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1
Hallin, Anna Eva, and Christina Reuterskiöld. "Error Type and Lexical Frequency Effects: Error Detection in Swedish Children With Language Impairment." Journal of Speech, Language, and Hearing Research 60, no. 10 (October 17, 2017): 2924–34. http://dx.doi.org/10.1044/2017_jslhr-l-16-0294.
Анотація:
Purpose The first aim of this study was to investigate if Swedish-speaking school-age children with language impairment (LI) show specific morphosyntactic vulnerabilities in error detection. The second aim was to investigate the effects of lexical frequency on error detection, an overlooked aspect of previous error detection studies. Method Error sensitivity for grammatical structures vulnerable in Swedish-speaking preschool children with LI (omission of the indefinite article in a noun phrase with a neuter/common noun, and use of the infinitive instead of past-tense regular and irregular verbs) was compared to a control error (singular noun instead of plural). Target structures involved a high-frequency (HF) or a low-frequency (LF) noun/verb. Grammatical and ungrammatical sentences were presented in headphones, and responses were collected through button presses. Results Children with LI had similar sensitivity to the plural control error as peers with typical language development, but lower sensitivity to past-tense errors and noun phrase errors. All children showed lexical frequency effects for errors involving verbs (HF > LF), and noun gender effects for noun phrase errors (common > neuter). Conclusions School-age children with LI may have subtle difficulties with morphosyntactic processing that mirror expressive difficulties in preschool children with LI. Lexical frequency may affect morphosyntactic processing, which has clinical implications for assessment of grammatical knowledge.
2
Julien, Catherine, Audette Sylvestre, Caroline Bouchard, and Jean Leblond. "Morphosyntactic Development and Severe Parental Neglect in 4-Year-Old French-Speaking Children: ELLAN study." Child Maltreatment 24, no. 3 (March 3, 2019): 254–64. http://dx.doi.org/10.1177/1077559519829249.
Анотація:
Language is the most frequently compromised area of development in English-speaking neglected children, particularly the morphosyntactic component of language. This is very worrisome given its central role in academic success and social participation. No previous study has examined the morphosyntactic skills of French-speaking neglected children, despite the morphological richness of French. This study aimed to fill this gap. Forty-four neglected (mean age = 48.32 months, SD = 0.45) and 92 non-neglected (mean age = 48.07 months, SD = 0.24) French-speaking children participated. Measures of morphosyntactic skills were derived from a sample of spontaneous language collected during standardized semistructured play and analyzed using Systematic Analysis of Language Transcripts software (2012) . Four morphosyntactic indicators were compared using analyses of variance and Kolmogorov–Smirnov tests: the mean length of utterances (MLU), verbal inflections, word-level errors, and omission errors. The results indicate that 25.6% of the neglected children presented clinically significant morphosyntactic difficulties, as evidenced by a significantly shorter MLU ( M = 5.60, SD = 1.13; M = 6.90, SD = 1.30), fewer verbal inflections, and more frequent word omission errors compared to their non-neglected peers. The results confirm that French-speaking neglected children present many morphosyntactic difficulties. This study argues for sustained speech–language services for these children.
3
Pi, Minkyeong, and Seunghee Ha. "Analysis of Errors in Sentence Repetition by Subgroups of Children with Speech Sound Disorders." Communication Sciences & Disorders 28, no. 2 (June 30, 2023): 314–26. http://dx.doi.org/10.12963/csd.23969.
Анотація:
Objectives: Sentence repetition tasks (SRTs) are clinically useful tasks for examining working memory ability and discriminating residual language delay. This study aims to examine sentence repetition skills by groups of children with SSDs and analyze error types and morphosyntactic strengths and weaknesses in SRTs. Methods: Thirty-four children aged 5-7 years with SSDs were classified into groups with articulation disorders, phonological delays, and phonological disorders. SRTs were conducted, and errors in SRTs were analyzed in terms of lexical and grammatical morphemes and children’s sentence repetition (SR) skills were examined by two scoring systems including or excluding articulation errors. Results: In SRTs, children with phonological disorders showed more omission errors; in particular, omission of grammatical morphemes, and sentence paraphrase errors were more frequent. Children with phonological disorders showed more lexical grammatical morpheme errors than the other subgroups. Even in the scoring system that reflects both language and articulation errors, children with phonological disorders showed a lower performance than children with articulation disorders. Conclusion: Children with phonological disorders exhibited morphosyntactic weakness by showing greater difficulties in repeating grammatical morphemes accurately in SRTs. This finding suggests that systematic grammar intervention should be addressed for children with phonological disorders.
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Mukarromah, Inayatul. "A Morphosyntactical Analysis of University Students’ Writing: Indonesian Case." e-Journal of Linguistics 14, no. 1 (January 30, 2020): 33. http://dx.doi.org/10.24843/e-jl.2020.v14.i01.p04.
Анотація:
Different grammar between languages often causes confusion to those who learn it. Students often experience such problems when their first language (L1) and the target language (L2) share very limited linguistic aspects. This study aims to focus on the morphosyntactic issues that lead to the grammatical errors which take place in the English writing of Indonesian university students taking writing class and to analyze the potential sources of their mistakes. The data from this study were collected from a writing assignment in three Writing classes. This research followed the steps initiated by James (1998), among others: collecting data, identifying errors, classifying errors, explaining errors, and finding sources of errors. The results revealed that of the 2.218 grammatical errors found, they could be classified into two main error types: morphological errors (81.97%) and syntactic errors (18.03%) which were divided into 32 specific errors. The findings suggest that the Indonesian students are not fully aware how to use the plural marker ‘s’ as well the ‘3rd singular’ in present tense. Moreover, they cannot build a simple sentence due to the different word-order and sentence structure between Indonesian and English in terms of morphology and syntax.With regard to the potential sources of error, both inter-language errors and intralingual errors and developments have an influence on errors made in writing. Errors between languages occur when students try to use their knowledge of the L1 structure to obtain the target language, but the differences between the two languages cause errors. Intralingual and developmental errors are found because of difficulties and problems in the target language itself. The findings in this study are very useful for the process of learning English especially in writing skills.
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Padilla, Willian Patricio García, and Yola Indaura Chica Cárdenas. "Morphosyntactic influence of spanish on english as a foreign language in high school students." South Florida Journal of Development 2, no. 5 (November 22, 2021): 7599–615. http://dx.doi.org/10.46932/sfjdv2n5-094.
Анотація:
When learning a foreign language, the mother tongue (L1) influences the learning process either to enhance or to hinder it. The purpose of this study was to ascertain the most common errors high school students make due to the Spanish morphosyntactic interference when developing the English writing skill, to determine the factors that caused those errors and to propose some suggestions to overcome them. The participants of the study were 32 students of an Ecuadorian public high school. A quantitative and qualitative study was carried out; data collection instruments included a pre and a post-test as well as a questionnaire for students and teachers. Four morphosyntactic errors were identified: word order, negation, pluralization, and subject omission. After the intervention, it was determined that to overcome these errors, school teachers should focus on practicing more writing activities with their students in class and on motivating learners to do English tasks at home.
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ROYLE, PHAEDRA, and ISABELLE STINE. "The French noun phrase in preschool children with SLI: morphosyntactic and error analyses." Journal of Child Language 40, no. 5 (September 14, 2012): 945–70. http://dx.doi.org/10.1017/s0305000912000414.
Анотація:
ABSTRACTWe studied spontaneous speech noun-phrase production in eight French-speaking children with SLI (aged 5 ; 0 to 5 ; 11) and controls matched on age (4 ; 10 to 5 ; 11) or MLU (aged 3 ; 2 to 4 ; 1). Results showed that children with SLI prefer simple DP structures to complex ones while producing more substitution and omission errors than controls. The three groups also showed distinct error patterns. Children with SLI appeared to have difficulty with phonological processes involved in liaison, elision, and contraction, whereas control children tended to make more lexical errors. These data support models of reduced morphosyntactic and syntactic abilities in this population, and suggest that morphophonological processes should also be integrated into descriptive models of SLI.
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HALLIN, ANNA EVA, and CHRISTINA REUTERSKIÖLD. "Effects of frequency and morphosyntactic structure on error detection, correction, and repetition in Swedish-speaking children." Applied Psycholinguistics 39, no. 6 (September 17, 2018): 1189–220. http://dx.doi.org/10.1017/s0142716418000280.
