RECENZIJOS
|
143
lie u iy
i gi,
s uden y
pa e s u
i gi,
Gia lyg
i
ne eikéjo
da
pla in i.
Ta miy
ké u péscia
s uden-
u
i
Cia
,panaujin a*
—
ke i péscia.
Zodyno
au o iai
kai
ka
labai
kei¢ia,
pa yzdziui,
isus
ienskiemenius
i agalés
p iegaidés
zodzius
kei¢ia
i ap adZiais:
ios,
Si ios,
ku i ios,
jie,
ie
i
k .
isame
eks e,
be
i§
ku
y a
jiéjie,
jigjei, jigje,
judsiuos
(be
i
juiosius)
(Z .
p.
569).
Lyg
i
labai
apibend in ai
eikiama
ienoda
Zodziy
sandi a.
Bui iniame
kalbésenos
s iliuje
jos
bina
dazZnai,
balsiai,
d ibalsiai
—
ai
i
a,
e
balsiai,
be
-ai,
-'ai
i
-u,
-o
nesusilieja:
a éi 'ei
O-kieCei
Z ,
acaig'ei
uz iék
Bajo aiciai
i
k .
Zana yky
snek os
Zodynas
y a
s a bus
daugeliu
pozymiy —
apim imi,
g aziais
Snekamosios
kalbos
sakiniais.
Di bo
daug
zmoniu
nuoSi dZiai,
a sida e.
Zodynininky
da bas
y a
sunkus,
eikalauja
didelio
k uops umo,
akylumo,
pas o umo.
Nebu o
nuola inio
zodyno
engéju
ko-
lek y o,
jis
is
ki o,
mainési
ado ai,
odél
i
y a s y a imu.
Del
o
i
nepasek a
o
klausimo
li e a i os,
ne
An ano
Ta a és
hipe no malizmy
su
eiksmazodzZiu
p iesagomis
-y¢i
i
-in i
a si adimo
(i8 i a
p o .
Zigmo
Zinke iciaus®
),
0
Zodyno
j ade
iS
esmés
nepanag iné a.
Vy au as
Vi kauskas
Gau a
2004
04
21
Lie u iy
kalbos
ins i u as
P.
Vileisio
g.,
10308
Vilnius,
Lie u a
INETA
SAVICKIENE
THE
ACQUISITION
OF
LITHUANIAN
NOUN
MORPHOLOGY
Wien:
Ve lag de
Os e eichischen
Akademie
de
Wissenscha en,
2003,
152
p.,
ISBN
3-7001-3138-0
(Ve 6 en lichungen
de
Kommission
ii
Linguis ik
und
Kommunika ions o schung,
28)
The
monog aph
unde
e iew®
is
he
e y
i s
a emp
a
desc ibing
he
eme gence
o
nominal
g amma ical
ca ego ies
in
he
speech
o
a
Li huanian
child.
The e o e
i
dese es
pa icula
a en ion
and
a
somewha
mo e
ex ensi e
summa y,
as
e e y
u he
s udy
on
he
acquisi ion
o
nouns
will
ha e
o
e e
o
he
pionee
wo k
o
Ine a
Sa ickiené
o
Kaunas
VDU
Uni e si y.
The
collec ing
and
p ocessing
o
da a
on
he
acquisi ion
o
Li huanian
was
ini ia ed
by
P o .
Magdalena
Smoczynska
(Jagellonian
Uni e si y,
K akow)
in
1992,
and
i
ook
o e
en
yea s
o
ob ain
an
exhaus i e
desc ip ion
o
he
acquisi ion
o
mo phology
by
one
Li huanian
child’.
Ano he
schola
whose
e o s
g ea ly
con ibu ed
o
his
esea ch
was
P o .
Wol gang
U.
5
Zinke icius,
Z.,
Lie u iy
kalbos
is o ija
1V,
Vilnius,
1990,
202-203
(apie
ma indamas
‘ma yda-
mas’,
suwalginsiu
i
k .).
®
The
monog aph
is
based
on
he
doc o al
disse a ion:
Ine a
Sa ickiené,
Lie u iy
aiko
daik a a dzio
mo ologija,
Kaunas,
VDU,
1999.
