The Acquisition of Modal Auxiliaries in the Language of Children

Major, Diana

doi:10.1515/9783110812664

Cited by 12 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Major [31], Labov and Labov [26], Rowland and Pine [45], Dąbrowska [11] advocate that English native children first learn formulaic frames like 'Where's ___?' and 'What's ___doing?'…”

Section: Usage-based Modelmentioning

confidence: 99%

The Development of Japanese Modality and the Influence of Bilingual Acquisition

Kai¹

2016

lls

View full text Add to dashboard Cite

This paper examines the development of Japanese modality in children's speech and the influence of bilingual acquisition. We use data collected longitudinally from six Japanese monolingual children and three Japanese-English bilingual children. We compare their speech to analyze if there are any influences during the development of Japanese modality when acquiring two languages. Our data shows that children start using a variety of Japanese modal expressions before becoming five-years-old. Bilingual children also use a variety of modal expressions; however, the frequency rate of modal forms produced by an English dominant bilingual child is much lower than with a monolingual child. The results suggest that production frequency and the adequate usage of modal expressions may be used as an indicator in evaluating bilingual children's language development and performance.

show abstract

“…Major [31], Labov and Labov [26], Rowland and Pine [45], Dąbrowska [11] advocate that English native children first learn formulaic frames like 'Where's ___?' and 'What's ___doing?'…”

Section: Usage-based Modelmentioning

confidence: 99%

The Development of Japanese Modality and the Influence of Bilingual Acquisition

Kai¹

2016

lls

View full text Add to dashboard Cite

show abstract

“…Two rare studies in the area of modal acquisition where the children involved are older are those of Major (1974) and Perkins (1983). Major tested children between the ages of five and eight on their understanding of and their ability to use the English modal auxiliaries and a few related forms (had better, would rather, be going to, have to).…”

Section: Introductionmentioning

confidence: 99%

The acquisition of the meanings of modality in children aged eight and twelve

Coates

1988

J. Child Lang.

View full text Add to dashboard Cite

Little is known about children's acquisition of modality. It seems clear that at the age of five, when they are said to be linguistically competent, children have not mastered the adult system of modal meaning. This paper describes research which tests children's understanding of modal meaning at the ages of eight and twelve. The results of these tests are compared with the results of the same test on adult informants. The research uses the card-sorting method devised by Miller (1971) to investigate semantic similarities and dissimilarities; cluster analysis of the data reveals the underlying patterns. My tests revealed that eight-year-old children have only a rudimentary system of modal meaning, and even by the age of twelve a child's system will not be isomorphic with the adult system.

show abstract

The Acquisition of the Morphosyntax of Finite Verbs in English

Radford¹

1992

Studies in Theoretical Psycholinguistics

View full text Add to dashboard Cite

The Acquisition of Modal Auxiliaries in the Language of Children

Cited by 12 publications

References 0 publications

The Development of Japanese Modality and the Influence of Bilingual Acquisition

The Development of Japanese Modality and the Influence of Bilingual Acquisition

The acquisition of the meanings of modality in children aged eight and twelve

The Acquisition of the Morphosyntax of Finite Verbs in English

Contact Info

Product

Resources

About