Literaturnachweis - Detailanzeige
| Autor/in | Pelham, Sabra D. |
|---|---|
| Titel | The Input Ambiguity Hypothesis and Case Blindness: An Account of Cross-Linguistic and Intra-Linguistic Differences in Case Errors |
| Quelle | In: Journal of Child Language, 38 (2011) 2, S.235-272 (38 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-0009 |
| DOI | 10.1017/S0305000909990225 |
| Schlagwörter | Form Classes (Languages); Linguistic Input; Figurative Language; Child Language; German; Linguistic Theory; English; Language Acquisition; Grammar; Computational Linguistics; Error Analysis (Language); Contrastive Linguistics |
| Abstract | English-acquiring children frequently make pronoun case errors, while German-acquiring children rarely do. Nonetheless, German-acquiring children frequently make article case errors. It is proposed that when child-directed speech contains a high percentage of case-ambiguous forms, case errors are common in child language; when percentages are low, case errors are rare. Input to English and German children was analyzed for percentage of case-ambiguous personal pronouns on adult tiers of corpora from 24 English-acquiring and 24 German-acquiring children. Also analyzed for German was the percentage of case-ambiguous articles. Case-ambiguous pronouns averaged 63.3% in English, compared with 7.6% in German. The percentage of case-ambiguous articles in German was 77.0%. These percentages align with the children's errors reported in the literature. It appears children may be sensitive to levels of ambiguity such that low ambiguity may aid error-free acquisition, while high ambiguity may blind children to case distinctions, resulting in errors. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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