Doctoral Dissertation Research: Who breaked the rule? Rethinking English Past Tense Overregularizations

博士论文研究：谁打破了规则？

• 批准号: 1729862
• 负责人: LouAnn Gerken
• 金额: $ 0.92万
• 依托单位: University of Arizona
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-07-15 至 2019-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1729862&HistoricalAwards=false
• 关键词: Doctoral; Dissertation; Research; Who; breaked

To learn a language, children must go beyond simply imitating speech and learn the rules of the language from their surrounding linguistic environment. One way to tell that children learn rules is that they apply rules to an overly broad set of words. For example, English-learning children produce forms like "breaked" or "catched" at around 3 years of age. These forms, called past tense overregularizations, show that children have implicitly discovered the past tense formation rule: namely, "add -ed to a verb to create the past tense." But does it take children until age 3 to discover such rules? A better understanding of the timeline of rule discovery will help us to develop more realistic milestones to measure children's progress in first language learning. It will also help to us understand why the past tense form is so difficult for second language learners of English and allow more informed pedagogical intervention for these learners.This work has two goals: the first is to seek evidence that the past tense rule can be found in 16-month-olds, which would be consistent with many observations that children display significant receptive abilities long before their productive abilities reach the same level. The second goal is to determine if the production of past tense overregularizations can be explained by factors other than the discovery of a grammatical rule. There is growing evidence that overregularizations in production reflect children's need to simplify their utterances as they attempt to say more and more complex sentences. Factors that may influence a child's need to simplify utterances are frequency of the lexical item and the child's age. The proposed project will combine a behavioral study with 16-month-olds and a corpus analysis of longitudinal, spontaneous child speech to achieve these goals.

要学习一门语言，儿童必须超越简单的模仿讲话，并从周围的语言环境中学习语言规则。判断孩子们学习规则的一种方法是，他们将规则应用于一组过于宽泛的单词。例如，学习英语的儿童在3岁左右就会产生“breaked”或“catched”等形式。这些形式被称为过去式过度规则化，表明儿童已经隐性地发现了过去式的形成规则：即“在动词后面加上-艾德来形成过去式。“但是，孩子们要到3岁才能发现这些规则吗？更好地理解规则发现的时间轴将有助于我们制定更现实的里程碑来衡量儿童在第一语言学习中的进步。这也将有助于我们理解为什么过去时态对英语的第二语言学习者来说如此困难，并为这些学习者提供更明智的教学干预。这项工作有两个目标：第一个是寻找证据，证明过去式规则可以在16个月大的婴儿中找到，这与许多观察结果一致，即儿童早在其生产能力达到预期水平之前就表现出显着的接受能力同级第二个目标是确定过去时态过度规则化的产生是否可以用发现语法规则以外的因素来解释。越来越多的证据表明，过度规则化的生产反映了儿童需要简化他们的话语，因为他们试图说越来越复杂的句子。可能影响儿童简化话语需求的因素是词汇项目的频率和儿童的年龄。拟议的项目将结合联合收割机的行为研究与16个月大的纵向，自发的儿童语音语料库分析，以实现这些目标。