Анотація:
ABSTRACTGrammatical error detection and correction are often used to test explicit language knowledge. This study investigated effects of token frequency and error type in error detection, correction, and repetition, and performance on the three tasks were compared and related to models of metalinguistic awareness and development. Thirty Swedish-speaking 10-year-olds with typical language development participated in the study, which focused on four morphosyntactic errors: the infinitive instead of past tense for regular and irregular verbs, and the omission of the obligatory indefinite article in common and neuter gender noun phrases. Target verbs and nouns were of high or low frequency. Results showed significant effects of verb frequency in all tasks, and effects of noun gender for error detection, but not for correction and repetition. Children detected significantly more past-tense errors than they accurately corrected, but the opposite result was seen for noun phrase errors. The patterns of results both within and across tasks imply that implicit language knowledge affects performance, and that lexical frequency, even of familiar words, needs to be controlled when designing tasks for measuring grammatical knowledge. The particular challenge of the Swedish neuter noun phrase in language development and language processing needs to be further investigated.
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Altmann, Lori J. P., Daniel Kempler, and Elaine S. Andersen. "Speech Errors in Alzheimer's Disease." Journal of Speech, Language, and Hearing Research 44, no. 5 (October 2001): 1069–82. http://dx.doi.org/10.1044/1092-4388(2001/085).
Анотація:
Researchers studying the speech of individuals with probable Alzheimer's disease (PAD) report that morphosyntax is preserved relative to lexical aspects of speech. The current study questions whether dividing all errors into only two categories, morphosyntactic and lexical, is warranted, given the theoretical controversies concerning the production and representation of pronouns and closed-class words in particular. Two experiments compare the speech output of 10 individuals with Alzheimer's disease to that of 15 healthy age- and education-matched speakers. Results of the first experiment indicate that the pattern of errors in the speech of participants with mild PAD reflects an across-the-board increase in the same types of errors made by healthy older speakers, including closed-class and morphosyntactic errors. In the second task, participants produced a grammatical sentence from written stimuli consisting of a transitive verb and two nouns. Only adults with Alzheimer's disease had difficulties with this task, producing many more closed-class word errors than did healthy older adults. Three of the participants with PAD produced nearly agrammatic speech in this task. These 3 people did not differ from the rest of the PAD group in age, education, working memory, or degree of semantic impairment. Further, error rates on the two tasks were highly correlated. We conclude that morphosyntax is not preserved in the speech output of individuals with PAD, but is vulnerable to errors along with all aspects of language that must be generated by the speaker. We suggest that these results best support a model of speech production in which all words are represented by semantic and grammatical features, both of which are vulnerable to failures of activation when there is damage or noise in the system as a result of pathology, trauma, or even divided attention.
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Taha, Juhayna, Vesna Stojanovik, and Emma Pagnamenta. "Sentence Repetition as a Clinical Marker of Developmental Language Disorder: Evidence From Arabic." Journal of Speech, Language, and Hearing Research 64, no. 12 (December 13, 2021): 4876–99. http://dx.doi.org/10.1044/2021_jslhr-21-00244.
Анотація:
Purpose: Research on the typical and impaired grammatical acquisition of Arabic is limited. This study systematically examined the morphosyntactic abilities of Arabic-speaking children with and without developmental language disorder (DLD) using a novel sentence repetition task. The usefulness of the task as an indicator of DLD in Arabic was determined. Method: A LITMUS (Language Impairment Testing in Multilingual Settings) sentence repetition task was developed in Palestinian Arabic (LITMUS-SR-PA-72) and administered to 30 children with DLD ( M = 61.50 months, SD = 11.27) and 60 age-matched typically developing (TD) children ( M = 63.85 months, SD = 10.16). The task targeted grammatical structures known to be problematic for Arabic-speaking children with DLD (language specific) and children with DLD across languages (language independent). Responses were scored using binary, error, and structural scoring methods. Results: Children with DLD scored below TD children on the LITMUS-SR-PA-72, in general, and in the repetition of language-specific and language-independent structures. The frequency of morphosyntactic errors was higher in the DLD group relative to the TD group. Despite the large similarity of the type of morphosyntactic errors between the two groups, some atypical errors were exclusively produced by the DLD group. The three scoring methods showed good diagnostic power in the discrimination between children with DLD and children without DLD. Conclusions: Sentence repetition was an area of difficulty for Palestinian Arabic–speaking children with DLD. The DLD group demonstrated difficulties with language-specific and language-independent structures, particularly complex sentences with noncanonical word order. Most grammatical errors made by the DLD group resembled those of the TD group and were mostly omissions or substitutions of grammatical affixes or omissions of function words. SR appears to hold promise as a good indicator for the presence or absence of DLD in Arabic. Further validation of these findings using population-based studies is warranted. Supplemental Material https://doi.org/10.23641/asha.16968043
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Abdelmohsen, Moustafa Mohamed. "Arab EFL Learners’ Writing Errors: A Contrastive Error Analysis Study." British Journal of English Language Linguistics 10, no. 4 (April 15, 2022): 1–17. http://dx.doi.org/10.37745/bjel.2013/vol10n4117.
Анотація:
The present study delved into the impact of students' L1 (Arabic) morphosyntactic system on their L2 writing skills; the influence of Arabic socio-cultural and educational context (where students learn L2) on students’ writing; students’ attitude towards L2 writing and EFL teachers’ perceptions and interpretations of students' writing difficulties. The study was conducted in 8 public higher education institutions in Oman. The participants of the study were 598 Omani EFL students who studied at The General Foundation Program and 54 EFL teachers. The study was underpinned by two theories: transfer of learning theory (Thorndike & Woodworth, 1901) and interlanguage theory (Selinker, 1972). The conceptual framework was arrived at by employing two models, contrastive analysis (CA) and error analysis (EA). A mixed-methods approach was used to collect quantitative and qualitative data employing a questionnaire, semi-structured interview, and a writing test (essay writing). The findings revealed that students’ intralingual (L2 rules) errors were larger than their interlingual (L1 interference) errors. It was also found that students had a positive attitude towards L2 learning. Further, the teachers’ interviews confirmed that teachers were cognizant of students’ writing errors but they could not identify and determine the sources of those errors.
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Fitri, Nia Annisa, Dewi Rochsantiningsih, and Hefy Sulistyawati. "AN ERROR ANALYSIS ON THE APPROPRIATENESS OF WORD CHOICE IN WRITTEN TEXT OF ENGLISH EDUCATION DEPARTMENT STUDENTS." English Education 4, no. 1 (September 21, 2015): 92. http://dx.doi.org/10.20961/eed.v4i1.34840.
Анотація:
The article aims at describing the appropriateness of word choice and its causes in written text. An error analysis was conducted to the second semester students of English Education in a university in Central Java to investigate errors in word choice. The errors are categorized in superficial descriptive categories (morphosyntactic and lexical derivational and pragmatics) and complementary descriptive categories (lexical syntactic, semantic and collocational problems and overlap, logicality and topic knowledge). Based on these categories, errors committed by students in word choice are caused by lack of vocabulary, lack of holistic understanding in grammar, lack of interaction with target language, lack of research of the topic given, not rereading their own texts, and being too dependent on bilingual dictionaries. Most of errors that are produced by students however did not hinder readers’ comprehension but still needs to get a thorough attention.
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DE ILARRAZA, ARANTZA DÍAZ, KOLDO GOJENOLA, MAITE ORONOZ, and IÑAKI ALEGRIA. "Syntactic error detection and correction in date expressions using finite-state transducers." Natural Language Engineering 17, no. 2 (March 21, 2011): 145–61. http://dx.doi.org/10.1017/s1351324911000088.
Анотація:
AbstractThis paper presents a set of experiments for the detection and correction of syntactic errors, exploring two alternative approaches. The first one uses an error grammar which combines a robust morphosyntactic analyser and two groups of finite-state transducers (one for the description of syntactic error patterns and the other for the correction of the detected errors). We have also experimented an alternative approach using a positive date grammar where deviations are detected by applying edit-distance techniques. The system has been tested on a corpus of real texts which contained both correct and incorrect sentences. Although the experiment was limited to one language, the results show that attainable performance is not the only criterion for preferring one solution over another.
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Rice, Mabel L., Kenneth Wexler, and Sean M. Redmond. "Grammaticality Judgments of an Extended Optional Infinitive Grammar." Journal of Speech, Language, and Hearing Research 42, no. 4 (August 1999): 943–61. http://dx.doi.org/10.1044/jslhr.4204.943.
