Entrenchment effects in code-mixing: individual differences in German-English bilingual children
Following a usage-based approach to language acquisition, lexically specific patterns are considered to be important building blocks for language productivity and feature heavily both in child-directed speech and in the early speech of children (Arnon, Inbal & Morten H. Christiansen. 2017. The r...
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Veröffentlicht in: | Cognitive linguistics 2021-01, Vol.32 (2), p.319-348 |
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creator | Quick, Antje Endesfelder Backus, Ad Lieven, Elena |
description | Following a usage-based approach to language acquisition, lexically specific patterns are considered to be important building blocks for language productivity and feature heavily both in child-directed speech and in the early speech of children (Arnon, Inbal & Morten H. Christiansen. 2017. The role of multiword building blocks in explaining L1-L2 differences.
9(3). 621–636; Tomasello, Michael. 2003.
. Cambridge: Harvard University Press). In order to account for patterns, the traceback method has been widely applied in research on first language acquisition to test the hypothesis that children’s utterances can be accounted for on the basis of a limited inventory of chunks and partially schematic units (Lieven, Elena, Dorothé Salomo & Michael Tomasello. 2009. Two-year-old children’s production of multiword utterances: A usage-based analysis.
20(3). 481–508). In the current study, we applied the method to code-mixed utterances (
= 1,506) of three German-English bilingual children between 2 and 4 years of age to investigate individual differences in each child’s own inventory of patterns in relation to their input settings. It was shown that units such as
as in
‘I see a trowel’ could be traced back to the child’s own previous productions. More importantly, we see that each child’s inventory of constructions draws heavily on multiword chunks that are strongly dependent on the children’s language input situations. |
doi_str_mv | 10.1515/cog-2020-0036 |
format | Article |
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9(3). 621–636; Tomasello, Michael. 2003.
. Cambridge: Harvard University Press). In order to account for patterns, the traceback method has been widely applied in research on first language acquisition to test the hypothesis that children’s utterances can be accounted for on the basis of a limited inventory of chunks and partially schematic units (Lieven, Elena, Dorothé Salomo & Michael Tomasello. 2009. Two-year-old children’s production of multiword utterances: A usage-based analysis.
20(3). 481–508). In the current study, we applied the method to code-mixed utterances (
= 1,506) of three German-English bilingual children between 2 and 4 years of age to investigate individual differences in each child’s own inventory of patterns in relation to their input settings. It was shown that units such as
as in
‘I see a trowel’ could be traced back to the child’s own previous productions. More importantly, we see that each child’s inventory of constructions draws heavily on multiword chunks that are strongly dependent on the children’s language input situations.</description><identifier>ISSN: 0936-5907</identifier><identifier>EISSN: 1613-3641</identifier><identifier>DOI: 10.1515/cog-2020-0036</identifier><language>eng</language><publisher>Berlin: De Gruyter</publisher><subject>bilingual first language acquisition ; Bilingualism ; Child language ; Child-directed speech ; Children ; Children & youth ; Code switching ; code-mixing ; Cognition ; Cognitive ability ; Cognitive linguistics ; Cognitive science ; English language ; entrenchment ; German language ; Individual differences ; Language ; Language acquisition ; Language usage ; Linguistic productivity ; Speech ; usage-based</subject><ispartof>Cognitive linguistics, 2021-01, Vol.32 (2), p.319-348</ispartof><rights>2021 Walter de Gruyter GmbH, Berlin/Boston</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c371t-ed83f90fd1398f72e9e9dc10ef8149dc0729f5d187a604755d2f0407349426d13</citedby><cites>FETCH-LOGICAL-c371t-ed83f90fd1398f72e9e9dc10ef8149dc0729f5d187a604755d2f0407349426d13</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.degruyter.com/document/doi/10.1515/cog-2020-0036/pdf$$EPDF$$P50$$Gwalterdegruyter$$H</linktopdf><linktohtml>$$Uhttps://www.degruyter.com/document/doi/10.1515/cog-2020-0036/html$$EHTML$$P50$$Gwalterdegruyter$$H</linktohtml><link.rule.ids>314,780,784,27924,27925,66754,68538</link.rule.ids></links><search><creatorcontrib>Quick, Antje Endesfelder</creatorcontrib><creatorcontrib>Backus, Ad</creatorcontrib><creatorcontrib>Lieven, Elena</creatorcontrib><title>Entrenchment effects in code-mixing: individual differences in German-English bilingual children</title><title>Cognitive linguistics</title><description>Following a usage-based approach to language acquisition, lexically specific patterns are considered to be important building blocks for language productivity and feature heavily both in child-directed speech and in the early speech of children (Arnon, Inbal & Morten H. Christiansen. 2017. The role of multiword building blocks in explaining L1-L2 differences.
9(3). 621–636; Tomasello, Michael. 2003.
. Cambridge: Harvard University Press). In order to account for patterns, the traceback method has been widely applied in research on first language acquisition to test the hypothesis that children’s utterances can be accounted for on the basis of a limited inventory of chunks and partially schematic units (Lieven, Elena, Dorothé Salomo & Michael Tomasello. 2009. Two-year-old children’s production of multiword utterances: A usage-based analysis.
