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Nominalization in French can be done by means of conversion, which is characterized by the identity between the base and the derived lexeme. Since both noun→verb and verb→noun conversions exist, this property raises directionality issues, and sometimes leads to contradictory analyses of the same examples. The paper presents two approaches of conversion: derivational and non-derivational ones. Then it discusses various criteria used in derivational approaches to determine the direction of conversion: diachronic ones, such as dates of first attestation or etymology; and synchronic ones, such as semantic relations, noun gender or verb inflection. All criteria are evaluated on a corpus of 3,241 French noun~verb pairs. It is shown that none of them enables to identify the direction of conversion in French. Finally, the consequences for the theory of morphology are discussed.
This article examines French Verb-Noun compounds with Means value (couvre-pied 'blanket', lit. cover-feet), derived from stative bases. It shows that they are generally ambiguous between Means and Instrument reading. The regularity of this double value discards an analysis relying on verbal homonymy, in favor of Rothmayr's (2009) hypothesis of bi-eventive verbs. We assume that the presence of an agentive as well as a stative component in the verbal bases accounts for the double Means/Instrument value of the VNs studied here. We also examine "pure" Instrument VNs, available with similar verbal bases. We show that the distribution of the Instrument vs. Means/Instrument values relies on the state of the referent of the noun involved in the compound after the event described by the verbal base occurred. A permanent state entails a "pure" Instrument reading, whereas Means/Instrument reading obtains if the state of N is reversible (Fábregas & Marín 2012).
Simple Event nominals with Argument Structure? – Evidence from Irish deverbal nominalizations
(2020)
Deverbal nominals in Irish support Grimshaw's (1990) tripartite division into complex event (CE-), simple event (SE-) and result nominals (R-nominals). Irish nominals are ambiguous only between the SE- and R-status. There are no CE-nominals containing the AspP layer in their structure. SE-nominals (also found in Light Verb Constructions) are number-neutral and incapable of pluralizing and are represented as [nP[vP[Root]]]. R-nominals are devoid of the vP layer and behave like ordinary nouns. The Irish data point to v as the layer introducing event implications and the vP or PPs as the functional heads introducing the internal argument (Alexiadou and Schäfer 2011). Event denoting nominals in Irish can license the internal argument but aspectual modification and external argument licensing are not possible (cf. synthetic compounds in Greek (Alexiadou 2017)), which means that, counter to Borer (2013), the licensing of Argument Structure need not follow from the presence of the AspP layer.
We investigate deverbal zero-derived nominals in English (e.g., to walk > a walk) from the perspective of the lexical semantics of their base verbs and the interpretations they may receive (e.g., event, result state, product, agent). By acknowledging that, in the absence of an overt affix, the meaning of zero-nominals is highly dependent on that of the base, the ultimate goal of this study is to identify possible meaning regularities that these nominals may display in relation to the different semantic verb classes. We report on a newly created database of 1,000 zero-derived nominals, which have been collected for various semantic verb classes. We test previous generalizations made in the literature in comparison with suffix-based nominals and in relation to the ontological type of the base verb. While these generalizations may intuitively hold, we find intriguing challenges that bring zero-derived nominals closer to suffix-based nominals than previously claimed.
French suffixations in -age, -ion and -ment are considered roughly equivalent, yet some differences have been pointed out regarding the semantics of the resulting nominalizations. In this study, we confirm the existence of a semantic distinction between them on the basis of a large scale distributional analysis. We show that the distinction is partially determined by the degree of technicality of the denoted action: -age nominals tend to be more technical than -ion ones. We examine this hypothesis through the statistical modeling of technicality. To this end, we propose a linguistic definition of technicality, which we implement using empirical, quantitative criteria estimated in corpora and lexical resources. We show to what extent the differences with respect to these criteria adequately approximate technicality. Our study indicates that this definition of technicality, while amendable, provides new perspectives for the characterization of action nouns.
