获得冰岛语的[+扩展声门]特征。

IF 1.7 2区 文学 Q1 LINGUISTICS Journal of Child Language Pub Date : 2024-05-01 Epub Date: 2023-10-20 DOI:10.1017/S0305000923000582
Thora Másdóttir, Barbara May Bernhardt, Joseph Paul Stemberger, Gunnar Ólafur Hansson
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引用次数: 0

摘要

特征[+扩展声门]([+s.g.])表示语音是用宽声门孔和可听见的无声气流产生的。冰岛语的[+扩展声门]在音韵学中的参与程度是不寻常的:in/h/、送气前和送气后塞音、无声擦音和无声声符。该特征的普遍性可能会影响其获取的速度和过程。本文对433名2至7岁的冰岛语儿童进行了横断面研究,调查了冰岛语[+s.g.]在一般情况下和各种情况下的发展情况。作为一个功能,[+s.g.]在冰岛语中很早就获得了,尽管由于其他输出限制,特定的声音类别落后了。孩子们在三岁时就掌握了[+s.g.],但单词首字母后送气塞音和无声鼻音除外。研究结果是根据有关该特征及其发展的文献进行解释的。
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Acquisition of the feature [+spread glottis] in Icelandic.

The feature [+spread glottis] ([+s.g.]) denotes that a speech sound is produced with a wide glottal aperture with audible voiceless airflow. Icelandic is unusual in the degree to which [+spread glottis] is involved in the phonology: in /h/, pre-aspirated and post-aspirated stops, voiceless fricatives and voiceless sonorants. The ubiquitousness of the feature could potentially affect the rate and process of its acquisition. This paper investigates the development of [+s.g.] in Icelandic, both in general and in a range of contexts, in a cross-sectional study of 433 typically developing Icelandic-speaking children aged two to seven years. As a feature, [+s.g.] is acquired early in Icelandic, although specific sound classes lag behind due to other output constraints. Children reach mastery of [+s.g.] by age three except in word-initial post-aspirated stops and voiceless nasals. Findings are interpreted in light of the literature on the feature and its development.

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来源期刊
CiteScore
4.70
自引率
4.50%
发文量
142
期刊介绍: A key publication in the field, Journal of Child Language publishes articles on all aspects of the scientific study of language behaviour in children, the principles which underlie it, and the theories which may account for it. The international range of authors and breadth of coverage allow the journal to forge links between many different areas of research including psychology, linguistics, cognitive science and anthropology. This interdisciplinary approach spans a wide range of interests: phonology, phonetics, morphology, syntax, vocabulary, semantics, pragmatics, sociolinguistics, or any other recognised facet of language study.
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