Acquisition of English adjectival resultatives: Support for the Compounding Parameter
Acquisition of English adjectival resultatives: Support for the Compounding Parameter
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英语形容词结果的习得：支持复合参数
DOI：
10.1080/10489223.2021.2009835
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发表时间：
2022
影响因子：
1.2
通讯作者：
Snyder William
中科院分区：
文献类型：
--
作者：
Wang Shuyan;Kido Yasuhito;Snyder William
英语中有两种不同类型的复合谓词，即可分动词-小品词组合（particles）和形容词结果词（adjectival resultants）。Snyder将两者与复合参数（“TCP”）的积极设置联系起来。这预示着，在习得[+TCP]语言的过程中，任何获得AR或粒子的儿童也将允许“创造性的”裸茎，向心复合。现有的支持来自学习日语和英语的儿童。然而，同样的证据也引出了两个新的难题：（1）为什么英语中的复合比日语中的复合要早一年左右？（ii）在英语中，为什么复合词总是与小品词同时习得（而不是先于小品词习得）？在这里，我们认为，如果我们允许触发器用于单个参数设置（例如，[+TCP]）对于学习不同语言的孩子来说是完全不同的。具体来说，英语中[+TCP]（因此，AR）的触发器被提议为粒子，这在日语中不可用。两个新的预测进行了测试和支持：（i）频率将更高的粒子比任何（其他）潜在的触发儿童导向的英语或日语;（ii）儿童获得英语（不像日语）将有可靠的成人一样的理解AR的年龄为3岁。
Two distinctive types of complex predicates found in English are separable verb-particle combinations (“particles”) and adjectival resultatives (“ARs”). Snyder ties both to the positive setting of the Compounding Parameter (“TCP”). This predicts that during the acquisition of a [+TCP] language, any child who has acquired ARs or particles will also permit “creative” bare-stem, endocentric compounding. Existing support comes from children acquiring Japanese and English. Yet the same evidence introduces two new puzzles: (i) why is compounding acquired roughly a year earlier in English than in Japanese?; and (ii) in English, why is compounding always acquired at the same time as (and never substantially prior to) particles? Here, we argue that both puzzles can be explained if we allow the trigger for a single parameter-setting (e.g., [+TCP]) to be completely different for children acquiring different languages. Specifically, the trigger for [+TCP] (and hence, ARs) in English is proposed to be particles, which are unavailable in Japanese. Two novel predictions are tested and supported: (i) the frequency will be higher for particles than for any (other) potential trigger in child-directed English or Japanese; and (ii) children acquiring English (unlike Japanese) will have reliably adult-like comprehension of ARs by the age of 3 years.