. The results reveal qualitative differences between the heritage speakers and a group of monolingual controls in almost all test conditions. We conclude that although the linguistic knowledge of the heritage bilinguals investigated in this study differs from that of monolinguals, it is not “deficient” but “different” and “innovative”, because it is primarily based on the spoken variety of the language and because it promotes linguistic changes which are inherent in the speech of native monolinguals.

scholarly journals Teaching Foreign Languages to Students of the Philological Direction Using the Academic Language

2021 ◽  
Vol 11 (4) ◽  
pp. 2423-2442
Author(s):  
Oksana V. Asadchykh ◽  
Liudmyla H. Smovzhenko ◽  
Iryna V. Kindras ◽  
Ihor I. Romanov ◽  
Tetiana S. Pereloma
Keyword(s):  
Foreign Language ◽  
Academic Language ◽  
Effective Means ◽  
Spoken Language ◽  
Linguistic Competence ◽  
Foreign Languages ◽  
Linguistic Knowledge ◽  
Visual Images ◽  
Social Situations ◽  
Knowledge And Skills

Modern socio-educational student environment, which stands on communication is based on the exchange of visual images and philological units. Philology students see in communicating with foreign language communicants an opportunity to develop the spoken language of a non-native language, as well as to supplement this knowledge with cultural characteristics and new images. The perception of academically correct lexical group is relevant in combination with spoken language. The novelty of the study lies in the fact that the authors go beyond the stereotype, according to which the academic language is conventionally considered an anachronism and, in general, not an effective means to expand linguistic competence. The article proves that students are ready to learn the academic language not only ion the cultural plane, but also with the help of pedagogical methods. The study also confirms the authors' assertion that it is advisable to introduce an extended learning format into the curriculum in line with the techniques of linguistic learning. The practical value of this article lies in the fact that the study of the academic language by philology students will help them apply the acquired knowledge and skills in different social situations, which are often based on in-depth historical linguistic knowledge.

Optimality Theory in Phonological Acquisition

1999 ◽  
Vol 42 (6) ◽  
pp. 1482-1498 ◽  
Author(s):  
Jessica A. Barlow ◽  
Judith A. Gierut
Keyword(s):  
Optimality Theory ◽  
General Model ◽  
Clinical Applications ◽  
Phonological Acquisition ◽  
Change Over Time ◽  
Common Error ◽  
Error Patterns ◽  
Phonological Disorders ◽  
Basic Assumptions ◽  
Over Time

This tutorial presents an introduction to the contemporary linguistic framework known as optimality theory (OT). The basic assumptions of this constraint-based theory as a general model of grammar are first outlined, with formal notation being defined and illustrated. Concepts unique to the theory, including “emergence of the unmarked,” are also described. OT is then examined more specifically within the context of phonological acquisition. The theory is applied in descriptions of children's common error patterns, observed inter- and intrachild variation, and productive change over time. The particular error patterns of fronting, stopping, final-consonant deletion, and cluster simplification are considered from an OT perspective. The discussion concludes with potential clinical applications and extensions of the theory to the diagnosis and treatment of children with functional phonological disorders.

scholarly journals LINGUISTIC APHORISMS AS THE MEANS OF IMPROVEMENT OF THE FUTURE PHILOLOGISTS’ LINGUISTIC COMPETENCE

2021 ◽  
pp. 79-84
Author(s):  
Halyna Odyntsova
Keyword(s):  
Professional Training ◽  
Linguistic Competence ◽  
Linguistic Knowledge ◽  
Linguistic Competency ◽  
Fundamental Point ◽  
Educational Paradigm ◽  
New Perspective ◽  
Linguistic Units ◽  
Source Of Information ◽  
Linguistic Phenomenon

In the modern educational paradigm, special attention is paid to the preparation of future specialists based on the competency approach. The fundamental point of the process of professional training of students-philologists is linguistic competency as the integrated quality that includes a number of central characteristics. It is formed in the course of mastering the linguistic disciplines provided by the curriculum. Linguistic aphorisms that represent particular features of philological terms and notions in figurative form can be a significant supplement to the studied theoretical and practical material.The article deals with the essence of the notion of “linguistic competence” and its components. Taking into account the fact that linguistic competence is integral by itself, the following sub-competencies are distinguished: phonetic, orthoepic, graphic, orthographic, lexico-phraseological, lexicographic, and grammatical (its components include morphological and syntactical), punctuation and stylistic The content of each sub-competency as a linguistic subsystem has been defined in the article. Linguistic aphorisms, analyzed in the paper, represent philological notions and phenomena that are studied during the formation of every mentioned sub-competency. The interpretation of linguistic units through aphorisms is subjective, as their authors are mostly writers, scholars and philosophers. Linguistic aphorisms as individual authorial utterances cannot be treated as the ultimate source of information but rather assist in comprehending the essence of a particular linguistic phenomenon through figurative associations from the new perspective and serve as the means of its additional semantization. Having a didactic character, aphorisms can be used for educational purposes as a means of improving the linguistic knowledge of future philologists. Keywords: linguistic competency; sub-competency; linguistic aphorisms; individual authorial utterances; linguistic terms and notions; figurative associations; professional training; language personality; students-philologists.

scholarly journals A communicative view of English teaching

1999 ◽  
Vol 32 ◽  
pp. 95-97
Author(s):  
Yu Zuchen
Keyword(s):  
Word Order ◽  
Linguistic Competence ◽  
Linguistic Knowledge ◽  
English Teaching

What does it mean to take a communicative view of language and teaching? This leads to an examination of language from different views.The structural view of language concentrates on the grammatical system, describing ways in which linguistic items can be combined. It explains the operations for producing different sentences and descibes the word-order rules. Linguistic knowledge, linguistic facts and operations make up a student's linguistic competence and enable him to produce new sentences to match the meanings that he wishes to express.

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