特殊语言条件下的性别认同:德语冠词的产生和词形变化研究

IF 1.3 3区 文学 0 LANGUAGE & LINGUISTICS Language Acquisition Pub Date : 2020-12-20 DOI:10.1080/10489223.2020.1859511
Tobias Ruberg
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引用次数: 0

摘要

摘要本研究探讨了德语特殊语言障碍中性别认同是否受损的问题。研究了三组德语儿童:10名特殊语言障碍儿童(SLI)、10名年龄匹配的典型发育儿童(TD)和10名平均年龄小2岁的TD儿童的文章制作和文章性别标记。文章中的性别标记没有显示出特殊语言障碍组存在协议缺陷的任何证据。然而,特殊语言障碍组的孩子在为中性名词分配正确性别方面存在选择性缺陷。在文章制作方面,我们发现,与年龄匹配的TD组相比,SLI组的文章遗漏更频繁。然而,这些遗漏不能明确地归因于性别协定的不足。数据表明,文章的省略也可能反映了由于缺乏性别信息而采取的回避策略。这些结果为特殊语言障碍儿童习得和使用规则支配句法计算的能力提供了证据。这与假定这些儿童有广泛的句法缺陷的特殊语言障碍的说法不相容。
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Gender agreement in SLI: A study on production and inflection of articles in German
ABSTRACT This study addresses the question of whether gender agreement is impaired in SLI German. Article production and gender marking on articles were examined in three groups of German-speaking children: 10 children with Specific Language Impairment (SLI), 10 age-matched typically developing (TD) children, and 10 TD children who were on average two years younger. Gender marking on articles did not reveal any evidence of an agreement deficit in the SLI group. Nevertheless, the children of the SLI group had a selective deficit in assigning the correct gender to neuter nouns. Regarding article production, it was found that article omissions were more frequent in the SLI group than in the age-matched TD group. However, these omissions cannot be clearly attributed to a deficit in gender agreement. The data indicate that article omissions may also reflect an avoidance strategy due to a lack of gender information. These results provide evidence for the ability of SLI children to acquire and use rule-governed syntactic computations. This is incompatible with accounts of SLI that posit a broad syntactic deficit in these children.
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来源期刊
CiteScore
2.30
自引率
8.30%
发文量
20
期刊介绍: The research published in Language Acquisition: A Journal of Developmental Linguistics makes a clear contribution to linguistic theory by increasing our understanding of how language is acquired. The journal focuses on the acquisition of syntax, semantics, phonology, and morphology, and considers theoretical, experimental, and computational perspectives. Coverage includes solutions to the logical problem of language acquisition, as it arises for particular grammatical proposals; discussion of acquisition data relevant to current linguistic questions; and perspectives derived from theory-driven studies of second language acquisition, language-impaired speakers, and other domains of cognition.
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