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Institute
Thema der vorliegenden Arbeit ist es, das von Hirst & Weil (1982) durchgeführte Experiment, in dem das Verständnis epistemisch und deontisch modalisierter englischer Äußerungen bei 3;0 - 6;0 Jahre alten Kindern getestet wurde, im Deutschen nachzuvollziehen. Im Rahmen dieser Arbeit wird nur das Verständnis epistemisch verwendeter MV untersucht. Das Experiment bestand aus einer Vorstudie mit 13 erwachsenen Sprechern […] und einer Hauptstudie mit 40 Kindern, die einen Kindergarten in Solingen-Ohligs besuchten. Die Kinder waren zwischen 3;0 und 6;0 Jahre alt. Durch die Reaktionen der Kinder in einer entsprechend der von Hirst & Weil für die epistemische Verwendung der MV entwickelten Spielhandlung wurde ihr Verständnis modalisierter oder faktischer Aussagen ermittelt. Entscheidend für die Auswertung war die erste spontane Reaktion des Kindes auf die Aufforderung der Puppen, ein Bonbon zu suchen. Dem Satzpaar, mit dem das Kind konfrontiert wurde, lag folgendes Muster zugrunde: "Das Bonbon (MV 1) unter der Dose sein" vs. "Das Bonbon (MV 2) unter der Tasse sein". Getestet wurden die MV "wird", "muß", "kann". Diese waren jeweils miteinander und mit ist kombiniert, so daß die Oppositionspaare "muß:wird", "muß:kann", "wird:kann" und "ist:muß", "ist:wird", "ist:kann" entstanden. […] Das Experiment setzte sich aus zwei Serien zusammen, wobei sich die zweite von der ersten dadurch unterschied, daß die Abfolge der MV in den Satzpaaren vertauscht war. Die Anordnung der Oppositionspaare und die Kombination der MV erfolgte nach dem Zufallsprinzip. Die mit Hilfe der Untersuchung zu beantwortenden Fragestellungen lauten: Mit wieviel Jahren versteht das Kind den Unterschied zwischen faktischer und modaler Äußerung? Wie vollzieht sich die Differenzierung innerhalb des modalen Feldes muß, wird, kann?
The current study investigates the relation between aspect and particle verbs in the acquisition of English. Its purpose is to determine whether children associate telicity, as argued in previous studies, or rather perfectivity, which entails completion of a telic situation, with their early particle verb use. The study analyzes naturalistic data of four monolingual children between 1;6 and 3;8 from CHILDES acquiring English as their first language. On the one hand, it finds that children use both –ed and irregular perfective morphology with simplex verbs before particle verbs. They further use imperfective before perfective morphology with particle verbs. These findings suggest that there is no correlation between telic particle verbs and perfective morphology, as would have been predicted on an account which claims that lexical aspect of predicates guides the acquisition of grammatical aspect (Olsen & Weinberg 1999). On the other hand, the study finds that the children’s particle verbs denote telic situations from early on, but not half of them were used to refer to situations that are also completed. This finding questions analyses which claim that, at an initial stage, children will only interpret predicates as telic if they refer to situations that are at the same time completed. Completion information is not necessary for children in order to use particle verbs correctly for telic situations, as would have been predicted on an extended account along the lines of Wagner (2001). As a conclusion, it is suggested that the divergent findings result from a difference in methodology. While restrictions of perfective and imperfective morphology to particular classes of lexical aspect pertain to the production of grammatical aspect morphology, perfective and imperfective viewpoints on situations pertain to the level of interpretation of telic and atelic situations.
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.
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 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.
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.
Collaboration between the International Association for the Improvement of Mother Tongue Education (IAIMTE) and the Education Department of the University of Toulouse II has existed for several years now. Such collaboration has resulted in a desire for face to face contact: the IAIMTE was intent on increasing its French audience,while the French team was able to grasp the opportunity to exchange their French-speaking studies in a broad international context. Thus, the IAIMTE requested the team from Toulouse organise the fifth conference in France (Albi) in 2005. For this conference, we invited specialists from French-speaking countries to present their research and reflections on the role of literature both inside and outside school. This issue presents the corresponding papers.
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.
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 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.