Lietuvių kalbos gramatinių ypatybių įsisavinimo anglų kalbos aplinkoje sunkumai

BENDRINĖ KALBA 89 (2016) www.bendrinekalba.lt ISSN 2351-7204 AGNĖ BLAŽIENĖ Vytautas the Great University APPRENTICAGE OF LITHUANIAN LANGUAGE GRAMMATICAL FEATURES ENGLISH LANGUAGE DIFFICULTIES IN THE ENVIRONMENT KEY WORDS: language acquisition, bilingualism, coherent narrative, children’s language. INTRODUCTION In the last decade, with attention to Lithuanians living in other countries, there have been works aimed at establishing the relations of Lithuanians living in emigration with other Lithuanians and the experience of forming themselves in a new space (Liubinienė 2009), the perception of identity, the connections with Lithuania (Čiubrinskas, Kuznecovienė 2008). In addition to social issues, the discussions focus on the preservation of Lithuanian language, which is also considered one of the features of Lithuanian identity, and its use in families and communities. More frequently examined are Lithuanian education and challenges of Lithuanian education (Dautartas 2005; Celešiūtė 2008; Aleksandravičius, Kuzmickaitė 2008; Tamošiūnaitė 2012), the attitude of parents to Lithuanian education (Šutinienė 2009), factors determining the preservation of the inherited language of first, second, third generation emigrants (Tamošiūnaitė 2008), methods of language management in families preserving the mother tongue (Jakaitė-Bulbukienė 2014, 2015a, 2015b) and others. Several larger-scale studies are worth mentioning, which aimed to establish the relationship between the 1 languages used in large Lithuanian cities and national identity (project Cities and Languages, Ramonienė 2010), to investigate the linguistic behaviour, linguistic repertoire, linguistic attitudes of Lithuanian emigrants (project The Language of Emigrants, Ramonienė 2015), to examine the 2 peculiarities of the Lithuanian language in the diaspora, the level of language proficiency, the reasons for its decline, etc. (project Lithuanian language in the diaspora: proficiency, use, decline). 3 Increasingly, research focuses on the linguistic aspects of the interface between two languages and the influence of the dominant language on the inherited or home language. For example, Lionginas Pažūsis (2009) investigated the characteristics of the change of Lithuanian codes in North America, the influence of English on Lithuanian, and described some of the signs of the decline of Lithuanian. To determine the Lithuanian language 1 The project was carried out in 2007–2009 at Vilnius University, supervisor prof. dr. Meilutė Ramonienė, funded by the Lithuanian State Foundation for Science and Studies (see project website: http://projektai.vu.lt/miestaiirkalbos/). 2 Projektas vykdytas 2011–2013 m. Vilniaus universitete, vadovė prof. dr. Meilutė Ramonienė. 3 Projektas vykdomas 2015–2017 m. Vilniaus universitete, vadovė prof. dr. Meilutė Ramonienė (žr. projekto interneto svetainę: http://wp.eln.lt/apie-projekta/). AGNĖ BLAŽIENĖ. Lietuvių kalbos gramatinių ypatybių įsisavinimo anglų kalbos aplinkoje sunkumai BENDRINĖ KALBA 89 (2016) www.bendrinekalba.lt ISSN 2351-7204 the characteristics of the acquisition of another language in the environment, the factors that promote and inhibit language development, attention was paid to children's language. By applying various long-term observation and experimental methods, the lexical and grammatical characteristics of the acquisition of the native Lithuanian language by bilingual children in the German (Balčiūnienė, Kalninytė, Krivickaitė 2011) and English language environments (Blažienė 2015) have been investigated. The language of bilingual (Lithuanian-English, Russian-Lithuanian) and monolingual children was also compared (Kalninytė 2013; Balčiūnienė, Kalninytė 2013; Krivickaitė 2014;), the grammatical features of code change of Lithuanian as native and second (foreign) language were studied (Dabašinskienė, Čubajevaitė 2009; Dabašinskienė, Balčiūnienė, Kalninytė 2014), loss of native Lithuanian language in childhood, rapid acquisition of another language, international adoption cases (Ramonaitė 2013). Although there is a growing number of studies examining the peculiarities of the Lithuanian language of Lithuanians living in emigration, there is a lack of more detailed and larger-scale studies that would help the authors of methodological