The role of Function Words to build syntactic knowledge in French-speaking children

Abstract

AbstractThe question of how children learn Function Words (FWs) is still a matter of debate among child language researchers. Are early multiword utterances based on lexically specific patterns or rather abstract grammatical relations? In this corpus study, we analyzed FWs having a highly predictable distribution in relation to Mean Length Utterance (MLU) an index of syntactic complexity in a large naturalistic sample of 315 monolingual French children aged 2 to 4 year-old. The data was annotated with a Part Of Speech Tagger (POS-T), belonging to computational tools from CHILDES. While eighteen FWs strongly correlated with MLU expressed either in word or in morpheme, stepwise regression analyses showed that subject pronouns predicted MLU. Factor analysis yielded a bifactor hierarchical model: The first factor loaded sixteen FWs among which eight had a strong developmental weight (third person singular verbs, subject pronouns, articles, auxiliary verbs, prepositions, modals, demonstrative pronouns and plural markers), whereas the second factor loaded complex FWs (possessive verbs and object pronouns). These findings challenge the lexicalist account and support the view that children learn grammatical forms as a complex system based on early instead of late structure building. Children may acquire FWs as combining words and build syntactic knowledge as a complex abstract system which is not innate but learned from multiple word input sentences context. Notably, FWs were found to predict syntactic development and sentence complexity. These results open up new perspectives for clinical assessment and intervention.