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Argument/adjunct asymmetry in the ac...

Lee, Sun-Young.

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Argument/adjunct asymmetry in the acquisition of inversion in wh-questions by English-speaking children and Korean learners of English: Frequency account vs. structural account.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Argument/adjunct asymmetry in the acquisition of inversion in wh-questions by English-speaking children and Korean learners of English: Frequency account vs. structural account./
作者:	Lee, Sun-Young.
面頁冊數:	171 p.
附註:	Chairperson: William O'Grady.
Contained By:	Dissertation Abstracts International64-10A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3110021
ISBN:	9780496575602

Argument/adjunct asymmetry in the acquisition of inversion in wh-questions by English-speaking children and Korean learners of English: Frequency account vs. structural account.
Lee, Sun-Young.

Argument/adjunct asymmetry in the acquisition of inversion in wh-questions by English-speaking children and Korean learners of English: Frequency account vs. structural account. - 171 p.

Chairperson: William O'Grady.

Thesis (Ph.D.)--University of Hawai'i at Manoa, 2003.

This dissertation discusses a possible argument/adjunct asymmetry in the acquisition of wh-questions by English-speaking children and Korean learners of English. In doing so, it tests and compares two approaches to the study of language acquisition: the structure-based generative approach and the lexical-based input frequency approach.

ISBN: 9780496575602Subjects--Topical Terms:

1018115
Education, Language and Literature.

Argument/adjunct asymmetry in the acquisition of inversion in wh-questions by English-speaking children and Korean learners of English: Frequency account vs. structural account.
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100 1 $a Lee, Sun-Young. $3 1294469
245 1 0 $a Argument/adjunct asymmetry in the acquisition of inversion in wh-questions by English-speaking children and Korean learners of English: Frequency account vs. structural account.
300 $a 171 p.
500 $a Chairperson: William O'Grady.
500 $a Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3664.
502 $a Thesis (Ph.D.)--University of Hawai'i at Manoa, 2003.
520 $a This dissertation discusses a possible argument/adjunct asymmetry in the acquisition of wh-questions by English-speaking children and Korean learners of English. In doing so, it tests and compares two approaches to the study of language acquisition: the structure-based generative approach and the lexical-based input frequency approach.
520 $a One of the most frequent errors in the acquisition of English wh-questions involves a failure to perform subject-auxiliary inversion (e.g., *why he is laughing?). Stromswold (1990) and De Villiers (1991) propose that inversion is acquired earlier in argument wh-questions (e.g., who and what) than in adjunct wh-questions (e.g., how and why), attributing the asymmetry to the structural difference between the two in the G/B framework. By contrast, Rowland & Pine (2000, 2003) reject the idea that children learn general movement rules and that there is an argument/adjunct asymmetry. Instead, they argue that children learn specific wh-word + auxiliary combinations that are sensitive to the frequency of individual pattern in input. By comparing L1 and L2 learners' input and acquisition, this dissertation aims to evaluate the two approaches and to investigate the possible argument/adjunct asymmetry.
520 $a An input study was done by analyzing the corpora of six caregivers' speech from the CHILDES database for L1. The L2 analysis involved 23 textbooks, 18 television situation comedy scripts, and 4 movie scripts. It was found that both L1 and L2 learners receive similar input in terms of the relative order of frequency of inverted wh-questions (i.e., what > why > how > who).
520 $a In addition, two experimental studies were conducted. The first was a picture-aided elicited production task involving 17 English-speaking children. The second was a grammaticality judgment task involving 41 Korean learners of English for L2. Both studies found that both L1 and L2 learners did better at inversion with argument wh-questions than with adjunct wh-questions (i.e., what, who > why, how).
520 $a A comparison of the input and acquisition studies reveals that both L1 and L2 learners show an argument/adjunct asymmetry in the acquisition of inversion in wh-questions that cannot be traced to the input frequency, which supports the structure-based generative approach.
590 $a School code: 0085.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Language, Linguistics. $3 1018079
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710 2 0 $a University of Hawai'i at Manoa. $3 1017511
773 0 $t Dissertation Abstracts International $g 64-10A.
790 $a 0085
790 1 0 $a O'Grady, William, $e advisor
791 $a Ph.D.
792 $a 2003
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