| Chapter 2: | Background Study |
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Based on this kind of historical fact, scholars such as Karmiloff-Smith (1979) and Garton (1983) suggested strongly that the use of demonstratives this, that, these, and those, as well as the use of the numeral one should also be described whenever the acquisition of articles is studied.
Looking at the inner creativity of the human mind, Bickerton (1981, 1984) proposed the Language Bioprogram hypothesis, which holds in part that learners have a natural sensitivity to specificity and non-specificity of reference. Bickerton argued that children are biologically programmed to make the specific/non-specific distinction in acquiring a new language since this distinction is marked in all creole languages by the use of articles. Bickerton predicted “when a substantial body of early child language is properly examined, there will be found to be a significant skewing in article placement, such that a significantly higher percentage of articles will be assigned to specific-reference NP, while zero forms will persist in non-specific environments longer than elsewhere” (p. 154). Based on Bickerton’s hypothesis and seven studies related to the acquisition of articles (Bresson, 1974; Brown, 1973; Emslie & Stevenson, 1981; Garton, 1983; Karmiloff-Smith, 1979; Maratsos, 1976; Warden, 1976), Cziko (1986) proposed a four-stage sequence in the L1 acquisition of articles. Stage I is characterized by the use of the indefinite and/or definite article(s) for specific referents, and zero article for both non-specific referents and naming. Stage II is marked by the use of the indefinite article for non-specific referents, and the definite article for specific referents regardless of whether they are presupposed. Stage III is identified by an increase in the correct use of the indefinite article for specific, non-presupposed referents, with a concomitant decrease in the correct use of the definite article for specific, presupposed referents. Stage IV is featured by the correct use of the definite and indefinite articles.
In sum, the acquisition of the English article system has been investigated quite extensively in L1 studies. Various criteria and research methodologies have been proposed and experimented. Obtained findings have indicated clearly that the English article system is acquired sequentially, and, moreover, the different uses of each individual article are acquired at different stages.