Literaturnachweis - Detailanzeige
| Autor/inn/en | Arunachalam, Sudha; Leddon, Erin M.; Song, Hyun-joo; Lee, Yoonha; Waxman, Sandra R. |
|---|---|
| Titel | Doing More with Less: Verb Learning in Korean-Acquiring 24-Month-Olds |
| Quelle | In: Language Acquisition: A Journal of Developmental Linguistics, 20 (2013) 4, S.292-304 (13 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1048-9223 |
| DOI | 10.1080/10489223.2013.828059 |
| Schlagwörter | Verbs; Korean; Language Acquisition; Toddlers; Contrastive Linguistics; Nouns; Phrase Structure; Vocabulary Development; Language Research; Visual Stimuli; Auditory Stimuli; Familiarity; Games; Task Analysis |
| Abstract | Research on early word learning reveals that verbs present a unique challenge. While English-acquiring 24-month-olds can learn novel verbs and extend them to new scenes, they perform better in rich linguistic contexts (when novel verbs appear with lexicalized noun phrases naming the event participants) than in sparser linguistic contexts (Arunachalam & Waxman 2011) However, in languages like Korean, where noun phrases are often omitted when their referents are highly accessible, rich linguistic contexts are less frequent. The current study investigates the influence of rich and sparse linguistic contexts in verb learning in Korean-acquiring 24-month-olds. In contrast to their English-acquiring counterparts, 24-month-olds acquiring Korean perform better when novel verbs appear in sparse linguistic contexts. These results, which provide the first experimental evidence on early verb learning in Korean, indicate that the optimal context for verb learning depends on many factors, including how event participants are typically referred to in the language being acquired. (As Provided). |
| Anmerkungen | Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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