A corpus-based study to evaluate the generativist explanation of children’s error patterns in questions

This study explores whether the generativist account, specifically integration theory, could explain children’s percentage of errors in questions general and it also applies to yes-no non-subject wh-question. The current adopts a corpus-based method compare 2-to-3-year-old percentages (and wh-question separately) including auxiliary DO HAVE. results show that rate is higher than HAVE, which applicable wh-questions. findings indicate theory child language acquisition successfully patterns questions. emphasises impact question type should be carefully considered when constructing improving formation. provides empirical evidence for refining account generally specifically.