1. Slovnična kategorija števila pri stavčnem ujemanju: dvojina v koordinaciji : Magistrsko deloTina Šuligoj, 2017, master's thesis Abstract: Magistrsko delo obravnava ujemalne vzorce v primerih koordinacije z veznikom in. Raziskava je bila izvedena med 50-imi govorci tistih slovenskih narečij, kjer je dvojina prisotna v vsakodnevni komunikaciji, in sicer so anketiranci preko spletnega vprašalnika podali sprejemljivostne sodbe za omenjene primere priredij. Ugotovitve, vezane na raziskavo, potrjujejo obstoj različnih ujemalnih strategij, ki pa se pojavljajo različno pogosto. Nadalje so ugotovljene povezave med slovničnimi oznakami za število ter slovničnimi oznakami za spol, pri čemer velja, da imajo oznake za število večji vpliv na izbiro govorcem sprejemljive ujemalne strategije kakor pa oznake za spol. Na osnovi uporabljenih primerov, ki temeljijo na dvojinskih (samostalniških) oblikah v različnih kombinacijah oznak za število in spol, ugotavljamo, da so pojavitve dvojinskih oblik torej vezane tudi na relativno zaznamovanost dvojine v primerjavi z ednino ter množino.
Keywords: stavčno ujemanje, slovenščina, koordinacija, priredje, slovnične oznake, slovnično število, dvojina, tvorbeni eksperiment, sprejemljivostne sodbe
Published in RUNG: 25.05.2017; Views: 6163; Downloads: 223
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2. Does Grammatical Structure Accelerate Number Word Learning? Evidence from Learners of Dual and Non-Dual Dialects of SlovenianFranc Marušič, Rok Žaucer, Vesna Plesničar, Tina Razboršek, Jessica Sullivan, David Barner, 2016, original scientific article Abstract: How does linguistic structure affect children’s acquisition of early number word meanings? Previous studies have tested this question by comparing how children learning languages with different grammatical representations of number learn the meanings of labels for small numbers, like 1, 2, and 3. For example, children who acquire a language with singular-plural marking, like English, are faster to learn the word for 1 than children learning a language that lacks the singular-plural distinction, perhaps because the word for 1 is always used in singular contexts, highlighting its meaning. These studies are problematic, however, because reported differences in number word learning may be due to unmeasured cross-cultural differences rather than specific linguistic differences. To address this problem, we investigated number word learning in four groups of children from a single culture who spoke different dialects of the same language that differed chiefly with respect to how they grammatically mark number. We found that learning a dialect which features “dual” morphology (marking of pairs) accelerated children’s acquisition of the number word two relative to learning a “non-dual” dialect of the same language.
Keywords: števila, številke, slovnično število, dvojina, narečja, usvajanje, učenje, slovenščina, angleščina, numbers, grammatical number, dual, dialects, acquisition, learning, Slovenian, English
Published in RUNG: 10.08.2016; Views: 4622; Downloads: 240
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3. Grammatical morphology as a source of early number word meaningsFranc Marušič, Rok Žaucer, Alhanouf Almoammer, Jessica Sullivan, Chris Donlan, Timothy O'Donnell, David Barner, 2013, original scientific article Keywords: števila, število (jezikoslovje), učenje, spoznavanje in jezik, slovenščina, arabščina (Saudova Arabija), primerjalne študije
Published in RUNG: 25.04.2014; Views: 5124; Downloads: 151
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