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Online Learning Meets Machine Translation Evaluation: Finding the Best Systems with the Least Human Effort ...
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Assessing Intervention Effects in Sentence Processing: Object Relatives vs. Subject Control
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In: Front Psychol (2021)
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Concordância negativa transfrásica no português europeu : o papel das propriedades semânticas do predicado
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The L2 acquisition of European Portuguese sluicing by L1 Mandarin Chinese speakers
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Acquisition of european portuguese cleft structures by L1 Mandarin learners
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Parental reports of preschoolers’ lexical and syntactic development: validation of the CDI-III for European Portuguese
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Níveis de consciência fonológica em estudantes do Ensino Superior: um estudo-piloto
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Effects of syntactic structure on the comprehension of clefts
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Effects of syntactic structure on the comprehension of clefts
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In: Glossa: a journal of general linguistics; Vol 4, No 1 (2019); 74 ; 2397-1835 (2019)
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Abstract:
The present paper presents an experiment testing Portuguese-speaking children’s comprehension of different types of subject and object clefts – é que clefts, standard clefts and pseudoclefts. We consider previous studies that explain asymmetric difficulties in the comprehension of structures with object A-bar extraction as an effect of featural intervention, and we show that only é que clefts and standard clefts (as opposed to pseudoclefts) involve a configuration justifying intervention along these lines. Featural intervention accounts therefore predict that comprehension asymmetries between subject and object clefts are only found in é que clefts and in standard clefts, but not in pseudoclefts. Our study supports the featural intervention account. In addition, it also supports the claim that different syntactic structures underlie the different types of clefts under analysis: pseudoclefts are distinguished from other clefts for not involving extraction of the clefted constituent in an intervention configuration.
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Keyword:
acquisition; clefts; European Portuguese; featural intervention; language acquisition; subject-object asymmetries; syntax
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URL: https://www.glossa-journal.org/jms/article/view/645 https://doi.org/10.5334/gjgl.645
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Heritage languages at school: implications of linguistic research on bilingualism for heritage language teaching
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Comprehension of Relative Clauses vs. Control Structures in SLI and ASD Children
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Sequence of tenses in complementation structures: lexical restrictions and effects on language acquisition
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A corpus of European Portuguese child and child-directed speech
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L1 acquisition across Portuguese dialects: Modular and interdisciplinary interfaces as sources of explanation
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