The nature of first word combinations: insights from the comprehension and production of subject-verb agreement and tense-marking by young native French-speaking children

第一个单词组合的本质：来自法语母语儿童对主谓一致和时态标记的理解和产生的见解

• 批准号: 0446954
• 负责人: Geraldine Legendre
• 金额: $ 30万
• 依托单位: Johns Hopkins University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-08-15 至 2011-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0446954&HistoricalAwards=false
• 关键词: nature; first; word; combinations; insights

"The Nature of first word combinations: insights from the comprehension and production of subject-verb agreement and tense-marking by young native French-speaking children"AbstractAcquiring one's native language is a tremendous achievement. Most 3 year olds already exhibit both a solid understanding of the linguistic exchanges that surround them, and also, within the limits set by their expanding vocabulary, a significant ability to express themselves in that language. Four main questions arise: How do they get to this point? Where do they start? Do they exhibit the same patterns in production (the forms theyuse) and comprehension (the forms they understand)? How much is tied to the particular grammatical properties of the language they are acquiring? Few non-contradictory answers exist, in large part because of the notorious difficulty of testing linguistic comprehension in very young children. With funding from the Linguistics Program and the Office of International Science and Engineering, Dr. Geraldine Legendre and Dr. Isabelle Barriere will seek answers to these and other related questions using recently developed non-invasive experimental methods. Based on measuring the duration of gazing at short videos paired with short audio descriptions that match or do not match the videos, these methods have been used to test linguistic comprehension in very young children acquiring English. The research team will apply such methods to the testing of children acquiring French, a language which has a richer system of marking tense, person, and gender distinctions than English. This novel study of comprehension in young children from a cross-linguistic perspective will inform the debate on, and attempt to resolve contradictory claims pertaining to, first language acquisition. Broader impacts include advancing the diagnostic of atypical linguistic development by establishing a benchmark for both typical production and comprehension, creating research opportunities for both undergraduate and graduate students at Johns Hopkins University, and fostering scientific dialogue with research communities abroad.

《第一个词组合的本质：从以法语为母语的小孩子对主谓一致和时态标记的理解和产生的洞察》摘要掌握一个人的母语是一项巨大的成就。大多数3岁的孩子已经表现出了对周围语言交流的扎实理解，而且在他们不断扩大的词汇量限制下，也表现出了用这种语言表达自己的显著能力。出现了四个主要问题：他们是如何做到这一点的？他们从哪里开始呢？他们在生产(他们使用的形式)和理解(他们理解的形式)上表现出相同的模式吗？他们习得的语言的特定语法属性在多大程度上与之相关？几乎没有不矛盾的答案，这在很大程度上是因为在幼儿身上测试语言理解能力是出了名的困难。在语言学项目和国际科学与工程办公室的资助下，Geraldine Legendre博士和Isabelle Barriere博士将使用最近开发的非侵入性实验方法寻求这些问题和其他相关问题的答案。基于测量观看短视频的持续时间，以及与视频匹配或不匹配的短音频描述，这些方法被用来测试学习英语的非常小的儿童的语言理解能力。研究小组将把这种方法应用于儿童学习法语的测试，法语比英语具有更丰富的时态、人称和性别差异标记系统。这项从跨语言角度对幼儿理解力的新颖研究将为有关第一语言习得的辩论和解决相互矛盾的主张提供信息。更广泛的影响包括通过建立典型产出和理解的基准，推动对非典型语言发展的诊断，为约翰·霍普金斯大学的本科生和研究生创造研究机会，以及促进与国外研究界的科学对话。