Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/54384
Type of publication: Straipsnis Clarivate Analytics Web of Science ar/ir Scopus / Article in Clarivate Analytics Web of Science or / and Scopus (S1)
Field of Science: Filologija / Philology (H004)
Author(s): Dabašinskienė, Ineta
Title: Gender differences in language acquisition : a case study of Lithuanian diminutives
Is part of: Journal of Baltic studies. London : Routledge, Vol. 43, no. 2 (2012)
Extent: p. 177-196
Date: 2012
Keywords: Pirmosios kalbos įsisavinimas;Lietuvių kalba;Diminutyvai;Giminė;Semantika;Pragmatika;First language acquisition;Lithuanian;Diminutives;Gender;Pragmatics;Semantics
Abstract: Diminutives have been shown to play a prominent role in both domains of early child language acquisition, i.e. input and children’s speech production (Savickiene˙ & Dressler 2007). 1 Input (or the so-called child-directed speech (CDS)) is claimed to shape a child’s language. Therefore, the frequency of diminutives and hypocoristics plays a crucial role in language acquisition processes. Peculiarities and distinctive features of CDS not only influence the pace and time of child language acquisition, but may also account for variation in early language development between girls and boys. The goal of this study is to trace the peculiarities of the use of diminutives and hypocoristics in CDS and to find out if or to what extent the use of these forms in CDS and in child speech is gender-biased. Many studies emphasize an early female advantage in language acquisition, but differ in their claims about why those differences appear (Bornstein et al. 2004; Cherry & Lewis 1976; Ladegaard & Bleses 2003; Stoneman & Brody 1981). One of the solid arguments concerning gender differences in language acquisition is the fact that girls consistently outperform boys in multiple aspects of language acquisition. Research carried out by Bornstein and his colleagues (2004) demonstrates that boys are more often offered trucks and cars to play with, not dolls, which are predominantly given to girls. Trucks are usually associated with low levels of teaching; playing with them does not foster proximity with caregivers. Instead, such play tends to elicit animated sounds such as beeps and engine noises, rather than a conversation or questions. On the other hand, playing with dolls evokes physical proximity with caregivers and generally elicits more verbal interaction, such as starting a conversation.[...]
Internet: https://doi.org/10.1080/01629778.2012.674795
Affiliation(s): Vytauto Didžiojo universitetas
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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