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EAGER: Collaborative Research: Variation and the Grammar of Child African American English

EAGER：合作研究：非洲裔美国儿童英语的变异和语法

基本信息

批准号：
1744503
负责人：
Brandi Newkirk-Turner
金额：
$ 14.87万
依托单位：
Jackson State University
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：
2017-09-01 至 2023-02-28
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1744503&HistoricalAwards=false
关键词：
EAGER Collaborative Research Variation Grammar

项目摘要

The variation of language dialects has been primarily studied for adult speech. A growing literature is looking at the development of these dialects by focusing on children's usage. One reason this is important is because accurate understanding of a dialect and its acquisition and development are needed to identify typical linguistic patterns and when patterns are indicative of a language disorder. Collaborations between experts in linguistics and communication disorders have the potential to answer questions about developing patterns in children in dialects where adults use variable forms, and where the stages of development of acquisition are not yet clearly described and analyzed. This project will collect developmental data on the acquisition of a particular dialect to fill in gaps in the literature about stages of development of the acquisition of variable forms, information that is not available for the child variety of the dialect. Broader impacts include the usefulness of findings for the development of more culturally and linguistically appropriate assessment tools, leading to more accurate assessment outcomes for children who speak this dialect, the involvement in undergraduate research by underrepresented groups, and the strengthening of a research collaboration between two institutions, one a historically black college (HBCU). The activities will provide undergraduate students with background and analytical skills that are applicable to STEM-related fields, such as linguistics and computation. This project is a collaboration between researchers from Jackson State University (an HBCU) and the University of Massachusetts Amherst to investigate developing patterns in morphological marking on verbs in African American English (AAE). Systematic variation in African American English (AAE) has been addressed in research on the variety; however, there remains a blurred line of demarcation between typical developmental language variation and language disorder in younger AAE speakers. This study builds on previous descriptions of child AAE, and it applies quantitative analysis and mechanisms in current syntactic theory to empirical data in investigating the connection between morphological marking and the instantiation of [Tense] and [Agreement] in child AAE. Specifically, the project will analyze verbs in past tense contexts and in 3rd person singular non-past contexts child AAE. The data and results will bear directly on the acquisition path of morphological marking (e.g., 3rd singular -s and forms of past such as -ed) on verbs in that it will fill gaps in the literature about stages of development of the acquisition of variable forms, information that is not available for child AAE. Findings of the project will be used to describe how normal variation associated with child AAE is systematically different from disordered language. Findings will be useful in the development of more culturally and linguistically appropriate assessment tools, leading to more accurate assessment outcomes for AAE-speaking children. A better understanding of the AAE linguistic system will be useful in addressing longstanding questions that remain unanswered about the interaction of AAE and the acquisition of literacy and other language-based academic subjects, such as math and science, and should ultimately lead to more positive educational opportunities for children who speak AAE.

语言方言的变化主要是针对成人语言进行研究的。越来越多的文献通过关注儿童的用法来研究这些方言的发展。这很重要的一个原因是，需要准确理解方言及其习得和发展，以确定典型的语言模式，以及何时模式表明语言障碍。语言学和沟通障碍专家之间的合作有可能回答有关儿童方言发展模式的问题，成年人使用可变形式，以及习得的发展阶段尚未明确描述和分析。该项目将收集关于获得特定方言的发展数据，以填补有关获得可变形式的发展阶段的文献中的空白，这些信息不适用于方言的儿童变体。更广泛的影响包括有用的研究结果的发展更文化和语言适当的评估工具，导致更准确的评估结果为孩子谁说这种方言，参与本科研究的代表性不足的群体，并加强两个机构之间的研究合作，一个是历史上的黑人大学（HBCU）。这些活动将为本科生提供适用于STEM相关领域（如语言学和计算）的背景和分析技能。该项目是杰克逊州立大学和马萨诸塞州阿默斯特大学的研究人员合作进行的，旨在调查非洲裔美国人英语动词形态标记的发展模式。非裔美国人英语（AAE）的系统变异已经在各种研究中得到了解决;然而，在年轻的AAE使用者中，典型的发展性语言变异和语言障碍之间的界限仍然模糊。本研究在前人对儿童主动式英语的描述的基础上，运用定量分析方法和现代句法理论中的机制，对儿童主动式英语中形态标记与[时态]和[一致]的实例化之间的关系进行了实证研究。具体来说，该项目将分析动词在过去式的情况下，在第三人称单数非过去的情况下，儿童AAE。数据和结果将直接影响形态标记的采集路径（例如，第三单数-s和形式的过去，如-艾德）对动词的影响，因为它将填补空白的文献中有关发展阶段的收购可变形式，信息是不可用的儿童AAE。该项目的结果将被用来描述如何正常的变化与儿童AAE是系统性的不同，从无序的语言。研究结果将有助于开发更适合文化和语言的评估工具，从而为AAE儿童提供更准确的评估结果。更好地了解AAE语言系统将有助于解决长期存在的关于AAE与识字和其他基于语言的学术科目（如数学和科学）的相互作用的问题，并最终为讲AAE的儿童带来更积极的教育机会。