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How does form-meaning mapping develop over a period of 8 months in the three languages of an Afrikaans - German - South African English trilingual toddler?
Thesis (MA)--Stellenbosch University, 2024.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2024
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| _version_ | 1867613900529205248 |
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| access_status_str | Open Access |
| author | Rousseau, Jo-Anne |
| author2 | Southwood, Frenette |
| author_browse | Rousseau, Jo-Anne Southwood, Frenette |
| author_facet | Southwood, Frenette Rousseau, Jo-Anne |
| author_sort | Rousseau, Jo-Anne |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MA)--Stellenbosch University, 2024. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/130165 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:43:29.841Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/130165 How does form-meaning mapping develop over a period of 8 months in the three languages of an Afrikaans - German - South African English trilingual toddler? Rousseau, Jo-Anne Southwood, Frenette Southwood, Frenette, 1971- White, Michelle Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of General Linguistics. Multilingualism in children Second language acquisition Toddlers -- Language Language acquisition Language disorders in children -- Training of UCTD Trilingual first language acquisition Thesis (MA)--Stellenbosch University, 2024. ENGLISH ABSTRACT: Given that multilingualism is the norm in Asia and Africa, including South Africa, there is a shortage of studies focusing on so-called Trilingual First Language Acquisition (TFLA), viz. the simultaneous acquisition of three languages by young children. This study investigates the form-meaning mapping of one toddler, raised trilingually in South Africa in Afrikaans, German, and South African English. The main research question of this study focuses on how form-meaning mapping develops over a period of 8 months, from when the toddler was 16 months old until she turned 24 months old. This is a cross-linguistic longitudinal study of a descriptive nature. Across the 8-month period, a communication diary was kept by the parents of the participant in which they noted each new meaningful sound sequence as well as each previously used sound sequence onto which a new meaning was mapped, the presumed meaning of the utterance, and the context in which it occurred. These diary entries were analysed for form-meaning mapping. Formmeaning mapping can be divided into simplex (adult-like/conventional) mappings and complex (unconventional) mappings. Complex mappings can be further divided into amongst others metaphoric and metonymic mapping. A metaphor requires partial prior experience to match information from one domain with another domain, whereas metonymic mapping entails an extension / extended relationship between categories within the same conceptual domain. The form-meaning mapping analysis was heavily based on Brink’s (2023) work on early form-meaning mapping in Afrikaans-speaking children. The adapted versions of the MacArthur Bates Communicative Development Inventory (CDI), namely CDI-Afrikaans, CDI-South African English and FRAKIS (Fragebogen zur frühkindlichen Sprachentwicklung ‘Questionnaire on Early-Child Language Development’), were completed by the parents at three data collection points (16, 20 and 24 months). Also at these three data collection points, the Q-BEx (Quantifying Bilingual Experiences) questionnaire was completed, and video-recordings were made of the toddler in her home during natural interaction with her family members. These recordings were transcribed, and new sound-meaning pairs were identified and added to the list of sound-meaning pairs identified from the diary and CDIs. The results are in line with Brink’s (2023) findings: Only four of the 84 form-meaning mappings identified during the 8-month period were metaphors, while the rest were of a metonymic relation. The number of different metonymic relations increased as the age of the toddler increased. The first metaphors were produced at the age of 20 months. About half of the form-meaning mapping was produced in German. The total conceptual vocabulary was 430. The CDI results illustrate that the vocabulary size and grammar were most developed in German, the language in which the toddler received the most input. The findings of this study have practical implications for speech-language therapists and early-childhood educators in their service delivery to children attending early-childhood institutions in South Africa and Namibia. It also highlights the influence of quantity and quality of language input on vocabulary size. AFRIKAANSE OPSOMMING: Gegewe dat meertaligheid die norm in Asië en Afrika (insluitend in Suid-Afrika) is, is daar 'ntekort aan studies wat fokus op sogenaamde “Drietalige Eerstetaalverwerwing” (‘TrilingualFirst Language Acquisition’), nl. die gelyktydige aanleer van drie tale deur jong kinders.Hierdie studie ondersoek die vorm-betekenis-passing van een peuter wat drietalig inAfrikaans, Duits