Анотація:
This study reports on the outcomes of an investigation designed to evaluate competing accounts of the nature of the grammatical limitations of children with specific language impairment (SLI) with a new comprehension measure involving well-formedness judgments. It is a follow-up to the longitudinal study of Rice, Wexler, and Hershberger (1998), which reported on the production of grammatical morphemes by young children with SLI and 2 control groups of children, one at equivalent levels of mean length of utterance at the outset of the study, the other of equivalent age. In this investigation, we report on grammaticality judgment measures collected from the same 3 groups of children over a period of 2 years for 5 times of measurement. It is the first longitudinal study of grammaticality judgments of children with SLI. The findings show that children's grammatical judgments parallel their productions: Children with SLI can make fine-tuned grammatical judgments to reject morphosyntactic errors they are unlikely to commit, whereas they accept morphosyntactic errors that they are likely to produce. The findings support the extended optional infinitive (EOI) account of morphosyntactic limitation based in underlying grammatical representations and do not support accounts of input processing deficits or production constraints.
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Lim, Jung Hyun, and Kiel Christianson. "Integrating meaning and structure in L1–L2 and L2–L1 translations." Second Language Research 29, no. 3 (June 5, 2013): 233–56. http://dx.doi.org/10.1177/0267658312462019.
Анотація:
This article examined the integration of semantic and morphosyntactic information by Korean learners of English as a second language (L2). In Experiment 1, L2 learners listened to English active or passive sentences that were either plausible or implausible and translated them into Korean. A significant number of Korean translations maintained the original passive/active structure, but switched the thematic roles of the actors in the sentences. In Experiment 2, the direction of translation was reversed and participants made very few translation errors, showing that the errors in Experiment 1 were not due to participants’ lack of control over the English passive morphosyntax. The results are strikingly similar to previous results in the first language (L1) psycholinguistics literature, and support a view of L2 processing (like L1 processing) that is ‘good enough’ in nature: misinterpretations arise from only a ‘good enough’ integration of semantic and morphosyntactic information in the input.
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Viémon, Marc. "erreurs fréquentes des étudiants universitaires hispanophones de FLE à l’écrit." Anales de Filología Francesa, no. 29 (November 24, 2021): 769–89. http://dx.doi.org/10.6018/analesff.471371.
Анотація:
In this article,we classify the most common morphosyntactic mistakes that Spanish-speaking university students of French as a foreign language at level A2-B1 make when writing. We will focus solely onthe area of morphosyntaxas it is always where the most mistakes are made. Furthermore, we will discuss in more detail the issue of the agreement, as it is the most common error within our corpus. We conclude that the mispronunciation of the learners as well as bad reading habits couldbe the origin of a certain numberof morphological errors. Finally, we suggest some corrective practices aiming to reduce, or even eradicate, the detected errors: autocorrection, collective correction, and rereading En este artículo presentamos la clasificación de los errores morfosintácticos más frecuentes cometidos por los estudiantes universitarios hispanohablantes de francés lengua extranjera en sus producciones escritas. Solo consideramos el área morfosintáctica por ser esta la que reúne siempre más cantidad de errores. Asimismo, abordamos con más detenimiento la cuestión de la ausencia de concordancia, que es el error más común en nuestro corpus. Llegamos a la conclusión de que la pronunciación defectuosa de los alumnos, así como malos hábitos de lectura podrían ser una posible fuente de estos errores morfológicos. Finalmente, proponemos algunas prácticas correctivas con el fin de reducir, e incluso eliminar, los errores detectados: autocorrección, corrección colectiva y relectura.
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SCHEIDNES, MAUREEN, and LAURICE TULLER. "Using clausal embedding to identify language impairment in sequential bilinguals." Bilingualism: Language and Cognition 22, no. 5 (September 18, 2018): 949–67. http://dx.doi.org/10.1017/s1366728918000949.
Анотація:
Assessing language in sequential bilinguals (L2 children) for the identification of language impairment suffers from lack of appropriate standardized tools and from limited understanding of the developmental trajectories of these learners. This longitudinal study compares L2 children to children with SLI in order to better understand where these groups have overlapping performance and where they differ. An analysis of standardized test scores as well as frequency of clausal embedding and morphosyntactic errors in spontaneous speech was conducted with 22 English-speaking children (aged 6;9-12;7) acquiring French as an L2 in France and 19 monolingual French-speaking children with SLI (aged 6;5–12;11). The results revealed that L2 children used clausal embedding more often than the children with SLI, but both groups had similar rates of morphosyntactic accuracy. Facility with clausal embedding from early stages of development and continuing difficulty with morphosyntactic accuracy are argued to be characteristic of typical development in L2 children.
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Evans, Julia L. "SLI Subgroups: Interaction Between Discourse Constraints and Morphosyntactic Deficits." Journal of Speech, Language, and Hearing Research 39, no. 3 (June 1996): 655–60. http://dx.doi.org/10.1044/jshr.3903.655.
Анотація:
A performance-based model was employed to investigate the impact of discourse demands on the pattern of morphosyntactic deficits exhibited by children with Specific Language Impairments (SLI). The pattern of grammatical errors varied with respect to discourse demands for children with good receptive language abilities but remained stable and independent of changes in discourse demands for children with both expressive and receptive deficits. These findings suggest distinct deficit profiles for subgroups of children with SLI differing in receptive language abilities that are not evident when syntactic skills are investigated outside the context of ongoing spontaneous discourse.
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Stepšys, Jonas. "Būdvardiškųjų žodžių derinimo ryšio įsisavinimas dvikalbystės sąlygomis." Taikomoji kalbotyra, no. 20 (December 28, 2023): 172–82. http://dx.doi.org/10.15388/taikalbot.2023.20.13.
Анотація:
While studies on the acquisition of adjective agreement in the Lithuanian language are scarce, some research indicates that children face challenges in understanding morphosyntactic relationships, leading to errors in the use of adjectives and nouns in agreement. Consequently, children may switch less common inflections to more common ones, select declension paradigms based on analogy to other words, and exhibit errors in the grammatical category of gender. The present study investigates adjective agreement in bilingual children. Thirty-five bilingual children residing outside Lithuania completed a task based on a corpus of children’s and child-directed speech. The experimental task aimed to capture the diversity of adjective and noun paradigms. Test choices included, alongside the correct one, a paradigm error (a different paradigm inflection), a number error (a different number in the target paradigm), and a gender error (a different gender in the target paradigm). Results reveal that bilingual children encounter the most difficulty with agreement due to inflectional diversity, involving changes in inflection from unproductive to productive paradigms and copying noun inflections. Agreement errors in gender and number are also associated with paradigm diversity.
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Adam, Hisham. "Morphosyntactic aspects of agrammatism in Palestinian Arabic: Findings from a Semitic language." Revista de Investigación en Logopedia 13, no. 2 (July 3, 2023): e85225. http://dx.doi.org/10.5209/rlog.85225.
Анотація:
The present study uses a spontaneous speech task to investigate the production of morphosyntactic elements in Palestinian Arabic agrammatism (PA). Eight Palestinian-Arabic-speaking individuals with agrammatism (6 males and 2 females), diagnosed with mild to severe Broca’s aphasia, and 8 age- and gender-matched healthy speakers participated in the study. A speech sample of 100 words from each participant was transcribed and analyzed. Findings showed that substitutions, omissions, simplified sentence structure, and tense inflection errors mostly characterized Palestinian Arabic agrammatism. As for tense and agreement, the speakers with agrammatism showed more tense inflection impairments than agreement inflections. The results suggest that the individuals of PA with agrammatism had marked dissociations in producing certain types of specific morphosyntactic structures, confirming previous findings, mainly from Hebrew and Jordanian Arabic.
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Potapova, Irina, John Gallagher, Alicia Escobedo, and Sonja Pruitt-Lord. "Rethinking ‘errors’." Journal of Monolingual and Bilingual Speech 5, no. 1 (June 9, 2023): 77–106. http://dx.doi.org/10.1558/jmbs.23496.
Анотація:
All children produce non-adult-like grammatical forms (e.g., omissions, substitutions) in the process of acquiring the language(s) in their environment. Often, use of these forms is part of typical language development; in other cases, non-adult-like forms are indicative of developmental language disorder (DLD). For children acquiring multiple languages, additional variability in language use is expected, as their experiences with each language vary. For accurate assessment in speech-language pathology, measures must differentiate typical and atypical development within the variability of dual language learning. Recent research indicates that measuring productivity – or the diversity and flexibility of children’s morphosyntactic skills – may be helpful in meeting this need: across speaker populations, typical language development is characterised by relatively greater productivity. However, available work has largely prioritised productivity within accurate productions. Presently, we ask: what are patterns of productivity in the context of non-adult-like forms in the spontaneous language samples of preschool-aged Spanish-English bilinguals? Analyses were conducted in both languages, and, as predicted, typically developing bilinguals (n = 15; age range = 3;11-4;11 [years;months]) produced non-adult-like forms that demonstrated productivity, or the (over)use of grammatical markers (e.g., substitutions, overregularisations) in both Spanish and English. Conversely, non-adult-like forms produced by three bilingual peers with DLD (ages 3;10, 4;1 and 4;3) were primarily characterised by limited productivity (i.e., omissions). Patterns observed here align with previous research and with the profile of DLD, in which children demonstrate difficulty learning and using grammatical markers. Additionally, present findings revealed cross-linguistic differences in productivity across English and Spanish, likely stemming from differences in grammatical structures between languages and, relatedly, differences in grammatical forms prioritised in assessment for each language. Present findings motivate further work in descriptive analyses of language use (i.e., identifying productive vs. non-productive forms) to improve our understanding of bilingual language development and to support clinical decision-making.