tools, preparing materials for teaching and learning Lithuanian, to focus on the linguistic characteristics of Lithuanian language acquired in the environment of another language. Such studies are also important for teachers of Lithuanian schools, speech therapists, working with children who have difficulties learning their native Lithuanian language in a foreign language environment, as well as with children who have returned to live in Lithuania, whose Lithuanian language knowledge and skills do not match their peers. Lithuanian language skills in Lithuania. Taking into account these and many other aspects, a large-scale research was carried out to determine the lexical and grammatical characteristics of Lithuanian language learned in English gramatines ypatybes 4 . Straipsnio tikslas – aptarti keletą gimtosios lietuvių kalbos, įsisavinamos language environment (selection, coordination and management of spelling paradigms, use of the negative pronoun) that cause difficulties to children. 1. RESEARCH MATERIAL AND METHODOLOGY The survey was conducted in April-June 2013 in four London boroughs. 156 children’s stories were collected using the lituanistinėse mokyklose, kurios veikia nuo vienų iki dešimties metų skirtinguose Londono task of creating a coherent narrative based on pictures, and a sociolinguistic survey of the parents (guardians) of the children was carried out to identify lexical and grammatical characteristics. This article is limited to the grammatical 4 Tyrimo pagrindu rengiama disertacija, kurios vienoje dalių išsamiai aptariamos dvikalbių vaikų lietuvių kalbos features, especially those that cause difficulties for monolingual children in acquiring Lithuanian language. AGNĖ BLAŽIENĖ. Lietuvių kalbos gramatinių ypatybių įsisavinimo anglų kalbos aplinkoje sunkumai BENDRINĖ KALBA 89 (2016) www.bendrinekalba.lt ISSN 2351-7204 the child’s living environment, the languages used in the family, the frequency of use of the relevant language, etc. The data of the questionnaire showed that the subjects are very different, therefore, the children whose mother tongue of both parents is Lithuanian and who were born in an English-speaking environment (95% of all the subjects) or who were born in iki vienų metų amžiaus (5 proc. visų tiriamųjų). Taigi iš viso atrinkta 100 vaikų, kurie atitiko Lithuania but came to an English-speaking environment were selected for the study and the coherent stories created by them were examined. The subjects were divided into 6 age groups (see table). TABLE. Data on subjects Age Number Average age of the group Group of children Gender Country Girls-Boyof birth s-United United 6–6;11 m. Kingdom 7 Lithuania (LT) 4–4;11 m. 4;7 15 9 6 15 -5–5;11 m. 5;4 27 13 14 27 -6 months) 8–8;11 m. 8;3 16 10 6 16 -9–9;11 m. 9;3 10 3 7 10 - 6;4 15 10 5 14 (LT lived 1 child 7–7;11 m. 7;5 17 15 2 13 4 children (LT lived: 3 months ; 6 months ; months ; 10 months) Total: 100 60 40 95 5 During the study, the aim was to interview as many children as possible, so their number in each age group was not limited and is uneven. The lowest number of participants (10) is in the age group of 9-10 years old, because the number of children of this (and older) age in Lithuanian schools decreases significantly because children choose to attend other, usually English-language, kindergartens in English-language schools or other educational institutions. It was mentioned that the children heard Lithuanian as their mother tongue from both parents, kalba, vaikai buvo skatinami šia kalba kalbėti tiek su tėvais, tiek su broliais ir (ar) seserimis. Anketinės apklausos duomenys suteikė žinių apie tai, kad visi vaikai gebėjo bendrauti anglų Lithuanian was the predominant language in the families, and this language was used half the day by the majority of the 4-8 year olds, and 75% of the day by the 9-9 and 11 year olds. Most of the children of all ages attended the Lithuanian school for about two years, visiting Lithuania once a year and spending about two weeks there. Lankydamiesi Lietuvoje vaikai lietuviškai bendravo su seneliais, kitais šeimos nariais, bendraamžiais. AGNĖ BLAŽIENĖ. Lietuvių kalbos gramatinių ypatybių įsisavinimo anglų kalbos aplinkoje sunkumai BENDRINĖ KALBA 89 (2016) www.bendrinekalba.lt ISSN 2351-7204 The research data were collected using the method of connected narrative creation. The children were