Factors Facilitating Implicit Learning: The Case of the Sesotho Passive

Autor/inn/en	Kline, Melissa; Demuth, Katherine
Titel	Factors Facilitating Implicit Learning: The Case of the Sesotho Passive
Quelle	In: Language Acquisition: A Journal of Developmental Linguistics, 17 (2010) 4, S.220-234 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1048-9223
Schlagwörter	Syntax; Morphemes; Learning Processes; African Languages; Statistical Analysis; Linguistic Input; Language Acquisition; English (Second Language); Foreign Countries; Verbs; Computational Linguistics; Children; Language Usage; Lesotho + Suchen Sie Ihr Suchwort? Morphem; Learning process; Lernprozess; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Statistische Analyse; Sprachbildung; Sprachaneignung; Spracherwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Linguistics; Computerlinguistik; Child; Kind; Kinder; Sprachgebrauch
Abstract	Researchers have long debated the mechanisms underlying the learning of syntactic structure. Of significant interest has been the fact that passive constructions appear to be learned earlier in Sesotho than English. This paper provides a comprehensive, quantitative analysis of the passive input Sesotho-speaking children hear, how it differs from English input, and the implications for learning the passive. The findings indicate that the more frequent use of both the passive "and" the "by"-phrase in Sesotho child-directed speech, in conjunction with the non-ambiguous passive morpheme, may together facilitate earlier access to thematic roles (agent, patient), thereby promoting early implicit learning of the passive. The implications for the acquisition of syntactic structure more generally are discussed. (Contains 3 footnotes, 1 table, and 3 figures.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10