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The Pennsylvania State University the Graduate School Department The Pennsylvania State University The Graduate School Department of Germanic and Slavic Languages and Literatures INCONSISTENT INPUT AND AMOUNT OF EXPOSURE: CHILD LANGUAGE ACQUISITION OF FERING, A DIALECT OF NORTH FRISIAN A Dissertation in German with Applied Linguistics Option and Language Science by Alison Eisel Hendricks Doctor of Philosophy December 2014 The dissertation of Alison Eisel Hendricks was reviewed and approved* by the following: Carrie N. Jackson Associate Professor of German and Linguistics Dissertation Advisor Co-Chair of Committee Karen Miller Assistant Professor of Spanish Linguistics Dissertation Advisor Co-Chair of Committee B. Richard Page Associate Professor of German and Linguistics Head of the Department of Department Michael Putnam Associate Professor of German and Linguistics *Signatures are on file in the Graduate School iii ABSTRACT This dissertation presents six comprehension and production experiments designed to test how the amount and type of language input influence child language acquisition in a naturalistic minority language. This project focuses on the acquisition of Fering, a dialect of North Frisian spoken on the island of Föhr in northern Germany. Acquisition of a consistently produced feature, plural marking, and an inconsistently produced feature, grammatical gender, was compared in groups of bilinguals with different amounts of language input. Elementary school students (ages 6-10), high school students (ages 16- 19) and adults on Föhr completed a series of production and comprehension tasks examining their acquisition of Fering morphology. The results indicate that both the amount of language input and the type of input (consistent vs. inconsistent) influence the acquisition of morphology. Specifically, when children are exposed to inconsistent input, their production patterns depend on how much linguistic input they have access to. Children with high levels of input were able to faithfully acquire adult-like patterns of inconsistency, while children with roughly equal exposure to each language at home tended to regularize inconsistent input. Those who had a minimal amount of Frisian input tended to produce grammatical gender randomly. For consistently produced plural markings, elementary school students with larger quantities of input were more accurate in producing and comprehending plural markings. The results of this dissertation suggest that both the amount and type of language input strongly influence how children acquire their languages. iv TABLE OF CONTENTS List of Figures……………………………………………………………………………vii List of Tables ………………………………………………………………...………….ix Acknowledgements ……………………………………………………………….......xii Chapter 1.Introduction ........................................................................................................ 1 Chapter 2. Previous Literature on Acquisition ............................................................... 6 2.1 Introduction .......................................................................................................... 6 2.1.1 Models of Acquisition................................................................................... 7 2.2 Acquisition of morphology ................................................................................ 11 2.2.1 Grammatical gender .................................................................................... 12 2.2.2 Plural marking ............................................................................................. 18 2.3 Type of Input ...................................................................................................... 22 2.3.1 Variable Input ............................................................................................. 23 2.3.2 Inconsistent Input ........................................................................................ 25 2.3.3 Discussion and Summary ............................................................................ 31 2.4 Quantity of Input ................................................................................................ 32 2.4.1 Balanced bilingual acquisition .................................................................... 33 2.4.2 Unbalanced bilingual acquisition: Minority languages .............................. 36 2.4.3 Discussion and Summary ............................................................................ 43 2.5 Discussion and Summary ................................................................................... 43 Chapter 3. Description of Fering .................................................................................. 46 3.1 Introduction ........................................................................................................ 46 3.2 Bilingualism on Föhr .......................................................................................... 48 3.2.1 Languages spoken on Föhr ......................................................................... 48 3.2.2 Status of Fering ........................................................................................... 49 3.2.3 Child Bilingualism on Föhr ........................................................................ 50 3.3 Fering grammatical gender................................................................................. 51 3.3.1 Fering grammatical gender system ............................................................. 52 3.3.2 Inconsistency in Fering Grammatical Gender ............................................ 58 3.3.3 Adult Survey ............................................................................................... 64 3.4 Fering plural marking ......................................................................................... 71 3.4.1 Previous Literature ...................................................................................... 71 3.4.2 Corpus Study ............................................................................................... 73 3.4.3 Adult Survey ............................................................................................... 74 3.5 Summary and Discussion ................................................................................... 78 Chapter 4. Results: Grammatical Gender ..................................................................... 80 4.1 Introduction ........................................................................................................ 80 4.1.1 Fering Grammatical Gender ....................................................................... 82 4.1.2 Participants .................................................................................................. 83 4.1.3 General Materials ........................................................................................ 85 4.1.4 General Procedure ....................................................................................... 86 4.2 Definite article elicitation task ........................................................................... 88 4.2.1 Background ................................................................................................. 88 4.2.2 Methods and design .................................................................................... 89 4.2.3 Results ......................................................................................................... 92 v 4.2.4 Discussion ................................................................................................. 121 4.2.5 Summary ................................................................................................... 123 4.3 Pronoun Production Task ................................................................................. 124 4.3.1 Background ............................................................................................... 124 4.3.2 Methods and design .................................................................................. 125 4.3.3 Results ....................................................................................................... 126 4.3.4 Discussion and Summary .......................................................................... 134 4.4 Pronoun Comprehension Task ......................................................................... 136 4.4.1 Background ............................................................................................... 136 4.4.2 Methods and design .................................................................................. 137 4.4.3 Results ....................................................................................................... 140 4.4.4 Discussion ................................................................................................. 146 4.4.5 Summary ................................................................................................... 147 4.5 Summary and Discussion ................................................................................. 147 Chapter 5. Results: Plural Marking ............................................................................ 151 5.1 Introduction ...................................................................................................... 151 5.1.1 Plural Marking in Fering ........................................................................... 153 5.1.2 General Participants .................................................................................. 154 5.1.3 General Materials .....................................................................................
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