DOCTORAL DISSERTATION RESEARCH: Acquisition of Word Order and Particle Order in Turkish

博士论文研究：土耳其语词序和粒子顺序的习得

• 批准号: 0002010
• 负责人: Karin Stromswold
• 金额: $ 1.16万
• 依托单位: Rutgers University New Brunswick
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-07-01 至 2002-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0002010&HistoricalAwards=false
• 关键词: DOCTORAL; DISSERTATION; RESEARCH; Acquisition; Word

Although many linguists argue that all languages share a common universal grammar, superficially languages vary tremendously. For example, some languages such as English allow only one basic word order (fixed word order languages), while languages such as Turkish permit many word orders. In addition, there are isolating languages such as Mandarin in which grammatical relationships are expressed through word order, and not by adding to or changing morphological structure of words, and languages such as Turkish in which grammatical relationships are expressed via sequences of inflectional particles, each of which expresses a specific grammatical meaning. Despite differences which exist among languages, most language acquisition research has concentrated on languages that are fixed word order and either isolating or inflecting. Investigations of agglutinative, free word order languages are necessary if we are to test explanatory and descriptive adequacy of theories of acquisition.In this project we will use data from comprehension, imitation and judgment experiments to study the acquisition of Turkish as a first language by children between 1.5 and 6 years of age. These data will be used to address the following fundamental questions about language acquisition:1. Are young children predisposed to assume that the language they are acquiring has a fixed word order?2. Do they know the structural restrictions on a free word order language?3. When do children start reconciling structural restrictions and discourse considerations in a free word order language?4. Are young children predisposed to assume that grammatical particles are attached in a fixed order?5. Do children acquire particles that are putatively part of a universal ordering earlier than particles that are not?

尽管许多语言学家认为所有的语言都有一个共同的普遍语法，但表面上语言差异很大。例如，某些语言（如英语）只允许一种基本的词序（固定词序语言），而土耳其语等语言则允许多种词序。此外，还有一些孤立的语言，如汉语，语法关系是通过词序来表达的，而不是通过添加或改变单词的形态结构来表达的，还有一些语言，如土耳其语，语法关系是通过一系列屈折助词来表达的，每一个都表达了一个特定的语法意义。尽管语言之间存在差异，但大多数语言习得研究都集中在固定语序的语言上，要么孤立，要么曲折。如果我们要测试习得理论的解释性和描述性的充分性，就有必要对粘着性、自由语序语言进行调查。在本项目中，我们将使用理解、模仿和判断实验的数据来研究1.5至6岁儿童将土耳其语作为第一语言的习得情况。这些数据将被用来解决以下有关语言习得的基本问题：1。幼儿是否倾向于认为他们正在学习的语言有一个固定的语序？2.他们知道自由词序语言的结构限制吗？3.孩子们什么时候开始在自由语序语言中协调结构限制和话语考虑？4.幼儿是否倾向于认为语法助词是按固定顺序连接的？5.孩子们是否比不属于普遍秩序的粒子更早地获得普遍秩序的粒子？