asked to play a game by following the story according to the following sequence of six storyboard pictures, arranged in front of the child in a horizontal order from left to right (see picture). The time of preparation for creating the story, the duration of the story were not limited, the researcher did not interrupt the child while creating the story, did not ask questions that could suggest the plot of the story, did not correct the child’s differently named characters, but encouraged them to speak with supportive words (yes, mhm, good). Any story created by a child is evaluated positively, the child is praised. Both before and during the study, the investigator communicated with the child in Lithuanian. PAV. The method of storytelling according to the sequence of pictures was chosen because this activity is familiar to children, recognizable, applicable to both preschool and school education, does not cause tension to children. In addition, cohesive narrative is a linguistic activity involving the choice of words, morphological forms, grammatical rules, text-linking tools and other narrative-building strategies so that the listener understands the narrator’s story. The language of the coherent narratives and its analysis provide data on the lexical, grammatical and other linguistic characteristics of the native Lithuanian language, learned and used in the English language environment (see stories told by several subjects): 5 INF14: Once there were some four birds / and there was a mother bird and three other birds wanted to eat after / mother bird flew out to catch a snail and took a snail / and then the cat saw and wanted to eat those birds / and then saw / and Here and further examples at the beginning of the abbreviation INF (informant) and the number shows 5 that the informants in the study material were divided from the youngest to the oldest, then each subject, in order to ensure anonymity, was given a code. Slashes separate the sentences, i.e. the parts of speech before and/or after the child’s pause or breathing, and the sign +… indicates an incomplete sentence. In these and other examples the punctuation marks are placed according to the punctuation rules approved by the State Lithuanian Language Commission, while the grammatical ones follow the rules of the State Lithuanian Language Commission. klaidos paliktos tokios, kokias pasakė vaikas. AGNĖ BLAŽIENĖ. Lietuvių kalbos gramatinių ypatybių įsisavinimo anglų kalbos aplinkoje sunkumai BENDRINĖ KALBA 89 (2016) www.bendrinekalba.lt ISSN 2351-7204 6 INF81: one day there lived three pigeons, one mother pigeon / and then mother pigeon flew out to eat / and then the cat saw: there are little pigeon cubs / and then that cat climbed on a tree / the puppy then comes on / then the cat looked up, to the trees, to those pigeons and then began to climb on a tree / then the puppy came and saw that +… / and then looks, thinks that he will take those birds / and then after that the puppy dug on the cat’s tail [= bitten the cat in the tail?] / mother pigeon flew up, gives snails to eat / and then the puppy ran after the cat so that he would not see it again / and then with those pigeons mother gave food [= and then mother gave food to those pigeons] (8;5). The stories were recorded on a recorder that was not visible to the children. The collected recordings were transcribed in accordance with the international standards for transcription of children’s language CHAT (Codes for the Human Analysis of Transcripts), morphologically coded, i.e. the grammatical categories (part of speech, number, gender, time, etc.) of each word used in the 7 story were indicated. This work was done semi-automatically, but due to the morphological ambiguity of the language, the researcher had to review the ambiguous words and select the appropriate morphological coding variant. Each grammatically incorrect word or word combination found in the story is marked with a special tag, indicating the language aspect of the grammatical error (morphology, syntax) and type (number matching error, syllable management error, etc.) so that the program automatically recognizes the corresponding type of errors during error analysis. The aim of this study was to discuss some features of grammar acquisition, determined by analyzing grammatical errors found in coherent stories, which in children's language studies most often show a certain phase of language development and its characteristics. 