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Vlasova, Ekaterina A. "Morphosyntactic tendencies of Russian bilinguals in Finland: Corpus-based analysis of errors in prepositional phrases." Acta Linguistica Petropolitana XVI, no. 2 (December 2020): 366–96. http://dx.doi.org/10.30842/alp2306573716213.
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Vang Christensen, Rikke. "Sentence Repetition: A Clinical Marker for Developmental Language Disorder in Danish." Journal of Speech, Language, and Hearing Research 62, no. 12 (December 18, 2019): 4450–63. http://dx.doi.org/10.1044/2019_jslhr-l-18-0327.
Анотація:
Purpose The aim of the study was to explore the potential of performance on a Danish sentence repetition (SR) task—including specific morphological and syntactic properties—to identify difficulties in children with developmental language disorder (DLD) relative to typically developing (TD) children. Furthermore, the potential of the task as a clinical marker for Danish DLD was explored. Method SR performance of children with DLD aged 5;10–14;1 (years;months; n = 27) and TD children aged 5;3–13;4 ( n = 87) was investigated. Results Compared to TD same-age peers, children with DLD were less likely to repeat the sentences accurately but more likely to make ungrammatical errors with respect to verb inflection and use of determiners and personal pronouns. Younger children with DLD also produced more word order errors that their TD peers. Furthermore, older children with DLD performed less accurately than younger TD peers, indicating that the SR task taps into morphosyntactic areas of particular difficulty for Danish children with DLD. The classification accuracy associated with SR performance showed high levels of sensitivity and specificity (> 90%) and likelihood ratios indicating good identification potential for clinical and future research purposes. Conclusion SR performance has a strong potential for identifying children with DLD, also in Danish, and with a carefully designed SR task, performance has potential for revealing morphosyntactic difficulties. Supplemental Material https://doi.org/10.23641/asha.10314437
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Faraj, Reem. "Morphosyntactic Transfer from a Spoken Heritage Dialect to the Standard Variety." Heritage Language Journal 17, no. 2 (September 1, 2020): 202–33. http://dx.doi.org/10.46538/hlj.17.2.5.
Анотація:
This study examines cases of morphosyntactic transfer from Syrian Arabic to Modern Standard Arabic (MSA) in the production of heritage speakers who are not only bilingual (L1 Syrian Arabic, L2 English), but also diglossic; Syrian Arabic is their heritage language (HL), and MSA is the form they learned in school. Two control groups, native speakers of Syrian Arabic and learners of MSA, were also included. The proposal presented here is that adolescent heritage speakers of Syrian Arabic have a more developed Syrian Arabic grammar, which results in- transfer to MSA, and that degree and duration of input-output and exposure to both varieties impact the type and number of non-target forms in the production of the studied heritage group. The goal is to find the extent of such transfer, how it is manifested, and whether it is also related to sentence and subject type or other factors. The focus of this study is verbs in SV and VS sentences in MSA, where the subject is a nominal DP and the verb is in the third person. The agreement patterns in VS and SV sentences are asymmetrical in MSA but they are not in Syrian Arabic. The SV order in MSA reflects different agreement patterns with both genders and all three numbers, whereas in Syrian Arabic there is one default non-singular verb form. In this paper I provide a formal account of the differences among the agreement patterns in MSA and Syrian Arabic within the Minimalist framework. Using this approach, a morphosyntactic transfer of agreement features from Syrian Arabic to MSA is argued to be a transfer of T0 features. The results demonstrate that errors in the MSA verb produced by the heritage speakers differ from those of MSA learners and that more than half of the heritage speakers’ errors are compatible with morphosyntactic agreement forms in Syrian Arabic. These findings provide evidence for transfer from Syrian Arabic to MSA. It is possible that when three linguistic systems are competing (L1, L2, and L3) and where L1 is the most dominant, L2 is less developed than L1 but more developed than L3, and L2 and L3 are typologically close, transfer takes place from L2 to L3. More research to address this question is needed. The study contributes to the understanding of agreement in heritage speakers’ production and the phenomenon of transfer in bilingual and diglossic situations.
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McDonough, Kim, Pavel Trofimovich, Phung Dao, and Alexandre Dion. "EYE GAZE AND PRODUCTION ACCURACY PREDICT ENGLISH L2 SPEAKERS’ MORPHOSYNTACTIC LEARNING." Studies in Second Language Acquisition 39, no. 4 (December 1, 2016): 851–68. http://dx.doi.org/10.1017/s0272263116000395.
Анотація:
This study investigated the relationship between second language (L2) speakers’ success in learning a new morphosyntactic pattern and characteristics of one-on-one learning activities, including opportunities to comprehend and produce the target pattern, receive feedback from an interlocutor, and attend to the meaning of the pattern through self- and interlocutor-initiated eye-gaze behaviors. L2 English students (N = 48) were exposed to the transitive construction in Esperanto (e.g., filino mordas pomon [SVO] or pomon mordas filino [OVS] “girl bites apple”) through comprehension and production activities with an interlocutor, receiving feedback in the form of recasts for their Esperanto errors. The L2 speakers’ interpretation and production of Esperanto transitives were then tested using known and novel lexical items. The results indicated that OVS test performance was predicted by the duration of self-initiated eye gaze to images illustrating the OVS pattern during the comprehension learning activity and by accurate production of OVS sentences during the production learning activity. The findings suggest important roles for eye-gaze behavior and production opportunities in L2 pattern learning.
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Silalahi, Masriani Mery Rosmida, and Siwi Rakasiwi. "A Morphosyntactic Analysis on Narrative Writing of the Fresh Year Students’s of Management Informatics AMIK MEDICOM." Journal of Classroom Action Research 1, no. 2 (August 30, 2022): 29–42. http://dx.doi.org/10.52622/jcar.v1i2.90.
Анотація:
The purpose of the research is to analyze about morphology and sintactic structure in writing an English narrative essay. Morphology and Sintax are very important studies in learning English. Morphology is the study of how words are structured and how they are put together from smaller part, as morphemes are the smallest significant units of grammar. Meanwhile syntax discusses how sentences are structured. The purposes of this research are to cover the students morphosintactic errors operating on the students of the management informatics students’ narrative writing and how these errors affect the whole clause structure, the inflectional morphemes, derivational morphemes and the pattern of clause structure in the students narrative writing. The method used in this reserch is qualitative describtion where the data sources are taken from the fresh year students narrative writing. The finding revealse are two kinds of morphology, they are derivational and inflectional. Affixes such as suffixes, infixes, prefixes, ablaut and reduplication are kinds of derivational morphology, meanwhile plural, possessive, past time, progressive, comparative, and superlative are kinds of inflectional morphology. Syntactically, the errors occur becuse of not being aware how to build a phrase or a sentence in English. They write more than one verb in a phrase or a sentence which does not need but one. As well they are not sure about word order in English and how to build a simple sentence. They like to miss subject or object pronoun in their sentence. We can explain that by saying that all these forms do not exist in Bahasa Indonesia (Indonesian Language), resulting in the tendency for the students to omit or add these forms in their writing. Too many clauses in one sentence often occur in their sentece.
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DELCENSERIE, AUDREY, and FRED GENESEE. "The acquisition of accusative object clitics by IA children from China: Evidence of early age effects?" Journal of Child Language 42, no. 1 (November 25, 2013): 196–209. http://dx.doi.org/10.1017/s0305000913000500.
Анотація:
ABSTRACTThe present study compared the performance of twenty-seven French-speaking internationally adopted (IA) children from China to that of twenty-seven monolingual non-adopted French-speaking children (CTL) matched for age, gender, and socioeconomic status on a Clitic Elicitation task. The IA children omitted significantly more accusative object clitics and made significantly more agreement errors using clitics than the CTL children. No other significant differences were found between the groups. The findings suggest that the adoptees may experience difficulties in morphosyntactic development possibly as a result of their delayed exposure to the adopted language.
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Lucchese, Guglielmo, Jeff Hanna, Anne Autenrieb, Tally McCormick Miller, and Friedemann Pulvermüller. "Electrophysiological Evidence for Early and Interactive Symbol Access and Rule Processing in Retrieving and Combining Language Constructions." Journal of Cognitive Neuroscience 29, no. 2 (February 2017): 254–66. http://dx.doi.org/10.1162/jocn_a_01038.
