Running or Crossing? Children's Expression of Voluntary Motion in English, German, and French

Autor/inn/en	Hendriks, Henriëtte; Hickmann, Maya; Pastorino-Campos, Carla
Titel	Running or Crossing? Children's Expression of Voluntary Motion in English, German, and French
Quelle	In: Journal of Child Language, 49 (2021) 3, S.578-601 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000921000271
Schlagwörter	Motion; Preschool Children; Cartoons; French; English; German; Contrastive Linguistics; Language Acquisition; Language Usage; Adults; Comparative Analysis; Cognitive Processes; Language Classification; Psycholinguistics + Suchen Sie Ihr Suchwort? Bewegungsablauf; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Zeichentrickfilm; Französisch; English language; Englisch; Deutscher; Linguistics; Kontrastive Linguistik; Sprachaneignung; Spracherwerb; Sprachgebrauch; Cognitive process; Kognitiver Prozess; Sprachtypologie; Psycholinguistik
Abstract	Much research has focused on the expression of voluntary motion (Slobin, 2004; Talmy, 2000). The present study contributes to this body of research by comparing how children (three to ten years) and adults narrated short, animated cartoons in English and German (SATELLITE-FRAMED languages) vs. French (VERB-FRAMED). The cartoons showed agents displacing themselves in variable Manners along different Paths (Path saliency and variance were specifically manipulated in four item types). Results show an increase with age across languages in how much information participants expressed. However, at all ages, more motion information was encoded in English and German than in French. Furthermore, language-specific features impacted the content and its organization within utterances in discourse, showing more variation within and across Path types in French than in the satellite-framed languages, resulting in later achievement of adult-like descriptions in this language. The discussion highlights the joint impact of cognitive and typological features on language development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01