From states to events: The acquisition of English passive participles*
From states to events: The acquisition of English passive participles*
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从状态到事件：英语被动分词的习得*
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
P. J. Brooks
中科院分区：
文献类型：
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作者：
M. Israel;Christopher Johnson;P. J. Brooks
在本文中，我们研究了七个英语儿童自发言语中被动分词的发展。我们认为，区分被动分词作为一个类别的语法属性是逐渐出现的，并且是作为复杂的多义结构的动机属性而被学习的。这些数据揭示了从早期形容词使用到真正的动词被动语态的规律性进展，其中分词本身表示动态事件。这个过程遵循一致的模式，儿童逐渐将分词的使用扩展到与静态或事件阅读兼容的模棱两可的上下文中。所有七个孩子在开始掌握真正的言语被动语态之前，都会经常在模棱两可的上下文中使用分词。这种发展被作为结构性基础的一个实例进行分析，在这个过程中，相对简单的源结构的某些用途为儿童关于更困难的目标结构的初步假设提供了基础。更一般地说，从形容词到动词被动语态的逐渐进展表明如何在早期、更简单的结构的基础上逐渐学习句法类别和语法结构。
In this paper we examine the development of passive participles in the spontaneous speech of seven English speaking children. We argue that the grammatical properties which distinguish passive participles as a category emerge gradually and are learned as motivated properties of a complex, polysemous construction. The data reveals a regular progression from early adjectival uses to true verbal passives, in which the participle itself denotes a dynamic event. This process follows a consistent pattern, whereby children gradually extend the use of participles to equivocal contexts that are compatible with either a stative or an eventive reading. All seven children regularly use participles in equivocal contexts before they begin to master true verbal passives. This development is analyzed as an instance of constructional grounding, a process whereby certain uses of a relatively simple source construction provide the basis for children’s initial hypotheses about a more diAcult target construction. More generally, the gradual progression from adjectival to verbal passives suggests how syntactic categories and grammatical constructions can be learned gradually on the basis of earlier, simpler structures.