Literaturnachweis - Detailanzeige
Autor/inn/en | Chondrogianni, Vasiliki; Schwartz, Richard G. |
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Titel | Case Marking and Word Order in Greek Heritage Children |
Quelle | In: Journal of Child Language, 47 (2020) 4, S.766-795 (30 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-0009 |
DOI | 10.1017/S0305000919000849 |
Schlagwörter | Greek; Native Language; Children; Preadolescents; Bilingualism; Foreign Countries; English; Grammar; Word Order; Error Patterns; Comprehension; Individual Characteristics; Language Proficiency; Language Usage; New York (New York); Greece Grieche; Griechisch; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Bilingualismus; Ausland; English language; Englisch; Grammatik; Wortfolge; Fehlertyp; Verstehen; Verständnis; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Griechenland |
Abstract | This study examined the linguistic and individual-level factors that render case marking a vulnerable domain in English-dominant Greek heritage children. We also investigated whether heritage language (HL) children can use case-marking cues to interpret (non-)canonical sentences in Greek similarly to their monolingual peers. A group of six- to twelve-year-old Greek heritage children in New York City and a control group of age-matched monolingual children living in Greece participated in a production and a picture verification task targeting case marking and (non-)canonical word order in Greek. HL children produced syncretic inflectional errors, also found in preschool monolingual children. In the comprehension task, HL children showed variable performance on the non-canonical OVS but ceiling performance on the SVO conditions, which suggests influence from English. Linguistic factors such as case transparency affected comprehension, whereas child-level factors such as proficiency and degree of (early) use of Greek influenced performance on both modalities. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/1/01 |