A Cross-Linguistic Perspective on the Acquisition of Manner of Articulation Contrasts in the Productions of Dutch and German Children

Autor/inn/en	Altvater-Mackensen, Nicole; Fikkert, Paula
Titel	A Cross-Linguistic Perspective on the Acquisition of Manner of Articulation Contrasts in the Productions of Dutch and German Children
Quelle	In: Language Acquisition: A Journal of Developmental Linguistics, 22 (2015) 1, S.2-39 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1048-9223
DOI	10.1080/10489223.2014.892945
Schlagwörter	Child Language; Language Acquisition; Longitudinal Studies; German; Indo European Languages; Infants; Toddlers; Guidelines; Articulation (Speech); Contrastive Linguistics; Foreign Countries; Statistical Analysis; Germany; Netherlands + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; Sprachaneignung; Spracherwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Deutscher; Indoeuropäisch; Infant; Toddler; Toddlers; Kleinkind; Infants; Richtlinien; Linguistics; Kontrastive Linguistik; Ausland; Statistische Analyse; Deutschland; Niederlande
Abstract	The present article investigates the acquisition of Manner of Articulation (MoA) contrasts in child language production. We analyzed spontaneous longitudinal speech data of four German and six Dutch 1- to 3-year-olds. The data suggest that the acquisition of MoA contrasts is influenced by various co-occurrence constraints at the word level. Interestingly, developmental patterns are very similar across languages. However, children seem to follow different strategies to introduce MoA contrasts: They either introduce MoA contrasts in word-initial position in monosyllables as well as in disyllables, or they introduce MoA contrasts in noninitial position in both types of words. We couch the data in a lexical framework assuming that early lexical representation fits templates that evolve in the course of development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01