Der Erwerb (nicht)restriktiver Relativsätze im Deutschen

ERW项目的目标是通过调查形式和功能的核心属性来描述德语关系从句的习得情况。到目前为止，习得研究一直集中在句法特征上，关于德语的习得，则侧重于语言产出。在一系列的理解和产出实验中，ERW研究了动词顺序(动词-第二，V2和动词-末尾，VF)和功能(限制和同位)以及它们之间的相互作用。第一阶段的两个产出实验的结果表明，与文献中的一些假设相反，3-5岁的儿童更喜欢关系从句中的动词-末尾动词顺序，而动词-第二关系从句的产生很少。儿童获得关系从句中整合V2格式(IV2)的限制的年龄尚未确定。一项理解实验的数据提供了新的证据，表明4-6岁的语言学习者和被测试的成年人一样，对关系从句的限制性解释表现出强烈的偏好。限制性阅读似乎更倾向于独立于韵律标记为限制性或同位词。然而，这一结果并没有说明儿童对限制性阅读的偏好是否代表了一种横跨不同语篇和句子语境的一般解释策略。在第二阶段，关于功能属性，ERW将解决以下问题：关系从句在同位之前习得的限制功能是否具有总体功能？儿童在多大年龄段能够使用语篇助词等明确的同位标记？语言学习者赋予同位关系从句(命题或谓词)什么样的语义表征，又赋予关系代词什么样的语义地位？关于形式属性，在第二阶段，ERW将调查儿童在掌握IV2-和VF-关系从句结构的过程中的习得阶段，以及儿童中间语法的结构假设。此外，在第二阶段中，我们将考察儿童在中心名词、矩阵谓词和关系从句在矩阵从句中的位置方面对IV2关系从句的具体限制。在第二阶段中，ERW将考察语言学习者分别为IV2关系从句和VF关系从句分配哪些功能，以及儿童是否表现出与动词顺序无关的默认解释。在这种情况下，问题出现在什么年龄IV2和VF关系从句根据它们的功能范围来区分。

The objective of the project ERW is to characterize the acquisition of relative clauses in German by investigating core properties of form and function. Acquisition research has to date focused on syntactic properties and, regarding the acquisition of German, on language production. In a series of comprehension and production experiments ERW studies the factors verb order (verb-second, V2 vs. verb-final, VF) and function (restrictive vs. appositive) and their interaction.The results of two production experiments in the first phase indicate that children between the ages of 3 and 5 - contrary to some assumptions in the literature - prefer the verb-final verb order in relative clauses, while verb-second relative clauses are rarely produced. The age at which children acquire the restrictions for integrated V2-formats (iV2) in relative clauses has not yet been determined. The data of a comprehension experiment provides novel evidence that language learners between the ages of 4 and 6, like the adults tested, exhibit a strong preference for the restrictive interpretation of relative clauses. A restrictive reading seems to be favored independent of the prosodic marking as restrictive or appositive. However, this result leaves open whether children's preference for restrictive readings represents a general interpretation strategy holding across different discourse and sentential contexts.Regarding functional properties, in the second phase ERW will address the following questions: Is the restrictive function of relative clauses acquired before the appositive function in general? At what age are children able to use unambiguous markers of appositivity such as discourse particles? Which semantic representation do language learners assign to appositive relative clauses (propositional or predicational) and which semantic status do they assign to the relative pronoun? Regarding the formal properties, in phase 2 ERW will investigate children's acquisition stages on their way to mastering the representation of iV2- and VF-relative clause structures and the structural assumptions underlying children's intermediate grammars. In addition, it will be examined at what age children acquire the specific restrictions on iV2-relative clauses with regard to head noun, matrix predicate, and the relative clause position within the matrix clause.Addressing the interaction of form and function, in phase 2 ERW will examine which function language learners assign to iV2- and VF-relative clauses, respectively, and whether children show a default interpretation independent of the verb order. In that case the question arises at what age iV2 and VF-relative clauses are distinguished according to their functional range.