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

跨语言研究的目的是通过对典型的对抗性标记语“但是”的研究，建立一个对抗性话语关系习得的模型。该模型将包括儿童语法中but的语义、句法和语篇语用特征。以往对英语习得的研究多集中在语篇层面或句子层面。因此，but的语义特性只在与语篇语用或句法习得因素的相互作用下进行了研究，而不是同时进行。这导致了关于对抗性标记（如“但是”）的习得路径及其受不同类型语言知识影响的方式的不同假设。该项目调查了这些类型的语言知识的相互作用，以及在获取不同层次的语言知识的发展阶段。我们研究的背景是关于连接词习得过程中累积认知复杂性的假设（sporen & Sanders 2008）和句法连接位置的假设（Lebeaux 2000）。为了解释习得过程中特定语言的差异，将调查三种语言（英语、德语、保加利亚语）在类型上不同的对抗性域规范。在要求的第二个研究阶段，我们计划调查加-逆谱和习得后期阶段的语言特异性歧视。

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.