20(3). 481–508). In the current study, we applied the method to code-mixed utterances (
= 1,506) of three German-English bilingual children between 2 and 4 years of age to investigate individual differences in each child’s own inventory of patterns in relation to their input settings. It was shown that units such as
as in
‘I see a trowel’ could be traced back to the child’s own previous productions. More importantly, we see that each child’s inventory of constructions draws heavily on multiword chunks that are strongly dependent on the children’s language input situations.</description><subject>bilingual first language acquisition</subject><subject>Bilingualism</subject><subject>Child language</subject><subject>Child-directed speech</subject><subject>Children</subject><subject>Children & youth</subject><subject>Code switching</subject><subject>code-mixing</subject><subject>Cognition</subject><subject>Cognitive ability</subject><subject>Cognitive linguistics</subject><subject>Cognitive science</subject><subject>English language</subject><subject>entrenchment</subject><subject>German language</subject><subject>Individual differences</subject><subject>Language</subject><subject>Language acquisition</subject><subject>Language usage</subject><subject>Linguistic productivity</subject><subject>Speech</subject><subject>usage-based</subject><issn>0936-5907</issn><issn>1613-3641</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><recordid>eNptkE1LxDAQhoMouK4evRc8RydJ0zR6kmVdBcGLnmPNRzdLP9akVfffm7qCF08zA8_7DjwInRO4JJzwK93XmAIFDMCKAzQjBWGYFTk5RDOQrMBcgjhGJzFuAAgHKmboddkNwXZ63dpuyKxzVg8x812me2Nx6798V1-n2_gPb8aqyYxPzJSwP9jKhrbq8LKrGx_X2ZtvUmDi9No3JnGn6MhVTbRnv3OOXu6Wz4t7_Pi0eljcPmLNBBmwNSVzEpwhTJZOUCutNJqAdSXJ0waCSscNKUVVQC44N9RBDoLlMqdFSs3Rxb53G_r30cZBbfoxdOmloklOauGSJgrvKR36GIN1aht8W4WdIqAmiSpJVJNENUlM_M2e_6yawQZj6zDu0vJX_n-OUkYk-wZLSXhb</recordid><startdate>20210101</startdate><enddate>20210101</enddate><creator>Quick, Antje Endesfelder</creator><creator>Backus, Ad</creator><creator>Lieven, Elena</creator><general>De Gruyter</general><general>Mouton de Gruyter</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7T9</scope><scope>7TK</scope><scope>8BM</scope></search><sort><creationdate>20210101</creationdate><title>Entrenchment effects in code-mixing: individual differences in German-English bilingual children</title><author>Quick, Antje Endesfelder ; Backus, Ad ; Lieven, Elena</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c371t-ed83f90fd1398f72e9e9dc10ef8149dc0729f5d187a604755d2f0407349426d13</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>bilingual first language acquisition</topic><topic>Bilingualism</topic><topic>Child language</topic><topic>Child-directed speech</topic><topic>Children</topic><topic>Children & youth</topic><topic>Code switching</topic><topic>code-mixing</topic><topic>Cognition</topic><topic>Cognitive ability</topic><topic>Cognitive linguistics</topic><topic>Cognitive science</topic><topic>English language</topic><topic>entrenchment</topic><topic>German language</topic><topic>Individual differences</topic><topic>Language</topic><topic>Language acquisition</topic><topic>Language usage</topic><topic>Linguistic productivity</topic><topic>Speech</topic><topic>usage-based</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Quick, Antje Endesfelder</creatorcontrib><creatorcontrib>Backus, Ad</creatorcontrib><creatorcontrib>Lieven, Elena</creatorcontrib><collection>CrossRef</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>Neurosciences Abstracts</collection><collection>ComDisDome</collection><jtitle>Cognitive linguistics</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Quick, Antje Endesfelder</au><au>Backus, Ad</au><au>Lieven, Elena</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Entrenchment effects in code-mixing: individual differences in German-English bilingual children</atitle><jtitle>Cognitive linguistics</jtitle><date>2021-01-01</date><risdate>2021</risdate><volume>32</volume><issue>2</issue><spage>319</spage><epage>348</epage><pages>319-348</pages><issn>0936-5907</issn><eissn>1613-3641</eissn><abstract>Following a usage-based approach to language acquisition, lexically specific patterns are considered to be important building blocks for language productivity and feature heavily both in child-directed speech and in the early speech of children (Arnon, Inbal & Morten H. Christiansen. 2017. The role of multiword building blocks in explaining L1-L2 differences.
9(3). 621–636; Tomasello, Michael. 2003.
. Cambridge: Harvard University Press). In order to account for patterns, the traceback method has been widely applied in research on first language acquisition to test the hypothesis that children’s utterances can be accounted for on the basis of a limited inventory of chunks and partially schematic units (Lieven, Elena, Dorothé Salomo & Michael Tomasello. 2009. Two-year-old children’s production of multiword utterances: A usage-based analysis.
20(3). 481–508). In the current study, we applied the method to code-mixed utterances (
= 1,506) of three German-English bilingual children between 2 and 4 years of age to investigate individual differences in each child’s own inventory of patterns in relation to their input settings. It was shown that units such as
as in
‘I see a trowel’ could be traced back to the child’s own previous productions. More importantly, we see that each child’s inventory of constructions draws heavily on multiword chunks that are strongly dependent on the children’s language input situations.</abstract><cop>Berlin</cop><pub>De Gruyter</pub><doi>10.1515/cog-2020-0036</doi><tpages>30</tpages></addata></record> |
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subjects | bilingual first language acquisition Bilingualism Child language Child-directed speech Children Children & youth Code switching code-mixing Cognition Cognitive ability Cognitive linguistics Cognitive science English language entrenchment German language Individual differences Language Language acquisition Language usage Linguistic productivity Speech usage-based |
title | Entrenchment effects in code-mixing: individual differences in German-English bilingual children |
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