This study delves into the syntactic parsing abilities of children and infants exposed to Catalan as their first language. Focusing first on ages 3 to 6, we conducted two sentence-picture matching tasks. In experiment 1, 3 to 4-year-old children failed in identifying singular third-person subjects within null-subject sentences, although they…

This study investigates children's identification of prosodic focus in Hungarian, a language in which syntactic focus-marking is mandatory. Assuming that regular syntactic focus-marking diminishes the disambiguating role of prosodic marking in acquisition, we expected that in sentences in which focus is only disambiguated by prosody, adult-like…

This study investigates the knowledge of bilingual speakers of Catalan and Spanish regarding the production of object pronominal clitics (excluding non-reflexive third-person clitics), with a focus on: (i) their morphology, considering the variants that coexist for each form, and (ii) their syntactic placement (proclitic or enclitic) with respect…

We examine the inflectional productions of seven Catalan, seven Galician, and seven Spanish speaking agrammatic subjects in an elicitation and a sentence repetition task and consider them in the light of the Tree Pruning Hypothesis (TPH). The results show relatively spared subject person/number agreement with the verb and impaired tense marking…

Describes and explains interrelationship among nouns, adjectives, pronouns, and determiners making up the Spanish determiner and adjective phrase. (BK)

Discusses an analysis of grammar that systematizes knowledge about language according to new parameters but continues to view traditional grammar as the backbone of language structure. (NCR)

The aim of this paper is to account for some semantic properties of Romanian interrogatives "ce" and "cine" by establishing some definite correlations between various contextual restrictions governing the use of these interrogative particles and the "meaning" which might be assigned to each of these particles in any…

Discusses the experiences of a Malaysian student studying Spanish as a Second Language in an all-female Irish secondary school, focusing on common difficulties encountered by Asian students of Romance languages. It is argued that the teaching of Romance languages often unfairly presupposes a knowledge of Latin or French on the part of learners.…

All modern Romance languages except Rumanian have a class of causative + infinitive construction in which the infinitive subject surfaces as an agentive. This article investigates the question of how agentivization of the infinitive subject is to be handled in these languages. (DS)

Compares the results from monolingual children with object omissions in bilingual children who have acquired two languages simultaneously. Claims that the difference between monolingual and bilingual children is due to crosslinguistic influences in bilingual children. (Author/VWL)

Comments are provided by ten authors in response to an article on language separation and crosslinguistic influence in bilingual first language acquisition. (Author/VWL)

Responds to comments by various researchers on an early article presented in the same issue of this journal, claiming that language separation and crosslinguistic influence coexist in bilingual first language acquisition. (Author/VWL)

This book represents, in part, the written record of the "Linguistic Symposium of Romance Languages: Application of Generative Grammar to Their Description and Teaching," held at the University of Florida, Gainesville, in February 1971. The aim of the Symposium was to bring forth contributions in the description of Romance languages, to draw…

This selective bibliography lists 4 books and 11 journal articles dealing with Italian-English contrastive studies. The entries range in date from 1957 to 1973 with the majority published since 1965. The books cited are American or Italian publications and the articles appeared in well-known European or American pedagogical language journals. (TL)

This selective bibliography lists 14 books and 24 journal articles dealing with French-English contrastive studies. The entries range in date from 1954 to 1975 with the majority published since 1965. The books cited are mostly European or American publications and the articles appeared in well-known European or American pedagogical language…