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The syntactic abilities of children with SLI: From Tense to Movement. 37-975-01 Challenges to Language Acquisition: Bilingualism and Language Impairment Dr. Sharon Armon-Lotem Bar Ilan University. Topics. Passive Binding WH-Questions Relative clauses.
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Challenges to Language Acquisition: Bilingualism and Language Impairment
Dr. Sharon Armon-Lotem
Bar Ilan University
Maryi was kissed ti by John
The girl is covered (by the boy)
The covered girl (*by the boy)
Ha-yalda mexusa (al yedey ha-yeled)
the-girl cover-pass (on hands the-boy)
‘The girl is covered (by the boy)’
6 verbs: wash, mend, paint, eat, cut, hit
12 items x 4 sentence types = 48 sentences
Mabel L. Rice, Kenneth Wexler, & Jennifer Francois
Paper Presented at the BU Conference on Language Development
Boston, MA, November 1-4, 2001
Stromswold’s 32-item task for reversible full passives, with toy animals.
Examiner: “The goal kicked the horse.”
Child: act out action with toy animals
[Verbal item set: Kiss, slap, touch, hug, kick, lick, tickle, push]
By 10 years of age, children in the SLI group comprehended reversible full verbal passives, showing knowledge of movement (A-chains)
At 5 years of age, children in the SLI group were below age peers in their comprehension of reversible full verbal passives, and similar to their younger lexically-equivalent peers
Maria Babyonyshev, Lesley Hart, & Elena Grigorenko. 2005. Paper presented at Formal Approaches to Slavic Linguistics - The Princeton Meeting
a. Petux byl oščipan gusem.
‘A rooster was plucked by a goose.’
b. Lisa byla utešena korovoj.
‘A fox was consoled by a cow.’
c. Žiraf byl obnyuxan obez’janoj.
‘A giraffe was smelled by a monkey.’
* Younger TD do not distinguish the three types of passives, performing at chance level on all of them (see Babyonyshev & Brun 2003).
Leonard, L. B., Wong, A. M. Y, Deevy, P., Stokes, S. F., and P. Fletcher .2006. The production of passives by children with specific language impairment: Acquiring English or Cantonese. Applied Psycholinguistics 27, 267–299
A: anaphors must be bound in their local domain
B: pronouns must be free in their local domain
C: R-expressions are always free
This is Goldilocks; this is Mama bear.
Is Mama bear touching herself/her?
Franks, S. L., Connell, P. J. 1996. Knowledge of Binding in Normal and SLI Children. Journal of Child Language, 23, 431-64
Advanced Syntactic Test of Pronominal Reference (Figure 2, A)
a. What did the child see?
b. The teacher wondered what the child saw.
The nurse feeds someone. Burney knows who. Ask Burney.
Subject vs. Object
Who is pushimng the girl?
Who is the girl pushing?
Van der Lely HKJ and Battell J (2003), Language79: 153-181
Wh-questions containing who, what and which by getting the subjects to play a version of the board game Cluedo:
1 Which one I can do? (C ‘Which one can I do?)
2. What Kent’s gonna play with? (C ‘What’s Kent gonna play with?)
3. How you knowed? (E ‘How did you know?’)
4. What he did? (F ‘What did he do?’)
5. What you doing? (E ‘What are you doing?’)
6. What this for? (G ‘What is this for?’)
7. How much we got to do? (J ‘How much have we got to do?’)
8. How you get this out? (A ‘How d’you get this out?’)
9. What this do? (A ‘What’s this do?/What does this do’)
10. How open it up? (B ‘How d’you open it up?’)
11. What say? (B ‘What d’you say?’)
12. Where go on? (B ‘Where’s it go on/Where does it go on?’)
13. How much long gonna be? (A ‘How much longer’s it gonna be?’)
14. These do? (C ‘What do these do?’)
15. What is this is? (H ‘What is this?’)
Roeper, T., Schulz, P., Pearson, B. Z. & Reckling, I. (2006). From singleton to exhaustive: The acquisition of wh-. Proceedings of SULA 2005 Conference (Semantics of Understudied Languages), Buffalo NY.
Double wh-question - Paired answer
Exhaustive answer, singleton answer, plural answer
The girli that John kissed ti is nice
ha-yalda she dani nishek ota nexmada
the-girl that Dani kissed her nice
'The girl that Dani kissed is nice'
Show me the boy who is pushing the girl.
Show me the boy who the girl is pushing?
a. *ze regel koevet lax
this foot-fm hurts-fm you
'This is the foot that hurts you' [Lior 1;10;08]
b. *ze shaon ose tuktuk
this clock does ticktock
'This is a clock that goes ticktock' [Leor 2;1]
aviron she la-shamayim [Lior 2;01;27]
airplane that to-the-sky
'an airplane that flies to the sky'
24 monolingual Hebrew-speaking children from 2;8 to 5;5
The properties of relative clauses in MG:
In this study, relatives with subject gap as well as with object gap were presented. Seven types of relatives were tested, including relatives with resumptive clitics that marked for the same case as the head of the relative.
>>> SLI children's deficit cannot be interpreted in terms of a general delay in language development (Rice et al., 1995)