Verbal aspect in Serbian children’s language production

Savić, Maja; Popović, Maša; Anđelković, Darinka

doi:10.2298/psi160921007s

Cited by 3 publications

(3 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A girl of 6;8 with the former diagnosis of articulatory difficulties used the verb 'live' when setting the scene of the story 'Dog' (6), and the verb 'love' when talking about the boy who lost his ball in the telling mode of the story 'Cat' (7). Our participants' generally competent use of tense and aspect marking is in line with the findings reported in Savić et al (2017) for Serbian, as well as the findings reported for other Slavic languages (e.g. Gagarina, 2004).…”

Section: Piloting Of Serbian Main: Preliminary Resultssupporting

confidence: 91%

“…While the above studies (all published in Serbian) focused primarily on atypically developing children, a recent study published in English used the method of narrative elicitation to investigate the acquisition of aspectual distinctions in Serbian TD children (Savić, Popović & Anđelković, 2017). The ability to correctly mark temporal relations, as encoded by tense and aspect, is crucial in producing successful narratives.…”

Section: Background: Instruments Eliciting Narratives In Serbianmentioning

confidence: 99%

See 1 more Smart Citation

Serbian version of the Multilingual Assessment Instrument for Narratives (MAIN)

Jeličić¹,

Bogavac²,

Perovic³

2020

Zaspil

View full text Add to dashboard Cite

This paper provides the background to the process of translation and piloting of the Serbian version of the Multilingual Assessment Instrument for Narratives (LITMUS- MAIN), Multilingvalni Test za Procenu Narativa (MTPN). Our review of the sparse research literature on Serbian children’s narrative abilities reveals a need for a well- designed narrative instrument, which will enable researchers and practitioners to assess the production and comprehension of narratives in children of a wide age range, typically and atypically developing, monolingual and bilingual, crucially allowing for cross- linguistic comparisons. We encountered two kinds of challenges during the process of translation and adaptation of the instrument from English into Serbian. The first concerned the lack of established Serbian technical terminology needed to describe test administration to the future users of the test: researchers and practitioners working in different disciplines such as linguistics, psychology, Speech and Language Therapy. The second challenge concerned the translation of linguistic structures required to produce a successful rendition of the narrative: in contrast to English, but in line with other Slavic languages, Serbian relies heavily on verbs marked for perfective aspect in story-telling. Our discussion of preliminary data from four Serbian monolingual children, aged 5;5-10, demonstrates that MTPN is a successful tool in assessing narrative abilities in children acquiring Serbian.

show abstract

Section: Piloting Of Serbian Main: Preliminary Resultssupporting

confidence: 91%

Section: Background: Instruments Eliciting Narratives In Serbianmentioning

confidence: 99%

Serbian version of the Multilingual Assessment Instrument for Narratives (MAIN)

Jeličić¹,

Bogavac²,

Perovic³

2020

Zaspil

View full text Add to dashboard Cite

show abstract

“…pas je bio srećan zato što je dog aux was happy because comp aux jeo kobasice eat-IPFV-SG-MASC sausages 'The dog was happy because he ate the sausages.' Our participants' generally competent use of tense and aspect marking is in line with the findings reported in Savić et al (2017) for Serbian, as well as the findings reported for other Slavic languages (e.g. Gagarina, 2004).…”

Section: (6)supporting

confidence: 91%

New language versions of MAIN: Multilingual Assessment Instrument for Narratives – Revised

Gagarina¹,

Lindgren²

2020

Zaspil

View full text Add to dashboard Cite

The Multilingual Assessment Instrument for Narratives (MAIN) is a theoretically grounded toolkit that employs parallelpictorial stimuli to explore and assess narrative skills in children in many different languages. It is part of the LITMUS (Language Impairment Testing in Multilingual Settings) battery of tests that were developed in connection with the COST Action IS0804 Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment(2009−2013). MAIN hasbeen designed to assess both narrative production and comprehensionin children who acquire one or more languages from birth or from early age. Its design allows for the comparable assessment of narrative skills in several languages in the same child and in different elicitation modes: Telling, Retelling and Model Story. MAIN contains four parallel stories, each with a carefully designed six-picture sequence based on a theoretical model of multidimensional story organization. The stories are controlled for cognitive and linguistic complexity, parallelism in macrostructure and microstructure, as well as for cultural appropriateness and robustness. As a tool MAIN had been used to compare children’s narrative skills across languages, and also to help differentiate between childrenwith and without developmental language disorders, both monolinguals and bilinguals. This volume consists of two parts. The main content of Part I consists of33 papers describing the process of adapting and translating MAIN to a large number of languagesfrom different parts of the world. Part II contains materials for use for about 80 languages, including pictorial stimuli, which are accessible after registration. MAIN was first published in 2012/2013 (ZASPiL56). Several years of theory development and material construction preceded this launch. In 2019 (ZASPiL 63), the revised English version (revised on the basis of over 2,500 transcribed MAIN narratives as well as ca 24,000 responses to MAIN comprehension questions, collected from around 700 monolingual and bilingual children in Germany, Russia and Sweden between 2013-2019) was published together with revised versions in German, Russian, Swedish, and Turkish for the bilingual Turkish-Swedish population in Sweden. The present 2020 (ZASPiL 64) volume contains new and revised language versions of MAIN.

show abstract

Children’s comprehension of the verbal aspect in Serbian

2022

View full text Add to dashboard Cite

The aim of the study was to investigate how Serbian native speaking preschool children comprehend perfective and imperfective aspect in comparison to adults. After watching animated movies with complete, incomplete and unstarted actions, the participants were asked questions with a perfective or imperfective verb form and responded by pointing to the event(s) that corresponded to each question. The results converged to a clear developmental trend in understanding of aspectual forms. The data indicate that the acquisition of perfective precedes the acquisition of imperfective: 3-year-olds typically understand only the meaning of perfective; most 5-year-olds have almost adult-like understanding of both aspectual forms, while 4-year-olds are a transitional group. Our results support the viewpoint that children's and adults? representations of this language category differ qualitatively, and we argue that mastering of aspect semantics is a long-term process that presupposes a certain level of cognitive and pragmatic development, and lasts throughout the preschool period.

show abstract

Verbal aspect in Serbian children’s language production

Cited by 3 publications

References 29 publications

Serbian version of the Multilingual Assessment Instrument for Narratives (MAIN)

Serbian version of the Multilingual Assessment Instrument for Narratives (MAIN)

New language versions of MAIN: Multilingual Assessment Instrument for Narratives – Revised

Children’s comprehension of the verbal aspect in Serbian

Contact Info

Product

Resources

About