Анотація:
The human brain stores an immense repertoire of linguistic symbols (morphemes, words) and combines them into a virtually unlimited set of well-formed strings (phrases, sentences) that serve as efficient communicative tools. Communication is hampered, however, if strings include meaningless items (e.g., “pseudomorphemes”), or if the rules for combining string elements are violated. Prior research suggests that, when participants attentively process sentences in a linguistic task, syntactic processing can occur quite early, but lexicosemantic processing, or any interaction involving this factor, is manifest later in time (ca. 400 msec or later). In contrast, recent evidence from passive speech perception paradigms suggests early processing of both combinatorial (morphosyntactic) and storage-related (lexicosemantic) properties. A crucial question is whether these parallel processes might also interact early in processing. Using ERPs in an orthogonal design, we presented spoken word strings to participants while they were distracted from incoming speech to obtain information about automatic language processing mechanisms unaffected by task-related strategies. Stimuli were either (1) well-formed miniconstructions (short pronoun–verb sentences), (2) “unstored” strings containing a pseudomorpheme, (3) “ill-combined” strings violating subject–verb agreement rules, or (4) double violations including both types of errors. We found that by 70–210 msec after the onset of the phrase-final syllable that disambiguated the strings, interactions of lexicosemantic and morphosyntactic deviance were evident in the ERPs. These results argue against serial processing of lexical storage, morphosyntactic combination and their interaction, and in favor of early, simultaneous, and interactive processing of symbols and their combinatorial structures.
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TATSUMI, Tomoko, Ben AMBRIDGE, and Julian M. PINE. "Testing an input-based account of children's errors with inflectional morphology: an elicited production study of Japanese." Journal of Child Language 45, no. 5 (May 11, 2018): 1144–73. http://dx.doi.org/10.1017/s0305000918000107.
Анотація:
AbstractThis study tested the claim of input-based accounts of language acquisition that children's inflectional errors reflect competition between different forms of the same verb in memory. In order to distinguish this claim from the claim that inflectional errors reflect the use of a morphosyntactic default, we focused on the Japanese verb system, which shows substantial by-verb variation in the frequency distribution of past and nonpast forms. 22 children aged 3;2–5;8 (Study 1) and 26 children aged 2;7–4;11 (Study 2) completed elicited production studies designed to elicit past and nonpast forms of 20 verbs (past-biased and nonpast-biased). Children made errors in both directions, using past forms in nonpast contexts, and vice versa, with the likelihood of each determined by the frequency bias of the two forms in the input language, even after controlling for telicity. This bi-directional pattern provides particularly direct evidence for the role of frequency-sensitive competition between stored forms.
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Colantoni, Laura, Ruth Martínez, Natalia Mazzaro, Ana T. Pérez-Leroux, and Natalia Rinaldi. "A Phonetic Account of Spanish-English Bilinguals’ Divergence with Agreement." Languages 5, no. 4 (November 11, 2020): 58. http://dx.doi.org/10.3390/languages5040058.
Анотація:
Does bilingual language influence in the domain of phonetics impact the morphosyntactic domain? Spanish gender is encoded by word-final, unstressed vowels (/a e o/), which may diphthongize in word-boundary vowel sequences. English neutralizes unstressed final vowels and separates across-word vocalic sequences. The realization of gender vowels as schwa, due to cross-linguistic influence, may remain undetected if not directly analyzed. To explore the potential over-reporting of gender accuracy, we conducted parallel phonetic and morphosyntactic analyses of read and semi-spontaneous speech produced by 11 Monolingual speakers and 13 Early and 13 Late Spanish-English bilinguals. F1 and F2 values were extracted at five points for all word-final unstressed vowels and vowel sequences. All determiner phrases (DPs) from narratives were coded for morphological and contextual parameters. Early bilinguals exhibited clear patterns of vowel centralization and higher rates of hiatuses than the other groups. However, the morphological analysis yielded very few errors. A follow-up integrated analysis revealed that /a and o/ were realized as centralized vowels, particularly with [+Animate] nouns. We propose that bilinguals’ schwa-like realizations can be over-interpreted as target Spanish vowels. Such variable vowel realization may be a factor in the vulnerability to attrition in gender marking in Spanish as a heritage language.
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York, James. "Pedagogical considerations for teaching with games: Improving oral proficiency with self-transcription, task repetition, and online video analysis." Ludic Language Pedagogy 2 (October 20, 2020): 225–55. http://dx.doi.org/10.55853/llp_v2art4.
Анотація:
Background: Board games were utilized with rigorous pre and post-play activities in an EFL classroom context to promote L2 development. Aim: The aim of this paper is to assess whether the post-play activities improved participants’ speaking skill. Methods: Using complexity, accuracy and fluency measures, as well as reference to learners’ completed workbooks, output performance was analysed quantitatively. Results: Output accuracy was significantly improved in the second gameplay session, however complexity and fluency dimensions were not affected. A number of common morphosyntactic errors were also left unnoticed. Conclusion: Whilst student-driven post-tasks aided learners’ L2 development; particularly along the accuracy dimension, additional teacher instruction is required.
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SAVIČIŪTĖ, Eglė, Ben AMBRIDGE, and Julian M. PINE. "The roles of word-form frequency and phonological neighbourhood density in the acquisition of Lithuanian noun morphology." Journal of Child Language 45, no. 3 (November 16, 2017): 641–72. http://dx.doi.org/10.1017/s030500091700037x.
Анотація:
AbstractFour- and five-year-old children took part in an elicited familiar and novel Lithuanian noun production task to test predictions of input-based accounts of the acquisition of inflectional morphology. Two major findings emerged. First, as predicted by input-based accounts, correct production rates were correlated with the input frequency of the target form, and with the phonological neighbourhood density of the noun. Second, the error patterns were not compatible with the systematic substitution of target forms by either (a) the most frequent form of that noun or (b) a single morphosyntactic default form, as might be predicted by naive versions of a constructivist and generativist account, respectively. Rather, most errors reflected near-miss substitutions of singular for plural, masculine for feminine, or nominative/accusative for a less frequent case. Together, these findings provide support for an input-based approach to morphological acquisition, but are not adequately explained by any single account in its current form.
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Leaman, Marion C., and Lisa A. Edmonds. "Conversation in Aphasia Across Communication Partners: Exploring Stability of Microlinguistic Measures and Communicative Success." American Journal of Speech-Language Pathology 28, no. 1S (March 11, 2019): 359–72. http://dx.doi.org/10.1044/2018_ajslp-17-0148.
Анотація:
PurposeThe aim of this study was to determine if people with aphasia demonstrate differences in microlinguistic skills and communicative success in unstructured, nontherapeutic conversations with a home communication partner (Home-P) as compared to a speech-language pathologist communication partner (SLP-P).MethodEight persons with aphasia participated in 2 unstructured, nontherapeutic 15-minute conversations, 1 each with an unfamiliar SLP-P and a Home-P. Utterance-level analysis evaluated communicative success. Two narrow measures of lexical relevance and sentence frame were used to evaluate independent clauses. Two broad lexical and morphosyntactic measures were used to evaluate elliptical and dependent clauses and to evaluate independent clauses for errors beyond lexical relevance and sentence frame (such as phonological and morphosyntactic errors). Utterances were further evaluated for presence of behaviors indicating lexical retrieval difficulty (pauses, repetitions, and false starts) and for referential cohesion.ResultsNo statistical differences occurred for communicative success or for any of the microlinguistic measures between the SLP-P and Home-P conversation conditions. Four measures (2 of lexical retrieval and 1 each of communicative success and grammaticality) showed high correlations across the 2 conversation samples. Individuals showed variation of no more than 10 percentage points between the 2 conversation conditions for 46 of 56 data points. Variation greater than 10 percentage points tended to occur for the measure of referential cohesion and primarily for 1 participant.ConclusionsPreliminary findings suggest that these microlinguistic measures and communicative success have potential for reliable comparison across Home-P and SLP-P conversations, with the possible exception of referential cohesion. However, further research is needed with a larger, more diverse sample. These findings suggest future assessment and treatment implications for clinical and research needs.Supplemental Materialhttps://doi.org/10.23641/asha.7616312
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šEVA, NADA, VERA KEMPE, PATRICIA J. BROOKS, NATALIJA MIRONOVA, ANGELINA PERSHUKOVA, and OLGA FEDOROVA. "Crosslinguistic evidence for the diminutive advantage: gender agreement in Russian and Serbian children." Journal of Child Language 34, no. 1 (January 25, 2007): 111–31. http://dx.doi.org/10.1017/s0305000906007720.
