英语中时态的习得：区分儿童第二语言与第一语言及特定语言障碍。
The Acquisition of Tense in English: Distinguishing child second language from first language and specific language impairment.
作者信息
Paradis Johanne, Rice Mabel L, Crago Martha, Marquis Janet
机构信息
University of Alberta.
出版信息
Appl Psycholinguist. 2008;29(4):689-722. doi: 10.1017/S0142716408080296.
Abstract
This study reports on a comparison of the use and knowledge of tense-marking morphemes in English by first language (L1), second language (L2) and specifically language-impaired (SLI) children. The objective of our research was to ascertain whether the L2 children's tense acquisition patterns were similar or dissimilar to those of the L1 and SLI groups, and whether they would fit an (Extended) Optional Infinitive profile, or an L2-based profile, e.g., the Missing Surface Inflection Hypothesis. Results showed that the L2 children had a unique profile compared with their monolingual peers, which was better characterized by the Missing Surface Inflection Hypothesis. At the same time, results reinforce the assumption underlying the (Extended) Optional Infinitive profile that internal constraints on the acquisition of tense could be a component of L1 development, with and without SLI.
摘要
本研究报告了以英语为母语（L1）、第二语言（L2）以及特定语言障碍（SLI）儿童对时态标记语素的使用和知识的比较情况。我们研究的目的是确定二语儿童的时态习得模式与一语和特定语言障碍组的模式是相似还是不同，以及这些模式是否符合（扩展的）可选不定式模式，或者基于二语的模式，例如缺失表层屈折假设。结果表明，与单语同龄人相比，二语儿童有独特的模式，缺失表层屈折假设能更好地描述这一模式。同时，结果强化了（扩展的）可选不定式模式背后的假设，即时态习得的内部限制可能是一语发展的一个组成部分，无论是否存在特定语言障碍。
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Toward tense as a clinical marker of specific language impairment in English-speaking children.关于紧张作为英语儿童特定语言障碍临床标志物的研究
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J Speech Hear Res. 1995 Aug;38(4):850-63. doi: 10.1044/jshr.3804.850.
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