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Adding Subjects on the Left

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Developing Language and Literacy

Part of the book series: Literacy Studies ((LITS,volume 23))

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Abstract

Children acquiring English and French do not initially produce any subjects with the verbs that appear in their early two-word utterances. Instead, in both languages children depend heavily on the communicative context for interpretation of what they are trying to say. But they appear to realise early on that subjects are required in these languages. They begin to produce occasional fillers, usually a schwa vowel, in the preverbal slot, and then progress to pronouns and a few lexical nouns in this slot as they produce longer utterances. In this chapter I track the progress children make as they master the options available in English and in French, and show how the forms in adult speech offer somewhat different models in the two languages for how to express subjects. I suggest that the patterns of omission and later use are in large part an effect of information structure, determined by what is given versus new in the current exchange.

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Notes

  1. 1.

    Some subjectless forms also appear in writing, in what has been called ‘diary’ style, e.g., Spent the day in the barn, or Have been thinking about last summer (see Schmerling, 1973; Thrasher, 1977).

  2. 2.

    Researchers in the past have counted noncanonical question forms in children as errors (e.g., Brown, 1973, p. 180; Nakayama, 1987, p. 124).

  3. 3.

    None of the parents whose speech Estigarribia (2010) analyzed reached a 90% criterion on canonical question use, the criterion often used to assess children’s acquisition of specific syntactic forms (Brown, 1973).

  4. 4.

    Their ability to combine two words in such utterances depends in part on motor ability as they become more fluent in production (Clark, 1993) and probably in part on the ability to retrieve the words on time from memory.

  5. 5.

    Such entities are also likely to be identified with gaze or gesture as being in joint attention, within an exchange.

  6. 6.

    See, for example, Allen and Schröder 2003 (Inuktitut); Narasimhan et al. 2005 (Hindi); Serratrice 2005 (Italian); Guerriero et al. 2006 (Japanese); Clancy 2003 (Korean); Huang 2011 (Mandarin), and Gürcanli et al. 2007 (Turkish).

  7. 7.

    In French class 1 verbs (ending in -er), these two forms, infinitival (INF) and participial (PP), are homophonous.

  8. 8.

    The combination of lexical nouns and clitic pronouns as subjects has led some researchers to consider clitic pronouns as inflectional elements (e.g., Jakubowicz et al., 1997; Auger, 1995) but others have advanced compelling theoretical and empirical arguments against such an account (see, e.g., Côté, 2001; De Cat, 2005).

  9. 9.

    See also Bottari et al. 1993/1994 (Italian); and Christofidou and Kappa 1998 (Greek).

  10. 10.

    Most of the examples cited come from children between 1;6 and 3;0.

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  1. Stanford University, Stanford, CA, USA

    Eve V. Clark

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  1. Department of Communication Disorders, Tel Aviv University, Tel Aviv, Israel

    Ronit Levie

  2. Department of Communication Disorders, Tel Aviv University, Tel Aviv, Israel

    Amalia Bar-On

  3. Department of Communication Disorders, Hadassah Academic College, Jerusalem, Israel

    Orit Ashkenazi

  4. Department of Communication Disorders, Tel Aviv University, Tel Aviv, Israel

    Elitzur Dattner

  5. School of Education, Tel Aviv University, Tel Aviv, Israel

    Gilad Brandes

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Clark, E.V. (2022). Adding Subjects on the Left. In: Levie, R., Bar-On, A., Ashkenazi, O., Dattner, E., Brandes, G. (eds) Developing Language and Literacy. Literacy Studies, vol 23. Springer, Cham. https://doi.org/10.1007/978-3-030-99891-2_2

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