Анотація:
Our previous research showed that Russian children commit fewer gender-agreement errors with diminutive nouns than with their simplex counterparts. Experiment 1 replicates this finding with Russian children (N=24, mean 3;7, range 2;10–4;6). Gender agreement was recorded from adjective usage as children described animal pictures given just their names, varying in derivational status (diminutive/simplex), novelty, and gender. Experiment 2 extends the gender-agreement elicitation methodology developed for Russian to Serbian, a language with similar morphosyntactic structure but considerably fewer diminutives in child-directed speech. Serbian children (N=22, mean age 3;8, range 3;0–4;1), exhibited an advantage for diminutive nouns of almost the same magnitude as the Russian children. The fact that the diminutive advantage was found in a language with a low frequency of diminutives in the input suggests that morphophonological homogeneity of word clusters and membership in dense neighbourhoods are important factors that contribute to the reduction of inflectional errors during language development.
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ALARCÓN, IRMA V. "Spanish gender agreement under complete and incomplete acquisition: Early and late bilinguals' linguistic behavior within the noun phrase." Bilingualism: Language and Cognition 14, no. 3 (January 19, 2011): 332–50. http://dx.doi.org/10.1017/s1366728910000222.
Анотація:
The present study explores knowledge of Spanish grammatical gender in both comprehension and production by heritage language speakers and second language (L2) learners, with native Spanish speakers as a baseline. Most L2 research has tended to interpret morphosyntactic variability in interlanguage production, such as errors in gender agreement, as a lack of native-like representation in the learner's grammar because of maturational constraints. From this perspective, adult English-speaking learners of Spanish are incapable of acquiring gender fully, whereas heritage Spanish speakers, who have been exposed to the language from birth, can attain complete gender acquisition. However, results of two tasks, one measuring written comprehension and the other oral production, show that advanced proficiency L2 learners, as well as advanced proficiency heritage speakers, have gender in their underlying grammars, and that the errors in oral production that L2 learners occasionally produce are due to difficulties in the surface manifestations of the abstract features of gender, i.e., the “mapping problem” (Lardiere, 2007).
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imram, Mary Daniel, David Roger Jowitt, and Nanlir Nimram Daniel. "A comparative analysis of morphosyntactic features of Nigerian English and Ghanaian English." Integrity Journal of Arts and Humanities 4, no. 5 (October 30, 2023): 105–13. http://dx.doi.org/10.31248/ijah2023.105.
Анотація:
This study analyses aspects of lexis and morpho-syntax of Nigerian English and Ghanaian English. It also compares the data from the International Corpus of English (ICE), Nigeria and Ghana components respectively, that are used in the same or similar way in the two varieties. A total of fifty-three lexical items are analysed in this study. All the data were drawn from ICE Nigeria and Ghana respectively. Corpus linguistics was used as a method of data analysis. The AntConc software was used to authenticate the data that are present in both corpora. This study adopts an eclectic approach of Structural Semantics, alongside the theory of Contrastive Analysis (CA), using Bamiro’s tools of lexico-semantic variation for the categorization of the data. The study also uses ideas from Jowitt for this morphosyntactic analysis. The study found out among other things that, some irregular plurals are made regular in NE and GhE (+,-) for example, “…look for qualified staffs…”, “…top officials and other staffs who…” respectively. Also, uncountable nouns are frequently made countable and used in the plural: “advice, agenda, jewelry, offspring, property, machinery” in both varieties (+,-): “…we’ll uphold your advices…” and “…selfish agendas…”. This work has identified some NE and GhE morphosyntactic features/usages from ICE Nigeria and Ghana which have not been mentioned in existing works in NE and GhE. The study has further provided raw materials for researchers interested in the study of these two varieties and also West African English and is of immense importance to the development of NE and GhE lexicon. The study concludes that NE and GhE are separate varieties and have quite a number of distinctive features in common. These two varieties are not errors or deviations.
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Rozendaal, Margot, and Anne Baker. ""Oeh, Dat Is Een Koekje"." Toegepaste Taalwetenschap in Artikelen 75 (January 1, 2006): 29–39. http://dx.doi.org/10.1075/ttwia.75.04roz.
Анотація:
Articles and pronouns have already been extensively researched in various languages, including Dutch. Much less is known, however, about the pragmatic functions of these morphosyntactic forms during acquisition. The question to be investigated in the present research addresses the question of how Dutch children between 2;0 and 3;3 combine indefinite articles, definite/demonstrative articles and pronouns with pragmatic functions in reference. The research is located at the interface of morphosyntax and pragmatics. The choice of the form for a certain function is influenced by the child's ability to take on the listener's perspective. This ability is still developing in 2-year-olds, as is the acquisition of various morpho syntactic forms. The question is then, how do children combine forms with functions if they supposedly do not do this on the basis of the listener's knowledge of the referent. Three other possibilities are also investigated: specificity, discourse function and (visual) perceptibility. Both the form-function correspondences as well as errors in linking form to functions will be investigated for three Dutch children from the CHILDES-database. The results show that the children do not randomly distribute the morphosyntactic forms over pragmatic functions in reference. The patterns found can be explained on the basis of limited semantic use of forms and perceptual availability of the referent, followed by a growing sensitivity to discourse patterns.
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Othero, Gabriel de Ávila, and Mônica Rigo Ayres. "Anotação morfológica automática de corpus de língua falada: desafios ao Aelius." Texto Livre: Linguagem e Tecnologia 7, no. 2 (September 24, 2014): 44–60. http://dx.doi.org/10.17851/1983-3652.7.2.44-60.
Анотація:
RESUMO: Apresentamos, neste artigo, nosso trabalho de anotação morfológica automática de trechos de um corpus de língua falada – pertencentes ao projeto Varsul –, utilizando um etiquetador automático morfossintático gratuito, o Aelius, em 20 textos, perfazendo um total de 154.530 palavras. Basicamente, apresentamos a ferramenta de anotação automática, o processo de análise morfossintática automática efetuada pelo anotador, o trabalho de revisão manual da etiquetagem automática e as sugestões de melhorias para tratar especificamente de aspectos da oralidade. A partir dos erros do etiquetador, buscamos depreender certos padrões de anotação para superar limitações de desempenho apresentadas pelo programa, propondo algumas sugestões de implementações para que o Aelius etiquete de maneira ainda mais satisfatória um corpus de língua falada. Tratamos especialmente dos casos de interjeições, aféreses, onomatopeias e marcadores conversacionais.PALAVRAS-CHAVE: Etiquetagem Automática. Etiquetagem Morfossintática. Linguística de Corpus.ABSTRACT:In this paper, we present the results of our work with automatic morphological annotation of excerpts from a corpus of spoken language – belonging to the VARSUL project – using the free morphosyntatic tagger Aelius. We present 20 texts containing 154,530 words, annotated automatically and corrected manually. This paper presents the tagger Aelius and our work of manual review of the texts, as well as our suggestions for improvements of the tool, concerning aspects of oral texts. We verify the performance of morphosyntactic tagging a spoken language corpus, an unprecedented challenge for the tagger. Based on the errors of the tagger, we try to infer certain patterns of annotation to overcome limitations presented by the program, and we propose suggestions for implementations in order to allow Aelius to tag spoken language corpora in a more effective way, specially treating cases such as interjections, apheresis, onomatopeia and conversational markers.KEYWORDS: Tagger. Morphosyntactic Tagging. Corpus Linguistics.
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MOSCATI, Vincenzo, Luigi RIZZI, Ilenia VOTTARI, Anna Maria CHILOSI, Renata SALVADORINI, and Maria Teresa GUASTI. "Morphosyntactic weaknesses in Developmental Language Disorder: the role of structure and agreement configurations." Journal of Child Language 47, no. 5 (January 20, 2020): 909–44. http://dx.doi.org/10.1017/s0305000919000709.
Анотація:
AbstractAgreement is a morphosyntactic dependency which is sensitive to the hierarchical structure of the clause and is constrained by the structural distance that separates the elements involved in this relation. In this paper we present two experiments, providing new evidence that Italian-speaking children with Developmental Language Disorder (DLD), as well as Typically Developing (TD) children, are sensitive to the same hierarchical and locality factors that characterise agreement in adult grammars. This sensitivity holds even though DLD children show accrued difficulties in more complex agreement configurations. In the first experiment, a forced-choice task was used to establish whether children are more affected in the computation of S-V agreement when an element intervenes hierarchically or linearly in the agreement relation: DLD children are more subject to attraction errors when the attractor intervenes hierarchically, indicating that DLD children discriminate between hierarchical and linear configurations. The second experiment, also conducted through a forced-choice task, shows that the computation of agreement in DLD children is more ‘fragile’ than in TD children (and also in children with a primary impairment in the phonological domain), in that it is more sensitive to the factors of complexity identified in Moscati and Rizzi's (2014) typology of agreement configurations. To capture the agreement pattern found in DLD children, we put forth a novel hypothesis: the Fragile Computation of Agreement Hypothesis. Its main tenet is that DLD children make use of the same grammatical operations employed by their peers, as demonstrated in Experiment 1, but difficulties increase as a function of the complexity of the agreement configuration.