2. LITHUANIAN LANGUAGE GRAMMATIC DIFFICULTIES Lithuanian language is a language with rich and complex morphology, but, as studies of language acquisition show (Savickienė 1999, 2003; Wójcik 2000; Balčiūnienė 2009; 6 Kamandulytė 2010), it is difficult for a child to learn the language. 7 The methodology for creating a textbook of oral Lithuanian language developed by Ineta Dabašinskienė and Laura Kamandulytė (Kamandulytė, Savickienė 2007, Dabašinskienė, Kamandulytė 2009) was used to encode the research data. AGNĖ BLAŽIENĖ. Lietuvių kalbos gramatinių ypatybių įsisavinimo anglų kalbos aplinkoje sunkumai BENDRINĖ KALBA 89 (2016) www.bendrinekalba.lt ISSN 2351-7204 2009), although experiencing difficulties during certain periods, children eventually successfully master their mother tongue. When examining the language of the coherent stories followed in Lithuanian by a hundred bilingual children aged 4-9, we found in various parts (lexical, morphological, syntactic, word formation) characteristics characteristic of monolinguals in the acquisition of the mother tongue, as well as those that arose exclusively due to the interaction of two languages. As mentioned above, the thesis further discusses the acquisition of the mother tongue in the English language environment by examining three difficult aspects – the choice, coordination and management of the conjugation paradigms and the use of the negative pronoun. 2.1. Choice of an inappropriate inflection paradigm In contemporary Lithuanian (DLKG 2006: 69) there are five noun conjugations, in which there are 12 paradigms according to the characteristics of individual conjugations. Studies of Lithuanian noun 8 acquisition show (Savickienė 1999, 2001) that the most productive masculine gender paradigm is the first, the third and fifth are slightly less productive, and the most productive feminine gender paradigm is the eighth, the sixth and seventh are slightly less productive. The other paradigms (ninth, eleventh, fourth, second and tenth) are considered unproductive. The productivity of the 9 aforementioned paradigms is determined by the fact that their endings are most often used to integrate borrowed words, to form new words, as well as by the change of endings (Dressler et al. 1995–1996; Dressler, Thorton 1996; Savickienė 2001, 2003; Savickienė, Kazlauskienė, Kamandulytė 2004). Cases of the latter phenomenon – alteration of limbs – have been found in the narratives of bilingual children. One of the most common cases, found in stories of all ages, is the conjugation of the noun dog not according to the eleventh, but the third paradigm, for example: (1) INF22: and the cat ran from the dog (5;9). (2) INF16: and mother says: did you not talk to the cat and the dog? (5;5). (3) INF62: and that dog took the cat's tail and tried to pull it off (7;7). (4) INF82: and dogs bite their tails (8;0). (5) INF99: when the cat climbed on a tree branch, the dogs bitten the cat in the tail (9;6). 8 (i)paradigms 1-3 are assigned to the phrase a, paradigms 4-5 to the phrase u; i(o) 6–7 paradigms; ė linksniuotei 8 paradigm, i linksniuotei 9-12 paradigm. 9 Vyriškosios ir moteriškosios giminės linksniavimo paradigmos nurodytos pradedant nuo produktyviausios. AGNĖ BLAŽIENĖ. Lietuvių kalbos gramatinių ypatybių įsisavinimo anglų kalbos aplinkoje sunkumai BENDRINĖ KALBA 89 (2016) www.bendrinekalba.lt ISSN 2351-7204 Iš pateiktų pavyzdžių matyti, kad dalis vaikų daiktavardį šuo pasirinko linksniuoti pagal dažnesnę ir produktyvesnę linksniavimo paradigmą. Daiktavardžio įvairių linksnių raiška (vard. dogs; kilm. a dog; innag. dog) shows that the children are well versed in the third paradigm of verb endings. On the other hand, these cases of inappropriate paradigm choice (which are discussed further in this subsection) could be related to the dialect of the parents. Hearing 10 the parents dialectically conjugating certain words, the child could assimilate such a pattern of conjugation of the corresponding word. In some tales, instead of the noun katinas (cat), the word katis was used in various humorous ways, e.g. : (6) INF12: cat wants to eat (4;4). (7) INF30: and the cat came (5;8). (8) INF24: later the puppy came, watched the cat what he was doing (5;7). The latter cases can be interpreted in