The acquisition of constructions: Does modality matter?

Wright R, Geertsema S, le Roux M, Winckel E, Dabrowska E (2024)

Publication Language: English

Publication Type: Journal article

Publication year: 2024

Journal

Reading & Writing AOSIS Publishing

Original Authors: Richenda Wright, Salomé Geertsema, Mia le Roux, Elodie Winckel, Ewa Dąbrowska

Book Volume: 15

Article Number: a489

Issue: 1

Journal Issue: 1

DOI: 10.4102/rw.v15i1.489

Abstract

Background: Language analytic ability is well researched in the context of foreign language acquisition but its role in the acquisition of grammar in the native language is under investigation.
Objectives: Our study explored the influence of language analytic ability and print exposure on receptive grammar and reading comprehension in childhood. Additionally, we investigated whether exposure to specific constructions through the written modality held an advantage over exposure in the audio modality.
Method: We assessed the language analytic ability, reading comprehension, reading fluency, print exposure, and receptive grammar of 12-year-olds. Subsequently, we exposed them to written or spoken target constructions, followed by an assessment of receptive grammar. Linear regression models were used to analyse the contributions of reading fluency, print exposure, and language analytic ability to reading comprehension and receptive grammar. We also examined the influence of the intervention on receptive grammar.
Results: Language analytic ability and print exposure significantly predicted receptive grammar. Print exposure significantly predicted reading comprehension and improvement in receptive grammar.
Conclusion: Language analytic ability is important for grammar and reading comprehension development. Print exposure enhances reading comprehension by supporting vocabulary development and providing exposure to intricate structures. Both language analytic ability and experience are key factors in construction acquisition.
Contribution: This study adds to the growing body of evidence emphasising the role of language analytic skills in native language grammar acquisition and advocates for explicit grammar teaching. Furthermore, it underscores the importance of adequate print exposure in grammar acquisition and the development of reading comprehension skills.

Authors with CRIS profile

Richenda Wright Lehrstuhl für Language und Cognition (Alexander von Humboldt-Professur) Elodie Winckel Lehrstuhl für Language und Cognition (Alexander von Humboldt-Professur) Ewa Dabrowska Lehrstuhl für Language und Cognition (Alexander von Humboldt-Professur)

Involved external institutions

University of Pretoria ZA South Africa (ZA)

How to cite

APA:

Wright, R., Geertsema, S., le Roux, M., Winckel, E., & Dabrowska, E. (2024). The acquisition of constructions: Does modality matter? Reading & Writing, 15(1). https://doi.org/10.4102/rw.v15i1.489

MLA:

Wright, Richenda, et al. "The acquisition of constructions: Does modality matter?" Reading & Writing 15.1 (2024).

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