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Aquisição do complemento direto preposicionado em crianças bilingues português europeu/espanhol ibérico
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Relativamente a crianças monolingues, o uso mais prototípico do complemento direto preposicionado (o uso da preposição a para marcar a animacidade) dá-se antes dos três anos de idade (Rodríguez-Mondoñedo 2008). No entanto, poucos são os estudos que se debruçam sobre a aquisição deste fenómeno em crianças bilingues. A presente dissertação foca-se na aquisição do complemento direto preposicionado em crianças bilingues português europeu-espanhol ibérico, residentes em Portugal, com 4 e 5 anos. Foi utilizado um teste de produção induzida que considerava a variável animacidade, tendo em conta a escala de Aissen (2003). Procurou-se também determinar se o tipo de input a que a criança está exposta em casa tinha influência no seu desempenho. Os resultados obtidos mostram que as crianças até aos 5 anos ainda não dominam completamente todas as propriedades associadas ao complemento direto preposicionado, confirmando a complexidade do fenómeno que envolve a interface entre diferentes tipos de conhecimento gramatical. As crianças manifestaram mais dificuldades na realização de complementos diretos animados (humanos e não humanos) do que na realização de complementos diretos não animados. As crianças cujos pais tinham ambos o espanhol como língua materna e que interagiam com a criança nessa língua tiveram melhores desempenhos do que as crianças que tinham pais falantes nativos de línguas maternas diferentes.
Regarding monolingual children, the acquisition of Differential Object Marking (DOM) occurs before the age of three (Rodríguez-Mondoñedo 2008). However, few studies have addressed the acquisition of this phenomenon in bilingual children. The present study focuses on the acquisition of DOM in European Portuguese-Iberian Spanish bilingual children living in Portugal. The participants performance was tested through an elicited production test that considered the animacy variable in this structure taking into account for the Aissen scale (2003). The fact that it envolves interface properties which may make it harder to acquire, was also considered, as was the relevance of certain input aspects such as the parents’ native language which may influence the acquisition of this structure. The results showed that the children under 5 years old do not yet ully master the DOM properties investigated, confirming the complexity of the phenomenon towards the interfaces involved. The scale of animacy seems relevant during the process of acquisition as 5-year-old children already appear to distinguish human and nonhuman animate objects. The children whose parents have both Spanish as their native language and communicate with the child in Spanish have better results than those parents have different native languages.
Regarding monolingual children, the acquisition of Differential Object Marking (DOM) occurs before the age of three (Rodríguez-Mondoñedo 2008). However, few studies have addressed the acquisition of this phenomenon in bilingual children. The present study focuses on the acquisition of DOM in European Portuguese-Iberian Spanish bilingual children living in Portugal. The participants performance was tested through an elicited production test that considered the animacy variable in this structure taking into account for the Aissen scale (2003). The fact that it envolves interface properties which may make it harder to acquire, was also considered, as was the relevance of certain input aspects such as the parents’ native language which may influence the acquisition of this structure. The results showed that the children under 5 years old do not yet ully master the DOM properties investigated, confirming the complexity of the phenomenon towards the interfaces involved. The scale of animacy seems relevant during the process of acquisition as 5-year-old children already appear to distinguish human and nonhuman animate objects. The children whose parents have both Spanish as their native language and communicate with the child in Spanish have better results than those parents have different native languages.
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Palavras-chave
Animacidade Interface Bilinguismo Complemento direto preposicionado Input Língua materna differential object marking Bilingualism Animacy Interface Native language