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Combining clauses : More complex constructions
Combining clauses : More complex constructions
By 曹文静0997067
By 曹文静0997067
FocusFocus
• How children combine clauses, from their first word combinations onwards.
• Acquisition for coordinate, complement, relative, temporal, causal constructions.
• How children combine clauses, from their first word combinations onwards.
• Acquisition for coordinate, complement, relative, temporal, causal constructions.
How to combine two or more clauses into single construction to express a specific meaningChildren must
learnThe appropriate forms
OutlineOutline Combining propositions Combining propositions1
Relative clause Relative clause2
Complement constructions Complement constructions3
Temporal constructions Temporal constructions4
Causal constructions Causal constructions5
Conditional constructions Conditional constructions6
What is Clause?What is Clause?
• A group of words that contains a subject and a verb.
It is different from a phrase in that a phrase does not include a subject and a verb relationship.
• Tow kinds: Independent and Dependent Clause
• Dependent Clauses can not stand by themselves. they are joined with independent clauses in order to make sense.
• A group of words that contains a subject and a verb.
It is different from a phrase in that a phrase does not include a subject and a verb relationship.
• Tow kinds: Independent and Dependent Clause
• Dependent Clauses can not stand by themselves. they are joined with independent clauses in order to make sense.
The first stages: combining propositions
The first stages: combining propositions
【 Example 1 】a. D (1;11.11, as father tested the car door
to see if the child lock is on): car driving: Don’t open. Don’t open.
b. D(1;11.23, playing with toy car, pushing and letting it run; as it slowed down): [ ] race-car stopping, [ ] red light. I(t) waiting [ ] red light
c. D(2;1.11, watching his parents at breakfast): I get bigger I have tea
【 Example 1 】a. D (1;11.11, as father tested the car door
to see if the child lock is on): car driving: Don’t open. Don’t open.
b. D(1;11.23, playing with toy car, pushing and letting it run; as it slowed down): [ ] race-car stopping, [ ] red light. I(t) waiting [ ] red light
c. D(2;1.11, watching his parents at breakfast): I get bigger I have tea
Coordination and subordination
Coordination and subordination
• First conjunctions: and• Order of acquisition 【 Table 10.1 】 Order of acquisition: Understanding
coordinate construction-types ( Ardery 1980:313-314 )
• First conjunctions: and• Order of acquisition 【 Table 10.1 】 Order of acquisition: Understanding
coordinate construction-types ( Ardery 1980:313-314 )
Coordination and subordination
Coordination and subordination
• The coordinate structures best understood were the ones the children seemed able to produce most easily
• Three reasons
a) Verb primacy
b) Linear sequencing
c) A coordination strategy
• Next: that, who, when, because, if.• Next: that, who, when, because, if.
Coordination and subordination
Coordination and subordination
【 table 10.2 】 Early connectives and semantic relations in child speech (Bloom and her colleagues 1980: 249)
• Up to age 2;9, the connective children produced most frequently were and, because, what, when, so. Somewhat less frequent were and then, if, that, and where.
• Up to age 2;9, the connective children produced most frequently were and, because, what, when, so. Somewhat less frequent were and then, if, that, and where.
【 Example 2 】a. Eric (2;5.21, going toward disks): Get them cause I
want it [causal]b. GIA (2;10.15, using a toy telephone): Mother: who did you call GIA : the man who fixes the door. [referent
specification]c. Peter (3;2, telling about a friend who hurt her foot): She
put a band-aid on her shoe and it maked it feel better. [causal]
【 Example 2 】a. Eric (2;5.21, going toward disks): Get them cause I
want it [causal]b. GIA (2;10.15, using a toy telephone): Mother: who did you call GIA : the man who fixes the door. [referent
specification]c. Peter (3;2, telling about a friend who hurt her foot): She
put a band-aid on her shoe and it maked it feel better. [causal]
【 Example 3 】 Adult: maybe he’ll ride the horse. Child: yeah, when he comes in
【 Example 3 】 Adult: maybe he’ll ride the horse. Child: yeah, when he comes in
Relative clauseRelative clause
Final position
Medial position
【 table 10.3 】 Typical relative clauses in D’s speech (Clark)
【 table 10.4 】 Some relative clauses imitated by Echo, aged 2;2 (Based on Slobin & Welsh 1973)
Begin age: 2
Echo managed to repeat the content appropriately as long as the Relative clauses she heard contained relativizers like who or that.
