Kigalar Liliana Tolchinsky In Catalan, as in many other languages, their use is closely linked to the literate lexicon learned at school-age. Written texts contain significantly more adjectives, and lower-frequency and longer adjectives, than spoken texts. Although we do not doubt that early language acquisition is tolchinskh and natural, these might be insufficient to explain later evolution of the use of language in different communicative circumstances. The Likelihood of Knowledge Robert G. The corpus comprises texts, which include a total of 84, tokens, 40, types and 31, lemmas. A closer analysis of individual cases revealed, that some of them resist generalization; these cases appear as a sort of counterexample to the observed regularities.
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But, unlike nouns and verbs, they emerge late in acquisition. In Catalan, as in many other languages, their use is closely linked to the literate In Catalan, as in many other languages, their use is closely linked to the literate lexicon learned at school-age. Thus, the use of adjectives can be a good indicator of later language development. The goal of this study is twofold: to characterize the use of adjectives from age nine to adulthood and to examine the effect of discourse genre expository and narrative and mode of production spoken and written on frequency of use and word-internal morphological structure.
Results show that the use of adjectives expands through school-age and especially from sixth form onwards, presenting an increasing pattern. An effect of genre and mode of production on the target features was also detected.
Expository texts contain significantly more adjectives per text and clause and lower-frequency adjectives than narrative texts. Written texts contain significantly more adjectives, and lower-frequency and longer adjectives, than spoken texts.
Age interacts with mode of production in the use and morphological complexity of adjectives. The four text types analysed spoken expository, written expository, spoken narrative and written narrative present a complexity cline, from written expository texts to spoken narratives through spoken expository texts and written narratives.
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