several ways. It could be that the word katinas was first shortened by children, renouncing the suffix (kat-in-as), then chosen to be conjugated not according to the first (cf. katas), but the third conjugation paradigm (katis, cf. dantis). Shortening of the word may be related to the principle of economy characteristic of spoken language, when in order to say faster, more smoothly, consonants are skipped, the end of the word is shortened, vowel reductions, assimilations, etc. are found (see more on Dabašinskienė 2008), and the wrong conjugation paradigm could have been chosen for analogy: conjugation according to the third paradigm is done in the same way as the word šuo (see šunis and katis). On the other hand, the word katis in the Lithuanian language of bilingual Lithuanian-English children could have appeared not by abbreviating the word katinas, but by Lithuanianising the English word cat by adding the third paradigm ending -is (cat+is). cases in all age groups from 4 to 9. On the contrary, the most cases of the noun katinas conjugation according to the third paradigm Būtina paminėti, kad daiktavardžio šuo linksniavimo pagal trečiąją paradigmą (šunis) (katis) were found in the 4-5 year old age groups (14 cases) and only two cases in one story of a 9-9;11 year old child. In view of this, it can be argued that both younger and older children tend to simplify the conjugation 11 system by choosing more frequent and more complex conjugations. The questionnaire of the sociolinguistic survey did not include a question about the parents’ dialect (dialects), so precise data on the parent dialect of 10 each subject is not available. However, it should be noted that when collecting the data of the study, what In these age groups were found 14 cases: 12 cases vns. ward. form cat and 2 cases pcs. gal. shaped cat. dieną buvo lankomasi lituanistinėse mokyklose, bendrauta su vaikais, tėvais, todėl buvo galima išgirsti, kad kai kurių vaikų kalboje esama panašių tarmės, kodų kaitos ar kt. kalbos ypatybių kaip ir jų tėvų kalboje. 11 AGNĖ BLAŽIENĖ. Lietuvių kalbos gramatinių ypatybių įsisavinimo anglų kalbos aplinkoje sunkumai BENDRINĖ KALBA 89 (2016) www.bendrinekalba.lt ISSN 2351-7204 more productive amusement paradigms. And the change of productive paradigms (in this case the first with the third) disappears in the speech of older children, thus mastering the system of conjugation. In the stories of children of all ages, there were 11 cases of masculine nouns conjugated according to feminine paradigms, e.g. : (9) INF13: ir šuniuka labai bėgo (4;2). (10) INF15: then the cat ran away from the puppy (4;4). (11) INF64: and then they flew to her nest (7;6). (12) INF73: and the dog comes and found the kitten (7;6). (13) INF9: and there the caterpillar pulls (4;10). (14) INF81: he climbed 12 on a tree (8;2). (15) INF50: once in one nest live three birds, the chicks and the mother (6;2). In the examples presented, the nouns of the most productive – first (puppy, cat, nest) and third (tree) – masculine gender paradigms are conjugated according to the most productive feminine gender paradigms – sixth (puppy, cat), eighth (cat), seventh (see native mead; see local mead). There were 3 cases where feminine nouns were conjugated as masculine nouns, e.g. : (16) INF30: 13 mothers already love (5;8). (17) INF53: and mama comes to him (6;1). (18) INF64: and they cried so and said to the mothers: I want to eat (7;6). In the 16th and 17th examples, the noun of the sixth paradigm of feminine gender (mama) is conjugated according to the first paradigm of masculine gender (mãmas, cf. namas). Considering that in English nouns do not have specific morphemes that distinguish between masculine and feminine gender, the cases discussed could indicate the decline of the gender of Lithuanian words: the masculine gender is chosen as the unmarked one. Another creative case (example 18) shows that the feminine noun (mom) yra vartojamas su vyriškąja deminutyvinės priesagos -ytis, -ytė forma (mamytis) ir atitinkamai 12 In both examples (14-15) the children conjugated the first syllable of the word: meėdžios, meėdžioje. 