쌍생아의 암묵적 언어습득 연구: 발화오류와 자기교정의 분석
Twin's Implicit Knowledge of Mother Tongue: Implications From the Error Analysis of Twins' Utterances
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This paper investigates on how children's implicit knowledge of their mother tongue helps their language development from 12 to 48 months. For the literature review, this paper discusses kernel theoretical aspects of language development regarding three themes: 1) the relationships between implicit knowledge and language acquisition, 2) the role of self-correction for language development, and 3) the significance of the error analysis of children's utterances. To discuss these themes by analyzing empirical data, the author observed and collected data for a couple of twins' verbal utterances. The targets of analysis are their utterance errors and the courses of self-correction in three prominent grammatical aspects－i.e., negation ‘an,’ subject particle ‘i/ga,’ and deixis ‘this, that, it’－which frequently appear and are crucial grammatical morphemes in child language. Based on the discussion, this paper emphasizes that children employ and test various hypotheses on the rules of their mother tongue as the part of their implicit knowledge, and they finally gain grammatical knowledge from ‘unseen’ efforts of self-correction
Abstract
This paper investigates on how children's implicit knowledge of their mother tongue helps their language development from 12 to 48 months. For the literature review, this paper discusses kernel theoretical aspects of language development regarding three themes: 1) the relationships between implicit knowledge and language acquisition, 2) the role of self-correction for language development, and 3) the significance of the error analysis of children's utterances. To discuss these themes by analyzing empirical data, the author observed and collected data for a couple of twins' verbal utterances. The targets of analysis are their utterance errors and the courses of self-correction in three prominent grammatical aspects－i.e., negation ‘an,’ subject particle ‘i/ga,’ and deixis ‘this, that, it’－which frequently appear and are crucial grammatical morphemes in child language. Based on the discussion, this paper emphasizes that children employ and test various hypotheses on the rules of their mother tongue as the part of their implicit knowledge, and they finally gain grammatical knowledge from ‘unseen’ efforts of self-correction
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