combining clause

8/3/2019 Combining Clause

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COMBINING CLAUSE : MORE COMPLEX CONSTRUCTIONS

Introduction

Speakers can add complexity in another way, by combining two or more

clauses into a single utterance. This allow for linking clauses through coordination

(where nether clause are syntactically dependent on the other) or through

subordination. In subordinate constructions, one clause (the subordinate clause) is

embedded in the matrix or main clause. This embedding can take one of two main

forms: In the first, the embedded clause fills of the grammatical roles in the matrix

clause and act as a subject or object, for instance, of the matrix verb (e.g. That Tim

arrived early shocked them, Nan Invited them to go skiing, Bill thought that they

already had already eaten). This is a type of complementation. In the second, the

embedded clause modified one of the constituent of the matrix clause. It can modify a

noun phrase, for instance, with a relative clause (e.g., the house that was covered with

ivy stood back from the street, or modify a verb phrase with a temporal clause (e.g.,

Kate opened the door when she heard the dog outside). These modifications typically

allow for more elaborate identification of referents in conversation and for

identification of events as related in time (sequential or simultaneous, for instance), as

related by cause and effect, or as related through contingency.

So this chapter, we will focus on how children combine clauses, from their

first word combination onward. We look in some detail at the course of acquisition

for coordinate, complement, relative, temporal, causal, and conditional constructions.

For each construction type, children must learn how to combine two or more clauses

into a single construction to express a certain meaning. The acquisition of these


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construction is motivated by their functions, and so, for each one, children must learn

which are the appropriate forms to use.

Combining Propositions: The First Stages

Even in two word combinations, children ay actually be combining two

distinct propositions or protoclauses. As childrens utterances become more complex,

their references to two or more events within a single utterance become more clearly

discernible, even when they do not yet use adult constructions and omit all

connectives for linking one clause to another. Children begin to acquire propositions

properly at the age of 2;0, though propositions are already implied in childrens

earlier utterances. (e.g., More milk (1;0) = I want more milk). By the age of 2;0 3;0,

children begin to produce the conjunctions: and, because, when, and if, which means

that the acquisition of coordinative clauses has begun. (e.g., the book is on the table

and I read it).

Coordination and Subordination

Speakers can combine clause either through combination, where each clause

can carry the same weight, or through subordination, where one clause (subordinate)

depends on the other (main). Speakers choice of coordinate versus subordinate

construction depend on a number of factors, for instance, the kinds of events being

talked about, the genre of speech (narrative, persuasive, and instructive), the status of

the addressee, and the formality of the occasion.


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Coordinative clauses are acquired earlier than subordinative ones, and

coordinative clauses with the conjunction and are required earlier. See the order of

acquisition.

The order of acquisition of coordinative clauses

Order of acquisition Example of coordinate form % Correct Mean age

Intransitive Verb The frog ran and fell 100 3;11

Object noun phrase The Giraffe kissed the tigerand the cat

99 4;0

Sentential intransitive The dog ran and the cat fell 97 4;3

Verb Phrase The dog kissed the horse and

push the tiger

95 4;5

Subject Noun Phrase The tiger and the turtlepushed the dog

75 4;9

Sentential Transitive The turtle pushed the dog and

the cat kissed the horse

67 5;0

Gapped Verb

(+particle)

The horse bumped into the

cat and the dog into the turtle

42 5;0

Transitive Verb The turtle kissed and pushedthe frog

24 5;2

Gapped Verb( particle)

The giraffe kissed the horseand the frog the cat.

10 5;7

Gapped Object the cat kissed and the turtle

pushed the dog

4 5;9

Early connectives and semantic relations in child speech

Mean age ofemergence

Connective and its meaning in context

2;22;7

2;82;8

2;82;9

2;10.152;11

3;0

And : additive, temporal, causalAnd than : temporal

When : Contingent (epistemic)Because : causal

What : noticeSo : causal

If : Contingent (epistemic)But : advertise

That : referent specification


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Relative Clause Construction and Referent Specification

Children begin to produce relative clauses at around age two. The restriction of

the reference is the most fundamental idea in relative clause constructions

(subordinative clauses). E.g., the car that runs fast has a new engine. car is

reference, which is restricted (defined) by the conjunction that. In the development

of the acquisition of relative clauses, children sometimes use coordinative clauses

instead of relatives one, because they tend to avoid interrupting linguistic units. E.g.,

look I got (look what I got. Mozart cried and he come to my party. Children

comprehend relative clauses better, when :

- That, who, which or what is used- The relative clause qualifies the subject or object. E.g., the dog that closed to

me crossed the road. The dog crossed the road that goes uphill.

