COLLABORATIVE RESEARCH: The Cross-Linguistic Acquisition of Binding

合作研究：绑定的跨语言习得

• 批准号: 9121201
• 负责人: Kenneth Wexler
• 金额: --
• 依托单位: Massachusetts Institute of Technology
• 依托单位国家: 美国
• 项目类别: Continuing grant
• 财政年份: 1992
• 资助国家: 美国
• 起止时间: 1992-03-15 至 1995-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9121201&HistoricalAwards=false
• 关键词: COLLABORATIVE; RESEARCH; Cross; Linguistic; Acquisition

ABSTRACT This purpose of this project is to investigate a number of live theoretical issues in the acquisition of language through detailed experimental studies in Chinese and English. These studies will focus on the development of one module of linguistic theory, namely Binding theory. Throughout the course of this investigation, the investigators will to chart many important aspects concerning children's development of knowledge of Binding. The Chinese data will be collected in Taiwan and the English data will be collected in the United States. Several topics and theoretical approaches will be considered. In particular, the researchers will investigate the following interrelated topics: 1) The interaction between syntactic and pragmatic principles on children's acquisition of bound-variable versus referential pronouns. 2) The relationship between Chinese children's apparent lack of long-distance binding and their acceptance of object antecedents for the reflexive ziji. 3) The possibility of explaining anomalous acquisition phenomena by a parametrized theory with independent parameters versus a richly interrelated developmental theory. 4) The relationship between children's knowledge of long-distance binding and subject- orientation and the theory of ziji-movement in Logical Form. 5) Children's knowledge of non-canonical chain-binding and binding of adjuncts.

本项目旨在通过详细的中英文实验研究，探讨语言习得中存在的一些理论问题。这些研究将集中在语言学理论的一个模块，即绑定理论的发展。在整个调查过程中，调查人员将绘制有关儿童绑扎知识发展的许多重要方面的图表。中文数据将在台湾收集，英文数据将在美国收集。几个主题和理论方法将被考虑。具体而言，研究人员将探讨以下相关主题：1)句法和语用原则对儿童习得束缚变量代词和指称代词的影响。(2)中国儿童明显缺乏远距离约束与他们对自反词“子己”客体先行词的接受之间的关系。3)用具有独立参数的参数化理论与具有丰富关联的发展理论来解释异常习得现象的可能性。(4)儿童对长距离结合和主体定向的认识与逻辑形式的子鸡运动理论的关系。(5)儿童对非规范链结合和附言结合的认识。