Adjective forms and functions in British English child-directed speech.
Adjective forms and functions in British English child-directed speech.
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英式英语儿童演讲中的形容词形式和功能。
DOI：
10.1017/s0305000919000242
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发表时间：
2020
影响因子：
2.2
通讯作者：
Davies C
中科院分区：
文献类型：
--
作者：
Davies C
形容词对于描述和区分概念是必不可少的。然而，相对于其他词类，它们有一个长期的发展。在这里，我们测量了三岁和四奥尔兹的孩子在一系列互动和社会经济背景下接触形容词的情况：（i）测量形容词在儿童导向言语（CDS）中的句法，语义和语用变异性;（ii）调查输入的特征如何支撑形容词习得。在我们的英国英语的新语料库中，形容词出现更频繁地在名词前比在名词后（谓词）的句法框架，虽然名词后框架更频繁地为不太熟悉的形容词。它们更多地出现在描述性功能中，而不是对比功能中，尤其是对于不太熟悉的形容词。我们的研究结果提出了部分不匹配的形式之间的形容词在现实世界中发现的CDS和那些形式已被证明是更有用的学习。我们讨论了形容词习得模型和临床实践的影响。
Adjectives are essential for describing and differentiating concepts. However, they have a protracted development relative to other word classes. Here we measure three- and four-year-olds’ exposure to adjectives across a range of interactive and socioeconomic contexts to: (i) measure the syntactic, semantic, and pragmatic variability of adjectives in child-directed speech (CDS); and (ii) investigate how features of the input might scaffold adjective acquisition. In our novel corpus of UK English, adjectives occurred more frequently in prenominal than in postnominal (predicative) syntactic frames, though postnominal frames were more frequent for less-familiar adjectives. They occurred much more frequently with a descriptive than a contrastive function, especially for less-familiar adjectives. Our findings present a partial mismatch between the forms of adjectives found in real-world CDS and those forms that have been shown to be more useful for learning. We discuss implications for models of adjective acquisition and for clinical practice.