By Shanley E.M. Allen
This publication discusses the 1st language acquisition of 3 morphosyntactic mechanisms of transitivity alternation in arctic Quebec Inuktitut. info derive from naturalistic longitudinal spontaneous speech samples gathered over a nine-month interval from 4 Inuit young children. either uncomplicated and complicated types of passive constructions are proven for use productively by means of Inuktitut-speaking teenagers at an early age relative to English-speaking teenagers, yet constant in age with audio system of non-Indo-European languages mentioned on within the literature; power factors of this distinction comprise frequency of caregiver enter and information of language constitution. Morphological causatives seem a little later within the acquisition series, and their first circumstances mirror use of unanalyzed workouts. Lexical causatives are current from the earliest a long time studied. facts of a interval of overgeneralization of lexical causatives in a single topic even as the morphological causative exhibits symptoms of being productively bought means that the seeming overgeneralization may well mirror not anything greater than as but risky use of the morphological causative. Noun incorporation buildings are proven for use productively through Inuktitut-speaking little ones at an early age relative to Mohawk-speaking young children; strength reasons of this distinction comprise info of language constitution and relative language use within the environments of the newcomers. Findings are thought of in mild of present debates within the literature relating continuity as opposed to maturation of grammatical constitution, and in regards to the sensible different types to be had to the kid at early levels of acquisition. info awarded argue opposed to overdue maturation, and recommend that each one sensible different types will be accessed by means of the Inuktitut-speaking baby early within the acquisition technique.
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Additional resources for Aspects of Argument Structure Acquisition in Inuktitut
During the work day, Lizzie and her sister were cared for by extended family members or hired babysitters, usually bilingual to some degree though interacting with Lizzie almost exclusively in Inuktitut. The parents typically came home at lunch and during the evenings. Lizzie’s taping sessions occurred primarily with her sister and peers, though her parents were also present and involved in several sessions. Lizzie was reasonably talkative throughout the study. Her mother often engaged her in teaching-type interactions including reciting the alphabet, counting, repeating set phrases and songs, and naming parts of the body.
Older mothers typically deem it appropriate to alter their language to a level more suitable for a child, and not to speak in too heavy or diﬃcult language. Many younger mothers interviewed for Crago (1988) claimed not to use baby words or to alter their language to young children, but rather to speak to their children as if they were adults. In practise, however, many younger mothers did in fact employ these strategies of accommodation and adjustment of language with their children. 4 Language teaching strategies Apart from normal daily input, certain strategies are often used to ‘‘teach’’ aspects of language to Inuit children, as documented by Crago (1988).
G. Terman & Tyler, 1954; Ramer, 1975; Hyde & Linn, 1988). Subjects had to be Methodology 31 producing at least two-morpheme utterances by the beginning of the study in order to allow for analysis of the development of syntactic and morphological phenomena. They also had to be talkative enough to produce substantial data within a reasonable length of time and without excessive or unnatural intrusion on the part of caregivers. Finally, all subjects had to be free of any language or language-related problems including hearing impairment, mental retardation, speciﬁc language impairment, stuttering, neurological impairment, and exceptional family diﬃculties.