The role of language input in the early acquisition of Dutch: the relative importance of social-pragmatic versus formal aspects.

This project investigates to what extent the linguistic variation in a group of 47 Flemish Dutch-learning toddlers correlates with a number of child-external factors. The selected external factors relate to the child's linguistic input, namely (a) the frequency of language input, and (b) the pragmatic style that mothers use in interaction with their children. Both aspects have been suggested in the literature as being of importance.

Keywords:INPUT FACTORS, LANGUAGE ACQUISATION

Disciplines:Language studies, Linguistics, Literary studies