The
acquisi ion
o
e bs
was
discussed
on
he
basis
o
he
same
co pus
o
da a
by
he
au ho
o
his
e iew
(Pawel
Wojcik,
The
Acquisi ion
o
Li huanian
Ve b
Mo phology:
A
Case
S udy,
K akéw:
Uni e si as
(Bal ica
Va so iensia,
2).
7
144
|
RECENZIJOS
D essle ,
he
ini ia o
and
spi i us
mo ens
o
he
in e na ional
“C osslinguis ic
P ojec
on
P e-
and
P o omo phology
in
Language
Acquisi ion”.
W.U.
D essle
was
also
he
edi o
o
he
e iewed
monog aph.
The
s udy
consis s
o
se en
chap e s
(11-124),
p eceded
by
W.
U.
D essle ’s
b ie
p esen a-
ion
o
he
p ojec
on
p e-
and
p o omo phology
and
o
he
monog aph
i sel
(7-8),
and
a
p e ace
(9-10).
I
is
supplemen ed
by
a
pape
compa ing
he
acquisi ion
o
noun
mo phology
in
Li huanian
and
Ge man
(125-138).
The
i s ,
in oduc o y
chap e
(11-15)
p esen s
he
empi ical
da a
being
he
objec
o
he
in es iga ion.
In
he
longi udinal
s udy
Sa ickiené
analysed
ansc ip s
o
con e sa ions
wi h
a
Li huanian
gi l
named
Ru a,
eco ded
and
pu
down
in
elec onic
o ma
by
he
gi l’s
mo he .
The
ma e ial
analysed
co e ed
he
pe iod
om
1
yea
and
7
mon hs
(1;7)
ill
wo
yea s
and
six
mon hs
2;6.
O e
his
pe iod,
almos
35
hou s
o
con e sa ion
we e
eco ded.
Rii a’s
and
he
pa en s’
u e ances
we e
coded
acco ding
o
CHILDES,
a
p og am
commonly
used by
psycholinguis s.
A e
he
p esen a ion
o
he
da a,
he
au ho
no es
ha
he
s udy
was
ca ied
ou
wi hin
he
amewo k
o
na u al
mo phology
and
she
gi es
b ie
desc ip ions
o
he
i s
s ages
in
he
acquisi ion
o
mo phology:
p emo phology,
p o omo phology
and
modula ised
mo phology.
She
also
poin s
ou
ha
one
o
he
goals
o
he
s udy
is
o
check
whe he
he
eme gence
o
nominal
ca ego ies
in
Ru a
co esponds
o
he
esul s
o
esea ch
in o
he
acquisi ion
o
o he
languages,
which
shows
ha
child en
i s
acqui e
diminu i es,
hen
numbe
and,
inally,
case.
In
he
second
chap e
(16-36),
he
acquisi ion
o
diminu i es
is
p esen ed.
Sa ickiené
makes
a
ew
obse a ions
on
he
meaning
o
diminu i es
in
gene al,
discusses
he
eme gence
o
diminu i e
o ms
in
Ri a,
hei
usage
by
he
gi l
and
he
mo he ,
he
seman ics
o
diminu i e
o ms
used
by
he
pa icipan s
o
he
con e sa ion
as
well as
he
p agma ics
o
diminu i es.
The
esul s
o
he
calcula ions
ca ied
ou
by
he
au ho
show
ha
diminu i es
s a ed
being
used
by
he
gi l
e y
ea ly
(al eady
a
he
age
o
1;7)
and
hei
equency
was
high
when
compa ed
wi h
he
o e all
numbe
o
nominal
o ms
( he
mos
equen
we e
o ms
deno ing
animals,
oys
and
body
pa s).
Diminu i es
we e
acqui ed
by
Ri a
ea lie
han
in lec ional
endings,
and
on
he
whole
hei
usage
was
de e mined
by
p agma ic
ac o s
(e.g.,
in
o de
o
show
a ec ion,
o
elie e
an
unpleasan
si ua ion
e c.),
whe eas
he
meaning
o
smallness
was
exp essed
by
means
o
he
adjec i e
maias
(‘li le’,
‘small’).
