Adult offer, word-class, and child uptake in early lexical acquisition

2010 ◽  
Vol 30 (3-4) ◽  
pp. 250-269 ◽  
Author(s):  
Eve V. Clark

How do adults offer new words from different parts of speech? This study examined the offers in book-reading interactions for 48 dyads (parents and children aged 2- to 5-years-old). The parents relied on fixed syntactic frames, final position, and emphatic stress to highlight unfamiliar words. As they talked to their children about the referent objects, events, or scenes, they also linked new words to other terms in the pertinent semantic domain, thereby presenting further information about possible meanings. Children attended to new words, often repeating them in the next turn, and, as they got older, they too related new words to familiar terms as they talked about their referents with their parents. These data add further evidence that interaction in conversation supports the process of language acquisition.

2018 ◽  
Vol 30 (2) ◽  
pp. 288-299 ◽  
Author(s):  
Barbara Pomiechowska ◽  
Teodora Gliga

Although it is widely recognized that human infants build a sizeable conceptual repertoire before mastering language, it remains a matter of debate whether and to what extent early conceptual and category knowledge contributes to language development. We addressed this question by investigating whether 12-month-olds used preverbal categories to discover the meanings of new words. We showed that one group of infants ( n = 18) readily extended novel labels to previously unseen exemplars of preverbal visual categories after only a single labeling episode, but two other groups struggled to do so when taught labels for unfamiliar categories (those who had been previously exposed, n = 18, or not exposed, n = 18, to category tokens). These results suggest that infants expect labels to denote categories of objects and are equipped with learning mechanisms responsible for matching prelinguistic knowledge structures with linguistic inputs. This ability is consistent with the idea that our conceptual machinery provides building blocks for vocabulary and language acquisition.


2021 ◽  
pp. 139-155
Author(s):  
A. V. Shchetinina

The question of the lexicographic description of new words that appeared in the Russian in the period from 2000 to 2020, the thematic groups “Unity” and “Enmity” is considered. A prospectus of an explanatory dictionary of neologisms is presented, namely: the principles of selecting nominations for registration, the structure of a dictionary entry, the rules for describing a lexical unit. It is noted that linguistic facts are registered, in the meanings of which the semes of unity and enmity are contained in the denotative part of the meaning, and words, the semantics of which is determined by the evaluative attitude of the speakers, are not recorded. The inclusion of new linguistic units in the dictionary is substantiated due to their absence in other lexicographic sources or a description in a smaller volume than is planned in the source being created. It is pointed out that the leading principles of registering new words in the dictionary being created are the activity of their use, the integrity of the description and the attitude towards the reflection of the linguistic worldview. Using the example of neologisms of different parts of speech, the structure of a dictionary entry is described, which includes, in addition to the heading word and meaning, grammatical and stylistic characteristics, information about the origin and valence, illustrative material demonstrating variants of use in speech, equivalent lexical units, antonyms and derivatives.


2021 ◽  
Vol 5 (3(84)) ◽  
pp. 16-18
Author(s):  
N. Guliyeva

The article investigates conversion as a means of forming new words without adding any derivative element, when the basic form of the original and the basic derived words are homonymous having the same morphological structure, but belonging to different parts of speech. It is said that In the course of the historical development grammatical forms in English were lost and there exists no inflexion to distinguish the form of the verb from a noun and this is considering as widespread word formation in English. It also studies conversion being a type of word-building – not a pattern of structural relationship. Synchronically both types – a noun and a verb must be treated together as cases of patterned homonymy, while studying diachronically, it is essential to differentiate the cases of conversion and treat them separately. It is emphasized that it is not easy to say definitely which of the members was derived, the results of synchronic and diachronic analysis may not coincide. That means that what is understood under conversion in Modern English does not fully and necessarily coincide with earlier periods of the development of the language.


2016 ◽  
Vol 17 (1) ◽  
pp. 3-25 ◽  
Author(s):  
Sarah-Jane L Robertson ◽  
Elaine Reese

This study aimed to examine which genres parents are reading to children and for themselves. Furthermore, it aimed to examine mothers' and fathers' shared reading strategies for different book genres in relation to children's language and literacy development. Parents shared a narrative and an expository book with their preschool-aged children. Parents then completed measures of book enjoyment, book exposure and book genre preference. Children completed a battery of language and literacy measures tapping into expressive and receptive language, letter naming fluency, phonological awareness and narrative skills. Parents reported that they most frequently shared narrative picture books at home; however, they reported that their children enjoyed the expository book more than the narrative book in this study. Parents' book-reading strategies were related to children's language and literacy, with higher level strategies positively related and lower level strategies negatively related to children's language and literacy. This pattern was the same for the narrative and expository book. These results suggest that the most important task is to find books that motivate both parents and children to engage in and enjoy reading interactions.