The paper investigates the different productivity domains (Rainer 2005) of two Italian event denoting suffixes, -mento and -zione. These suffixes share the same eventive semantics, they are both productive and thus can be seen as rivals in the formation of event nominalizations. The aim is to obtain a better understanding of the constraints that play a role in the selection of one affix over the other. By means of a logistic regression model the contribution of different features of the base verb is investigated. The analysis is conducted on a dataset of 678 nominalizations extracted from a section of Midia, a diachronic balanced corpus explicitly built for morphological research (Gaeta 2017). Results show that the frequency, the inflectional class and the number of characters of the base verb as well as the presence of the prefix a- significantly contribute to the definition of the different domains, only partially confirming previous findings.
This paper presents an overview on deverbal nominalizations from Ktunaxa, a language isolate spoken in eastern British Columbia, Canada. Deverbal nominalizations are formed uniformly with a left-peripheral nominalizing particle k (Morgan 1991). However, they do not form a single homogenous class with respect to various syntactic properties. These properties are illustrated with novel data, showing that deverbal nominalizations fall into at least two classes, which are analyzed here as nominalization taking place at either vP or VP, where vP-nominalizations include the external argument and VP-nominalizations do not. Evidence for this division comes from how possession is expressed, the interpretation of the passive (and passive-like constructions), and the licensing of verbal modifiers. As both classes of deverbal nominalizations are constructed uniformly with the nominalizing particle, these properties are derived syntactically from the size of the verbal constituent being nominalized.
In the typology of West African languages, tone has been noted to play crucial grammatical and lexical roles, but its function in word formation has been less systematically explored and remains to be fully understood. Against this backdrop, the present study seeks to examine the form and function of tonal morphology in the formation of action nominals in four Kwa languages spoken in Ghana, namely Akan, Gã, Lεtε, and Esahie, a relatively unexplored language of the Central Tano subgroup. Relying on data from both secondary and primary sources, we argue that tone raising is an important component of Kwa action nominalization, as it is found across different languages and derivational strategies. Specifically, while across the Kwa languages considered, tone raising tends to be an epiphenomenon of phonological conditioning, sometimes tone is the sole component of the nominalization operation or, as in Esahie, it concurs with the affix to the derivation, hence playing a morphological function.
In Japanese, direct combination of verbs or adjectives by coordination (with to 'and') or juxtaposition (with its empty counterpart) can form a NP, if the conjuncts are antonymous to each other; the coordinator to 'and' can combine only NPs elsewhere. We claim that this is because there is a phonetically empty nominalizer that can nominalize each conjunct, and that the new nominal construction has been gradually developing in the history of Japanese. An acceptability-rating experiment targeting 400 participants shows that the younger speakers were likely to judge this construction more acceptable than the older ones, that this tendency is slightly weaker in the Nominative condition than in the Genitive condition, and that the coordination condition was significantly worse than the juxtaposition condition.
Nominalization has been at the forefront of linguistic research since the early days of generative grammar (Lees 1960, Vendler 1968, Lakoff 1970). The theoretical debate as to how a theory of grammar should be envisaged in order to capture the morphosyntactic and semantic complexity of nominalization, initiated by Chomsky's (1970) Remarks on nominalization, is just as lively today, after five decades during which both the empirical scope and the methodology of linguistic research have seen enormous progress. We are delighted to be able to mark this occasion through our collection, next to the anniversary volume Nominalization: 50 Years on from Chomsky's Remarks, edited by Artemis Alexiadou and Hagit Borer, soon to appear with Oxford University Press.
DeriMo is an international meeting dealing with derivational morphology from the perspective of data analysis. Its second edition DeriMo 2019 was held at the Faculty of Mathematics and Physics, Charles University in Prague. The local organizers are researchers of the Institute of Formal and Applied Linguistics (ÚFAL = Ústav Formální a Aplikované Linguistiky) at the Computer Science School of the Faculty of Mathematics and Physics. Chairs of the program committee were Magda Ševčíková (ÚFAL), Zdeněk Žabokrtský (ÚFAL), Eleonora Litta Modignani Picozzi (CIRCSE, Università Cattolica del Sacro Cuore, Milan), and Marco Passarotti (CIRCSE, Università Cattolica del Sacro Cuore, Milan).