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Dobrov, Aleksei, and Maria Smirnova. "From Graphematics to Phrasal, Sentential, and Textual Semantics Through Morphosyntax by Means of Corpus-Driven Grammar and Ontology: A Case Study on One Tibetan Text." Journal of Linguistics/Jazykovedný casopis 72, no. 2 (December 1, 2021): 319–29. http://dx.doi.org/10.2478/jazcas-2021-0030.
Анотація:
Abstract This article presents the current results of an ongoing study of the possibilities of fine-tuning automatic morphosyntactic and semantic annotation by means of improving the underlying formal grammar and ontology on the example of one Tibetan text. The ultimate purpose of work at this stage was to improve linguistic software developed for natural-language processing and understanding in order to achieve complete annotation of a specific text and such state of the formal model, in which all linguistic phenomena observed in the text would be explained. This purpose includes the following tasks: analysis of error cases in annotation of the text from the corpus; eliminating these errors in automatic annotation; development of formal grammar and updating of dictionaries. Along with the morpho-syntactic analysis, the current approach involves simultaneous semantic analysis as well. The article describes semantic annotation of the corpus, required by grammar revision and development, which was made with the use of computer ontology. The work is carried out with one of the corpus texts – a grammatical poetic treatise Sum-cu-pa (VII c.).
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He, Qiaoling, and Isabel Oltra-Massuet. "Implicit Knowledge Acquisition and Potential Challenges for Advanced Chinese and Spanish EFL Learners: A Word Monitoring Test on English Questions." Behavioral Sciences 13, no. 2 (January 24, 2023): 99. http://dx.doi.org/10.3390/bs13020099.
Анотація:
This study aims to explore whether advanced EFL learners can acquire implicit knowledge of basic sentence structures, such as English questions. We ran a reaction-time experiment, a word monitoring test experiment to test learners’ implicit knowledge by checking advanced EFL learners’ grammatical sensitivity to English questions with five types of grammatical errors. The study recruited three groups of participants: native English speakers (n = 12), advanced Chinese EFL learners (n = 32), and advanced Spanish EFL learners (n = 37). Our results revealed that advanced EFL learners had not yet attained native-equivalent implicit grammar knowledge in English questions, despite their English proficiency level. The results also indicated that the learners’ different L1 languages do not impact advanced learners’ overall implicit knowledge acquisition but constitute influential factors for particular morphosyntactic inflections in English question formation.
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Casais, Alejandro. "«Sobre los occidentales morfosintácticos y léxicos en las Profecías de Merlín en los Baladros castellanos»." Revista de Literatura Medieval 30 (December 31, 2018): 97–119. http://dx.doi.org/10.37536/rpm.2018.30.0.74046.
Анотація:
Resumen: El artículo tiene como objetivo completar una línea de trabajo dedicada al rastreo y el análisis de los occidentalismos (esto es, rasgos dialectales occidentales) de una traducción castellana de las Prophetiae Merlini de Godofredo de Monmouth interpolada en los Merlines de la Post-Vulgata ibérica (Baladro 1498 y Demanda 1535). Puesto que la primera parte de esta investigación estuvo consagrada a los occidentalismos fonéticos, nos enfocaremos ahora en los morfosintácticos y léxicos; comentaremos un ejemplo del primer grupo y diez del segundo. Volveremos a prestar atención tanto a los occidentalismos evidentes, esto es, los que aún se manifiestan abiertamente en los testimonios, como a los conjeturales, los que pueden entreverse tras sus errores. Estamos convencidos de que esta clase de estudio puede efectuar aportes de interés para una mejor comprensión de la historia textual de los Merlines castellanos.Palabras clave: Godofredo de Monmouth, Prophetiae Merlini, Traducción castellana, Baladro del sabio Merlín, Occidentalismos morfosintácticos y léxicos.Abstract: The article aims to complete a research dedicated to trace and analyse the occidentalismos (i.e., Western Dialectal Forms) of a Castilian translation of the Prophetiae Merlini by Geoffrey of Monmouth interpolated in the Merlines of the Iberian Post-Vulgate cycle (Baladro 1498 and Demanda 1535). Since the first part of this investigation was devoted to the phonetic occidentalismos, we will now focus on the morphosyntactic and lexical ones; we will discuss one example of the first group and ten from the second one. We will again pay attention both to the evident occidentalismos, those that are still openly present in the witnesses, as well as to the conjectural ones, those that can be glimpsed through their errors. We are convinced that this kind of study can make contributions of interest to a better understanding of the textual history of the Castilian Merlines.Keywords: Geoffrey of Monmouth, Prophetiae Merlini, Castilian Transla- tion, Baladro del sabio Merlín, Morphosyntactic and Lexical Occidentalismos (i.e., Western Dialectal Forms).
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Di Tullio, Ángela, and Avelina Suñer. "Análisis de errores en las relativas." ITL - International Journal of Applied Linguistics 139-140 (January 1, 2003): 7–26. http://dx.doi.org/10.2143/itl.139.0.2003196.
Анотація:
The relativization devices of a language can be hierarchized according to case codification on the basis of linguistic typology, diachrony and acquisition studies. Yet, such a scale is sensitive to the variation between spoken and written language. In Spanish, the canonical relative, proper of the written language, fills a clause internal slot of the relative. Spoken language, however, drastically reduces morphosyntactic marking (as shown, e.g., by the depronominalization of the relative marker and by quesuismo), while at the same time simplifying the semantic compatibility relations with the antecedent (extending, e.g., the use of donde ‘where’). We propose to analyze native speakers’ and language learners’ errors, including those stemming from hypercorrection, in order to find out which are the prevailing relativization strategies. The tension between grammatical economy and communicative efficiency explains the fluctuation between simplification, on the one hand, characterized by the loss of prepositions and by the use of marked relative forms (e.g. cuyo ‘whose’), and on the other, the recovery of information, e.g. through the use of resumptive pronouns. Special attention will be paid to the so-called “subordinate subject relative attraction”, which privileges clause-internal concordance relations.
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Wulfeck, Beverly, and Elizabeth Bates. "Differential Sensitivity to Errors of Agreement and Word Order in Broca's Aphasia." Journal of Cognitive Neuroscience 3, no. 3 (July 1991): 258–72. http://dx.doi.org/10.1162/jocn.1991.3.3.258.
Анотація:
We investigated the effect of morphosyntactic violation type on accuracy and processing time in Broca's aphasics engaged in an on-line error detection task. Five agrammatic Broca's aphasic subjects and 15 age-matched control subjects performed grammaticality judgments on auditorily presented grammatical and ungrammatical sentences. Both judgment accuracy and decision time were measured, so that the data revealed not only whether aphasics detected violations, but when they noticed them. The ungrammatical sentences were created by changing quantifiers and auxiliary verbs in one of two ways: substituting one quantifier or auxiliary for another to create agreement errors, or moving the quantifier or auxiliary “downstream” from its proper site to create word order errors. Also, the position of the violation in the sentence (early versus late) as well as the distance relationships among sentence elements involved in the violation (local versus global) were manipulated. Results suggest that aphasic subjects retain some sensitivity to grammaticality, knowledge that they are able to use “online.” Performance was also affected by type of violation. Aphasic subjects were less sensitive to agreement violations than they were to violations created by moving the same elements to an illegal position—and this tended to be reflected in decision times as well as accuracy. These results support two conclusions. First, although the performance of aphasic subjects was degraded relative to control subjects, the findings of overall grammaticality sensitivity and relatively rapid decision times suggest that the locus of grammatical impairment in these patients has more to do with the accessing of linguistic information than with loss of linguistic knowledge. Second, the difference between agreement and movement violations provides further evidence that morphological marking is relatively vulnerable in aphasia, compared with the principles that govern word and morpheme ordering.
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HADZHIEVA, Krasimira. "TEACHING BULGARIAN AS A FOREIGN LANGUAGE FROM A MORPHOSYNTACTIC PERSPECTIVE: VALENCY AND RECTION OF THE BULGARIAN VERBS." Ezikov Svyat volume 20 issue 1, ezs.swu.v20i1 (February 10, 2022): 87–91. http://dx.doi.org/10.37708/ezs.swu.bg.v20i1.11.