2021 ◽  
Vol 82 (3) ◽  
pp. 75-81
Author(s):  
N. A. Petrova

This article examines dynamic morphological processes – the transformation of the parts of speech (namely, attributive verbal forms and verbal nouns), as well as the syncretic cases of zero derivation on the example of young people’s speech. The author has employed the traditional complex method of analyzing the language material, which in turn has used the system of instrumental operations (synonymous rephrasing, downsizing, and opposition method; the latter allows examining the system connections of a word and their influence on the semantics of a word form), oriented towards developing the categorial value; the logico-syntactic and syntagmatic methods aided in determining the grammatical signs of language units. Using as an example the youth jargon, represented in the Dictionary of Colloquial Speech of the City of Arkhangelsk, this article shows the mechanism for transpositioning different word groups into interjections, where several lexem subgroups of the syncretic type function; in addition, the author identifies the basic directions for the different parts of speech transitioning turning into the evaluative vocabulary.


1995 ◽  
Vol 5 (2) ◽  
pp. 257-275
Author(s):  
Colin Renfrew ◽  
Theodora Bynon ◽  
Merritt Ruhlen ◽  
Aron Dolgopolsky ◽  
Peter Bellwood

There are few aspects of human behaviour more fundamental than our ability to use language. Language plays a key role in the study of any living human society, and of all historical communities which have left us written records. In theory it could also throw enormous light on the development and relationships of prehistoric human communities. But here there is a huge and obvious problem: what evidence can there be for human languages in the pre-literate, prehistoric age? In other words, what hope is therefor a prehistory of linguistics? There is no easy answer, yet it is hard to accept that any account of human prehistory can be considered adequate without some knowledge of prehistoric languages and linguistic relationships, if only at the broadest scale.The list of questions we might wish to pose stretches back to the period of the very earliest hominids. When did our human ancestors first begin to talk to each other? Was language acquisition sudden or gradual? Did human language arise in one place, and then spread and diversify from- that point? Or did it emerge independently, among separate groups of early humans in different parts of the world?Leading on from this is the study of ethnicity and ethnogenesis. Since the end of the nineteenth century one of the biggest problems facing prehistoric archaeologists has been the identification and interpretation of archaeological cultures and cultural groups. Do these have any social or ethnic reality? Is it right to speak of a Beaker ‘folk’? Was the Bandkeramik colonization the work of one people or of many? These questions would be so much easier to resolve if only we could trace the prehistory of languages, and could establish, for instance, whether all Bandkeramik and Beaker users spoke the same or a related language.Such possibilities may seem exciting and hopeful to some, irredeemably optimistic to others. Whatever view we take, they clearly merit serious discussion. In the present Viewpoint, our third in the series, we have asked five writers — two archaeologists (Renfrew & Bellwood), three linguists (Bynon, Ruhlen & Dolgopolsky) — to give their own, personal response to the key question ‘Is there a prehistory of linguistics?’ Can we, from the evidence of archaeology, linguistics (and now DNA studies), say anything positive about langtiage in prehistory?


1985 ◽  
Vol 12 (1) ◽  
pp. 209-213 ◽  
Author(s):  
M. Goddard ◽  
K. Durkin ◽  
D. R. Rutter

Ninio & Bruner (1978) added an important dimension to the study of early lexical acquisition by drawing attention to the dialogue-like nature of the mother-child interactions where presumably much language-learning takes place. The authors pointed to the well-established findings that much of the child's early speech consists of names for people and objects (Leopold 1949, Werner & Kaplan 1963, Nelson 1973, Greenfield & Smith 1976). They went on to show that in one familiar type of parent–child interaction, joint picture-book reading, labels are used extensively by the adult and are inserted skilfully into a structured interactional sequence that has the texture of a dialogue (Ninio & Bruner 1978: 6). This dialogue, they suggested, ‘seems… to be a format well suited to the teaching of labelling’ (1978: 12). Subsequent research has also been interpreted as pointing to the teaching potential of joint picture-book reading (Wheeler 1983, Ninio 1983) and the opportunities it affords for situation-specific routines (Snow & Goldfield 1983).


2017 ◽  
Vol 16 (1) ◽  
Author(s):  
Javier Uría

AbstractAfter defining grammatical (as opposed to lexical) homonymy as concerning either inflection or the conflict between different parts of speech, attention is paid to those contexts in which Varro and Quintilian dealt with processes falling under that concept. The paper remarks on the acute distinction Quintilian seems to make between lexical and grammatical homonymy by dealing with the former in relation to rhetoric and the latter within the grammatical chapters of book I. The similarity of Quintilian’s approach to homonymy is then shown with the use Apollonius Dyscolus would later make of the term


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