Phonological Selectivity in the Acquisition of English Clusters

Autor/in	Shatz, Itamar
Titel	Phonological Selectivity in the Acquisition of English Clusters
Quelle	In: Journal of Child Language, 46 (2019) 6, S.1025-1057 (33 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shatz, Itamar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000919000345
Schlagwörter	Phonology; Language Acquisition; Vocabulary Development; English; Comparative Analysis; Phonemes; Speech Communication; Morphology (Languages); Language Usage; Preschool Children; Child Language; Pronunciation + Suchen Sie Ihr Suchwort? Fonologie; Sprachaneignung; Spracherwerb; Wortschatzarbeit; English language; Englisch; Fonem; Morphology; Morphologie; Sprachgebrauch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; 'Children''s language'; Kindersprache; Aussprache
Abstract	Phonological selectivity is a phenomenon where children preselect which target words they attempt to produce. The present study examines selectivity in the acquisition of complex onsets and codas in English, and specifically in the acquisition of biconsonantal (CC) clusters in each position compared to triconsonantal (CCC) clusters. The data come from the naturalistic productions of three English-speaking children. The results indicate that children only attempt to produce target tokens with a CCC onset after they have successfully produced target tokens with a CC onset, and that the same occurs in the case of codas. Frequency, morphological complexity, sonority, and /s/ clusters were examined and ruled out as possible explanations of these acquisition patterns. Overall, this suggests that children are selective in their target words, and only attempt to produce words that contain a cluster after they have produced words containing a shorter cluster of the same type (i.e., onset/coda). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01