1st and 2nd person

[Sarita Eisenberg]

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).
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?
or for first person: I hear you're reallu good at soccer.  What do you
do that makes you so good?
This works for the present tense in English because it's used to code
habitual events.
Sarita Eisenberg

"Blom, W.B.T." wrote:

> Dear all,
>
> 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 1st and 2nd person
> singular (present tense). It is crucial that children use the 1st and
> 2nd 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.
>
> We are grateful for any hints, comments and literature suggestions.
>
> Elma Blom
>
> Dutch Linguistics Department/Amsterdam Center for Language and
> Communication
>
> Amsterdam University
>
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