Call for papers
Submit a one page, 500-word abstract plus additional page for references and figures to the following email address: [email protected]
Important Dates:
- Abstract submission deadline: February 26, 2024
- Notification of Acceptance: March 8, 2024
- Workshop: April 18-19
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This workshop aims to explore the role of interactions between morphosyntax and other modules of language or cognition in language development and language microvariation. Why are some aspects of grammar learned early, and others late? Why is the acquisition of certain properties delayed in sequential bilingualism? (Schulz & Grimm 2019) Why do languages have properties that are more likely than others to vary across time and space? Much explored as an answer to these questions are frequencies and distributional properties of the relevant forms that vary within and across languages and serve as input to children (Legate & Yang, 2007). Less explored however is the role of the interaction between domains in development. We know that some aspects of the morphosyntax depend on prerequisite knowledge in other aspects of the linguistic system (Pérez-Leroux et al, 2012, Unsworth, 2014) and/or other domains of cognition (Johnston 1985, Pérez-Leroux 1998) and that we can use morphology to learn syntax and semantics (Barbir et al 2023, among many others). We also know from recent work that there are reflexes of the interactions between phonetics and morphosyntactic acquisition in stable environments Davies and Demuth 2023) and also contact environments (Colantoni et al 2020) but much is still left to be explored.
The workshop aims to explore the following questions
References
The workshop aims to explore the following questions
- What kind of modular interactions define grammatical development and grammatical microvariation?
- What evidence is available for intra-linguistic and inter-linguistic as well as inter-domain interactions concerning acquisition and variation in morphosyntax?
- What methodological, statistical and modelling tools are available to assess domain interaction in child language acquisition?
References
- Colantoni, L. Martínez, R., Mazzaro, N., Pérez-Leroux, A.T., & Rinaldi, N. (2020). A Phonetic Account of Spanish-English Bilinguals’ Divergence with Agreement. Languages, 5, 4-58. https://doi.org/10.3390/languages5040058
- Davies, B. & Demuth, K., 2023, Linguistic morphology in the mind and brain. Crepaldi, D. (ed.). Abingdon, Oxon: Routledge, Taylor and Francis Group, p. 184-198 15 p. (Current Issues in the Psychology of Language).
- Johnston, J. (1985). Cognitive prerrequisites : the evidence from children learning English. In D. I. Slobin (ed.), The crosslinguistic study of language acquisition, pp. 961-1004. Hillsdale, NJ : Erlbaum.
- Legate, J. & Yang, C. (2007) Morphosyntactic Learning and the Development of Tense, Language Acquisition, 14:3, 315-344, DOI: 10.1080/10489220701471081
- Pérez-Leroux, A. T., Álvarez-López, Y., Barreto, M., Cuza, A., Marinescu, I., Yang, J., & Colantoni, L. (2023). The Phonetic and Morphosyntactic Dimensions of Grammatical Gender in Spanish Heritage Language Acquisition, Heritage Language Journal, 20(1), 1-37. doi: https://doi.org/10.1163/15507076-bja10017
- Schulz, P., Grimm, A. 2019. The age factor revisited: Timing in acquisition interacts with age of onset in bilingual acquisition. Frontiers in Psychology 9: 2732. https://doi.org/10.3389/fpsyg.2018.02732
- Unsworth, S. (2014). Comparing the role of input in bilingual acquisition across domains. In J. Paradis & T. Grüter (eds.), Input and experience in bilingual development, p. 181–201, Amsterdam, John Benjamins.
- Barbir, M., Babineau, M., Fiévet, A-C., Christophe, . 2023. Rapid infant learning of syntactic semantic links. Proceedings of the National Academy of Sciences, 120(1).