Malillo Machobane
Biographic Data
| ID | 802349 |
|---|---|
| NAME | Malillo Machobane |
| GIVEN NAMES | Malillo |
| FAMILY NAME | Machobane |
| SIGNATURE | MACHOBANE M |
| AFFILIATIONS | National University of Lesotho |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 1 |
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…
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…
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…
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…
Computer Science (4 works) · Language Development and Disorders (4 works) · Linguistics (4 works) · Philosophy (3 works) · Psychology (3 works) · Artificial Intelligence (2 works) · Artificial Intelligence (2 works) · Bantu languages (2 works) · Language acquisition (2 works) · Mathematics (2 works)