The Acquisition of French Un
The Acquisition of French Un
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收购法国联合国
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
D. Barner
中科院分区：
文献类型：
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作者：
Elisabeth Marchand;D. Barner
语法结构的跨语言变化如何影响儿童对数字单词的获取？同样（即，我们测试了讲法语的孩子如何解释联合国，这是否更像是英语单词A或一个说法语的孩子几乎总是接受联合国的1组，但是当被问及是否有联合国的解释时，他们对2组的反应更相等，许多孩子说“ OUI”（是的）。从说英语的解释A和一个讲法语的解释都表明，讲法语的儿童的解释反映了他们所暴露的意见的歧义法国的形态结构可能会对法语儿童构成挑战，以获取联合国一词的确切数值含义，可能导致数字学习的延迟。
How does cross-linguistic variation in grammatical structure affect children’s acquisition of number words? In this study, we addressed this question by investigating the case study of young speakers of French, a language in which the number one and the indefinite article a are phonologically the same (i.e., un). We tested how French-speaking children interpret un, and whether it more closely resembles the English word a or one. We found that French-speaking children almost always accepted sets of 1 for un, but that their responses for sets of 2 were more equivocal, with many children saying “Oui” (Yes) when asked whether there was un. Overall, French children’s interpretation of un differed from how English-speaking interpret both a and one. This suggests that French-speaking children’s interpretation of un reflects the ambiguity of the input that they are exposed to. We conclude that French morphological structure may pose a challenge to French- speaking children in acquiring an exact numerical meaning for the word un, potentially causing a delay in number word learning.