Francina Moloi
Datos Biográficos
| ID | 802350 |
|---|---|
| NOMBRE | Francina Moloi |
| NOMBRES | Francina |
| APELLIDO | Moloi |
| FIRMA | MOLOI F |
| AFILIACIONES | National University of Lesotho |
| VERIFICADO | No |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAS | 9 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2000 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 2 |
Future-time markers in expressing English future time by Sesotho L1 speakers
The expression of future time in the English language seems to lack uniformity. The lack of consistency is influenced by speakers’ intentions, so these various ways of marking future time in English pose a challenge to second-language (L2) learners. Therefore, this article investigates first-language (L1) Sesotho speakers’ ways of expressing English future time within the basic linguistic theory framework. It further seeks to identify factors inf…
Uncovering the development of linguistic knowledge in lesser studied languages
There has recently been an increased interest in studying the language development of non-western languages. This is not new - it began in 1960’s and continued into the 1980’s and 1990’s. The current renewed interest is much welcomed, and will benefit from many of the experimental methods and theoretical insights developed over the past decades
Learning How to License Null Noun-Class Prefixes in Sesotho
Noun-class prefixes are obligatory in most Bantu languages. However, the Sotho languages (Sesotho, Setswana, Sepedi) permit a subset of prefixes to be realized as null at the intersection of 'unmarked' phonological, syntactic, and discourse conditions. This raises the question of how and when the licensing of null prefixes is learned. Using longitudinal data from three Sesotho-speaking children, this article shows that the conditions needed to li…
Free but inaccessible primary education
Learning Animacy Hierarchy Effects in Sesotho Double Object Applicatives
Researchers have long debated the means by which children learn the argument structure of verbs. Making syntactic generalizations often entails learning the semantics of different verbs, complicating and delaying the acquisition process. This study investigates four- to twelve-yearolds' and adults' knowledge of animacy hierarchy restrictions on postverbal word order in Sesotho double object applicatives, constructions where verb semantics is kept…
Rules and construction effects in learning the argument structure of verbs
Theorists of language acquisition have long debated the means by which children learn the argument structure of verbs (e.g. Bowerman, 1974, 1990; Pinker, 1984, 1989; Tomasello, 1992). Central to this controversy has been the possible role of verb semantics, especially in learning which verbs undergo dative-shift alternation in languages like English. The learning problem is somewhat simplified in Bantu double object constructions, where all appli…
Learning word-order constraints under conditions of object ellipsis
It is generally assumed that the nature of the input children hear, when combined with innate capacities for (language) learning, is sufficiently rich for language acquisition to succeed despite the presence of ungrammatical utterances. Little attention, however, has been given to how children learn grammatical constructions that are rare in the input, where both overt positive evidence and implicit negative evidence are limited. Such cases provi…
Free but inaccessible primary education
Learning How to License Null Noun-Class Prefixes in Sesotho
Noun-class prefixes are obligatory in most Bantu languages. However, the Sotho languages (Sesotho, Setswana, Sepedi) permit a subset of prefixes to be realized as null at the intersection of 'unmarked' phonological, syntactic, and discourse conditions. This raises the question of how and when the licensing of null prefixes is learned. Using longitudinal data from three Sesotho-speaking children, this article shows that the conditions needed to li…
Learning Animacy Hierarchy Effects in Sesotho Double Object Applicatives
Researchers have long debated the means by which children learn the argument structure of verbs. Making syntactic generalizations often entails learning the semantics of different verbs, complicating and delaying the acquisition process. This study investigates four- to twelve-yearolds' and adults' knowledge of animacy hierarchy restrictions on postverbal word order in Sesotho double object applicatives, constructions where verb semantics is kept…
Learning word-order constraints under conditions of object ellipsis
It is generally assumed that the nature of the input children hear, when combined with innate capacities for (language) learning, is sufficiently rich for language acquisition to succeed despite the presence of ungrammatical utterances. Little attention, however, has been given to how children learn grammatical constructions that are rare in the input, where both overt positive evidence and implicit negative evidence are limited. Such cases provi…
Learning word-order constraints under conditions of object ellipsis
It is generally assumed that the nature of the input children hear, when combined with innate capacities for (language) learning, is sufficiently rich for language acquisition to succeed despite the presence of ungrammatical utterances. Little attention, however, has been given to how children learn grammatical constructions that are rare in the input, where both overt positive evidence and implicit negative evidence are limited. Such cases provi…
Rules and construction effects in learning the argument structure of verbs
Theorists of language acquisition have long debated the means by which children learn the argument structure of verbs (e.g. Bowerman, 1974, 1990; Pinker, 1984, 1989; Tomasello, 1992). Central to this controversy has been the possible role of verb semantics, especially in learning which verbs undergo dative-shift alternation in languages like English. The learning problem is somewhat simplified in Bantu double object constructions, where all appli…
Learning Animacy Hierarchy Effects in Sesotho Double Object Applicatives
Researchers have long debated the means by which children learn the argument structure of verbs. Making syntactic generalizations often entails learning the semantics of different verbs, complicating and delaying the acquisition process. This study investigates four- to twelve-yearolds' and adults' knowledge of animacy hierarchy restrictions on postverbal word order in Sesotho double object applicatives, constructions where verb semantics is kept…
Free but inaccessible primary education
Learning How to License Null Noun-Class Prefixes in Sesotho
Noun-class prefixes are obligatory in most Bantu languages. However, the Sotho languages (Sesotho, Setswana, Sepedi) permit a subset of prefixes to be realized as null at the intersection of 'unmarked' phonological, syntactic, and discourse conditions. This raises the question of how and when the licensing of null prefixes is learned. Using longitudinal data from three Sesotho-speaking children, this article shows that the conditions needed to li…
Future-time markers in expressing English future time by Sesotho L1 speakers
The expression of future time in the English language seems to lack uniformity. The lack of consistency is influenced by speakers’ intentions, so these various ways of marking future time in English pose a challenge to second-language (L2) learners. Therefore, this article investigates first-language (L1) Sesotho speakers’ ways of expressing English future time within the basic linguistic theory framework. It further seeks to identify factors inf…
Uncovering the development of linguistic knowledge in lesser studied languages
There has recently been an increased interest in studying the language development of non-western languages. This is not new - it began in 1960’s and continued into the 1980’s and 1990’s. The current renewed interest is much welcomed, and will benefit from many of the experimental methods and theoretical insights developed over the past decades
Computer Science (6 obras) · Linguistics (6 obras) · Psychology (6 obras) · Language Development and Disorders (5 obras) · Philosophy (5 obras) · Syntax, Semantics, Linguistic Variation (4 obras) · Artificial Intelligence (3 obras) · Language acquisition (3 obras) · Multilingual Education and Policy (3 obras) · Verb (3 obras)