Abstract
The acquisition of dual and plural nominal marking was examined. Forty-four Kuwaiti Arabic-speaking children aged 4–9 years were presented with a set of pictured stimuli of real and nonsense words and were asked to provide the plural and dual form. The results showed that Feminine Sound Plural (FSP) was used early on and more frequently than the Masculine Sound Plural (MSP) and the Broken Plural (BP). FSP was noticeably employed as the default form by younger children before differentiation gained ground, and it was often overgeneralized to MSP and BP. The children showed higher accuracy in using the dual than the plural forms. Finally, young children tended to use non-conventional ways to express number marking before acquiring target forms.
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