Newkirk-Turner Brandi L, Oetting Janna B, Stockman Ida J
Lang Speech Hear Serv Sch. 2016 Jul 1;47(3):209-24. doi: 10.1044/2016_LSHSS-15-0063.
We examined language samples of young children learning African American English (AAE) to determine if and when their use of auxiliaries shows dialect-universal and dialect-specific effects.
The data were longitudinal language samples obtained from two children, ages 18 to 36 months, and three children, ages 33 to 51 months. Dialect-universal analyses examined age of first form and early uses of BE, DO, and modal auxiliaries. Dialect-specific analyses focused on rates of overt marking by auxiliary type and syntactic construction and for BE by surface form and succeeding element.
Initial production of auxiliaries occurred between 19 and 24 months. The children's forms were initially restricted and produced in syntactically simple constructions. Over time, they were expanded in ways that showed their rates of marking to vary by auxiliary type, their rates of BE and DO marking to vary by syntactic construction, and their rates of BE marking to vary by surface form and succeeding element.
Development of auxiliaries by young children learning AAE shows both dialect-universal and dialect-specific effects. The findings are presented within a development chart to guide clinicians in the assessment of children learning AAE and in the treatment of AAE-speaking children with language impairment.
我们研究了学习非裔美国英语（AAE）的幼儿的语言样本，以确定他们对助动词的使用是否以及何时呈现出方言通用和方言特定的影响。
数据为纵向语言样本，来自两名18至36个月大的儿童以及三名33至51个月大的儿童。方言通用分析考察了BE、DO和情态助动词首次出现的形式以及早期用法。方言特定分析聚焦于按助动词类型和句法结构的显性标记率，以及按表层形式和后续成分的BE的显性标记率。
助动词的初次使用出现在19至24个月之间。儿童的形式最初受到限制，且出现在句法简单的结构中。随着时间推移，它们以多种方式扩展，表现出标记率因助动词类型而异，BE和DO的标记率因句法结构而异，BE的标记率因表层形式和后续成分而异。
学习AAE的幼儿助动词的发展呈现出方言通用和方言特定的影响。研究结果呈现在一个发展图表中，以指导临床医生评估学习AAE的儿童以及治疗有语言障碍的说AAE的儿童。
