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Grammatical gender in bilingual Norwegian-Russian Acquisition: The role of input and transparency

Permanent lenke
https://hdl.handle.net/10037/8525
DOI
https://doi.org/10.1017/S1366728915000668
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article.pdf (524.0Kb)
Accepted manuscript version (PDF)
Dato
2015-09-18
Type
Journal article
Tidsskriftartikkel
Peer reviewed

Forfatter
Rodina, Yulia; Westergaard, Marit
Sammendrag
This paper investigates the role of parental input and transparency in the acquisition of two different gender systems, Norwegian and Russian, by bilingual children living in Norway. While gender in Russian is generally predictable from the morphophonological shape of the noun (with some exceptions), gender assignment in Norwegian is opaque. An experimental production study was carried out with two groups of bilinguals, children with one or two Russian-speaking parents, and monolingual controls (age 4;1–7;11). The findings show that both groups of bilinguals perform similarly to monolinguals in Norwegian, the majority language, despite the lack of transparency. In Russian, on the other hand, not only quantitative, but also qualitative differences are found in the data of the bilingual children with the least exposure to the language. These qualitative differences indicate that early age of onset is not sufficient to acquire phenomena such as gender; extensive input is necessary.
Beskrivelse
Accepted manuscript version. Published version available at http://dx.doi.org/10.1017/S1366728915000668
Forlag
Cambridge University Press
Sitering
Bilingualism: Language and Cognition 2015
Metadata
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