Lexikoaren eta gramatikaren garapen arteko erlazioaz

The gap produced between lexical and grammatical development is one of the basic psycholinguistic principies which govem the language acquisition process. lt is based on the fact tlzat the appearance of the first lexical units precedes the use of morphology and syntax in early child language.In this...

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Autores: Barreña Agirrebeitia, Andoni, García Fernandez, Iñaki, Almgren Spare, Inger Margareta, Arratibel Insausti, Nekane
Tipo de documento: artigo
Data de publicação:2006
País:España
Recursos:Universidad del País Vasco
Repositório:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/46417
Acesso em linha:http://hdl.handle.net/10810/46417
Access Level:Acceso aberto
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spelling Lexikoaren eta gramatikaren garapen arteko erlazioazBarreña Agirrebeitia, AndoniGarcía Fernandez, IñakiAlmgren Spare, Inger MargaretaArratibel Insausti, NekaneThe gap produced between lexical and grammatical development is one of the basic psycholinguistic principies which govem the language acquisition process. lt is based on the fact tlzat the appearance of the first lexical units precedes the use of morphology and syntax in early child language.In this investigation, the relationship between lexical and grammatical development in children acquiring Basque as L1 is observed. The hypothesis put forth is that children need to acquire a critical mas s of vocabulary betore morphology and syntax become productive. And, consequently, that vocabulary size provides a better basis than age for determining the stage of children's linguistic development.For this purpose, data from 1417 children aged 8 to 30 months are studied. These data were collected witllin the frame of the adaptation to Basque of the lnstrument called MacArthur-Bates Communicative Development lnventory (http://sci.sdsu.edu). In the present study they are analysed both according to tllese children's age and to their vocabulary size. In addition to the global lexical development, the evolution of the different lexical categories, the first morpllOlogical marking used and the initial syntactic productions are analysed. Having observed a close relationship between lexical development and different morphological and syntactic features, we may conclude that our initial hypothesis is confirmed. In the first place, children need to acquire a vocabulary size of more than 100 units in order to start combining two or more words within an utterance. Secondly, morphology appears when vocabulary size has reached at least 200 units and thirdly, 400 or more lexical units are needed for the first VP markings to appear. It has also been observed that before reaching 400 units, children's vocabulary is mainly composed of noUn5, whereas above that limit, verbs occupy a more relevant position.Servicio Editorial de la Universidad del País Vasco/Euskal Herriko Unibertsitatearen Argitalpen Zerbitzua202020202006info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/46417reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoEuskerainfo:eu-repo/semantics/openAccess© 2006, Servicio Editorial de la Universidad del País Vasco Euskal Herriko Unibertsitateko Argitalpen Zerbitzuaoai:addi.ehu.eus:10810/464172026-06-18T09:23:17Z
dc.title.none.fl_str_mv Lexikoaren eta gramatikaren garapen arteko erlazioaz
title Lexikoaren eta gramatikaren garapen arteko erlazioaz
spellingShingle Lexikoaren eta gramatikaren garapen arteko erlazioaz
Barreña Agirrebeitia, Andoni
title_short Lexikoaren eta gramatikaren garapen arteko erlazioaz
title_full Lexikoaren eta gramatikaren garapen arteko erlazioaz
title_fullStr Lexikoaren eta gramatikaren garapen arteko erlazioaz
title_full_unstemmed Lexikoaren eta gramatikaren garapen arteko erlazioaz
title_sort Lexikoaren eta gramatikaren garapen arteko erlazioaz
dc.creator.none.fl_str_mv Barreña Agirrebeitia, Andoni
García Fernandez, Iñaki
Almgren Spare, Inger Margareta
Arratibel Insausti, Nekane
author Barreña Agirrebeitia, Andoni
author_facet Barreña Agirrebeitia, Andoni
García Fernandez, Iñaki
Almgren Spare, Inger Margareta
Arratibel Insausti, Nekane
author_role author
author2 García Fernandez, Iñaki
Almgren Spare, Inger Margareta
Arratibel Insausti, Nekane
author2_role author
author
author
description The gap produced between lexical and grammatical development is one of the basic psycholinguistic principies which govem the language acquisition process. lt is based on the fact tlzat the appearance of the first lexical units precedes the use of morphology and syntax in early child language.In this investigation, the relationship between lexical and grammatical development in children acquiring Basque as L1 is observed. The hypothesis put forth is that children need to acquire a critical mas s of vocabulary betore morphology and syntax become productive. And, consequently, that vocabulary size provides a better basis than age for determining the stage of children's linguistic development.For this purpose, data from 1417 children aged 8 to 30 months are studied. These data were collected witllin the frame of the adaptation to Basque of the lnstrument called MacArthur-Bates Communicative Development lnventory (http://sci.sdsu.edu). In the present study they are analysed both according to tllese children's age and to their vocabulary size. In addition to the global lexical development, the evolution of the different lexical categories, the first morpllOlogical marking used and the initial syntactic productions are analysed. Having observed a close relationship between lexical development and different morphological and syntactic features, we may conclude that our initial hypothesis is confirmed. In the first place, children need to acquire a vocabulary size of more than 100 units in order to start combining two or more words within an utterance. Secondly, morphology appears when vocabulary size has reached at least 200 units and thirdly, 400 or more lexical units are needed for the first VP markings to appear. It has also been observed that before reaching 400 units, children's vocabulary is mainly composed of noUn5, whereas above that limit, verbs occupy a more relevant position.
publishDate 2006
dc.date.none.fl_str_mv 2006
2020
2020
dc.type.none.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/46417
url http://hdl.handle.net/10810/46417
dc.language.none.fl_str_mv Euskera
language_invalid_str_mv Euskera
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Servicio Editorial de la Universidad del País Vasco/Euskal Herriko Unibertsitatearen Argitalpen Zerbitzua
publisher.none.fl_str_mv Servicio Editorial de la Universidad del País Vasco/Euskal Herriko Unibertsitatearen Argitalpen Zerbitzua
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
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