Comparing the role of input in bilingual acquisition across domains
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Sharon Unsworth
Abstract
Amount of exposure has been observed to affect the linguistic development of bilingual children in a variety of domains. As yet, however, relatively few studies have compared the acquisition across domains within the same group of children. Such a comparative approach is arguably essential to gain a more complete understanding of input effects in bilingual acquisition. Most studies in this area concentrate on the acquisition of vocabulary and grammar/morphosyntax; the bilingual acquisition of linguistic properties involving the interaction between syntax and semantics remains under-investigated. The present study seeks to address these gaps by examining – within the same group of English/Dutch bilinguals – the acquisition of linguistic properties taken from two different domains, namely gender-marking on definite determiners, a morphosyntactic property of Dutch with a considerable lexical component, and the acquisition of meaning restrictions on different word orders (scrambling), a property involving both compositional semantic and syntactic processes. The results show input effects for gender but not for scrambling. This is argued to be in line with approaches to acquisition which assume scrambling to constitute a poverty of the stimulus problem, but problematic for those approaches where input plays a more central role.
Abstract
Amount of exposure has been observed to affect the linguistic development of bilingual children in a variety of domains. As yet, however, relatively few studies have compared the acquisition across domains within the same group of children. Such a comparative approach is arguably essential to gain a more complete understanding of input effects in bilingual acquisition. Most studies in this area concentrate on the acquisition of vocabulary and grammar/morphosyntax; the bilingual acquisition of linguistic properties involving the interaction between syntax and semantics remains under-investigated. The present study seeks to address these gaps by examining – within the same group of English/Dutch bilinguals – the acquisition of linguistic properties taken from two different domains, namely gender-marking on definite determiners, a morphosyntactic property of Dutch with a considerable lexical component, and the acquisition of meaning restrictions on different word orders (scrambling), a property involving both compositional semantic and syntactic processes. The results show input effects for gender but not for scrambling. This is argued to be in line with approaches to acquisition which assume scrambling to constitute a poverty of the stimulus problem, but problematic for those approaches where input plays a more central role.
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Introduction to “Input and experience in bilingual development” 1
- Language exposure and online processing efficiency in bilingual development 15
- The absolute frequency of maternal input to bilingual and monolingual children 37
- Language input and language learning 59
- Language exposure, ethnolinguistic identity and attitudes in the acquisition of Hebrew as a second language among bilingual preschool children from Russian- and English-speaking backgrounds 77
- Interactions between input factors in bilingual language acquisition 99
- Properties of dual language input that shape bilingual development and properties of environments that shape dual language input 119
- The typical development of simultaneous bilinguals 141
- French-English bilingual children’s sensitivity to child-level and language-level input factors in morphosyntactic acquisition 161
- Comparing the role of input in bilingual acquisition across domains 181
- Index 203
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Introduction to “Input and experience in bilingual development” 1
- Language exposure and online processing efficiency in bilingual development 15
- The absolute frequency of maternal input to bilingual and monolingual children 37
- Language input and language learning 59
- Language exposure, ethnolinguistic identity and attitudes in the acquisition of Hebrew as a second language among bilingual preschool children from Russian- and English-speaking backgrounds 77
- Interactions between input factors in bilingual language acquisition 99
- Properties of dual language input that shape bilingual development and properties of environments that shape dual language input 119
- The typical development of simultaneous bilinguals 141
- French-English bilingual children’s sensitivity to child-level and language-level input factors in morphosyntactic acquisition 161
- Comparing the role of input in bilingual acquisition across domains 181
- Index 203