The relation between word-formation and syntax and whether they form distinct domains of grammar or not has been discussed controversially in different theoretical frameworks. The answer to this question is closely connected to the languages under discussion, among other things, because languages seem to differ considerably in this regard. The discussion in this paper focuses on nominal compounds and phrases. On the basis of a great variety of data from a total of 14 European languages, it is argued that the relation between compounds and phrases, and, more generally, between word formation and syntax, should be characterized not in terms of a categorical but instead in terms of a gradient distinction.
This thesis primarily investigates an (hitherto unnoticed) agreement alternation between Romance and Germanic in D>N>&>N constructions (e.g. “these walls and ceiling”). While Romance exhibits left conjunct agreement, Germanic shows morphologically resolved agreement on the determiner, i.e. the phi-feature mismatching conjuncts can only be licensed if a syncretic form is available. To handle these data the author suggests a theory in which coordination is syntactically and morphologically unspecified and multiple agree is a general option. Infelicitous derivations are ruled out by interface conditions on the semantic and the phonological well formedness. The complete results of the corpus research conducted to deliver a sound empirical basis for the phenomena investigated in this thesis can be found in the appendix.
This paper describes the interplay of lexical and grammatical aspect with other grammatical phenomena in the interpretation of the aspectual suffix ‑ile (which we analyse as Perfective) in isiNdebele, a Nguni Bantu language spoken in South Africa. Crucial other phenomena include constituency-related factors such as the conjoint-disjoint distinction and (related) penultimate lengthening, along with morphophonological conditions that trigger different forms of ‑ile. These factors appear to interact differently in isiNdebele than they do in closely related Zulu, suggesting two different paths of grammaticalization, which we argue can change the interpretation of markers of grammatical aspect as they interact with lexical aspectual classes.
Theoretical accounts agree that German restrictive relative clauses (RCs) are integrated at the level of syntax as well as at the level of prosody (; , ; ; ; ) in both the default verb-final and the marked verb-second variant (referred to as iV2). Both variants are assumed to show the same prosodic pattern, i. e., prosodic integration into the main clause, and not unintegrated prosody, which would signal a sequence of two main clauses. To date strong empirical evidence for this close correspondence between prosody and syntax in RCs is missing. Findings regarding prosodic integration of verb-final RCs are not consistent, and research regarding the prosody of iV2 structures is very scarce. Using a delayed sentence-repetition task, our study investigated whether subordination is signaled by prosody in RCs in both the verb-final and the V2 variant in adults (n = 21). In addition, we asked whether young language learners (n = 23), who at the age of 3 have just started to produce embedded clauses, are already sensitive to this mapping. The adult responses showed significantly more patterns of prosodic integration than of prosodic non-integration in the V-final and the iV2 structures, with no difference between the two conditions. Notably, the child responses mirrored this adult behavior, showing significantly more patterns of prosodic integration than of prosodic non-integration in both V-final and iV2 structures. The findings regarding adults’ prosodic realizations provide novel empirical evidence for the claim that iV2 structures, just like verb-final RCs, show prosodic integration. Moreover, our study strongly suggests that subordination is signaled by prosody already by age 3 in both verb-final and V2 variants of RCs.
We aim to understand whether Greek and Italian, two null subject languages, differ in the use and interpretation of null subjects, based on evidence from both a production and a comprehension experiment. The results of the two experiments show that the two languages differ in the extent to which they comply with the Position of Antecedent Strategy as formulated by Carminati (2002). In order to account for this difference, we introduce a principle which defines prominence of sentence constituents in terms of hierarchical height, elaborating on a recent proposal by Rizzi (2018). Then we show that the prominence of subject and object constituents in Greek and Italian reflects word-order differences between the two languages (Roussou & Tsimpli 2006). In more general terms, this paper argues in favour of a multi-factorial approach to reference interpretation, in that syntactic factors interact with discourse factors, leading to a gradient variety of reference possibilities.
