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A national survey: Teacher identification of specific language impairment
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Word Learning in Children with Specific Language Impairment: Influence of Child and Word Characteristics
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| 24 |
Language growth and genetics of specific language impairment
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| 25 |
Meconium Atazanavir Concentrations and Early Language Outcomes in HIV-Exposed, Uninfected Infants with Prenatal Atazanavir Exposure
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| 26 |
Defining Spoken Language Benchmarks and Selecting Measures of Expressive Language Development for Young Children With Autism Spectrum Disorders
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THE USE OF SENTENCE STRUCTURE AND PRAGMATIC CUES IN NOVEL VERB LEARNING: A CROSS-LINGUISTIC STUDY OF MANDARIN CHINESE AND ENGLISH
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Abstract:
As children hear a novel verb in a NOUN-VERB-NOUN (i.e., NVN) structure, they generally infer that the verb is transitive, like the verb “hit” (Naigles, 1990; Yuan, Fisher, & Snedeker, 2012). However, the relationship between sentence structure and a verb’s transitivity status is not straightforward. Particularly, in typologically pro-drop languages, such as Mandarin Chinese, the object in a sentence is often dropped, so that transitive verbs commonly appear in the NOUN-VERB (i.e., NV) structure. Transitive verbs thus appear in variable sentence structures in Mandarin. On the other hand, though English also allows object dropping, object dropping does not occur as frequently and freely as in Mandarin. Discourse studies show that speakers’ uses of object-dropping are closely related to the discourse-pragmatic principle of NEWNESS/OLDNESS, which is linguistically universal. Therefore, this study compared Mandarin-speaking and English-speaking children’s interpretation of a novel verb in an object-dropping context, specifically testing whether children in both language groups could utilize the NEWNESS/OLDNESS cue in the context of object omission, then interpret a verb as still being transitive in the NV structure. Children from both language groups participated in a verb-learning experiment, in which novel verbs were presented in the object-dropping context, an NV-only, and an NVN-only context. After learning the novel verbs, children decided whether the novel verbs were transitive or intransitive. Results suggest that for both language groups, when novel verbs were presented in the object-dropping context (i.e., NVN sentence followed by a NV sentence), children gave more transitive/causative interpretations than when these verbs were presented in the NV-only context. This suggests that children from both language groups used the pragmatic cue of NEWNESS/OLDNESS in the object-omission context. The results also show that across languages, children interpreted a verb as transitive very frequently when it was presented in the NVN-only context, suggesting the universality of the use of the NVN structure cue. In the NV-only context, Mandarin-speaking children were more likely to give a causative interpretation than English-speaking children did. This discrepancy reflects the fact that object dropping is much more common in daily conversations in Mandarin than in English. In sum, this study found that children across languages used the NVN syntactic cue in novel verb learning. English-speaking children used the pragmatic cue of NEWNESS/OLDNESS to learn novel verbs. Mandarin-speaking children most likely did the same.
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Keyword:
Argument omission; Argument structure; Linguistics; Pragmatics; Syntax; Verb learning
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URL: http://hdl.handle.net/1808/22471
http://dissertations.umi.com/ku:14907
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Toward epigenetic and gene regulation models of specific language impairment: looking for links among growth, genes, and impairments
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Language growth and genetics of specific language impairment
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Past tense and past participle verb use in young children with and without Specific Language Impairment
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| 33 |
Toward epigenetic and gene regulation models of specific language impairment: looking for links among growth, genes, and impairments
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Effects of Verb Familiarity on Finiteness Marking in Children with SLI
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| 35 |
The Interface Between Neighborhood Density & Optional Infinitives: Normal Development and Specific Language Impairment
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In: Jill R. Hoover (2012)
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The Interface between Neighborhood Density & Optional Infinitives: Normal Development and Specific Language Impairment
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Moving Toward a Unified Effort to Understand the Nature and Causes of Language Disorders
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