The
hi d
chap e
(37-48)
is
de o ed
o
he
ca ego y
o
numbe .
Fi s
o
all,
he
au ho
explains
how
his
ca ego y
unc ions
in
con empo a y
Li huanian
and
gi es
a
su ey
o
he
esul s
o
esea ch
on
he
acquisi ion
o
numbe
in
o he
languages.
Then
a
desc ip ion
o
he
eme gence
o
he
ca ego y
in
Rii a’s
speech
is
p esen ed.
He e
Sa ickiené
no es
a
e y
in e -
es ing
ac :
he
gi l
pe cei ed
he
di e ence
be ween
singula
and
plu al
e y
ea ly
(al eady
a
1;7),
bu she
con inued
o
exp ess
he
meaning
o
plu ali y
by
using
in e changeably
(o en
inco ec ly)
he
nume al
du
‘ wo’
and
he
ad e b
daug
‘many’.
The
i s
plu al
o ms
eme ged
a
1;8,
and
a
1;9
a
spu
o
plu al
o ms
was
eco ded,
and
he
i s
opposi ions
o
singula
and
plu al
o ms
we e
obse ed.
In
he
mos
ex ensi e
chap e ,
which
deals
wi h
he
acquisi ion
o
he
ca ego y
o
case
(49-
90),
Sa ickiené
analyses
he
eme gence
and
dis ibu ion
o
pa icula
cases
in
Rii a’s
speech,
p o iding
also
commen s
abou
he
seman ic
and
syn ac ic
unc ions
o
he
cons uc ions
hey
a e
used
in.
The
i s
opposi ion
no ed
by
he
au ho
a
he
age
o
1;8
was
accusa i e/geni i e
RECENZIJOS
|
145
singula
s.
nomina i e
singula .
A
he
same
ime,
nomina i e
plu al
and
oca i e
singula
o ms
eme ged.
Singula
o ms
p edomina ed
o e
he
whole
pe iod
s udied,
howe e ,
he
numbe
o
plu al
o ms
inc eased
conspicuously
only
a e
he
age
o
wo.
As
a
as
he
meaning
o
cases
is
conce ned,
he
gi l
i s
acqui ed
he
basic
meanings,
and
only
la e
on
he
pe iphe al
ones,
as
was
o
be
expec ed.
The
mos
equen ly
used
cases
we e:
he
nomina i e
in
he
unc ion
o
g amma ical
subjec ,
he
possessi e
geni i e
and
he
accusa-
i e
used
o
encode
he
di ec
objec .
This
o de
o
acquisi ion
o
cases
in
Ri a
co esponds
o
he
indings
in
o he
languages.
In
his
chap e ,
Sa ickiené
also
discusses
he
mis akes
made
by
he
child
when
p oducing
nouns.
Fo
example,
du ing
he
i s
mon hs
o
he
pe iod
s udied
(1;7-1;11)
Ri a
ended
o
eplace
endings
wi h
he
‘p emo pheme’
-a
(e.g.
smélia
ins ead
o
smélis
‘sand:NOM’,
bulia
ins ead
o
bul é
‘po a oe:NOM’,
obuoliuka
ins ead
o
obuoliuko
‘apple:DIM.GEN.SG’)*,
and
o
a
long
ime
she
used
eminine
da i e
endings
o
he
nomina i e
singula ,
e.g.
Pauliukai
ins ead
o Pauliukui
(p ope
name).
The
gi l
also
made
mis akes
in ol ing
he
use
o
cases,
o
exam-
ple,
up
o
he
age o
2:3
se e al
ins ances
o
lacking
shi
om
accusa i e
o
geni i e
wi h
nega ion
(ausy Z
nekauda
ins ead
o
ausy és
neskauda
‘ he
ea :DIM.ACC
does
no
hu ’)
we e
eco ded.
In
he
i h
chap e
(91-104),
he
acquisi ion
o
declensional
classes
is
p esen ed.
