Negative input for grammatical errors: effects after a lag of 12 weeks

Abstract

Effects of negative input for 13 categories of grammatical error were assessed in a longitudinal study of naturalistic adult–child discourse. Two-hour samples of conversational interaction were obtained at two points in time, separated by a lag of 12 weeks, for 12 children (mean age 2;0 at the start). The data were interpreted within the framework offered by Saxton's (1997, 2000) contrast theory of negative input. Corrective input was associated with subsequent improvements in the grammaticality of child speech for three of the target structures. No effects were found for two forms of positive input: non-contingent models, where the adult produces target structures in non-error-contingent contexts; and contingent models, where grammatical forms follow grammatical child usages. The findings lend support to the view that, in some cases at least, the structure of adult–child discourse yields information on the bounds of grammaticality for the language-learning child.

Turkish Parents’ Reaction to their Children’s Errors

“…Clark and Chouinrad (2003) declare that contrary data is adequate to permit the child to fix his mistakes. Saxton et al (2005) assume the presence of an internal device for language training; nevertheless, they do not fully reject the role of improving such as Nativists. Saxton (1997) presented data that the child's quick responses to negative data are often compatible with its restorative function.…”

“…Furthermore, they can guess possible grammatical structures. That is how child could quickly adjust their incorrect formations (Backley, & Gallaway, 2005). Morgan, Bonamo, and Travis (1995) argue that correct grammatical structures do not occur frequently enough in the input which are necessary for learning.…”

“…Saxton (1997) Saxton (1997) concludes that authentic data show children to alter from erroneous to improve grammatical formations following the interference of negative data. Saxton et al (2005) assumed that negative data plays a significant role in language education and it is not in opposition to natural ability. They supposed that a productive information does not mean that there is any inherent capability for language training.…”

“…In so doing, one is more likely to find the full characteristics and amount of natural structure in language learning. (Saxton et al, 2005).…”

“…If Childs do not get any guidance from their linguistic conditions, they should explicitly apply their internal potential. Saxton et al (2005) asserted that improvement of children by parents consists of a form of negative data containing the data regarding the grammaticality and ungrammaticality of comments. Children are assaulted with a mild, fluent, grammatically right, and context-bound speech.…”