The English modal system is complex, exhibiting many-to-one, and one-to-many, form-function mappings. Usage-based approaches emphasise the role of the input in acquisition but rarely address the impact of form-function mappings on acquisition. To test whether consistent form-function mappings facilitate acquisition, we analysed two dense mother-child corpora at age 3 and 4. We examined the influence on acquisition of input features including form-function mapping frequency and the number of functions a modal signifies, using innovative methodological controls for other aspects of the input (e.g., form frequency) and child characteristics (e.g., age as a proxy for socio-cognitive development). The children were more likely to produce the frequent modals and form-function mappings of their input but modals with fewer functions in caregiver speech did not promote acquisition of these forms. Our findings support usage-based approaches to language acquisition and demonstrate the importance of applying appropriate controls when investigating relationships between input and development.

中文翻译：

---

英语情态结构的习得：基于语料库的分析

英语情态系统很复杂，表现出多对一和一对多的形式-功能映射。基于使用的方法强调输入在习得中的作用，但很少解决形式功能映射对习得的影响。为了测试一致的形式-功能映射是否有助于习得，我们分析了 3 岁和 4 岁时的两个密集的母子语料库。我们检查了对输入特征习得的影响，包括形式-功能映射频率和模态表示的功能数量，使用对输入的其他方面（例如，表格频率）和儿童特征（例如，年龄作为社会认知发展的代表）的创新方法控制。孩子们更有可能产生他们输入的频繁模态和形式功能映射，但在照顾者言语中功能较少的模态不会促进这些形式的习得。我们的研究结果支持基于使用的语言习得方法，并证明在调查输入和发展之间的关系时应用适当控制的重要性。