Der Erwerb (nicht)restriktiver Relativsätze im Deutschen

德语中（非）限制性关系条款的获得

• 批准号: 202643538
• 负责人: Professorin Dr. Petra Schulz
• 金额: --
• 依托单位: Institut für Psycholinguistik und Didaktik der deutschen Sprache
• 依托单位国家: 德国
• 项目类别: Research Units
• 财政年份: 2011
• 资助国家: 德国
• 起止时间: 2010-12-31 至 2019-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/202643538?language=en
• 关键词: Der; Erwerb; nicht; restriktiver; Relativs

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.

战争遗留爆炸物项目的目标是通过调查形式和功能的核心特性，确定德语关系从句的习得特点。迄今为止，习得研究主要集中在句法特性上，而关于德语的习得，则集中在语言产出上。在一系列的理解和产出实验中，ERW研究了动词顺序的因素（动词-秒，V2 vs.动词-末，VF）和功能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岁至5岁的儿童更喜欢关系从句中的动词-词尾动词顺序，而动词在后的关系分句很少产生。儿童获得关系从句中整合V2格式（iV 2）限制的年龄尚未确定。一个理解实验的数据提供了新的证据，4 - 6岁的语言学习者，像成年人一样，表现出强烈的偏好关系从句的限制性解释。限制性阅读似乎是独立的韵律标记作为限制性或同位的青睐。然而，这一结果留下了开放的儿童的偏好，限制性阅读是否代表了一个一般的解释策略，在不同的话语和口译contexts.For功能特性，在第二阶段ERW将解决以下问题：是限制性功能的关系从句获得之前，一般的同位功能？儿童在什么年龄能够使用明确的同位标记，如话语助词？语言学习者赋予同位关系从句（命题或谓词）何种语义表征，赋予关系代词何种语义地位？关于形式属性，在第二阶段，战争遗留爆炸物研究将调查儿童在掌握iV 2和VF关系分句结构的表征过程中的习得阶段，以及儿童中间语法所依据的结构假设。此外，我们还将考察儿童在什么年龄段习得了iV 2关系从句的具体限制，包括中心名词、基本谓语和关系从句在基本从句中的位置。针对形式和功能的相互作用，在第二阶段，ERW将考察语言学习者分别赋予iV 2关系从句和VF关系从句哪些功能。以及子项是否显示与动词顺序无关的默认解释。在这种情况下，问题就产生了，根据其功能范围，iV 2和VF关系从句在什么年龄被区分开来。