Abstract
The paper presents the results of the experimental data analysis in the said sphere, as well as the list of the researched syntactic structures. Basing upon a high degree of the data similarity, the author makes a conclusion that the native language (English) syntax acquisition is a rule-governed process, which might be based upon the operation of language universals. Taking into account the said data, the author also offers some assumptions concerning the existence of a universal sequenceof stages in the process of yes-no- and wh-questions acquisition in English as a native language, as well as regarding the different acquisition models related to different types of wh-questions. The author considers the reasons for the absence of fully inverted structures at the first three stages of the said acquisition within the framework of maturational theories. He also shows the limitations concerning their capability to explain some phenomena observed in real child speech. The paper demonstrates that the child’s speech may simultaneously contain inverted and non-inverted structures of wh-questions and offers its interpretation of this phenomenon. The author examines the possible reasons for the double marking of the auxiliary (link) verb and the grammar tense of the lexical verb. The paper also analyses the role and specifics of copying and erasing operations in generating the wh-questions structures. The author shows the limitations of linguistic rules in the verification of hypotheses concerning the operations that presumably take place in the child’s brain during the said generation. The paper outlines the prospects of further research concerning the development of pedagogical grammar, taking into account the abovementioned conclusions.
Highlights
Introduction to the seriesNumerous research in teaching foreign languages, in the development of grammar competence, often seem to lack a common framework to integrate them into a single area with uniform approaches, terminology and criteria
The object of this paper is the comparative aspect of the native (NLA) and foreign languages acquisition (FLA) with the subject being the characteristics of the NLA
The aim of this study is to analyse the latter with the purpose of its further comparison with the FLA. This is the sixth in a series of articles focusing on the Pedagogical Grammar (PG) issue [11; 12], where the author, basing on the research data, is planning to discuss the various aspects of the problem. As it was mentioned in the first article of the series [4], the development of an efficient PG should be based on an adequate FLA psycholinguistic model
Summary
Introduction to the seriesNumerous research in teaching foreign languages, in the development of grammar competence, often seem to lack a common framework to integrate them into a single area with uniform approaches, terminology and criteria. Розглянуто причини відсутності повністю інвертованих структур на перших трьох етапах згаданого засвоєння з точки зору матуралістичних теорій, а також показано певні їх обмеження з точки зору здатності пояснювати явища, що реально спостерігаються у дитячому мовленні.
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