Children’s Acquisition of Plural Making Rules

The project is aimed at studying whether children have rules for making plurals. For example, a child says that more than one book is a book. Does he really know that he must add allomorph / - s / to the singular to make plural? Or whether he is independent from singular plural. The plural isomorphs that children expect to get are / s /, / - z /, and / - əz /. Children participating in this project are expected to have multiple adults and add the correct multiple isomorphism at the end of the singular.

This paper examines English grammatical morphological acquisition of children whose mother tongue is Korean. The main finding is that children can not master grammar, plural forms and articles of third parties. Evidence of plural mark indicates that Korean L1 child is not parked as plural English L1 child. It was later developed for them. When comparing this study with other morphological studies, a large difference was found in the order in which morphemes were sorted / acquired in English in L2. In the study of the problem, this study found that English learners and English L2 learners have different English grammatical features. Researchers also found that the impact on English is L2, according to the meaning of L1. Questions on universal grammar have not yet been answered. According to Google Scholar, this article has been quoted 49 times.

This research is aimed at topics on bilingual language acquisition for Korean-American children. Specifically, researchers are interested in acquiring grammatical morphemes and complex marking systems. Researchers raised two main questions: (1) "Do learners of L1 and L2 acquire grammatical features of a given language in the same order?" (2). Same order? "(Shin & Milroy, 1999). This article outlines a previous study on mastering a second language, the most important previous study being done by Brown (1973) Most researchers are L2 I think children and adult learners are more similar than children learning L1.