ABSTRACTThe present study concerned the acquisition of double-object, bi-transitive sentences which can be expressed in either BASIC (S-V-DO-to-IO) or TRANSFORM (S-V-IO-DO) constructions. Three-, four-, and five-year-old subjects were tested on comprehension and production of these two alternative forms, investigating the distribution of Basic and Transform sentences in acquisition, and also the effect of prototypicality of the described event on performance. The results showed that the Basic structure was earlier in acquisition, with the Transform appearing later and, at first, only in descriptions of the more prototypical events. Overall, the more prototypical an event, the more competent the children were in comprehension and production and the better able they were to handle the more difficult Transform sentences. Decreased prototypicality resulted in lower performance and greater dependence on the Basic as opposed to the Transform bi-transitives. The findings are discussed within the framework of a general theory of language performance being developed by the first author.
May Let Semiotics Go When The General Theory Of Language Being Constructed —— A Reasonal Discussion Of Methodological Error About The Ambiguousness And Contradiction Of Saussure When He Created Linguistic Theory System