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In English, if you want to provide opportunities for 3rd person singular
present tense, you can have the child talk about an habitual event (e.g.,
what does Ernie do every day when he wakes up?). This could be adapted
to first person as well (tell me what you do every morning after you wake
up) or second person (guess what I do every morning after I wake up).
<br>You can also ask the child to explain how to do something. For
example, for second person: I've never played soccer. Can you tell
me how to play?
<br>or for first person: I hear you're reallu good at soccer. What
do you do that makes you so good?
<br>This works for the present tense in English because it's used to code
habitual events.
<br>Sarita Eisenberg
<p>"Blom, W.B.T." wrote:
<blockquote TYPE=CITE><!-- Converted from text/rtf format -->
<p><span LANG="en-gb"><font face="Times New Roman">Dear all,</font></span>
<p><span LANG="en-gb"><font face="Times New Roman">At this moment we are
designing an experiment to elicit the various forms of the verbal agreement
paradigm in monolingual Dutch children ranging in age between 3 and 6.
Our aim is to collect longitudinal and cross-sectional data from the different
age groups. We would like to ask whether anyone knows of a technique to
elicit 1<sup>st</sup> and 2<sup>nd</sup> person singular (present tense).
It is crucial that children use the 1<sup>st</sup> and 2<sup>nd</sup> person
singular pronoun (and that they do not use proper names instead!) and that
the children use both the inflected verb as well as the pronoun. </font></span>
<p><span LANG="en-gb"><font face="Times New Roman">We are grateful for
any hints, comments and literature suggestions. </font></span>
<p><span LANG="en-gb"><font face="Times New Roman">Elma Blom</font></span>
<p><span LANG="en-gb"><font face="Times New Roman">Dutch Linguistics Department/Amsterdam
Center for Language and Communication</font></span>
<p><span LANG="en-gb"><font face="Times New Roman">Amsterdam University</font></span>
<br> </blockquote>
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