The Acquisition of the English Plural Morpheme by Native Mandarin Chinese-Speaking Children

Autor/in	Jia, Gisela
Titel	The Acquisition of the English Plural Morpheme by Native Mandarin Chinese-Speaking Children
Quelle	In: Journal of Speech, Language, and Hearing Research, 46 (2003) 6, S.1297-1311 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2003/101)
Schlagwörter	Speech Communication; Nouns; Morphemes; Language Impairments; Monolingualism; Mandarin Chinese; Comparative Analysis; Bilingualism; Limited English Speaking; English (Second Language); Language Proficiency; Children; Adolescents; United States + Suchen Sie Ihr Suchwort? Morphem; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; USA
Abstract	Although the acquisition of the English plural morpheme by monolingual English-speaking children (L1 learners) has been studied extensively, little is known about the processes through which native speakers of other languages (L2 speakers) acquire the English plural morpheme. To understand the similarities and differences between L1 and L2 English plural morpheme acquisition, 10 native Mandarin-speaking children who immigrated to the United States between ages 5 and 16 years were followed for 5 years. Their proficiency in English plural morpheme production was measured by a picture description task and by their spontaneous speech. In contrast to L1 learners who master the plural morpheme within 3 years of age, only 7 of these 10 L2 learners did so after 5 years of English exposure. Age of initial exposure to English and language environment explained individual differences to some extent. Participants' speech illustrated all error types made by L1 learners; however, L2 learners more frequently marked the same noun inconsistently in the same testing session, and more often overgeneralized the plural morpheme in singular or mass noun contexts. Differences between L2 learners and L1 learners with specific language impairment are also discussed. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://jslhr.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10