published_or_final_version / Chinese Language and Literature / Master / Master of Arts

This study examines the emergence and development of the Cantonese serial verb construction (SVC) in children from 1;03 to 4;06 by investigating the naturalistic data from two longitudinal corpora. This study presents a descriptive account of the emergence and development of SVCs in early child Cantonese, seeks to explain the developmental facts from a constructionist usage-based perspective, and compares the development of SVCs in Cantonese-English bilinguals with that in Cantonese monolinguals. It is found that children start to produce SVCs spontaneously at an early age of 1;10 and that the overall frequency of occurrence is low during the developmental period studied. The early emergence of SVCs is attributed to children’s preference for iconic structures. Four surface forms are identified and shown to emerge with a consistent order: two-verb contiguous (1;10-11) < two-verb non-contiguous (2;00-01) < multi-verb contiguous (2;02) < multi-verb non-contiguous (2;03-06). Structural and conceptual complexities are suggested to be the possible factors that influence the order. The earlier emergence of contiguous forms than non-contiguous forms is explained by the hypothesis that cross-linguistically unmarked structures tend to be acquired earlier than the marked ones (O’Grady 2000). Such a generalization is compatible with constructionist approaches in suggesting cross-linguistic cognitive functional preferences for language processing. Children tend to use certain component verbs that express eight main semantic notions. The study interprets children’s SVCs as concrete instantiations of eight sub-constructions, which are subsumed by a more abstract high level SVC schema. It is observed that sub-constructions develop asynchronously, as the developmental paths of the four more frequently used SVCs (directional, dative, purpose and resultative SVCs) are more advanced than the four less often produced SVCs (instrumental, benefactive, comitative and locative SVCs). Developmental paths of the former are shown to be consistent with Tomasello’s (2003) usage-based account of language development: from concrete expressions, to pivot schemas, then to item-based constructions. However, this study does not have enough data to suggest the emergence of an abstract schema for the high level SVC. It is found that children imitate adults’ previous SVCs and repeat their own spontaneous productions frequently. These highlight the roles of the ambient language and linguistic use to children’s language development. The overall error rates of SVCs are found to be low. The reasons proposed for error production, that are, adult input, generalization from item-based constructions and complexity of target constructions, are considered as evidence to support the constructionist usage-based approach. This study shows that Cantonese-dominant bilinguals resemble Cantonese monolinguals in developing SVCs. Language dominance is invoked to account for the developmental similarities observed. Only a few code-mixed instances are recorded, suggesting limited English influence on Cantonese SVCs. It is argued that SVCs are not a vulnerable domain as they emerge early, and are produced with low error rates, and are not susceptible to English influence. By delineating the patterns of emergence and development of SVCs in child Cantonese and explaining the findings with the constructionist usage-based framework, it is hoped that this study would contribute to our understanding of child language development. / published_or_final_version / Linguistics / Master / Master of Philosophy

published_or_final_version / abstract / toc / Linguistics / Master / Master of Philosophy

published_or_final_version / abstract / toc / Linguistics / Master / Master of Philosophy

published_or_final_version / abstract / Linguistics / Master / Master of Arts

by Chan Mable. / Thesis submitted in 1997. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 120-124). / Abstract also in Chinese. / Chapter Chapter1 --- Second Language Acquisition Research: Background to the Present Study / Chapter 1.1 --- Introduction / Chapter 1.2 --- Rationale for the Present Study / Chapter 1.2.1 --- Structures and Properties of Middles and Unaccusative Verbs in English / Chapter 1.2.1.1 --- Derivation of Middles / Chapter 1.2.1.2 --- Derivation of Unaccusative Verb Structures / Chapter 1.2.2 --- Common Properties Shared by Middles and Unaccusative Verbs / Chapter 1.2.3 --- SLA Studies on L2 Acquisition of Middles and Unaccusative Verb Structures / Chapter 1.3 --- Research Issues / Chapter Chapter2 --- Theoretical Issues / Chapter 2.1 --- Introduction / Chapter 2.2 --- Why Is It Difficult to Acquire Middles and Unaccusative Verbs? / Chapter 2.2.1 --- "Common Properties shared by Passives, Middles and Unaccusatives" / Chapter 2.2.2 --- "The Differences between Passives, Middles and Unaccusatives" / Chapter 2.3 --- A Comparison of the Middles and Unaccusative Verbs in L1 and L2 / Chapter 2.3.1 --- The issue of L1 Transfer / Chapter 2.3.2 --- Middles in Cantonese / Chapter 2.3.3 --- Unaccusative Verbs in Cantonese / Chapter 2.4 --- Predictions of Difficulties posed by both structures / Chapter 2.4.1 --- Middles / Chapter 2.4.2 --- Unaccusative Verbs / Chapter Chapter3 --- Methodology and Results / Chapter 3.1 --- Experiment / Chapter 3.2 --- Subjects / Chapter 3.3 --- Procedures / Chapter 3.4 --- Rationale of the Tasks / Chapter 3.4.1 --- The Grammaticality Judgment Task / Chapter 3.4.2 --- Picture Description Task / Chapter 3.5 --- Scoring Method / Chapter 3.6 --- Results of the Picture Description Task / Chapter 3.7 --- Results of the Grammaticality Judgment Task / Chapter 3.8 --- Diagnostics of Middle Constructions and Unaccusative Verbs / Chapter 3.9 --- Prompting Effect / Chapter Chapter4 --- Discussion and Conclusion / Chapter 4.1 --- Research Issues Revisited / Chapter 4.2 --- Acquisition Problem with the Middle Construction / Chapter 4.3 --- Acquisition Problem with Unaccusative Verbs / Chapter 4.3.1 --- Paired Unaccusative Verbs / Chapter 4.3.2 --- Unpaired Unaccusative Verbs / Chapter 4.4 --- Do L2 Learners have Knowledge of Middle Constructions and Unaccusative Verbs? / Chapter 4.5 --- Developmental Patterns of L2 Learners in Acquiring English Middle Constructions and Unaccusative Verbs / Chapter 4.6 --- Is there L1 Transfer? / Chapter 4.7 --- How to Account for the Difficulties Posed by Middle Constructions and Unaccusative Verbs / Chapter 4.7.1 --- Acquisition of Unaccusative Verbs / Chapter 4.7.2 --- Acquisition of the Middle Constructions / Chapter 4.8 --- Incompleteness' and 'Divergence' in Second Language Acquisition / Chapter 4.9 --- Conclusion / References / Appendix I / Appendix II

published_or_final_version / abstract / toc / Linguistics / Master / Master of Philosophy

published_or_final_version / Education / Master / Master of Education