英语论文网

ailed to discover the factors thatmake it systematic.

5.1 How does linguistic environment affect acquisition of the two grammaticalstructures over time?
When we look at children’s utterances, we probably notice two importantchanges. One is that utterances become longer and longer as the children start tocombine two or more basic content words. Another change is the gradual appearanceof a few inflections to stand for person, tense and number. The current study mainlyfocuses on the latter. Grammatical morphemes, even though they do not carryindependent meaning, do subtly influence the meaning of sentences. If children canuse grammatical morphemes consistently, it indicates that the children have acquiredthe morphological system. In fact, there exist many variations in children’ utterances.Circumstances that children using morphemes differentiate as their linguisticcompetence grow.

Conclusion

The research focuses on the systematicinflectional variation of the two structures in different linguistic environments in theprocess of children’s acquisition. The author discusses four aspects: 1). the long-terminfluence of linguistic environments to the variation of the grammatical structures. 2).the sensitivity of morphological infection to the linguistic contexts. 3). the systematicvariation embodied in children’s acquisition 4). the specific manifestation ofchildren’s systematic variation.Through the discussion, we conclude that the long-term influence of linguisticenvironments on the variation of the grammatical structures is both inter-linguisticand intra-linguistic. Learners cannot get rid of the background under which they growup, thus the inter-lingual influence is inevitable. From inter-lingual perspective, weget the generalization that the children who study non-morphologically inflectionallanguage as first language acquire morphologically inflectional language later than thechildren who acquire both kinds of languages spontaneously. The intra-linguisticinfluence will be more apparent as the children’s linguistic competence develops.Children’s acquisition needs experience null variation, full variation and contractedvariation. And the author finds that the inflectional variation of the copula and thecontent verb is sensitive to the linguistic context. Pronoun contexts are favorable totarget-like variants of the two structures.We noticed that children at the same age do not necessarily present the samedegree of acquisition (like L, T and S). Children differ in the rate of acquisition butthey do experience every acquiring stage. They do not skip any stage in acquisition(Hoff, 2005). The process of acquisition is gradual and interfered by many factors, butthe children still manifest systematic development. Their performance of certaingrammatical structure can give us a sign that which acquisition stages children are in.
.........
The reference (omitted)
本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。