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The purpose of this research was to trace the developmental steps in the acquisition of aspectual oppositions in Russian and to examine the validity of the 'aspect before tense' hypothesis for L1-speaking children. Imperfective/perfective verbs and their inflections, as well as aspectual pairs, were analysed in the first five months of verb production (and the respective months in the input) in three children. Additionally, the first four months of verb production were investigated in one boy with less data. Verb forms marked for the past and for the present occur simultaneously in all children. These early forms relate to 'here and now' situations: verbs marked for the past denote 'resultative' events that are perceived by the children as occurring during the speech time or immediately before it, while verbs marked for the present typically denote on-going events. Thus, with early tense oppositions (or tense morphology) children mark aspectual contrasts in the moment of speech: evidence in favour of the 'aspect before tense' hypothesis.
A strong preference in using the perfective aspect for the past and the imperfective aspect for the present events has been found in both adults and children. Further, only very few aspectual pairs were documented within the analysed period (from the onset of verb production to the period when children produce rule-driven inflectional forms). The productive use of the finite forms of perfective and imperfective verbs doesn't concord with the ability of the productive use of the contrastive forms of one lemma. Data suggest that children (start to) learn aspectual forms in an item-based manner. The acquisition of aspectual oppositions (aspectual pairs) is lexically dependent and is guided by the contextual 'thesaurus'. Aspectual pairs are learned in a peace-meal way during much longer, than observed for this article, period of time. Generally, aspect is not learned as a rule, also because there are no (uniform) rules of forming of aspectual pairs, but as the 'satellite' of the inherent lexical meaning of verbs of diverse Aktionsarten.
The issues addressed here are relevant for other Slavic languages, exhibiting the morphological category of aspect.
This paper investigates the production and comprehension of intrasentential anaphoric pronominal reference in Russian. In particular, it examines the elicited imitation and comprehension of three anaphoric pronouns in subject position – personal 3rd singular masculine, demonstrative and zero – in one hundred and eighty monolingual Russian-speaking children and twenty adults. The three types of pronouns were designed to have an antecedent in the preceding sentence containing a verb and two arguments. These antecedents differ in their syntactical role and animacy. The sentence position, agentivity and topicality remained constant. The sentences with (in)animate subjects and objects constituted the following four 'conditions': two sentences with a subject and an object being either animate or inanimate and two sentences with a subject and an object exhibiting a diverse (in)animacy. Regarding the resolution of the anaphoric pronouns the similarity principle (or feature-concord rule) and its possible violations were tested. This principle suggests that an anaphoric pronoun is most likely resolved to the antecedent with a maximum of similar characteristics or features and it primarily governs the assignment of an antecedent to anaphoric pronouns in subject position in the absence of the violating conditions. Results show the influence of this rule on the anaphora resolution process increasing with age, on the one hand, and the development of the impact of animacy, syntactic role and the type of anaphoric pronouns that violate the feature-concord rule, on the other.
The article deals with the analysis of the development of aspectuality at the early stages of the acquisition of Russian. Data from seven children are investigated for this purpose. It is claimed that the category of aspectuality, being the property of the whole utterance, can be expressed at the early stages of language acquisition even before the verb itself occurs. During this period some children mark the basic aspectual opposition "process-result" by the linguistic devices at their disposal, namely by various uses of sound imitations or onomatopoetics. Onomatopoetics, when used once, can be said to be the predecessors of perfective verbs, while reduplicative use of onomatopoetics seems to correspond to the imperfective aspect. The paper presents an analysis of the early verb lexicons of six children. Among their 24 earliest verbs both aspects are represented. As revealed by the analysis, aspect (and Aktionsart) clusters with tense in a specific way: imperfective verbs are mainly used in the present while perfectives are used mostly in the past.
Preface: New language versions of MAIN: Multilingual Assessment Instrument for Narratives - revised
(2020)
The Multilingual Assessment Instrument for Narratives (MAIN) is part of LITMUS (Language Impairment Testing in Multilingual Settings). LITMUS is a battery of tests that have been developed in connection with the COST Action IS0804 Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment (2009−2013).
This paper introduces the Kam version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). Kam is a minority language in southern China which belongs to the Kam-Tai language family and is spoken by the Kam ethnic minority people. Adding Kam to MAIN not only enriches the typological diversity of MAIN but also allows researchers to study children’s narrative development in a sociocultural context vastly distinctly different from the frequently examined WEIRD (Western, Educated, Industrialized, Rich, and Democratic) societies. Moreover, many Kam-speaking children are bilingual ethnic minority children who are “left-behind” children living in Mainland China, growing up in a unique socio-communicative environment
This paper introduces the Mandarin version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) and describes the adaptation process. The Mandarin MAIN not only extends the empirical coverage of MAIN by including one of the most widely spoken languages in the world, but also offers an important tool to assess the narrative abilities of monolingual and bi-/ multi- lingual children acquiring Mandarin as a first, heritage, second, or additional language across the globe.
This paper briefly presents the current situation of bilingualism in the Philippines, specifically that of Tagalog-English bilingualism. More importantly, it describes the process of adapting the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) to Tagalog, the basis of Filipino, which is the country’s national language. Finally, the results of a pilot study conducted on Tagalog-English bilingual children and adults (N=27) are presented. The results showed that Story Structure is similar across the two languages and that it develops significantly with age.
The Multilingual Assessment Instrument for Narratives (MAIN), an assessment tool in the Language Impairment Testing in Multilingual Settings (LITMUS) battery, aims to improve the assessment of bilingual children. This paper describes the process of adapting MAIN to Urdu. Given the lack of language assessment tools for Urdu-speaking children, the Urdu MAIN is an important new instrument that is made widely and freely accessible to researchers and practitioners, allowing them to examine the narrative abilities of children acquiring Urdu as a first, heritage, second, or additional language.