One Is Not Enough: Interactive Role of Word Order, Case-Marking, and Verbal Morphology in Children's Comprehension of Suffixal Passive in Korean

Autor/inn/en	Shin, Gyu-Ho; Deen, Kamil Ud
Titel	One Is Not Enough: Interactive Role of Word Order, Case-Marking, and Verbal Morphology in Children's Comprehension of Suffixal Passive in Korean
Quelle	In: Language Learning and Development, 19 (2023) 2, S.188-212 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shin, Gyu-Ho)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2022.2050237
Schlagwörter	Korean; Morphemes; Morphology (Languages); Acoustics; Language Processing; Pictorial Stimuli; Task Analysis; Grammar; Cues; Accuracy; Sentence Structure; Word Order; Preschool Children; Language Acquisition; Foreign Countries; Age Differences; South Korea (Seoul) + Suchen Sie Ihr Suchwort? Koreanisch; Morphem; Morphology; Morphologie; Akustik; Sprachverarbeitung; Fantasieanregung; Aufgabenanalyse; Grammatik; Stichwort; Satzbau; Satzstruktur; Wortfolge; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachaneignung; Spracherwerb; Ausland; Age; Difference; Age difference; Altersunterschied
Abstract	The present study investigates the role of three structural factors ("word order," "case-marking," and "verbal morphology") in the comprehension of the Korean suffixal passive by Korean-speaking children. To measure the relative impact of each factor on the comprehension of the passive, we devise a novel method where these factors are obscured systematically by employing acoustic masking -- chewing and coughing. Results from three picture selection tasks show that (1) the Agent-First preference is not ubiquitously employed by young children, but is dependent on other grammatical cues; (2) despite mediocre accuracy rates on passive sentences, we nonetheless find evidence that children have some knowledge about the passive construction; and (3) scrambling of passive sentences does not aid in comprehension. These findings suggest that, in order to understand the acquisition of the passive, all these structural factors need to be considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01