Influences of Phonological Context on Tense Marking in Spanish-English Dual Language Learners

Philip N Combiths; Jessica A Barlow; Irina Potapova; Sonja Pruitt-Lord

doi:10.1044/2017_JSLHR-L-16-0402

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Influences of Phonological Context on Tense Marking in Spanish-English Dual Language Learners

Journal article

Open access

Peer reviewed

Influences of Phonological Context on Tense Marking in Spanish-English Dual Language Learners

Philip N Combiths, Jessica A Barlow, Irina Potapova and Sonja Pruitt-Lord

Journal of speech, language, and hearing research, Vol.60(8), pp.2199-2216

08/16/2017

DOI: 10.1044/2017_JSLHR-L-16-0402

PMCID: PMC5829801

PMID: 28750415

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Abstract

The emergence of tense-morpheme marking during language acquisition is highly variable, which confounds the use of tense marking as a diagnostic indicator of language impairment in linguistically diverse populations. In this study, we seek to better understand tense-marking patterns in young bilingual children by comparing phonological influences on marking of 2 word-final tense morphemes. In spontaneous connected speech samples from 10 Spanish-English dual language learners aged 56-66 months (M = 61.7, SD = 3.4), we examined marking rates of past tense -ed and third person singular -s morphemes in different environments, using multiple measures of phonological context. Both morphemes were found to exhibit notably contrastive marking patterns in some contexts. Each was most sensitive to a different combination of phonological influences in the verb stem and the following word. These findings extend existing evidence from monolingual speakers for the influence of word-final phonological context on morpheme production to a bilingual population. Further, novel findings not yet attested in previous research support an expanded consideration of phonological context in clinical decision making and future research related to word-final morphology.

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Child, Preschool

Humans

Language Tests

Learning

Lyases

Multilingualism

Phonetics

Details

Title: Subtitle: Influences of Phonological Context on Tense Marking in Spanish-English Dual Language Learners
Creators: Philip N Combiths - San Diego State University
Jessica A Barlow - San Diego State University, CA
Irina Potapova - University of California, San Diego
Sonja Pruitt-Lord - San Diego State University, CA
Resource Type: Journal article
Publication Details: Journal of speech, language, and hearing research, Vol.60(8), pp.2199-2216
DOI: 10.1044/2017_JSLHR-L-16-0402
PMID: 28750415
PMCID: PMC5829801
NLM abbreviation: J Speech Lang Hear Res
ISSN: 1092-4388
eISSN: 1558-9102
Grant note: T32 DC007361 / NIDCD NIH HHS R03 DC012141 / NIDCD NIH HHS
Language: English
Date published: 08/16/2017
Academic Unit: Communication Sciences and Disorders; Center for Social Science Innovation
Record Identifier: 9984131894302771

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