The Incidence of Error in Young Children's Wh-Questions.
Many current generativist theorists suggest that young children possess the grammatical principles of inversion required for question formation but make errors because they find it difficult to learn language-specific rules about how inversion applies. The present study analyzed longitudinal spontan...
| Published in: | Journal of Speech, Language & Hearing Research Vol. 48; no. 2; pp. 384 - 405 |
|---|---|
| Main Authors: | , , |
| Format: | Article |
| Published: |
American Speech-Language-Hearing Association
April 2005
|
| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507982167&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507982167 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: April 2005 vid: 48 iid: 2 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 507982167 10.1044/1092-4388(2005/027) ppf: 384 ppct: 21 formats: fmt: – @attributes: type: T – @attributes: type: P size: 534KB tig: atl: The Incidence of Error in Young Children's Wh-Questions. aug: au: Rowland, Caroline F. Pine, Julian M. Lieven, Elena V. M. su: Children's language English language Interrogative (Grammar) sug: subj: Children's language English language Interrogative (Grammar) ab: Many current generativist theorists suggest that young children possess the grammatical principles of inversion required for question formation but make errors because they find it difficult to learn language-specific rules about how inversion applies. The present study analyzed longitudinal spontaneous sampled data from twelve 2-3-year-old English speaking children and the intensive diary data of 1 child (age 2;7 [years;months] to 2;11) in order to test some of these theories. The results indicated significantly different rates of error use across different auxiliaries. In particular, error rates differed across 2 forms of the same auxiliary subtype (e.g., auxiliary is vs. are), and auxiliary DO and modal auxiliaries attracted significantly higher rates of errors of inversion than other auxiliaries. The authors concluded that current generativist theories might have problems explaining the patterning of errors seen in children's questions, which might be more consistent with a constructivist account of development. However, constructivists need to devise more precise predictions in order to fully explain the acquisition of questions. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|