Four main informational elements have been suggested and studied as central aspects of narrative discourse: causality, character, location, time. The research that scholars have previously undertaken on these aspects has been primarily on Indo-European languages, and more specifically on the European side of that language family. The linguistic limitations have indicated that character is the aspect of narrative that readers/listeners attend to most closely. However, in examining narrative discourses from non-Indo-European languages, challenges to the presumed primacy of character emerge. In a partial report on field work conducted in Borneo in 2012-2015, I compare and contrast patterns in the rankings of the four main aspects of narrative in three languages, English, Hobongan and Daqan. I also note the strategies by which the languages make their respective rankings clear, including focus particles (Hobongan), specificity of description (each), and amount of information provided about the aspects (each). I suggest that analyses of the patterns and rankings of information in narrative be included in typological categorizations and linguistic descriptions of languages.
This paper describes the revision of the Vietnamese version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). We first introduce the Vietnamese language and Vietnamese-speaking populations after which we describe the translation and adaptation process of the Vietnamese MAIN and present results from monolingual and bilingual children.
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.
This paper presents a short overview of Turkey and the Turkish language, and then outlines the process of adapting the Multilingual Assessment Instrument for Narratives (MAIN) to Turkish and how the Turkish MAIN has been used with monolingual and bilingual children. The grammatical features of Turkish, the critical points in the adaptation process of MAIN to Turkish and our experiences of extensive piloting of the Turkish MAIN with typically developing monolingual children are described.
Torwali, a Dardic language of the Indo-Aryan family spoken in the District Swat in Pakistan, is an endangered language that lacks a literary tradition. This paper gives a background on the Torwali language and people, and describes the development of an orthography for Torwali and the establishment of Torwali-medium schools by the local organization Idara Baraye Taleem-o-Taraqi ‘institute for education and development’ (IBT). Finally, the process of adapting the Multilingual Assessment Instruments for Narratives (MAIN) to Torwali is outlined.
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.
In this paper, we present some features of the European Spanish adaptation of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN), most of them related to specificities of the Spanish grammar as compared to English, the source language of the original MAIN (Gagarina et al., 2012). These two languages differ in e.g. 1) the use of 3rd grammatical person to address the hearer; 2) the ways of maintaining nominal cohesion: English (non-pro drop) vs. Spanish (pro-drop); 3) the verbal paradigm with regard to morphological tense and aspect morphology. Finally, preliminary results for micro- and macrostructure measures in the narratives of children with Spanish as L1 and L2 confirm their consistency across MAIN stories and procedures.
Using MAIN in South Africa
(2020)
South Africa is a country marked by cultural and linguistic diversity with 11 official languages. The majority of school children do not receive their formal schooling in their home language. There is a need for language assessment tools in education and rehabilitation contexts to distinguish between children with language learning problems and/or SLI, and language delay as a result of limited exposure to the language of learning. The Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) provides clinicians and researchers with an appropriate and culturally relevant tool to assess bilingual children in both languages. So far MAIN has been widely used in Afrikaans-English bilingual children. However, translating and adapting MAIN to our other nine official languages to achieve functional and cultural equivalence is more challenging.
The adaptation of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) for use with Slovak speaking children is a vital step in the process of creating a transparent evaluation of children’s narrative abilities. Since its first translation and adaptation in 2012, new pilot data from different groups of children has been collected in Slovakia. This paper describes the process of adapting the instrument to fit the Slovak language and reports on analyses of narrative production in monolingual (103 Slovak-speaking children) and bilingual (37 Slovak-English speaking) pre-school children. Within a pilot study, the story elicitation method was also compared (telling vs. retelling) within a small sample of 10 monolingual Slovak-speaking children. All results show transparent and detailed possibilities in terms of finding a meaningful evaluation that can evaluate a child’s complex narrative abilities.
This paper provides the background to the process of translation and piloting of the Serbian version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN), Multilingvalni Test za Procenu Narativa (MTPN). Our review of the sparse research literature on Serbian children’s narrative abilities reveals a need for a well-designed narrative instrument, which will enable researchers and practitioners to assess the production and comprehension of narratives in children of a wide age range, typically and atypically developing, monolingual and bilingual, crucially allowing for cross-linguistic comparisons. We encountered two kinds of challenges during the process of translation and adaptation of the instrument from English into Serbian. The first concerned the lack of established Serbian technical terminology needed to describe test administration to the future users of the test: researchers and practitioners working in different disciplines such as linguistics, psychology, Speech and Language Therapy. The second challenge concerned the translation of linguistic structures required to produce a successful rendition of the narrative: in contrast to English, but in line with other Slavic languages, Serbian relies heavily on verbs marked for perfective aspect in story-telling. Our discussion of preliminary data from four Serbian monolingual children, aged 5;5-10, demonstrates that MTPN is a successful tool in assessing narrative abilities in children acquiring Serbian.