13 In both cases (16-17), the children interspersed the first syllable of the word: mãmas. AGNĖ BLAŽIENĖ. Lietuvių kalbos gramatinių ypatybių įsisavinimo anglų kalbos aplinkoje sunkumai BENDRINĖ KALBA 89 (2016) www.bendrinekalba.lt ISSN 2351-7204 linksniuojamas pagal trečiąją paradigmą – dgs. naud. mamyčiams (plg. brolytis, brolyčiams). Pastarasis pavyzdys laikytinas individualiu atveju, tačiau rodo, kad gramatiškai netaisyklinga The conjugation paradigm can also be chosen when conjugating deminutive nouns. It should be emphasized that although examples 9–15 and 16–18 switch to more productive or other gender paradigms, the noun conjugation uses the conjugation endings of that paradigm. Conjugation of nouns according to more productive paradigms is common at the beginning of noun acquisition, as it allows children to simplify the complex conjugation system. However, as determined by analyzing the course of this process, about 3; 5 years of the child, the system of linging is successfully mastered (more see Savickienė 2003). The cases of conjugation paradigms discussed in this study show that bilingual children aged 4-9 years have an understanding of the conjugation systems of individual paradigms, especially productive ones, but even older children have difficulty choosing the appropriate noun conjugation paradigm. This may indicate that the conjugation system is not properly understood, so less frequently used words or those whose conjugation paradigm is not clear to the child are conjugated according to the most productive and common paradigms. 2.2. Inappropriate coordination and management One of the characteristics of syntactic relationships in Lithuanian is the combination, when the morphological forms (verb, number, genus) of the dependent word(s) are chosen according to the main word (DLKG 2006). For some of the participants of this study, the combination of dependent words with the main words in genus and / or number caused difficulties. For example, there are cases where the gender of a noun and an adjective is not harmonized (19) INF96: the cat was hungry and wanted to eat a lot (9;7), as well as cases where the forms of the verb and (or) the gender and (or) the number are not harmonized, e.g.: (20) INF14: once there were some four bird (4;11). (21) INF53: such three little want to eat (4;11). (22) INF16: and says mother chicken: you, little chicken, don't go anywhere (5;5). (23) INF76: and dad was happy that the children were safe (8;2). (24) INF83: one day a mother lived with three chicks (8;2). (25) INF86: and the dogs came and saw the cat (8;5). AGNĖ BLAŽIENĖ. Lietuvių kalbos gramatinių ypatybių įsisavinimo anglų kalbos aplinkoje sunkumai BENDRINĖ KALBA 89 (2016) www.bendrinekalba.lt ISSN 2351-7204 IŠVADOS The language analysis of the connected stories revealed the difficulties faced by children in the English language environment when they learn the paradigms of conjugation, the combination of grammatical forms (syllable, number, gender), conjugation control and the use of the negative genitive. The data showed that in the interaction of two languages, the conjugation system of the native Lithuanian language can be properly assimilated, despite the fact that in the speech of some bilingual children this process lasts longer than in monolingual children – up to the age of five or six years. It should be emphasized that both young and older children tend to simplify the conjugation system, so non-productive paradigms or less frequently used nouns tend to be conjugated according to productive paradigms. There are cases when the paradigm of conjugation is chosen by analogy to other words, but this is more typical for the youngest participants of the study. The analysis of the combination of grammatical forms showed that children are able to properly choose the endings indicating number, masculine, feminine gender, verbs, but even older children (7-8 years) still have difficulties in choosing the morphological forms of the dependent word (s) according to the main word. The analysis of the control showed that the ending used with transitive verbs to denote an object is often replaced by a noun, adjective or a vowel. This tendency is present in monolingual children when they learn transitive verbs, until they learn to use the ending with these verbs. However, the results of the study show that the use of transitive verbs with the finalis still presents difficulties for older (7 and 9 years old) bilingual children. In addition, it is difficult for both young and older children (7-8 years) to properly use the genitive of the