Bilingual Language Acquisition: Focus on Relative Clauses in Polish and English
Niniejsza książka prezentuje dogłębną analizę współczesnego rozumienia rozwoju
języka u dzieci dwujęzycznych.
Część pierwsza książki to szeroko zakrojony przegląd literatury naukowej
traktującej o akwizycji języka z perspektywy teorii Gramatyki Uniwersalnej Noama
Chomskiego. Część druga książki przedstawia wyniki serii badań nad akwizycją zdań
względnych określających przez dwujęzyczne dzieci mówiące w języku polskim i
angielskim oraz dzieci jednojęzyczne mówiące jedynie w języku polskim
Dr Małgorzata Mróz w niniejszej książce poprzez połączenie teoretycznych i
doświadczalnych aspektów lingwistyki szkicuje obraz rozwoju języka u dzieci
dwujęzycznych, ze szczególnym uwzględnieniem akwizycji struktur gramatycznych.
Książka ta przez dogłębną analizę współczesnej lingwistyki jest niezastąpionym
źródłem szczegółowych informacji na temat rozwoju dwujęzyczności zarówno dla
specjalistów w dziedzinie lingwistyki jak również dla studentów, badaczy oraz
psychologów.
Acknowledgments
Table of Contents
Specific aims
Summary of the chapters
Abstract
Chapter 1. Bilingualism.
1.1. From monolingualism to bilingualism
1.2. The history of bilingual studies
1.3. Defining and measuring bilingualism
1.4. Childhood bilingualism
1.5. “Blue pachnie jak blueberry”: Interference, borrowing and code-switching
1.6. Bilingualism and its influence on learning
1.6.1. Bilingualism and cognitive development
1.6.2. Bilingualism and metalinguistic awareness .
1.7. Conclusions
Chapter 2. Theories of First Language Acquisition
2.1. Introduction
2.2. Rationalist vs. empiricist paradigms
2.2.1. Imitation as a model of language learning
2.2.2. Behaviorist model of language learning
2.2.3. Connectionist model of language learning
2.2.4. Chomsky’s arguments for Universal Grammar
2.2.4.1. Plato’s problem
2.2.4.2. Challenges to the UG model.
2.3. Relationship between the UG parameters and actual grammatical development
2.3.1. The Weak Continuity Hypothesis
2.3.2. The Instantaneous Hypothesis
2.3.3. The Maturation Hypothesis
2.3.4. The Strong Continuity Hypothesis
2.3.5. The Grammatical Mapping Paradigm
2.4. Can empiricist and rationalist paradigms be reconciled?
2.5. Conclusions
Chapter 3. Bilingual First Language Acquisition
3.1. Introduction
3.2. The Unitary Language System Hypothesis
3.3. The Dual system hypotheses
3.3.1. The Independent Development Hypothesis
3.3.2. The Interdependent Development Hypothesis
3.4. Critical period in first language acquisition
3.5. Defining simultaneous and successive bilingual language acquisition
3.6. Role of the UG in second language acquisition.
3.6.1. The No Access Hypothesis.
3.6.2. The Partial Access Hypothesis
3.6.3. The Full Access Hypothesis
3.7. Conclusions
Chapter 4. Linguistic Development: Acquisition of lexicon and syntax
4.1. Introduction .
4.2. Acquisition of lexicon
4.2.1. Acquisition of phonology
4.2.2. Acquisition of semantics
4.3. Acquisition of Syntax
4.3.1. Constituent structure
4.3.2. Categorization of units: functional and content categories.
4.3.3. Phrase structure rules
4.3.4. Transformational rules
4.4. Conclusions
Chapter 5. Relative clauses: syntactic structure and acquisition
5.1. Introduction
5.2. Clauses and sentences
5.3. Subordinate clauses in English
5.3.1. Traditional grammar perspective on subordination
5.3.1.1. Noun clauses
5.3.1.2. Adverb clauses
5.3.1.3. Adjective clauses/relative clauses
5.3.2. Generative grammar perspective on subordination
5.4. Relative clauses and the generative theory of grammar
5.5. Patterns of acquisition of relative clause structures
5.5.1. Emergence of proto-relatives
5.5.2. Primacy of free relatives
5.6. Children’s errors in production and comprehension
5.6.1. Pied-piping and prepositional stranding
5.6.2. Resumptive pronouns
5.6.3. Grammatical function
5.7. Conclusions
Chapter 6. Acquisition of subordination in Polish.
6.1. Differences between Polish and English grammars
6.2. Subordinate clauses in Polish
6.3. Differences between relative clause structures in Polish and English
6.3.1. Relative markers
6.3.2. Is co a complementizer?
6.3.2.1. Appositive reading
6.3.2.2. Pied-piping and stranding the preposition
6.3.3. Subject and Object relative clauses
6.3.4. Lexically headed and free relative constructions
6.4. Acquisition of RCs in Polish
6.4.1. First relative clauses in Polish.
6.4.2. Child language versus adult language
6.5. Towards a syntactic tree for Polish relative clause structures
6.6. Conclusions
Chapter 7. The research: methodology and subjects
7.1. Design of the study
7.2. Method
7.2.1. Background on Elicited Imitation Task
7.2.2. Elicited Imitation Task Procedure
7.2.3. Methods of analysis of Elicited Imitation Task
7.3. Subjects.
Chapter 8. Research findings
8.1. Quantitative results
8.1.1. Overall percentage of correct imitations across all structures
8.1.2. Effects of syntactic type on successful imitations
8.1.3. Effects of syntactic position on successful imitations
8.1.4. Interactions between position and type
8.1.5. Interactions between language and type
8.1.6. Interactions between language and position
8.2. Error analysis
8.2.1. Description of error categories
8.2.2. Errors in English of bilingual children
8.2.3. Errors in Polish of bilingual children
8.2.4. Errors in Polish of monolingual children
8.2.5. Comparison between the three language groups
8.2.6. One clause responses.
8.2.7. Changes in word order
Chapter 9. Analysis and discussion of research findings
9.1. Quantitative analysis
9.1.1. General development of relative clauses in the tested groups
9.1.2. Development of the three types of relative clauses in the bilinguals
9.1.3. Development of the three types of relative clauses in Polish Monolinguals
9.1.4. Effects of syntactic position on successful imitation
9.1.5. Influence of language on syntactic type and position
9.2. Qualitative analysis.
9.2.1. Discussion of the results form Polish monolinguals
9.2.2. Discussion of the results form English of bilingual children
9.2.3. Discussion of the results form Polish of bilingual children.
9.2.4. Findings from one clause responses
9.2.5. Findings from the changes in word order.
9.2.6. Discrepancy between the two languages in a bilingual
Chapter 10. Conclusions and implications
10.1. Main findings
10.1.1. Autonomous development of two languages in a bilingual
10.1.2. No uniqueness of bilingual development; the differences between the monolingual
and bilingual can be attributed to insufficient input
10.1.3. The structure of Polish relative clauses differs from English relative clause
structure; nevertheless, monolingual acquisition of Polish and of English is closely
related.
10.2. Implications
10.2.1. Implications for further studies
10.2.2. Pedagogical implications
List of Tables.
List of Figures
Appendices
Appendix A. Elicited Imitation Test batteries for bilinguals in English
Appendix B. Elicited Imitation Test batteries for bilinguals in Polish
Appendix C. Elicited Imitation Test batteries for Polish-speaking monolinguals
Streszczenie
References
164 pages, Paperback