A translation process is often seen as only a simple code exchange, but, in fact, it always requires an adaptation of terms, expressions, and structures, which is not exactly straightforward. This paper describes the process of translating and adapting the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) to Brazilian Portuguese. A brief description of the project, concerning both historic and linguistic aspects, was done in order to emphasize the cultural and linguistic challenges faced during the process.
This paper describes in detail the development of the Polish version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). We first describe its two earlier versions, the unpublished version and the published version, developed in 2012, as well as the revised version. We also justify the differences between the unpublished Polish version developed in 2012 and the original MAIN. Then we summarize the results from studies that used the unpublished version of the Polish MAIN. We end with outlining a study that could be conducted to compare the two slightly different procedures in order to examine whether the results obtained with MAIN are resistant to changes in the procedure details.
This paper describes the experience of using the Norwegian and Russian versions of LITMUS-MAIN to elicit narrative data from bilingual Norwegian-Russian children as well as from Norwegian- and Russian-speaking monolinguals (Rodina 2017, 2018). The paper reports on the slight adaptations to the standardized design, procedure and analysis that were done to make the tasks more suitable for this specific population. It highlights the advantages, challenges, and potential associated with the task against a backdrop of the research conducted with Norwegian-Russian bilinguals in Norway.
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 describes the addition of Luxembourgish to the language versions of MAIN, the adaption process and the use of MAIN in Luxembourg. A short description of Luxembourg’s multilingual society and trilingual school system as well as an overview of selected morphosyntactic and syntactic features of Luxembourgish introduce the Luxembourgish version of MAIN.
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 presents the Italian version of the Multilingual Assessment tool for Narratives (MAIN), describes how it was developed and reports on some recent uses of MAIN within the Italian context. The Italian MAIN has been used in different research projects and for clinical purposes; results have been presented at conferences and in peer reviewed papers. The results indicate that MAIN is an appropriate assessment tool for evaluating children’s narrative competence, in production and comprehension from preschool age (5 years) to school age (8 years) in typical language development, bilingual development and language delay/disorders.
Irish (Gaeilge) is the first official language of the Republic of Ireland. It is a fast-changing, endangered language. Almost universal bilingualism (i.e. almost all Irish speakers also speak English), frequent code-switching to English, and loan words are features of the sociolinguistic context in which the language is spoken. This paper describes the adaptation of the Language Impairment Testing in Multilingual Settings - Multilingual Assessment Instrument for Narratives (LITMUS-MAIN, Gagarina et al., 2019) to Irish. Data was collected using the retell mode (Cat story) and the comprehension questions. Eighteen children participated ranging in age from 5;3 to 8;7 (six female and 12 male). Results suggest that story structure is not sensitive to exposure to Irish at home and indicate that MAIN Gaeilge (Irish) is a promising tool for assessing language in Irish-speaking children from a range of Irish language backgrounds.
Immigration in Iceland has a short history and so does the Icelandic language as an L2. This paper gives a brief introductory overview of this history and of some characteristics of the Icelandic language that constitute a challenge for L2 learners but also make it an interesting testing ground for cross-linguistic comparisons of L1 and L2 language acquisition. It then describes the adaptation process of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) to Icelandic. The Icelandic MAIN is expected to fill a gap in available assessment tools for multilingual Icelandic speaking children.
The Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) was developed to assess the narrative abilities of bi- and multilingual children in the various languages that they speak. This paper presents the details of the adaptation of MAIN to three Indian languages, Kannada, Hindi and Malayalam. We describe some typological features of these languages and discuss the challenges faced during the process of adaptation. Finally, we give an overview of results for narrative comprehension and production from Kannada-English and Hindi-English bilinguals aged 7 to 9.
