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NOUN AND VERB CATEGORIES IN THE ACQUISITION OF FRENCH

Table 1. Examples of noun and verb words with PAEs, produced before and after the differentiation
between the prenominal and the preverbal positions

	Prenominal position	Preverbal position
Examples from C	Before differentiation ∕a'gry∕ /'gry/ '[a]erane` ∕a'pik∕ /'pik/ ‘[a]sting(s)’ /e'ʃo/ /'bu'ʃo/ ‘[e]cork’ ∕e'pot∕ /'port/ ‘[e]carry(ies)’ /ə'ʃjɛ/ /'ʃjɛ/ ‘[?]dog’ /ə'je/ /'ma'je/ ‘[?]to eat, eaten’
Examples from G	/a'buʃ/ /'buʃ/ ‘[a]mouth’ /e'vaʃ/ /'vaʃ/ ‘[e]cow’ /ə'ʃɛ/ /'?je/ ‘[?]dog’	∕a'ryl∕ /'bryl/ ‘[a]burn(s)’ /ema’je/ /'ma'je/ ‘[e]to eat, eaten’ /əplə/ /'plə/ ‘[?]cry(ies)’
Examples from C	After differentiation ∕a'dam∕ /'dam/ ‘[a]lady’ ∕a'don∕ /'don/ ‘[a]give(s)’ ∕e'za'zo∕ /'wa'zo/ ‘[e]bird(s)’ ∕i'gat∕ /'re'gard/ ‘[i]look(s)’ ∕o'nu∕ /'je'nu/ ‘[o]knee’ ∕o'tir∕ /'tir/ ‘[o]pull(s)’
Examples from G	∕yn'dam∕ /'dam/ ‘[yn]lady’ ∕eme'zo∕ /'me'zo/ ‘[e]house’ ∕o'pom∕ /'pom/ ‘[o]apple’	∕i'ta'se∕ /'ka'se/ ‘[i]to break, broken’ ∕o'ku've∕∕'tru've∕ ‘[o]to find, found’ ∕o'par∕ /'part/ ‘[o]leave(s)’

girl, and at 2;3 for the boy, noun-words are preceded more often than verb-words by a
PAE: 95,8% of noun-words vs. 65,1% of verb-words for C; 77% vs. 53% for G⁹.

Concerning the kinds of PAEs that are produced in the two positions, the first
signs of differentiation are observed at 1;10.12 for C, and at 2;3 for G, when the distri-
butions of PAEs produced in prenominal and in preverbal positions show significant
differences for the first time¹⁰.

Table 1 presents examples of noun and verb words with PAEs, produced before and
after the differentiation between prenominal and preverbal PAEs, for C and G separately.

Before the differentiation, PAEs produced in the two positions are predominantly
/a/, /e/ et /ə/. When a differentiation starts to appear, these sounds continue to appear
in the prenominal position, but one finds also elements like /o/, /n/ and /yn/. In the
preverbal position, /o/ occurs significantly more than in the prenominal position, while
/i/ and /o/ are found only in preverbal position.

These data clearly show that when children start to produce PAEs, and for a cer-
tain period afterwards, they do not treat noun and verb words differently, even if they
had at their disposal the means for doing it.

⁹ c2(2x2) = 21.23,p< 0.001, df=1,forC; c2(2x2) = 6.06; p<0.01,df=l,forG.

¹⁰ The difference between the two distributions - given by the proportion of each type of PAE occurring in
the two positions - is significant for the first time at 1;10;12 for C: c2(4x2) = 11.04, p < 0.02, df= 3; and
at 2;3 for G: c2(5x2) = 14.44, p<0.01,df=4.

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