Abstract
Using elicited experimental data from 35 kindergartners, this article investigates the ability of children aged 3-6 to deal with German ambisyllabic consonants. In this age group - yet without structured tuition in reading and writing, the development of the phonologic system still in progress - both intra-and inter-subject variation appears to be greater than previous studies conducted on school children revealed. It is argued that this variability supports the view of an exemplar-based theory on language acquisition;stable analytic knowledge on this specific syllable structure emerges as a function of age and frequency. Simultaneously, the data suggest a second kind of underlying variation, stemming from the contact of two conflicting typological syllable systems.
| Dokumententyp: | Zeitschriftenartikel |
|---|---|
| Fakultät: | Sprach- und Literaturwissenschaften > Department 1 |
| Themengebiete: | 400 Sprache > 400 Sprache |
| URN: | urn:nbn:de:bvb:19-epub-47156-2 |
| ISSN: | 0301-3294 |
| Allianz-/Nationallizenz: | Dieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG-geförderten) Allianz- bzw. Nationallizenz frei zugänglich. |
| Sprache: | Deutsch |
| Dokumenten ID: | 47156 |
| Datum der Veröffentlichung auf Open Access LMU: | 27. Apr. 2018 08:12 |
| Letzte Änderungen: | 04. Nov. 2020 13:24 |