Fi s
o
all,
he
au ho
no es
ha
he e
is
no
single,
well-es ablished
classi ica ion
o
declensional
classes
in
con empo a y
s udies
on
Li huanian
g amma ,
and
she
p oposes
a
new
classi ica-
ion
o
nouns
on
he
basis
o
he
heo y
de eloped
by
Wol gang
D essle .
As
a
esul ,
wo
mac oclasses
—
masculine
(I)
and
eminine
(II)
we e
dis inguished,
hen
se en
mic oclasses
we e
in oduced
wi hin
he
i s
mac oclass
and
ou mic oclasses
plus
an
isola ed
eminine
pa adigm
(sesuo
‘sis e ’)
wi hin
he
second
mac oclass.
The
au ho
p o edes
b ie
explana ions
o
he
no ions
o
‘mic oclass’
and
‘mac oclass’,
‘in lec ional
p oduc i i y’,
e c.,
bu
hese
desc ip ions
could
be
mo e
de ailed.
Fo
example,
wha
c i e ia
we e
used
in
o de
o
es ablish
whe he
a
mic oclass
is
p oduc i e
o
unp o-
duc i e?
The
p oduc i e
classes
a e
cons i u ed
by
masculine
nouns
in
-as (class
I.1)
and
-is,
-ys
(1.3)
as well as
eminine
nouns
in
-a
(II.1)
and
-é
(11.3).
The
au ho
obse es
ha
nouns
belonging
o
hese
classes
we e
he
mos
nume ous
in
he
co pus
s udied,
and
hei
declension
was
acqui ed
i s .
The
six h
chap e
o
he
s udy
(105-118)
gi es
a
b ie
o e iew
o
he
acquisi ion
o
p o-
nouns,
wi h
pa icula
emphasis
on
he
p oblem
o
sel - e e ence
and
ha
o
he
ways
o
add essing
he
in e locu o .
I
was
obse ed
when
s udying
di e en
languages
ha
du ing
ea ly
con e sa ions
p onouns
a e
in equen
bo h
in
child’s
and
pa en s’
speech.
Ins ead,
p ope
names
o
kinship
e ms
a e
used.
The
same
was
obse ed
in
Rii a’s
and
he
mo he ’s
u e ances.
:
Simila
phenomenon
can
be
obse ed
in
e bs,
whe e
Ri a
ended
o
use
he
neu al
owel
-a
o
a
eduplica ed
syllable
ins ead
o
e lexi e
a ixes
o
p e ixes.
Howe e ,
I
would
a he
use
he
e m
‘ ille ’
o
such
subs i u ions,
as
i
is
di icul
o
judge
unambiguously
wha
he
easons
unde lying
he
use
o
such
‘emp y’
syllables
a e.
I
well
may
be
he
child’s
wish
o
p ese e
he
p osodic
shape
o
a
wo d
o
ph ase
a he
han
o
ma k
g amma ical
meaning.
146
|
RECENZIJOS
In
he
conclusions
(119-124)
Sa ickiené
no es
ha
ha ing
analysed
Ri a’s
da a
one
can
dis inguish
h ee
s ages
o
mo phological
de elopmen :
p emo phology
(1;7),
e e ing
o
he
s age
in
which
he
gi l
made
ex ensi e
use
o
onoma opoeia,
in e jec ions,
and
wo ds
which
meaning
o
o m
could
no
be
unambiguously
iden i ied;
he
s age
o
p o omo phology
(1;8-
2;3),
in
which
he
i s
g amma ical
ma ke s
eme ged,
and
he
s age
modula ised
mo phology
(2;4-2;5),
in
which
he
ca ego ies
s a ed
o
be
used
p oduc i ely.
A e
a
b ie
summa y
o
he
esul s,
he
au ho
no es
ha
he
p ocess
o
acquisi ion
o
nouns
by
Ri a
co esponds
o
he
esul s
o
s udies
on
he
acquisi ion
o
o he
languages.
