Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/58252
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): Armon-Lotem, Sharon;Haman, Ewa;Jensen de Lopez, Kristine;Smoczynska, Magdalena;Yatsushiro, Kazuko;Szczerbinski, Marcin;Hout, Angeliek van;Gavarro, Anna;Hobbs, Erin;Katsos, Napoleon;Kunnari, Sari;Nitsiou-Michaelidou, Chrisa;Sundahl Olsen, Lone;Parramon, Xavier;Sauerland, Uli;Leesik, Reeli Torn;Lely, Heather van der;Dabašinskienė, Ineta;Kamandulytė-Merfeldienė, Laura
Title: A large scale cross-linguistic investigation of the acquisition of passive
Is part of: Language acquisition. London : Taylor & Francis (Routledge), 2016, Vol. 23, iss. 1
Extent: p. 27-56
Date: 2016
Note: ISSN 1532-7817 (Online). WOS:000371611200002
Keywords: Children language;Language acquisition;Passive constructions
Abstract: This cross-linguistic study evaluates children’s understanding of passives in eleven typologically different languages: Catalan, Cypriot Greek, Danish, Dutch, English, Estonian, Finnish, German, Hebrew, Lithuanian, and Polish. The study intends to determine whether the reported gaps between the comprehension of active and passive and between short and full passive hold crosslinguistically. The present study offers two major findings. The first is the relative ease in which five year-old children across 11 different languages are able to comprehend short passive constructions (compared to the full passive). The second and perhaps the more intriguing finding is the variation seen across the different languages in children’s comprehension of full passive constructions. We argued, based on the present findings, that given the relevant linguistic input (e.g., flexibility in word order and experience with argument reduction), children at the age of five are capable of acquiring both the short passive and the full passive. Variation, however, stems from the specific characteristics of each language, and good mastery of passives by the age of five is not a universal, cross-linguistically valid milestone in typical language acquisition. Therefore, difficulties with passives (short or full) can be used for identifying SLI at the age of five only in those languages in which it has already been mastered by typically developing children
Internet: http://www.tandfonline.com/doi/full/10.1080/10489223.2015.1047095
http://www.tandfonline.com/doi/full/10.1080/10489223.2015.1047095
Affiliation(s): Humanitarinių mokslų fakultetas
Lituanistikos katedra
Vytauto Didžiojo universitetas
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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