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Prolegomenon to the Study of French Indirect Objects in First Language Acquisition = = Prolegomenes a l'etude de l'acquisition des objets indirects en francais langue premiere.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Prolegomenon to the Study of French Indirect Objects in First Language Acquisition =/
Reminder of title:	Prolegomenes a l'etude de l'acquisition des objets indirects en francais langue premiere.
remainder title:	a l'etude de l'acquisition des objets indirects en francais langue premiere.
Author:	Bello, Sophia.
Description:	1 online resource (261 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
Subject:	Linguistics. -
Online resource:	click for full text (PQDT)
ISBN:	9780355536300

Prolegomenon to the Study of French Indirect Objects in First Language Acquisition = = Prolegomenes a l'etude de l'acquisition des objets indirects en francais langue premiere.
Bello, Sophia.

Prolegomenon to the Study of French Indirect Objects in First Language Acquisition =Prolegomenes a l'etude de l'acquisition des objets indirects en francais langue premiere.a l'etude de l'acquisition des objets indirects en francais langue premiere. - 1 online resource (261 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

The objective of this dissertation is to expand upon the current studies pertaining to the acquisition of indirect objects in Romance languages. Our investigation of the production of indirect objects in various ditransitive constructions in French provides a good foundation to further explore their development. Sixty-five children, aged 3 to 6, and an adult control group of 16 native Quebec French speakers participated in the study. Our experiment was designed through our observations from naturalistic data (York corpus, CHILDES database; MacWhinney 2000). A video elicitation task was administered to determine how and when children acquire indirect objects with two different types of verbs: obligatorily relational (OR) and freely relational (FR) verbs. OR verbs are always used in a relational structure (i.e., a structure for ditransitive constructions denoting a transfer between the direct object and the indirect object like giving something to someone). To capture the association between the objects when a transfer is required, the prepositional phrase (PP) merges with a verb. Some non-relational verbs are FR verbs because they can alternate between two different representations of VP (i.e., VDP and VPP). Although they are compatible with a transfer relation, they do not require it. Therefore, FR verbs usually require an overt direct object DP (e.g., to throw something) because they are transitive verbs, but they can be used ditransitively like OR verbs, provided that an overt indirect object is generated within PP (e.g., to throw something to someone). The results of our experiment demonstrate that French-speaking children produce overt indirect objects with OR and FR verbs. A two-step developmental path is also observed in early grammar. During Step 1, children aged 3 to 5 continue to use verbs interchangeably in both representations of VP. At age 6, on the other hand, children reach a period (Step 2) where they have successfully learned that only transitive verbs, which are freely relational, can alternate between VPs. This study of French indirect objects in first language acquisition suggests an overuse of null indirect objects in ditransitive constructions. Further research on this phenomenon is needed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355536300Subjects--Topical Terms:

557829
Linguistics.
Index Terms--Genre/Form:

554714
Electronic books.

Prolegomenon to the Study of French Indirect Objects in First Language Acquisition = = Prolegomenes a l'etude de l'acquisition des objets indirects en francais langue premiere.
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245 1 0 $a Prolegomenon to the Study of French Indirect Objects in First Language Acquisition = $b Prolegomenes a l'etude de l'acquisition des objets indirects en francais langue premiere.
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500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
500 $a Advisers: Mihaela Pirvulescu; Yves Roberge.
502 $a Thesis (Ph.D.) $c University of Toronto (Canada) $d 2017.
504 $a Includes bibliographical references
520 $a The objective of this dissertation is to expand upon the current studies pertaining to the acquisition of indirect objects in Romance languages. Our investigation of the production of indirect objects in various ditransitive constructions in French provides a good foundation to further explore their development. Sixty-five children, aged 3 to 6, and an adult control group of 16 native Quebec French speakers participated in the study. Our experiment was designed through our observations from naturalistic data (York corpus, CHILDES database; MacWhinney 2000). A video elicitation task was administered to determine how and when children acquire indirect objects with two different types of verbs: obligatorily relational (OR) and freely relational (FR) verbs. OR verbs are always used in a relational structure (i.e., a structure for ditransitive constructions denoting a transfer between the direct object and the indirect object like giving something to someone). To capture the association between the objects when a transfer is required, the prepositional phrase (PP) merges with a verb. Some non-relational verbs are FR verbs because they can alternate between two different representations of VP (i.e., VDP and VPP). Although they are compatible with a transfer relation, they do not require it. Therefore, FR verbs usually require an overt direct object DP (e.g., to throw something) because they are transitive verbs, but they can be used ditransitively like OR verbs, provided that an overt indirect object is generated within PP (e.g., to throw something to someone). The results of our experiment demonstrate that French-speaking children produce overt indirect objects with OR and FR verbs. A two-step developmental path is also observed in early grammar. During Step 1, children aged 3 to 5 continue to use verbs interchangeably in both representations of VP. At age 6, on the other hand, children reach a period (Step 2) where they have successfully learned that only transitive verbs, which are freely relational, can alternate between VPs. This study of French indirect objects in first language acquisition suggests an overuse of null indirect objects in ditransitive constructions. Further research on this phenomenon is needed.
520 $a L'objectif de cette these est de developper les etudes actuelles relatives a l'acquisition des objets indirects en langues romanes. Notre recherche de la production des objets indirects dans diverses constructions ditransitives en francais constitue une bonne base pour explorer davantage leur developpement. Soixante-cinq enfants, ages de 3 a 6 ans, ainsi qu'un groupe controle adulte de 16 francophones du Quebec ont participe a l'etude. Notre experience a ete concue a travers nos observations a partir de donnees naturalistes (corpus York, base de donnees CHILDES; MacWhinney 2000). Une tache video d'incitation a ete administree afin de determiner comment et quand les enfants acquierent des objets indirects avec deux types de verbes differents: des verbes obligatoirement relationnels (OR) et des verbes facultativement relationnels (FR). Les verbes OR sont toujours utilises dans une structure relationnelle (c'est-a-dire une structure pour les constructions ditransitives denotant un transfert entre l'objet direct et l'objet indirect comme par exemple donner quelque chose a quelqu'un). Pour capturer l'association entre les objets lorsqu'un transfert est requis, la phrase prepositionnelle (PP) est fusionnee avec le verbe. Certains verbes non relationnels sont des verbes FR car ils peuvent alterner entre deux representations differentes de VP (c'est-a-dire VDP et VPP). Bien qu'ils soient compatibles avec une relation de transfert, ils ne l'exigent pas. Par consequent, les verbes FR necessitent habituellement un objet direct DP (p. ex., lancer quelque chose) parce qu'ils sont des verbes transitifs, mais ils peuvent etre utilises comme des verbes OR, a condition qu'un objet indirect soit genere a l'interieur de PP (p. ex., lancer quelque chose a quelqu'un).
520 $a Les resultats de notre experience demontrent que les enfants francophones produisent des objets indirects visibles avec des verbes OR et FR. Un chemin de developpement en deux etapes est egalement observe dans la grammaire initiale. Au cours de l'Etape 1, les enfants ages de 3 a 5 ans continuent d'utiliser les verbes de facon interchangeable dans les deux representations de VP. D'autre part, a l'age de 6 ans, les enfants atteignent une periode (Etape 2) ou ils ont appris avec succes que seuls les verbes transitifs, qui sont facultativement relationnels, peuvent alterner entre les VP. Cette etude des objets indirects en francais dans l'acquisition de la langue maternelle suggere une utilisation excessive d'objets indirects nuls dans des constructions ditransitives. D'autres recherches sur ce phenomene sont necessaires.
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538 $a Mode of access: World Wide Web
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710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Toronto (Canada). $b French Language and Literature. $3 1184031
773 0 $t Dissertation Abstracts International $g 79-07A(E).
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