Relative clauseRelative clauseEasier :
• When relative clauses interrupt the main clause.
e.g. the dog that we stroked ran away.
• When the object of the main clause is also the object of the relative clause.
e.g. the dog ran to the tree that the cat was in.
Harder :
• When the subject of the main clause is also the subject.
e.g. the dog that chased me crossed the road.
• When the relative clause is attached to the object noun phrase of the main clause.
e.g. the dog crossed the road that goes uphill.
Relative clauseRelative clause【 table 10.5 】 response-types by age in referent specification (Tager-Flusberg 1982:110)
•3 years old: few relative clauses
•Both 3 and 4: favored preposition phrases
•5 years old: more relative clauses
Relative clauseRelative clause• In summery In acquiring relative clauses,
children must identified both function and form, and learn how to interpret and use this type of modification in a range of different syntactic positions.
different languages, different acquiring age.
• In summery In acquiring relative clauses,
children must identified both function and form, and learn how to interpret and use this type of modification in a range of different syntactic positions.
different languages, different acquiring age.
Complement constructionsComplement constructions
• Complement constructions• Complement constructionsFinite clauses
Infinite clauses
Finite clauses
Infinite clauses
【 table 10.6 】 Forms of parenthetical verbs in child speech (Diessel & Tomasello 2000)
【 table 10.7 】 Stages in the acquisition of to complements (Bloom, Tackeff& Lahey 1984)
Complement constructionsComplement constructions
• In summery Children must learn which
verbs can take that and to complement constructions, the meanings of those verbs, and the relation between their meanings of those verbs, and construal of the complement clause.
• In summery Children must learn which
verbs can take that and to complement constructions, the meanings of those verbs, and the relation between their meanings of those verbs, and construal of the complement clause.
Temporal constructionsTemporal constructions
【 Example 4 】a. I was crying when my mummy goed away (= at
a time)b. When I was a baby, I got washed in a basin.c. I’m coming up when Nicola’s jumped.(= after)d. I’ll pick it up when I’ve made this.(= after)
【 Example 4 】a. I was crying when my mummy goed away (= at
a time)b. When I was a baby, I got washed in a basin.c. I’m coming up when Nicola’s jumped.(= after)d. I’ll pick it up when I’ve made this.(= after)
When children talk about more than one event and link them in time, they simply juxtapose them.
【 table 10.9 】 Three-year-old children rely on order of mention (Clark 1971)
Conclusion：• they rely on what they have observed
• They also rely on heavy stress
Causal constructionsCausal constructions• Begin age: 2—2.5• Begin age: 2—2.5【 Example 5 】a. D (2;4.17): I’m tired Mother: You’re tired? D (looking at his doll “asleep” in his cart):
’cause I’m going to go to bed.b. D(2;4.18): Those lights on ’cause it getting
light. Mother: You mean dark? D: No, it getting light . Mother: Oh, they make it light? D: Yes .
【 Example 5 】a. D (2;4.17): I’m tired Mother: You’re tired? D (looking at his doll “asleep” in his cart):
’cause I’m going to go to bed.b. D(2;4.18): Those lights on ’cause it getting
light. Mother: You mean dark? D: No, it getting light . Mother: Oh, they make it light? D: Yes .
Causal constructionsCausal constructions
【 Example 6 】a. D (2;6.12, reporting an incident of three months
earlier): Then I cried a bit from you go get himb. S(2;8.3,explaining how a block became stuck on
top of his toy garage): That’s fro<respire> that’s from I put a thing on it.
c. D (2;10.23,): If I talk too much, I be tired from doing that.
【 Example 6 】a. D (2;6.12, reporting an incident of three months
earlier): Then I cried a bit from you go get himb. S(2;8.3,explaining how a block became stuck on
top of his toy garage): That’s fro<respire> that’s from I put a thing on it.
c. D (2;10.23,): If I talk too much, I be tired from doing that.
By age 3 to 3.5, children appear to have established because for both external and internal causes.
SummerySummery• In this chapter, we reviewed some major
types of clause combinations.• Children become more precise about
what they mean and incorporate into their utterance.
• Also increases the possibilities for speakers as they “think for speaking”.
• Finally, all these structural options are put to use by speakers to further their goals in conversation.
• In this chapter, we reviewed some major types of clause combinations.
• Children become more precise about what they mean and incorporate into their utterance.
• Also increases the possibilities for speakers as they “think for speaking”.
• Finally, all these structural options are put to use by speakers to further their goals in conversation.
Thanks for your time and attention!Thanks for your time and attention!
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