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Oxford Handbook of Corpus Phonology

Edited by Jacques Durand, Ulrike Gut, and Gjert Kristoffersen

Offers the first detailed examination of corpus phonology and serves as a practical guide for researchers interested in compiling or using phonological corpora


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The Languages of the Jews: A Sociolinguistic History

By Bernard Spolsky

A vivid commentary on Jewish survival and Jewish speech communities that will be enjoyed by the general reader, and is essential reading for students and researchers interested in the study of Middle Eastern languages, Jewish studies, and sociolinguistics.


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Indo-European Linguistics

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Academic Paper


Title: When answer-phone makes a difference in children's acquisition of English compounds
Author: Victoria A. Murphy
Institution: University of Oxford
Author: Elena Nicoladis
Institution: University of Alberta
Linguistic Field: Morphology; Psycholinguistics
Subject Language: English
Abstract: Over the course of acquiring deverbal compounds like truck driver, English-speaking children pass through a stage when they produce ungrammatical compounds like drive-truck. These errors have been attributed to canonical phrasal ordering (Clark, Hecht & Mulford, 1986). In this study, we compared British and Canadian children's compound production. Both dialects have the same phrasal ordering but some different lexical items (e.g. answer-phone exists only in British English). If influenced by these lexical differences, British children would produce more ungrammatical Verb–Object (VO) compounds in trying to produce the more complex deverbal (Object–Verb-er) than the Canadian children. 36 British children between the ages of 3;6 and 5;6 and 36 age-matched Canadian children were asked to produce novel compounds (like sun juggler). The British children produced more ungrammatical compounds and fewer grammatical compounds than the Canadian children. We argue that children's errors in deverbal compounds may be due in part to competing lexical structures.

CUP at LINGUIST

This article appears in Journal of Child Language Vol. 33, Issue 3, which you can read on Cambridge's site or on LINGUIST .



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