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A CORPUS STUDY OF THE DEVELOPMENT OF THE ADJECTIVE PHRASE IN FRENCH CHILDREN
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In: Theses and Dissertations--Linguistics (2022)
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Abstract:
In this thesis I attempt to answer three questions: H1) Do children use proportionally more prenominal or post-nominal placement of adjectives than adults? H2) Are children more conservative or more creative in their behavior in alternating prenominal and post-nominal placement of adjectives? H3) If colored terms are more frequent in child speech will they pattern more like prenominal adjectives or more like post nominal adjectives, as in adult speech? To do this, I examine two general semantic viewpoints, opting to use Scontras & Goodman (2017) subjectivity hypothesis. Next, I provide a general overview of First Language Acquisition research and then I turn to specifics of French adjective semantics and syntax, paying particular attention to factors that influence the preferential placement of an individual adjective. I next turn to some psychological factors, making certain types of adjectives especially difficult or easy to learn. I conclude by extending the work of Fox (2012). All this information is to provide the reader theoretical background to understand children’s adjective placement. The real answers come through a corpus investigation of how French children are treating adjectives in the earliest stages of development. Methodologically I answer my three questions by using three corpora from the CHILDES database (MacWhinney 2000). I also create an adult control group from a spoken French corpus. I run mixed effects models to project the behavior of adjectives past the sampling age using R. In the end, I discover that children are more conservative at this early stage. This can be seen by the greater number of post-nominal adjectives. I define conservative behavior as sticking more closely to either position (prenominal or post-nominal) than adults. For example, if a child uses an adjective more closely to 100% prenominal or 0% prenominal than adults, the child is being more conservative than an adult. I also find that children use proportionally more color terms than adults and are more creative with some common color terms. Size and color terms were found to be quickly learned.
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Keyword:
corpus studies; First and Second Language Acquisition; First Language Acquisition; French adjectives; Psycholinguistics and Neurolinguistics; semantics; Semantics and Pragmatics; Syntax
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URL: https://uknowledge.uky.edu/ltt_etds/46
https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1043&context=ltt_etds
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| 142 |
Examining the role of learning context and individual differences in gains in L2 writing performance : the case of teenagers on an intensive study-abroad programme
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| 143 |
Incremental Acquisition of a Minimalist Grammar using an SMT-Solver
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In: Proceedings of the Society for Computation in Linguistics (2022)
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| 144 |
Universal Dependencies and Semantics for English and Hebrew Child-directed Speech
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In: Proceedings of the Society for Computation in Linguistics (2022)
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| 145 |
Learning Constraints on Wh-Dependencies by Learning How to Efficiently Represent Wh-Dependencies: A Developmental Modeling Investigation With Fragment Grammars
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In: Proceedings of the Society for Computation in Linguistics (2022)
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| 146 |
L’acquisition des pronoms en L1. Le cas d’enfants à développement typique et d’enfants à développement atypique
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In: Corela, Vol 35 (2022) (2022)
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| 147 |
Deutschkenntnisse entwickeln sich bei Geflüchteten und anderen Neuzugewanderten ähnlich: Sprachkurse spielen wichtige Rolle
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| 148 |
Developing and implementing an English-Spanish literary parallel audio-textual corpus for data-driven ESL learning
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In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 37 n. 1 (2021) ; 1678-460X ; 0102-4450 (2022)
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| 149 |
Teaching Japanese as A Foreign Language with A Cultural Context
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In: All Graduate Plan B and other Reports (2022)
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| 150 |
Delivering on a Promise: A Longitudinal Cohort Study of Emergent Bilinguals' Academic Achievement in a Utah Dual Language Program
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In: All Graduate Theses and Dissertations (2022)
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| 151 |
Fraseología y Paremiología: diatopía, variación, fraseodidáctica y paremiodidáctica. Presentación de las editoras invitadas
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 16, Iss 32 (2022) (2022)
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| 152 |
Mismas expresiones distintos significados
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 16, Iss 32 (2022) (2022)
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| 153 |
La variación en las unidades fraseológicas
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 16, Iss 32 (2022) (2022)
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| 154 |
La variación traductológica en el título de una obra literaria.
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 16, Iss 32 (2022) (2022)
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| 155 |
¿Sería coser y… cantar? El papel del sonido en la memorización fraseológica en ELE
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 16, Iss 32 (2022) (2022)
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| 156 |
Estereotipia, fraseología y traducción en las guías turísticas
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 16, Iss 32 (2022) (2022)
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| 157 |
Fraseología y Paremiología: diatopía, variación, fraseodidáctica y paremiodidáctica. Presentación de las editoras invitadas
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 16, Iss 32 (2022) (2022)
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| 158 |
Motivación, estrategias de aprendizaje y tiempo empleado como factores que influyen en el aprendizaje de lenguas
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 16, Iss 32 (2022) (2022)
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| 159 |
O sufixo -AZO em unidades léxico-fraseológicas: uma análise contrastiva espanhol/português em corpus jornalístico
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 16, Iss 32 (2022) (2022)
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| 160 |
Entre cognición y discurso. Aproximaciones sobre el potencial metafórico de algunas unidades fraseológicas referidas a estados de las personas
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 16, Iss 32 (2022) (2022)
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