Facilitation and Practice in Verb Acquisition

Autor/in	Keren-Portnoy, Tamar
Titel	Facilitation and Practice in Verb Acquisition
Quelle	In: Journal of Child Language, 33 (2006) 3, S.487-518 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000906007495
Schlagwörter	Verbs; Foreign Countries; Word Order; Models; Language Acquisition; Child Language; Hypothesis Testing; Error Analysis (Language); Language Research; Semitic Languages; Young Children; Israel + Suchen Sie Ihr Suchwort? Ausland; Wortfolge; Analogiemodell; Sprachaneignung; Spracherwerb; 'Children''s language'; Kindersprache; Hypothesenprüfung; Hypothesentest; Error analysis; Language; Fehleranalyse; Sprachforschung; Arabisch; Hebräisch; Frühe Kindheit
Abstract	This paper presents a model of syntax acquisition, whose main points are as follows: Syntax is acquired in an item-based manner; early learning facilitates subsequent learning--as evidenced by the accelerating rate of new verbs entering a given structure; and mastery of syntactic knowledge is typically achieved through practice--as evidenced by intensive use and common word order errors--and this slows down learning during the early stages of acquiring a structure. The facilitation and practice hypotheses were tested on naturalistic production samples of six Hebrew-acquiring children ranging from ages 1;1 to 2;7 (average ages 1;6 to 2;4 months). Results show that most structures did in fact accelerate; the notion of "practice" is supported by the inverse correlation found between number of verbs and number of errors in the earliest productions in a given structure; and the absence of acceleration in a minority of the structures is due to the fact that they involve relatively less practice. (Contains 1 footnote.) [This research was supported by a Marie-Curie Intra-European Fellowship, the Israel Foundations Trustees, the Martin and Vivian Levin Center for the Normal and Psychopathological Development of the Child and Adolescent, the Sturman Center for Human Development, and the Levi Eshkol Institute for Economic, Social, and Political Research.] (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10