Анотація:
Despite the skepticism of a number of linguists towards the valency theory it should take an important place in foreign language teaching. Valency theory is closely related to the phenomenon of verb rection. The valency of a verb refers to its ability to control the number and type of the arguments that can appear in its environment. Valency is a syntactic (and a semantic) notion. The rection of a verb refers to its ability to determine the morphological form of the words that appear in its environment. Since the verb is in control of the declension of the neighbouring words (nouns, adjectives, pronouns, etc.), that is to say, it requires a word to be modified to express different grammatical categories such as number, case, definiteness, etc., rection could be considered a morphological notion. Due to the interface between this two phenomena, in other words, due to the interaction between syntactic and morphological features of the words a morphosyntactic approach is applicable in foreign language teaching, and in particular in teaching Bulgarian as a foreign language. Valency and rection are among the major sources of grammatical errors in foreign language learning. Consequently, a good approach for learners of Bulgarian is to learn new verbs simultaneously with their valency and rection.
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Lipski, John M. "Palenquero and Spanish." Journal of Pidgin and Creole Languages 31, no. 1 (April 25, 2016): 42–81. http://dx.doi.org/10.1075/jpcl.31.1.03lip.
Анотація:
Linguists who have studied the Afro-Colombian creole language Palenquero — which shares a lexicon highly cognate with Spanish — have noted the introduction of Spanish elements, ranging from conjugated verbs and preverbal clitics to more complex morphosyntactic constructions. The apparent mixing has variously been attributed to decreolization, language attrition, code-switching, interference from Spanish, performance errors, and the possibility that such configurations have been an integral part of Palenquero since its origins. The present study reports the results of experiments conducted in San Basilio de Palenque, to probe Palenqueros’ implicit partitioning of Spanish and Palenquero. The results suggest that the Spanish incursions are not all feasibly characterized as code-switching, and do not meet the criteria for decreolization. The introduction of Spanish elements may be the residual effect of a return to the active use of a language that had lain effectively dormant for many years.
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Marchman, Virginia A., and Elizabeth Bates. "Continuity in lexical and morphological development: a test of the critical mass hypothesis." Journal of Child Language 21, no. 2 (June 1994): 339–66. http://dx.doi.org/10.1017/s0305000900009302.
Анотація:
ABSTRACTSeveral recent studies have demonstrated strong relationships between lexical acquisition and subsequent developments within the domain of morphosyntax. A connectionist model of the acquisition of a morphological System analogous to that of the English past tense (Plunkett & Marchman, 1993) suggests that growth in vocabulary size may relate to the onset of over-regularization errors. However, this model suggests that the relationships between vocabulary size and morphosyntactic development are non-linear. Incremental increases in the number of verbs to be learned result in qualitative shifts in the treatment of both previously learned and novel forms, but only after the size of the lexicon exceeds a particular level (i.e. reaches a ‘critical mass’). In this paper we present parental report data from an extensive study of English-speaking children aged 1;4 to 2;6 using the MacArthur Communicative Development Inventory: Toddler form (N = 1130). These data corroborate several findings from previous studies, including the early usage of unmarked verb stems and the correct production of irregular past tense forms. Further, we demonstrate support for the ‘critical mass’ view of the onset of over-regularization errors, focusing on continuity among lexical and morphological developments. In our view, these data suggest that these linguistic milestones may be paced by similar, if not identical mechanisms.
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Sarveswaran, Kengatharaiyer, Gihan Dias, and Miriam Butt. "ThamizhiMorph: A morphological parser for the Tamil language." Machine Translation 35, no. 1 (April 2021): 37–70. http://dx.doi.org/10.1007/s10590-021-09261-5.
Анотація:
AbstractThis paper presents an open source and extendable Morphological Analyser cum Generator (MAG) for Tamil named ThamizhiMorph. Tamil is a low-resource language in terms of NLP processing tools and applications. In addition, most of the available tools are neither open nor extendable. A morphological analyser is a key resource for the storage and retrieval of morphophonological and morphosyntactic information, especially for morphologically rich languages, and is also useful for developing applications within Machine Translation. This paper describes how ThamizhiMorph is designed using a Finite-State Transducer (FST) and implemented using Foma. We discuss our design decisions based on the peculiarities of Tamil and its nominal and verbal paradigms. We specify a high-level meta-language to efficiently characterise the language’s inflectional morphology. We evaluate ThamizhiMorph using text from a Tamil textbook and the Tamil Universal Dependency treebank version 2.5. The evaluation and error analysis attest a very high performance level, with the identified errors being mostly due to out-of-vocabulary items, which are easily fixable. In order to foster further development, we have made our scripts, the FST models, lexicons, Meta-Morphological rules, lists of generated verbs and nouns, and test data sets freely available for others to use and extend upon.
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Toth, Paul D. "THE INTERACTION OF INSTRUCTION AND LEARNER-INTERNAL FACTORS IN THE ACQUISITION OF L2 MORPHOSYNTAX." Studies in Second Language Acquisition 22, no. 2 (June 2000): 169–208. http://dx.doi.org/10.1017/s0272263100002023.
Анотація:
This study considers the role of instruction, second language (L2) input, first language (L1) transfer, and Universal Grammar (UG) in the development of L2 morphosyntactic knowledge. Specifically, it investigates the acquisition of the Spanish morpheme se by English-speaking adult learners. Participants included 91 university students and 30 Spanish native-speaker controls. Learners received form-focused, communicative instruction on se for one week and were tested before, immediately following, and 24 days after the treatment period. Assessment consisted of a grammaticality judgment task and two production tasks using se in a variety of verb classes. The results showed that se had been added to many learners' grammars, but also that L1-derived forms and overgeneralization errors had not been completely preempted. These findings are taken as evidence that the development of L2 grammars is affected by a number of independent, yet cooperating, knowledge sources, which thus supports a modular account of L2 acquisition.
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Oliveira, Fernando Augusto de Lima, Jine Kácia de Lucena Monteiro Calado, and Thaise dos Santos Tenório. "Subject-Verb Agreement on the 1st and 3rd Person Plural: Pedagogical Games as Methodological tools for Portuguese Teaching." Fórum Linguístico 20, no. 2 (May 26, 2023): 8985–9004. http://dx.doi.org/10.5007/1984-8412.2023.e92935.
Анотація:
This work aims to submit an intervention proposal based on the use of Pedagogical Games for the teaching of Subject-Verb Agreement in relation to 1st and 3rd person plural in their proper order, and which were put into practice in an Elementary School among 8th graders. To that end, we have conducted action research with the following steps: identification of a problem, planning, intervention, and evaluation of the result. Regarding its theoretical contribution, this work was based on discussions dealing with grammar teaching and the teaching of subject-verb agreement, as well as with the functionalities of Pedagogical Games in the classroom. Previously, participating students were not used to properly differentiating the 1st and 3rd person in writing. Once this problem was detected, games were created. Using these games, we have registered a decrease in the occurrences of such errors – greater than 50% in each variable – which involved morphosyntactic constructs where there was no identification of the plural form in the 1st and 3rd persons plural.
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Service, Elisabet, Päivi Helenius, Sini Maury, and Riitta Salmelin. "Localization of Syntactic and Semantic Brain Responses using Magnetoencephalography." Journal of Cognitive Neuroscience 19, no. 7 (July 2007): 1193–205. http://dx.doi.org/10.1162/jocn.2007.19.7.1193.
Анотація:
Electrophysiological methods have been used to study the temporal sequence of syntactic and semantic processing during sentence comprehension. Two responses associated with syntactic violations are the left anterior negativity (LAN) and the P600. A response to semantic violation is the N400. Although the sources of the N400 response have been identified in the left (and right) temporal lobe, the neural signatures of the LAN and P600 have not been revealed. The present study used magnetoencephalography to localize sources of syntactic and semantic activation in Finnish sentence reading. Participants were presented with sentences that ended in normally inf lected nouns, nouns in an unacceptable case, verbs instead of nouns, or nouns that were correctly inflected but made no sense in the context. Around 400 msec, semantically anomalous last words evoked strong activation in the left superior temporal lobe with significant activation also for word class errors (N400). Weaker activation was seen for the semantic errors in the right hemisphere. Later, 600-800 msec after word onset, the strongest activation was seen to word class and morphosyntactic errors (P600). Activation was significantly weaker to semantically anomalous and correct words. The P600 syntactic activation was localized to bilateral sources in the temporal lobe, posterior to the N400 sources. The results suggest that the same general region of the superior temporal cortex gives rise to both LAN and N400 with bilateral reactivity to semantic manipulation and a left hemisphere effect to syntactic manipulation. The bilateral P600 response was sensitive to syntactic but not semantic factors.