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Wh-questions: Moving beyond the first Phase.

Jill G de Villiers¹, Peter A de Villiers, Thomas Roeper

¹Smith College.

Lingua. International Review of General Linguistics. Revue Internationale De Linguistique Generale

|August 23, 2011

Summary

This study introduces a feature-checking theory for wh-movement, explaining how children acquire complex grammar. It finds that children with Specific Language Impairment (SLI) face challenges, while African American English (AAE) speakers show an advantage in handling indirect questions.

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Area of Science:

Linguistics
Developmental Psychology
Child Language Acquisition

Background:

Wh-movement in language acquisition presents challenges for children.
Existing theories struggle to explain both adult grammar and developmental pathways.
Specific Language Impairment (SLI) and dialectal variations (AAE vs. MAE) impact wh-movement processing.

Purpose of the Study:

To present a feature-checking theory of wh-movement.
To account for the acquisition of long-distance movement, indirect questions, and partial movement in child language.
To test predictions regarding SLI and dialectal differences in wh-question comprehension.

Main Methods:

Empirical study of 590 children (4-9 years old), including typically developing and language-impaired groups.
Participants represented both African American English (AAE) and Mainstream American English (MAE) speaking backgrounds.
Data collected via wh-question answering tasks following story stimuli, part of a new language assessment instrument.

Main Results:

Children with SLI demonstrated persistent difficulties with long-distance movement and medial wh-complementizer questions.
AAE-speaking children exhibited an advantage, avoiding partial movement errors.
AAE dialect's characteristic inversion in indirect questions facilitates comprehension.

Conclusions:

The feature-checking theory successfully accommodates developmental data and linguistic variations.
SLI impacts the processing of complex wh-movement structures.
Dialectal features in AAE provide a processing advantage for certain wh-question types in child language acquisition.