Re: L1 learning question

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Nik Taylor wrote:

>When children learn a language like Spanish, which has multiple verb
>paradigms, do they ever confuse the paradigms?  For example, do young
>children sometimes produce forms like *habli', much as English-speaking
>children sometimes say things like *speaked?  I realize that's not =
quite
>the same, since that's a matter of irregular vs. regular (and the
>contrast between the correct hable' and the incorrect habli' is
>predictable based on verb class), but it's a related issue.  Also, if
>they do, are -er and -ir endings more often confused than those and =
-ar,
>since the -er and -ir have fewer differences, so are children more
>likely to produce a form *podimos than *hablimos?
>From my personal experience, children almost never confuse person or =
number, and never use the endings for -ar in -er, -ir verbs (or =
viceversa). The endings tend to be strongly attached to the verb, and =
infinitives are often used. The future tense is rarely used, and is =
modelled by the equivalent of a "going to" construction:

"Hablare'" -> "Voy a hablar"
"Vendra'n" -> "Van a venir"

so the child is hearing infinitives all the time.

The main source of confusion, of course, is irregularity: children =
always tend to say (from "caber") *"cabo" instead of the correct form =
"quepo", for example. But surprisingly, I've never heard a child using =
regularized incorrect forms of the predictably irregular verbs like =
"morir" and "son~ar":

"morir" -> "yo muero, nosotros morimos"
"son~ar" -> "yo suen~o, nosotros son~amos"

IIRC these verbs had long /o:/ in Latin, which was diphthongized in =
Spanish as /we/ when stressed, and shortened to /o/ otherwise. It might =
be that most present tense forms take the irregular inflection, so the =
child is exposed to them all the time.

I've seen some cases of confusion about the long /e:/ Latin verbs =
(similarly producing /je/ and /e/ in Spanish):

"querer" -> "yo quiero, nosotros queremos" sometimes *"yo quero"

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