Simila
conclusions
we e
d awn
on
he
basis
o
a
compa ison
be ween
he
acquisi ion
o
nouns
by
Ri a
and
by
an
Aus ian
speaking
boy
called
Jan,
desc ibed
in
he
pape
supplemen -
ing
he
monog aph
(see
oo no e
3).
Mo eo e ,
he
da a
compa ed
con i med
he
hesis
ha
child en
acqui ing
languages
which
a e
mo e
complex
wi h
espec
o
hei
mo phology
de ec
and
s a
using
mo phological
dis inc ions
ea lie
han
child en
acqui ing
languages
wi h
a
poo e
mo phology.
No
many
c i ical
ema ks
can
be
made
on
he
in e p e a ion
o
ac s
o
o ms
by
he
au ho .
We
ind
a
somewha
su p ising
segmen a ion
on
p.
24,
whe e
he
o m
up-ué-iuk-q
‘a
li le’
is
gi en
as
an
example
o
a
diminu i e
wi h
double
su ixa ion.
Synch onically,
he
simplex
o
upuciuk@
is
upu -j
(e en
hough
o mally
and
seman ically
i
esembles
a
diminu i e),
hus
upuciuka
canno
be
p esen ed
as
an
example
co esponding
o
Zmog-el-iuk-as
‘man:DIM’.
I
also
would
no
be
willing
o
ag ee
wi h
he
con en ion
ha
he
eason
why
a
an
ea ly
age
(especially
a
1;7)
Ri a
omi ed
he
i s
syllable
when
u e ing
he
name
(saying
Ty é,
Telé
ins ead
o
Ri y é,
Rii elé)
we e
di icul ies
wi h
he
p onuncia ion
o
he
sound
/ /
(p.
27).
The
ac
ha
a
di icul
sound
occu s
in
a
o m
does
no
mean
ha
he
whole
syllable
mus
be
omi ed
—
1;7
alongside
Tj é,
Telé
one
can
ind
ins ances
when
he
child
used
he
o m
Uny e.
In
sec ion
2.2.4.
(p.20),
Sa ickiené
claims
ha
Fe guson’s
s a emen
abou
baby
alk
being
a
simpli ied
egis e
does
no
hold
o
Li huanian.
As
an
a gumen
she
adduces
he
ac
ha
in
hei
con e sa ions
wi h
child en
pa en s
end
o
use
many
diminu i es,
which
a e
longe
and
mo e
di icul
o
lea n
han
simplicia.
In
my
opinion,
his
conclusion
is
oo
s ongly
o mula ed.
F equen
use
o
diminu i es
is
jus
one
o
“exp essi e
p ocesses’
(discussed
also
by
Fe guson).
Examples
o
simpli ying
and
cla i ying
p ocesses,
o
use
Fe guson’s
e minol-
Ogy,
a e
ex emely
nume ous
in
speech
di ec ed
o
Li huanian
child en
—
he
u e ances
a e
sho e ,
o ms,
ph ases
o
sen ences
a e
o en
epea ed,
nume ous
baby- alk
lexemes
a e
used,
e c.
As
men ioned
abo e,
he
in e p e a ions
o
o ms
and
ac s,
as
well
as
he
conclusions
d awn
by
Ine a
Sa ickiené
a e
basically
co ec .
A
ew
commen s
should
be
made,
howe e ,
wi h
e e ence
o
he
p esen a ion
o
he
empi ical
da a
used
by
he
au ho ,
as
well
as
o
some
calcula ions
ha
we e
based
on
i .
When
p esen ing
he
empi ical
da a
Sa ickiené
no es
ha
ci a ions,
onoma opoeia
and
baby- alk
o ms
we e
excluded
om
he
in es iga ion
(p.12).
Such
an
app oach
is
co ec ,
since
hese
o ms
do
no
p o e
ha
he
child
has
mas e ed
a
g amma ical
ca ego y
ac i ely.
Howe e ,
he
au ho
does
no
exclude
o ms
di ec ly
modelled
on
adul
u e ances.
I
seems
o
us
ha
he
easons
why
hese
o ms
we e
included
in
he
in es iga ed
co pus should
ha e
been
explained.