negation. In the case of negative transitive verbs, the object is not expressed by the genitive, but by the adjective. The use of prepositions and prepositional constructions has several characteristics. First, nouns with prepositions cannot always be expressed in the syllables with which the prepositions are used. Secondly, a grammatically correct prepositional and noun formula (e.g., from + origin) can be formed, but an irregular prepositional construction, when the prepositional and noun formula is used without regard to the syntactic conjunction of the verb. This suggests that bilingual children have more difficulty learning to use prepositional constructions properly than to form them correctly. Third, the effect of the prefix on the constructions AGNĖ BLAŽIENĖ. Lietuvių kalbos gramatinių ypatybių įsisavinimo anglų kalbos aplinkoje sunkumai BENDRINĖ KALBA 89 (2016) www.bendrinekalba.lt ISSN 2351-7204 English grammar: this preposition is omitted in Lithuanian in those word combinations where it is not used in English. Several grammatical characteristics discussed in this article allow us to note that the same (or similar) stages are passed in the acquisition of Lithuanian language in the dominant English language environment, which are also characteristic of monolingual children in Lithuania. However, some rules are difficult for bilingual children to learn in a different language environment and take longer than for monolingual children. This can be influenced by the fact that, in addition to Lithuanian, English is used more and more frequently and more intensively, especially from the age of 4, when children start attending school. LITERATŪRA A le ks and ra vi c iu s D., Kuzmick aite D. 2008: Emigracija ir seima: Vaiku ugdymo problemos ir issukiai, Vilnius: Versus Aureus. B alči ūni enė I. 2009: Pokalbio struktūros analizė kalbos įsisavinimo požiūriu. Daktaro disertacija, Kaunas: Vytauto Didžiojo universitetas. Ba lčiū nien ė I., K aln iny tė A. 2013: Narrative production in Lithuanian TD Monoand Bilingual 5-6-year Olds, pranešimas skaitytas tarptautinėje mokslinėje konferencijoje Child Language Seminar-2013. Mančesterio universitetas. B alči ūni enė I., Ka ln iny tė A., Kri vi ckait ė E. 2011: Lietuvių kilmės vaikų, gyvenančių Vokietijoje, kalba: nuostatos, tendencijos, rekomendacijos. Vokietijos šeštadieninių lituanistinių mokyklų vadovų ir mokytojų seminaras. Hiutenfeldas, Vokietija. B laž ie nė A., 2015: Dvikalbių vaikų rišliojo pasakojimo produktyvumas ir leksinė įvairovė. – Taikomoji kalbotyra 7. Prieiga internete: http://mif.vu.lt/ojs/index.php/taikomojikalbotyra/article/view/54/50 (žiūrėta 2016 06 25). Ce le šiū tė I. 2008: Lituanistinio vaikų ugdymo užsienio šalyse ypatumai. – Oikos 2 (6), 52– 72. Ciub rins kas V., Kuzn ecoviene J. (sud.). 2008: Lietuviu identiteto trajektorijos, Kaunas: VDU leidykla. D abaš insk ienė I. 2015: Growing knowledge in differential object marking: the view from L1 Lithuanian. – Revue roumaine de linguistique LX (369–382). D abaš insk ienė I., Balčiū nienė I., K aln iny tė A. 2014: Links between lexicon and grammar in narrative production: Lithuanian as L1 and L2 in bilingual children, 13th International Congress for the Study of Child Language, Amsterdamas. AGNĖ BLAŽIENĖ. Lietuvių kalbos gramatinių ypatybių įsisavinimo anglų kalbos aplinkoje sunkumai BENDRINĖ KALBA 89 (2016) www.bendrinekalba.lt ISSN 2351-7204 D abaš insk ienė I., Č uba jeva itė L. 2009: Acquisition of case in Lithuanian as L2: Error analysis. – Eesti Rakenduslingvistika Ühingu aastaraamat = Estonian Papers in Applied Linguistics 5, 47–65. D abaš insk ienė I., Kamandulyte L. 2009: Corpora of spoken Lithuanian. – Eesti Rakenduslingvistika Ühingu aastaraamat = Estonian Papers in Applied Linguistics 5, 67– 77. Da bašin skie nė I. 2008: Trumpinimas ir daznumo poveikis snekamojoje kalboje. – Darbai ir dienos 50, 109–117. Da utartas J. 2005: Lituanistinio ugdymo JAV raidos aspektai. – Pedagogika 79, 189–193. Dressl er W. U., T ornton A. M. 1996: Italian nominal inflection. Wiener Linguistische Gazette 55–57, 1–26. Dressl er W. U., Drazyk R. D., Dzi ubalsk a-Kołaczy k K., Jagła E. 1995–1996: On the earliest stages of acquisition of polish declension. – Wiener Linguistische Gazette 53–54, 1–21. DLKG 2006 – Dabartines lietuviu kalbos gramatika, red. V. Ambrazas. Vilnius: Mokslo ir enciklopediju leidybos