In acquiring relative clauses, children identify the referent and the form, and learn

how to interpret and use this type of modification in a range of different syntactic

positions. Besides the innate capacity, imitation, and influence of the language in the

closest environment also play an important role.

Complement Construction and Attitude

Complement construction in English consist of finite clause or non finite

clauses embedded in one of the argument slots of the main verb, as in I thought that

he would be late and I wanted them to clean up their rooms. Both of these

complement types allow the clause describing one event to be embedded as part of

another event, represented by the main clause verb. Common verb used in


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complement construction namely: want, think, know, mean, hope, guess, wish, bet,

and promise. These verbs carry the meanings or attitude (mental tendency) in

acquiring such verb and the construction, the attitude is also required. Children have

to learn which verb can take that- and to- complement construction, the meaning and

the construal of the complement clause. This acquisition of complement construction

takes rather long period , from age of 3;0 5;0 imitation and influenced of adult

speech play an important role.

In summary, children have to learn which verb can take that- and to-

complement constructions, the meaning of those verbs and the relation between their

meanings and the construal of the complement clause. Acquisition of these

construction proceeds verb by verb, and mastery adult meanings of some matrix verbs

takes many years.

Temporal Construction and Events in Time

When people talk about events, they can place them on a time line and talk

about their sequential organization, their simultaneity or their overlap. They also take

different points of view, placing themselves as speakers at some particular points in

time and then presenting other events in relation to this point of view or to each other.

The speakers choices determine which conjunction to use to do that. The focus here

is on adverbial clauses introduced by a temporal conjunction. Temporal conjunctions

are known as adverbial clauses of time, usually with the adverbs: when, after, during,

while, before. By the age of 3;0, children have begun to produce temporal description

with when to mark the occurrence and the sequence. E.g., I was crying when my


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mommy goed away (note: good overgeneralization of the past tense form ed)

most children acquire the meaning of before earliest than after. This proves that

children tend to prefer the sequence From the front to the back. It will be very

interesting to compare the acquisition of relative constructions in different language

such as English and Indonesian. The speaker choice of a temporal conjunction

depends on at least two factors, the temporal relation between the events talked about

(sequential, simultaneous, or overlapping, for example) and the starting point of the

utterance with the initial event in a sequence, some medical event or the ending event.

The starting point chosen depend in turn on what has been talked about already in the

conversation. that is the information flow in addressee affects the vantage points the

speaker takes on particular pairs of event. The prior mention marks the event as given

and so is taken up first, leaving the other to be presented as new.

Causal Contractions and Causal Sequences

Children begin to produce causation within events from around age two to

two and half on. They use a causative verb for what the agent does in causing a

change of state in the patient or theme. They also begin to talk about casual sequence

between events by presenting one event as the cause and another as effect or

outcome. The acquisition of causal construction and causal sequences is the

indication of the development of logical thinking in children. By the age of 3;0 3;6

children are able to produce internal and external causation. E.g., internal : cos I sad

cos I want to I go to bed, cos Im tired. External : this fall down from me (this fall

down because of me). By the age of 4;0, children are already able to produce causal


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constructions and causal sequences, particularly by using because. At this stage, the

logical thought of children has developed.

By three and a half to four, children can talk about causal connection between

events, in temporal order or not, as they justify their own actions or offer explanations

with either internal and external causation. Understanding of causality in many

domains can take many years, but 3;0 and 4;0 have already mastered some of the

linguistic means for talking one event causing another.

Conditional Construction and Contingency

Conditional constructions are the most complex in terms of thinking process in

children, because they contain hypothetical process. Therefore, the acquisition of this

type of construction occurs after the temporal and causal constructions. Although

many children begin to acquire conditional constructions at the age about 2;6, the

mastery of these constructions occurs only at the age of 4;0 4;5. In the acquisition

of conditional constructions, children develop the ability to use if, and

distinguished it from when.

combining clause

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