Imi a ions
may
ha e
some
impac
on
he
esul s
o
calcula ion,
and
no
exclud-
RECENZIJOS
|
147
ing
hem
may
lead
o
ce ain
misleading
conclusions.
I
should
be
no ed,
howe e ,
ha
in
he
main
pa
o
he
monog aph
he
au ho
does
no
o ge
his
gene al
ule
and
poin s
ou
which
nouns
we e
no
ully
spon aneous.
In
he
in oduc ion,
Sa ickiené
does
no
p o ide
in o ma ion
abou
he
o al
numbe
o
nouns
eco ded
du ing
he
con e sa ions
and
used
in
analysis.
In
he
body
o
he
book
one
inds
di e gences
be ween
he
esul s
o
he
calcula ions,
and
i
is
no
qui e
clea
how
many
o ms
we e
ac ually
analysed.
In
he
able
p esen ing
he
dis ibu ion
o
cases,
he
o e all
numbe
o
okens
used
by
he
child
seems
o
be
9,851
and
he
mo he
seems
o
ha e
used
nouns
12,869
imes
(p.
60-61),
whe eas
in
he
able
p esen ing
he
dis ibu ion
o
nouns
wi h
espec
o
hei
declension
he
numbe s
a e
9,677
and
12,812
espec i ely.
I
has
o
be
empha-
sised
ha
he
disc epancy
is
insigni ican
and
i
does
no
ha e
a
nega i e
impac
upon
he
gene al
esul s,
as
he
au ho
usually
p esen s
he
da a
in
o m
o
pe cen ages.
Finally,
ce ain
inconsis encies
can
be
obse ed
in
he
sec ion
discussing
he
use o
cases
by
Ri a
and
he
mo he .
In
able
4.2
(p.
54)
he
oca i e
is
p ope ly
excluded
om
analysis
and
i s
o ms
a e
no
calcula ed.
Howe e ,
in
ables
4.3
and
4.4,
showing
he
dis ibu ion
o
cases
wi h
espec
o
he
ea u e
o
animacy,
oca i e
o ms
a e
no
shown
in
he
ables
bu
hey
a e
calcula ed
( he
pe cen ages
o
he
six
cases
do
no
sum
up
o
gi e
100).
This
mis ake
a ec s
he
esul s
o
calcula ion,
as
oca i es
a e
e y
a ely
used
wi h
inanima e
nouns.
Mo eo e ,
he
ela i e
equency
o
inanima e
nouns
in
he
oca i e
di e s
in
he
gi l’s
and
he
mo he ’s
u e ances.
The
abo e-men ioned
ema ks
e e
o
mino
mis akes,
which
do
no
diminish
he
alue
he
exhaus i e
and
ca e ully
p epa ed
monog aph.
The
in es iga ion
has
been
ca ied
ou
ca e-
ully,
and
he
conclusions
a e
o mula ed
only
a e
a
de ailed
discussion
o
he
esul s
o
s udies
in o
he
acquisi ion
o
o he ,
ela ed
as
well
as
ypologically
di e en
languages.
I
should
inally
be
men ioned
ha
he
book
is
ca e ully
edi ed,
and
ha
he
o ms
and
agmen s
o
con e sa ions
ci ed
a e
p o ided
wi h
all
he
necessa y
g amma ical
in o ma ion.
The
s uc u e
o
he
book
is
logical,
majo
chap e s
a e
di ided
in o
smalle ,
numbe ed
sec-
ions.
This
makes
i
easy
o
he
eade
o
ind
his
way
in
he
ex .
The e
can
be
no
doub
ha
Ine a
Sa ickiené’s
monog aph
will
become
a
sou ce
o
use ul
in o ma ion
no
only
o
linguis s
o
phycholinguis s,
bu
also o
e e ybody
in e es ed
in
i s
and
second
language
acquisi ion
o
de elopmen al
psychology.
Pawel
Wojcik
Gau a
2004
06
08
Uniwe sy e
Wa szawski
Ka ed a
Jezykoznaws wa
Ogélnego
i
Bal ys yki
K akowskie
P zedmiescie
26/28
PL-00-927
Wa szawa