en Suid-Afrikaanse Engels in Suid-Afrika grootgemaak word. Diehoofnavorsingsvraag van die studie fokus op hoe vorm-betekenis-passing oor 'n tydperk van8 maande ontwikkel, vandat die peuter 16 maande oud was totdat sy 24 maande oud gewordhet.Dit is 'n kruislinguistiese, longitudinale studie van 'n beskrywende aard. Oor die tydperk van8 maande is 'n kommunikasiedagboek deur die ouers van die peuter gehou waarin hulle elkenuwe betekenisvolle klankreeks aangeteken het asook elke klankreeks wat voorheen gebruikwas maar waarmee daar 'n nuwe betekenis gepas is, die veronderstelde betekenis van dieuiting, en die konteks waarin dit voorgekom het. Hierdie dagboekinskrywings is ontleed virvorm-betekenis-passing. Vorm-betekenis-passing kan verdeel word in simplekse (volwasseagtige/konvensionele) passings en komplekse (onkonvensionele) passings. Kompleksepassings kan verder verdeel word in onder andere metaforiese en metonimiese passings. 'nMetafoor vereis gedeeltelike vorige ervaring om inligting van een domein by 'n ander domeinte pas, terwyl metonimiese passing 'n uitgebreide verhouding tussen kategorieë binnedieselfde konseptuele domein behels. Die analise van vorm-betekenis-passing is op Brink(2023) se werk oor vroeë vorm-betekenis-passings deur Afrikaanssprekende kinders gebaseer.Die aangepaste weergawes van die MacArthur-Bates Communicative Development Inventory(CDI), naamlik CDI-Afrikaans, CDI-Suid-Afrikaanse Engels en FRAKIS (Fragebogen zurfrühkindlichen Sprachentwicklung ‘Vraelys oor vroeë kindertaalontwikkeling’ in Duits), isdeur die ouers by drie dataversamelpunte voltooi (16, 20 en 24 maande). By hierdie driepunte is die Q-BEx (Quantifying Bilingual Experiences ‘Kwantifisering van TweetaligeErvaringe’) -vraelys ook voltooi, en is video-opnames van die peuter in haar huis tydensnatuurlike interaksie met haar familielede gemaak. Hierdie opnames is getranskribeer ennuwe klank-betekenis-pare is geïdentifiseer en bygevoeg by die lys van klank-betekenis-parewat uit die dagboek- en CDI-data geïdentifiseer is.Die resultate van hierdie studie stem ooreen met dié van Brink (2023): Slegs vier van die 84vorm-betekenis-passings wat gedurende die 8-maande-periode geïdentifiseer is, wasmetafore, terwyl die res 'n metonimiese verband gehad het. Die aantal verskillende metonimiese verhoudings het toegeneem namate die peuter se ouderdom toegeneem het. Dieeerste metafore is op die ouderdom van 20 maande geproduseer. Ongeveer die helfte van dievorm-betekenis-passings is in Duits geproduseer. Die peuter se totale konseptuele woordeskatop 24 maande was 430. Die CDI-resultate toon aan dat haar woordeskatgrootte engrammatika beter ontwikkeld was in Duits, die taal waarin die sy die meeste toevoer ontvanghet, as in die ander twee tale.Die bevindinge van hierdie studie het praktiese implikasies vir spraak-taalterapeute envroeëkinderopvoeders in hul dienslewering aan kinders wat vroeëkinderinrigtings in Suid-Afrika en Namibië bywoon. Dit beklemtoon ook die invloed van die kwantiteit en kwaliteitvan taaltoevoer op woordeskatgrootte. Masters 2024-03-04T06:12:45Z 2024-04-26T07:40:35Z 2024-03-04T06:12:45Z 2024-04-26T07:40:35Z 2024-03 Thesis https://scholar.sun.ac.za/handle/10019.1/130165 en_ZA Stellenbosch University 161 pages : includes appendix application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Multilingualism in children Second language acquisition Toddlers -- Language Language acquisition Language disorders in children -- Training of UCTD Trilingual first language acquisition Rousseau, Jo-Anne How does form-meaning mapping develop over a period of 8 months in the three languages of an Afrikaans - German - South African English trilingual toddler? |
| title | How does form-meaning mapping develop over a period of 8 months in the three languages of an Afrikaans - German - South African English trilingual toddler? |
| title_full | How does form-meaning mapping develop over a period of 8 months in the three languages of an Afrikaans - German - South African English trilingual toddler? |
| title_fullStr | How does form-meaning mapping develop over a period of 8 months in the three languages of an Afrikaans - German - South African English trilingual toddler? |
| title_full_unstemmed | How does form-meaning mapping develop over a period of 8 months in the three languages of an Afrikaans - German - South African English trilingual toddler? |
| title_short | How does form-meaning mapping develop over a period of 8 months in the three languages of an Afrikaans - German - South African English trilingual toddler? |
| title_sort | how does form meaning mapping develop over a period of 8 months in the three languages of an afrikaans german south african english trilingual toddler |
| topic | Multilingualism in children Second language acquisition Toddlers -- Language Language acquisition Language disorders in children -- Training of UCTD Trilingual first language acquisition |
| url | https://scholar.sun.ac.za/handle/10019.1/130165 |
| work_keys_str_mv | AT rousseaujoanne howdoesformmeaningmappingdevelopoveraperiodof8monthsinthethreelanguagesofanafrikaansgermansouthafricanenglishtrilingualtoddler |