scholarly journals Revisiting the Acquisition of Onset Complexity: Affrication in Québec French

2021 ◽  
Author(s):  
Natália Brambatti Guzzo
Keyword(s):  
Longitudinal Data ◽  
Early Age ◽  
Complementary Distribution ◽  
Phonological Constraints ◽  
Quebec French

I investigate the acquisition of affrication in Québec French (QF), where affricates are in complementary distribution with coronal stops, being realized before high front vowels and glides. Previous research on other languages shows that affricates are acquired before branching onsets, which supports the idea that complexity at the level of the segment is acquired before complexity at the level of the syllable (Lleó & Prinz, 1997). In contrast, I hypothesize that affricates are acquired after branching onsets in QF, as learners are required to understand the constraints on their distribution. I examine longitudinal data from two QF-speaking children for whom the acquisition of branching onsets has been previously analyzed (Rose, 2000). Results show that affricates are indeed acquired after branching onsets, consistent with the hypothesis. Overapplication errors indicate that children make generalizations about the phonological constraints on affrication from an early age, which is expected for the acquisition of rules.

scholarly journals Revisiting the Acquisition of Onset Complexity: Affrication in Québec French

2021 ◽  
pp. 1-25
Author(s):  
Natália Brambatti GUZZO
Keyword(s):  
Longitudinal Data ◽  
Early Age ◽  
Complementary Distribution ◽  
Phonological Constraints ◽  
Quebec French

Abstract I investigate the acquisition of affrication in Québec French (QF), where affricates are in complementary distribution with coronal stops, being realized before high front vowels and glides. Previous research on other languages shows that affricates are acquired before branching onsets, which supports the idea that complexity at the level of the segment is acquired before complexity at the level of the syllable (Lleó & Prinz, 1997). In contrast, I hypothesize that affricates are acquired after branching onsets in QF, as learners are required to understand the constraints on their distribution. I examine longitudinal data from two QF-speaking children for whom the acquisition of branching onsets has been previously analyzed (Rose, 2000). Results show that affricates are indeed acquired after branching onsets, consistent with the hypothesis. Overapplication errors indicate that children make generalizations about the phonological constraints on affrication from an early age, which is expected for the acquisition of rules.

scholarly journals Normprobleme bei der Pluralbildung fremder und nativer Substantive

2003 ◽  
Vol 16 (4) ◽  
Author(s):  
Heide Wegener
Keyword(s):  
Regional Differences ◽  
Speech Community ◽  
Loan Words ◽  
Plural Form ◽  
Complementary Distribution ◽  
Phonological Structure ◽  
Phonological Constraints ◽  
Assimilation Process ◽  
Natural Change ◽  
Statistical Development

The paper takes the German noun plural formation as an example for different cases of doubt and shows in which circumstances German speakers can have problems to create the "normal" plural form corresponding to the standard. The paper distinguishes between native and non native plural forms. The cases of doubt within the former can be shown to result from either natural change which leads to a reduction of plural classes and explains the decline of the er- and the umlaut plural, or from a strategy of compensation which replaces the non iconic 0-plural by forms in -n or -s. The problems with the non native nouns varying between a plural form in -s and one ending in a schwa suffix are shown to be the consequence of the ongoing assimilation process. The -s is in complementary distribution with the native schwa suffixes of German and a means of integration: The non-syllabic -s allows for highly corresponding, "conservative" forms similar to the singular by adding only a segment, not a syllable to the stem. By contrast, a native plural with a syllabic suffix alters more or less severely the phonological shape of the base. The alterations yield a continuum of similarity that are demonstrated in a diagram. The paper shows that this distribution is functionally motivated. Loan words, nouns not yet fully established in the speech community, can only be altered in their phonological structure after they have gained a certain degree of familiarity. Only the established borrowings apply -en or -e because these allow "better" plural forms as to prosodic and phonological constraints, i.e. trochaic forms without consonant clusters and superheavy syllables. Finally, the paper discusses the consequences of this variation for the layers of the lexicon and for the grammar of German. Three appendixes indicate the statistical development of the plural classes during the last century, token frequencies of some examples and regional differences in the use of the variants.

Sound change: A phonemic split in a misarticulating child

1986 ◽  
Vol 7 (1) ◽  
pp. 57-68 ◽  
Author(s):  
Judith A. Gierut
Keyword(s):  
Language Acquisition ◽  
Longitudinal Data ◽  
Language Learning ◽  
Second Language Learning ◽  
Clinical Case ◽  
Sound Change ◽  
Clinical Case Study ◽  
Complementary Distribution ◽  
Normal Language

ABSTRACTThe purpose of this paper is to report a clinically induced phonemic split (i.e., the restructuring of allophones as distinct phonemes) by presenting longitudinal data from a functionally misarticulating child. For this child, three qualitatively and quantitatively distinct stages were observed relative to the acquisition of the phonemic split: 1. complementary distribution (allophones of the same phoneme); 2. position-specific free variation (intermediate to a phonemic split); and 3. phonemic distinction for some, but not all morphemes (phonemic split).The results of this clinical case study, documenting the nature and development of a phonemic split, have implications for related phenomena in normal language acquisition, second-language learning, and sound change in primary languages.

A Community Based High Risk Register for Hearing Loss

1982 ◽  
Vol 47 (4) ◽  
pp. 373-375 ◽  
Author(s):  
James L. Fitch ◽  
Thomas F. Williams ◽  
Josephine E. Etienne
Keyword(s):  
Hearing Loss ◽  
System Identification ◽  
High Risk ◽  
Language Learning ◽  
Education Program ◽  
Communication System ◽  
Auditory Signal ◽  
Early Age ◽  
Community Based ◽  
Children With Hearing Loss

The critical need to identify children with hearing loss and provide treatment at the earliest possible age has become increasingly apparent in recent years (Northern & Downs, 1978). Reduction of the auditory signal during the critical language-learning period can severely limit the child's potential for developing a complete, effective communication system. Identification and treatment of children having handicapping conditions at an early age has gained impetus through the Handicapped Children's Early Education Program (HCEEP) projects funded by the Bureau of Education for the Handicapped (BEH).

Measures Collected on the USMA Class of 1998 as Part of the Baseline Officer Longitudinal Data Set (BOLDS)

2002 ◽  
Author(s):  
Lynn M. Milan ◽  
Dennis R. Bourne ◽  
Michelle M. Zazanis ◽  
Paul T. Bartone
Keyword(s):  
Longitudinal Data ◽  
Data Set
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