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Lexically Driven or Early Structure Building? Constructing an Early Grammar in German Child Language
Peer reviewed
Direct linkSzagun, Gisela; Schramm, Satyam A. – First Language, 2019
This study examines the role of the lexicon and grammatical structure building in early grammar. Parent-report data in CDI format from a sample of 1151 German-speaking children between 1;6 and 2;6 and longitudinal spontaneous speech data from 22 children between 1;8 and 2;5 were used. Regression analysis of the parent-report data indicates that…
Descriptors: Child Language, German, Toddlers, Grammar
Le Normand, Marie-Thérèse – First Language, 2019
In this corpus study, it is asked whether young children speaking European French build their early syntax around grammatical or lexical words. Specifically, the study examines the relationship of grammatical and lexical words in three types of syntactic structures (determiner--noun, pronoun--verb and subject pronoun--verb). The corpus included…
Descriptors: Foreign Countries, Syntax, Child Language, Grammar
Zebib, Racha; Tuller, Laurice; Hamann, Cornelia; Abed Ibrahim, Lina; Prévost, Philippe – First Language, 2020
Sentence repetition (SR) tasks have been shown to be excellent indicators of Developmental Language Disorder (DLD). However, there is still no consensus about which core ability they measure: language vs. Verbal Short-Term Memory (VSTM) and Verbal Working Memory (WM). Moreover, very few studies have investigated whether variables predicting SR…
Descriptors: Sentences, Repetition, Syntax, Verbal Communication
Download full textMa, Weiyi; Zhou, Peng; Golinkoff, Roberta Michnick; Lee, Joanne; Hirsh-Pasek, Kathy – First Language, 2019
The syntactic structure of sentences in which a new word appears may provide listeners with cues to that new word's form class. In English, for example, a noun tends to follow a determiner ("a"/"an"/"the"), while a verb precedes the morphological inflection [ing]. The presence of these markers may assist children in…
Descriptors: Syntax, Cues, Mandarin Chinese, Verbs
Talli, Ioanna; Stavrakaki, Stavroula – First Language, 2020
This article investigates verbal short-term memory (vSTM) and verbal working memory (vWM) abilities and their relation to lexical and syntactic abilities in monolingual (mono-) and bilingual (bi-) children with Developmental Language Disorder (DLD) and typical development (TD). The authors employed the following tasks: vSTM (non-word repetition…
Descriptors: Short Term Memory, Verbal Ability, Syntax, Language Impairments
Nic Fhlannchadha, Siobhán; Hickey, Tina M. – First Language, 2017
An in-depth examination of the acquisition of grammatical gender has not previously been conducted for Irish, an endangered indigenous language now typically acquired simultaneously with English, or as L2. Children acquiring Irish must contend with the opacity of the Irish gender system and the plurifunctionality of the inflections used to mark…
Descriptors: Irish, Language Acquisition, Grammar, Form Classes (Languages)
