Exposure and Feedback in Language Acquisition: Adult Construals of Children's Early Verb-Form Use in Hebrew

Autor/inn/en	Lustigman, Lyle; Clark, Eve V.
Titel	Exposure and Feedback in Language Acquisition: Adult Construals of Children's Early Verb-Form Use in Hebrew
Quelle	In: Journal of Child Language, 46 (2019) 2, S.241-264 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
Schlagwörter	Language Acquisition; Verbs; Language Usage; Feedback (Response); Longitudinal Studies; Semitic Languages; Adults; Parent Child Relationship; Infants; Toddlers; Oral Language + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Sprachgebrauch; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Arabisch; Hebräisch; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Infant; Toddler; Toddlers; Kleinkind; Infants; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	This study focuses on adult responses to children's verb uses, the information they provide, and how they change over time. We analyzed longitudinal samples from four children acquiring Hebrew (age-range: 1;4-2;5; child verb-forms = 8,337). All child verbs were coded for inflectional category, and for whether and how adults responded to them. Our findings show that: (a) children's early verbs were opaque with no clear inflectional target (e.g., the child-form "tapes" corresponds to "letapes" 'to-climb', "metapes" 'is-climbing', "yetapes" 'will-climb'), with inflections added gradually; (b) most early verbs were followed by adult responses using the same lexeme; and (c) as opacity in children's verbs decreased, adults made fewer uses of the same lexeme in their responses, and produced a broader array of inflections and inflectional shifts. In short, adults are attuned to what their children know and respond to their early productions accordingly, with extensive 'tailor-made' feedback on their verb uses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01