Usage-based vs. rule-based learning: the acquisition of word order in wh-questions in English and Norwegian.
This paper discusses different approaches to language acquisition in relation to children's acquisition of word order in wh-questions in English and Norwegian. While generative models assert that children set major word order parameters and thus acquire a rule of subject-auxiliary inversion or generalized verb second (V2) at an early stage, some constructivist work argues that English-speaking children are simply reproducing frequent wh-word+auxiliary combinations in the input. The paper questions both approaches, re-evaluates some previous work, and provides some further data, concluding that the acquisition of wh-questions must be the result of a rule-based process. Based on variation in adult grammars, a cue-based model to language acquisition is presented, according to which children are sensitive to minor cues in the input, called micro-cues. V2 is not considered to be one major parameter, but several smaller-scale cues, which are responsible for children's lack of syntactic (over-)generalization in the acquisition process.
Westergaard
Marit
M
University of Tromsø/CASTL, 9037 Tromsø, Norway. marit.westergaard@hum.uit.no
D002663:Child Language; D002675:Child, Preschool; D003463:Cues; D005260:Female; D006801:Humans; D007223:Infant; D007802:Language; D007858:Learning; D008037:Linguistics; D008297:Male; D008960:Models, Psychological; D009664:Norway; D013060:Speech