Acquisition of Adversative Discourse Relations - but in German, Bulgarian and English L1-Acquisition

对抗性话语关系的习得 - 但在德语、保加利亚语和英语中 L1 习得

• 批准号: 213874862
• 负责人: Privatdozentin Dr. Dagmar Bittner
• 金额: --
• 依托单位: Leibniz-Zentrum Allgemeine Sprachwissenschaft (ZAS)
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2012
• 资助国家: 德国
• 起止时间: 2011-12-31 至 2017-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/213874862?language=en
• 关键词: Acquisition; Adversative; Discourse; Relations; but

The aim of this crosslinguistic study is to develop a model of the acquisition of adversative discourse relations by focusing on the prototypical adversative marker but. Semantic, syntactic and discourse-pragmatic features of but in child grammar will be included in the model.Previous studies on the acquisition of but either focused on the discourse or the sentence level. Therefore, semantic properties of but have only been investigated in interaction with discourse-pragmatic or syntactic acquisition factors, but not both. This has led to diverging assumptions about the acquisition path of adversative markers (like but) and the way it is affected by different types of linguistic knowledge. The project investigates the interaction of these types of linguistic knowledge as well as the developmental stages in the acquisition of different levels of linguistic knowledge. Backgrounds to our investigations are hypotheses about cumulative cognitive complexity in the acquisition of connectives (Spooren & Sanders 2008) and place of syntactic conjunction (Lebeaux 2000). In order to account for language specific differences in the acquisition process, three languages showing tyologically different specification of the adversative domain (English, German, Bulgarian) will be investigated. In the requested second research period, we plan to investigate the language specific discrimination of the additive-adversative spectrum and the later stages of acquisition.

这项跨语言研究的目的是通过对典型的转折标记语BUT的研究，建立一个转折话语关系习得的模式。该模型将儿童语法中的But的语义、句法和语篇-语用特征纳入其中。以往对But习得的研究主要集中在语篇或句子层面。因此，BUT的语义特征只能在语篇-语用或句法习得因素的交互作用下进行研究，而不是两者兼而有之。这导致了对转折标记(如但是)的习得路径以及它如何受到不同类型的语言知识的影响的不同假设。该项目调查了这些类型的语言知识之间的相互作用，以及在获得不同水平的语言知识方面的发展阶段。我们研究的背景是关于连词习得中累积认知复杂性的假设(Spooren&Sanders，2008)和句法连词所在(LeBeaux，2000)。为了解释习得过程中语言的具体差异，将调查三种在攻击性领域表现出不同类型规格的语言(英语、德语、保加利亚语)。在要求的第二个研究阶段，我们计划调查加性-转折性语谱的语言特异性辨别以及习得的后期阶段。