Interaction between Two Determiner Systems: The Acquisition of English Articles by a Hebrew-Speaking Child

Autor/in	Kedar, Yarden
Titel	Interaction between Two Determiner Systems: The Acquisition of English Articles by a Hebrew-Speaking Child
Quelle	In: First Language, 39 (2019) 1, S.111-136 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723718809241
Schlagwörter	Foreign Countries; Child Language; Semitic Languages; English (Second Language); Second Language Learning; Form Classes (Languages); Language Acquisition; Learning Strategies; Mastery Learning; Bilingualism; Young Children; Israel + Suchen Sie Ihr Suchwort? Ausland; 'Children''s language'; Kindersprache; Arabisch; Hebräisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Analytischer Sprachbau; Sprachaneignung; Spracherwerb; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bilingualismus; Frühe Kindheit
Abstract	This longitudinal case study followed a Hebrew-speaking child acquiring L2-English, focusing on her production of articles. Although the child had already developed significant aspects of the Hebrew determiner system, her acquisition of English followed a typical developmental route for first language acquisition: single words; telegraphic speech; and complete sentences, including articles. The child's acquisition of definite and indefinite English articles was based on different strategies: the was dropped for a long period, but was then incorporated in full sentences; whereas a, which lacks an equivalent form in Hebrew, appeared earlier in the child's utterances, but only in memorized templates of [a + Noun]. Moreover, the proportion of cases in which English articles were omitted in obligatory contexts decreased over time, whereas additions and substitutions increased. These findings bear upon the role of functional categories in language acquisition and the endeavor to understand the extent to which children's L1-based knowledge may guide or interfere with their mastery of a second language. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01