Input Effects in the Acquisition of Verb Inflection: Evidence from Emirati Arabic

Autor/inn/en	Szreder, Marta; de Ruiter, Laura E.; Ntelitheos, Dimitrios
Titel	Input Effects in the Acquisition of Verb Inflection: Evidence from Emirati Arabic
Quelle	In: Journal of Child Language, 49 (2022) 4, S.684-713 (30 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Ruiter, Laura E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000921000155
Schlagwörter	Verbs; Semitic Languages; Accuracy; Foreign Countries; Linguistic Input; Phonology; Word Frequency; Preschool Children; Computational Linguistics; Language Acquisition; Learning Processes; Classification; Language Variation; United Arab Emirates + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Ausland; Sprachbildung; Fonologie; Word analysis; Frequency; Wortanalyse; Häufigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Linguistics; Computerlinguistik; Sprachaneignung; Spracherwerb; Learning process; Lernprozess; Classification system; Klassifikation; Klassifikationssystem; Sprachenvielfalt; Vereinigte Arabische Emirate
Abstract	This study investigates the acquisition of the Imperfective verb inflection paradigm in Emirati Arabic (EA), to determine whether the learning process is sensitive to the phonological and typological properties of the input. We collected data from 48 participants aged 2;7 to 5;9 years, using an elicited production paradigm. Input frequencies of inflectional contexts, verb types and tokens were obtained from corpora of child-directed and adult EA. Children's accuracy was inversely related to the input frequency of inflectional contexts, but not related to type and token frequency or phonological neighborhood density. Token frequency interacted with age, such that younger children performed considerably worse on low-frequency tokens, but older children performed equally well on high- and low-frequency tokens. We conclude that learning is input-driven, but that a sufficiently regular paradigm allows children to eventually generalise across all items earlier than in previously studied European languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01