The acquisition of English modal constructions: a corpus-based analysis.

Abstract

The English modal system is complex, exhibitingmany-to-one, and one-to-many, form-function mappings. Usage-based approaches emphasise the role of the input in acquisition but rarely address the impact of form-function mappings on acquisition. To test whether consistent form-function mappings facilitate acquisition,we analysed two dense mother-child corpora at age 3 and 4. We examined the influence on acquisition of input features including form-function mapping frequency and the number of functions a modal signifies, using innovative methodological controlsfor other aspects of the input (e.g., form frequency) and child characteristics (e.g., age as a proxy for socio-cognitive development). The children weremore likely to produce the frequent modals and form-function mappings of their input but modals with fewer functions in caregiver speech did not promote acquisition of these forms. Our findings support usage-based approaches to language acquisition and demonstrate the importance of applying appropriatecontrols when investigating relationships between input and development.