institutas. Ga garina N., Klop D., Ku nnari S., Tante le K., Va limaa T., Balciu n iene  I., Bo hnacke r U., Walters J. 2012: Multilingual assessment instrument for narrative analysis (MAIN), Berlin: ZAS. Hickma nn M. 2003: Children’s discourse: Person, space and time across languages, Cambridge: Cambridge University Press. Ja kaitė -B ulb uk ienė K. 2014: Lietuvių kalbos išsaugojimas emigrantų šeimoje: JAV atvejis. – Taikomoji kalbotyra 5. Prieiga internete: http://mif.vu.lt/ojs/index.php/taikomoji-kalbotyra/article/view/40/34 (žiūrėta 2016 07 02). Ja kaitė -B ulb uk ienė K. 2015a: Lietuvių emigrantų šeima: kalba ir tapatybė. Daktaro disertacija. Vilnius: Vilniaus universitetas. Ja kaitė -B ulb uk ienė K. 2015b: Lietuvių kalbos išlaikymą emigrantų šeimoje lemiantys veiksniai: JAV atvejis. – Taikomoji kalbotyra 7. Prieiga internete: http://mif.vu.lt/ojs/index.php/taikomoji-kalbotyra/article/view/69/62 (žiūrėta 2016 07 02). Kamand ulyte L. 2009: Lietuvių kalbos būdvardžio įsisavinimas: leksinės ir morfosintaksinės ypatybės. Daktaro disertacija. Kaunas: Vytauto Didžiojo universitetas. AGNĖ BLAŽIENĖ. Lietuvių kalbos gramatinių ypatybių įsisavinimo anglų kalbos aplinkoje sunkumai BENDRINĖ KALBA 89 (2016) www.bendrinekalba.lt ISSN 2351-7204 Kamand ulyte L., Sa vickie ne I. 2007: The corpus of spoken Lithuanian. – Human Language Technologies. The Third Baltic Conference Proceedings, 127–133. Ka ln iny tė A. 2013: Lietuvių vaikų, gyvenančių anglakalbėje aplinkoje, rišliojo pasakojimo ypatybės, pranešimas skaitytas tarptautinėje taikomosios kalbotyros konferencijoje Kalbos ir žmonės: dialogas ir kontaktai. Vilnius: Vilniaus universitetas. Kr ivi ck a itė E. 2014: Netikrų žodžių kartojimo testas: lietuvių vienakalbių ir dvikalbių vaikų kalbos tyrimas. - Taikomoji kalbotyra 4. Prieiga internete: http://mif.vu.lt/ojs/index.php/taikomoji-kalbotyra/article/view/33/28 (žiūrėta 2016 07 02). Li ub iniene N. 2009: Migrantai is Lietuvos Siaures Airijoje: „savos erdves“ konstravimas. Daktaro disertacija. Kaunas. Paž ūsis L. 2009: Šiaurės Amerikos lietuvių kalba (dvikalbystės sąlygojamų reiškinių tyrinėjimai). Vilnius: Vilniaus universiteto leidykla. R amo nai tė J. T. 2013: Italų kaip antrosios kalbos įsisavinimas: įvaikinimo iš Lietuvos situacija. Daktaro disertacija. Kaunas: Vytauto Didžiojo universitetas. R amo nien ė M. (red.) 2015: Emigrantai: kalba ir tapatybė: kolektyvinė monografija, Vilnius: Vilniaus universiteto leidykla. R amo nien ė M. (red.) 2010: Miestai ir kalbos, Vilnius: Vilniaus universiteto leidykla. Savickie ne I. 1999: Lietuvio vaiko daiktavardžio morfologija. Daktaro disertacija. Kaunas: Vytauto Didžiojo universitetas. Savickie ne I. 2000: Linksniai šnekamojoje kalboje. – Darbai ir dienos 24, 89–99. Savickie ne I. 2001: Linksniavimo paradigmų formavimasis vaiko kalboje. – Lituanistica 3 (47), 58–68. Savickie ne I. 2003: The Acquisition of Lithuanian Noun Morphology, Wien: Verlag der Osterreichischen Akademie der Wissenschaften. Savickie ne I. 2005: Linksnių vartojimo dažnumas ir daiktavardžių reikšmė. – Acta Linguistica Lithuanica 52, 59–65. Savickie ne I., Ka zlausk iene  A., Kaman dulyte L. 2004: Naujas poziuris i lietuviu kalbos daiktavardzio linksniavimo tipus pagal naturaliosios morfologijos teorija. – Acta Linguistica Lituanica 50, 79–98. Sk rip kie nė R. 2001: Lietuvių kalbos gebėjimų lygmenys: nelietuvių mokyklų pradinukų kalbinės raiškos valstybine kalba tyrimai. – Pedagogika 55, 78–86. AGNĖ BLAŽIENĖ. Lietuvių kalbos gramatinių ypatybių įsisavinimo anglų kalbos aplinkoje sunkumai BENDRINĖ KALBA 89 (2016) www.bendrinekalba.lt ISSN 2351-7204 Šu tinienė I. 2009: Lietuvių imigrantų požiūriai į lituanistinį vaikų ugdymą. – Filosofija. Sociology 20 (4), 310–317. Tamosėiuunnaite A. 2012: Lithuanian School Issues: Pupil Attitudes and Language vartojimo polinkiai. Pranesimo skaidres. Cikagos lituanistine mokykla. Prieiga internete: http://www.svietimotaryba.org/index.htm (žiūrėta 2016 07 04). Tamosiunaite A. 2008: The Lithuanian Language in the United States: Shift or Maintenance? – Lituanus 54(3), 60–78. Wójcik P. 2000: The Acquisition of Lithuanian Verb Morphology: a Case Study, Krakow: Quartis. Įteikta 2016 07 26 Adopted 2016 09 07 AGNĖ BLAŽIENEn Vytautas the Great University Department of Lithuanian Language, Faculty of Humanities Kristijono Donelaicėio g. 52-205, LT-44244 Kaunas [email protected]