This paper presents an overview of the adaptation of the Multilingual Assessment Instrument for Narratives in Greek, focusing on its use in Greek academic and diagnostic settings. A summary of the properties of the Greek language and the concomitant challenges these language-specific properties posed to MAIN adaptation are presented along with a summary of published studies with monolingual Greek-speaking children and bilingual children with Greek as L2, with and without Developmental Language Disorder.
This paper presents the adaptation of MAIN to Gondi (Dantewada), Halbi and Hindi for Gondi-Hindi and Halbi-Hindi bilinguals. The Gondi and Halbi communities and the context in which Gondi-Hindi and Halbi-Hindi bilingual children are growing up are described, and the adaptation process is outlined together with its theoretical underpinnings. Finally, results from a study of 54 Halbi-Hindi bilinguals from Grade 3 (Mean age = 8.5 years), Grade 5 (Mean age = 10.9 years) and Grade 7 (Mean age = 12.9 years) are presented. The results showed that, for the macrostructure of Grade 3 and Grade 5, L1 retelling was significantly better than L2 retelling, though this pattern was not found in Grade 7 where the performance was at the same level across languages for retelling. Narrative macrostructure was consistently higher in tellings than in the retellings regardless of languages and grades.
This paper describes the rationale for the adaptation of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) (Gagarina et al., 2012, 2015, 2019) to Scottish Gaelic (Gaelic) and presents some preliminary results from the macrostructure measures. Gaelic is a heritage minority language in Scotland being revitalised through immersion education, which spans across all levels of compulsory education (preschool, primary and secondary level). MAIN was adapted to Gaelic for two reasons: (i) to gauge the language abilities of children attending Gaelic immersion schools using an ecologically valid test, and (ii) to help identify areas of language impairment in children with Developmental Language Disorders within a broader battery of language tasks. Preliminary results from the macrostructure component indicate a wider range of Gaelic language abilities in six- to eight-year-old typically developing children in Gaelic-medium education. These results set the stage for future use of the tool within this context.
This paper describes the current state of affairs concerning the West Frisian adaptation of the Multilingual Assessment Instrument for Narratives (MAIN). We provide a short description of the West Frisian language, the process of adapting MAIN into West Frisian and the results of recent research using this adaptation.
This paper describes Estonian version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) to Estonian. A short description of Estonian, some challenges in the adapting MAIN to Estonian, the first experiences of using the Estonian MAIN and a summary of the first results are presented.
This contribution provides an overview of the current state of affairs with respect to the Dutch version of the Multilingual Assessment Instrument for Narratives (MAIN). We describe properties of the Dutch MAIN, the creation of the Dutch MAIN, and the results of recent research with this new instrument to measure narrative competence.
This paper describes the process of adapting the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) to Danish and the use of MAIN in a Danish context. First, there is a brief description of the Danish language followed by details of the process of translating and adapting the MAIN manual to Danish. Finally, we briefly describe some of the research contexts in which the current and previous MAIN materials have been piloted and applied.
This paper presents the Croatian version of the Multilingual Assessment tool for Narratives (MAIN), outlines its development and describes the research that has used it to assess narrative skills in monolingual and bilingual speakers. The Croatian version of MAIN has so far been used in three research projects and results have been presented in five peer-reviewed articles (published or in press) covering a total of 175 children in the age range from 5;0 to 9;0 (20 with developmental language disorder) and 60 adults, age range from 22 to 76. The accumulated results indicate that MAIN can differentiate narrative skills of speakers in distinct age groups and can distinguish children with language disorders form children with typical language development.
The adaptation of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN; Gagarina, et al., 2019) to Catalan contributes to advancing our knowledge of the development of children’s narrative skills in a diversity of languages using the same protocol, making it possible to evaluate narratives also in Catalan-speakers. The adaptation of MAIN will be very useful in Catalonia, because it is a region where two official languages (Catalan and Spanish) coexist, Catalan being the language of schooling, so that most of the population is bilingual. However, currently there is no instrument for assessing narrative skills that allows for parallel assessment of Catalan in bilingual children. For these reasons, this adaptation will be of great value to promote the study of narratives in the bilingual population considering Catalan within the possible language combinations. The present paper describes the process of adapting MAIN to Catalan and reports results from the first pilot study using the Catalan MAIN.