The acquisition of reference in a bilingual child (German - Polish). A longitudinal study on the interaction pragmatic conditions and morpho-syntactic factors

双语儿童（德语-波兰语）的参考获取。

• 批准号: 397567447
• 负责人: Professorin Dr. Christine Dimroth
• 金额: --
• 依托单位: Germanistisches Institut
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2018
• 资助国家: 德国
• 起止时间: 2017-12-31 至 2020-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/397567447?language=en
• 关键词: acquisition; reference; bilingual; child; German

The aim of this research project is the identification of control mechanisms involved in the construction of reference systems in two simultaneously acquired first languages (German and Polish) and the weighting of these factors in terms of their importance. On the basis of regular video recordings, with an initial focus on the use of generic pronouns (das, da), we examine the acquisition of the referential system in bilingual German and Polish children up to the age of four. The investigation then focuses on article and pronoun uses, word order, and additional linguistic properties that are especially relevant to Polish, such as aspect and case alternation. Furthermore, the children"s linguistic output is compared with the input data. The repertoire of forms acquired by the children is checked against and categorized in terms of the following four dimensions. a. The child-oriented dimension, i.e. the child"s communicative intention. We will check if an object is merely named or if an individual referent is newly introduced into the discourse or is more narrowly specified.b. The hearer-oriented dimension: This term covers the prior knowledge of the addressee. We seek to determine if the child distinguishes between given vs. new information and if the hearer"s perspective is reflected in the child"s language production, such as the presence vs. absence of the referent in the communicative situation, or knowledge shared vs. not shared with the child.c. The context-oriented dimension, i.e. the situational context. On this descriptive level, we distinguish between differing narrative situations and types, such as e.g. the oblivious playing of children, or dialogical and monological narrative contexts.d. The referent-oriented dimension: This dimension relates to inherent semantic features of the referential object such as animacy, clearly delineated shape, individuated referent, proper name.The above-mentioned dimensions manifest themselves to different language-specific degrees in the structural properties of German and Polish. While German is characterized by a fully articulated article system, Polish, a language with no articles, does not have at its disposal a grammaticalized distinction between definite and indefinite NPs. There are however grammatical means in Polish, such as aspect opposition and word order, that suggest a certain interpretation for referring expressions. Overt pronouns are used only under specific information-structural conditions.Finally, we aim to determine whether in certain developmental phases the children"s referential systems are aligned. This alignment may occur when certain functional distinctions are acquired simultaneously (e.g. the implementation of the feature [+familiar] in both languages, but they can also lead to a transfer of formal markers. In order to elucidate this issue, the data of a bilingual child will be compared with those of monolingual learners.

这一研究项目的目的是确定在同时获得的两种第一语言(德语和波兰语)中建立参照系统所涉及的控制机制，并根据这些因素的重要性对这些因素进行加权。在常规录像的基础上，我们首先关注类属代词(das，da)的使用，考察了四岁以下的德语和波兰双语儿童对指称系统的习得。然后调查重点是冠词和代词的用法，语序，以及与波兰语特别相关的其他语言特性，如体和格交替。此外，还将儿童的S语言输出与输入数据进行了比较，并将儿童习得的形式词汇表按以下四个维度进行了对比和归类：a.以儿童为中心的维度，即儿童的S交际意图。我们将检查一个对象是仅仅被命名的，还是一个单独的指称是新引入到话语中的，或者是被更狭隘地指定的。以听话人为中心：这一术语涵盖了听话人的先验知识。我们试图确定儿童是否能区分给定的信息和新的信息，以及听话者“S的观点是否反映在儿童”S的语言产出中，如交际情境中所指对象的存在与不存在，或与儿童分享的知识与不分享的知识。以语境为导向的维度，即情景语境。在这个描述层面上，我们区分了不同的叙事情境和类型，例如儿童的不经意的游戏，或者对话和一元论的叙事语境。所指维度：指称对象的固有语义特征，如有生命性、形状分明、所指对象个性化、专有名称等。上述维度在德语和波兰语的结构特征中表现出不同的语言特点。德语的特点是冠词系统完整，而波兰语是一种没有冠词的语言，没有定冠词和不定冠词之间的语法化区别。然而，在波兰语中，有一些语法手段，如体对立和语序，暗示着对指称表达的某种解释。显性代词只能在特定的信息结构条件下使用。最后，我们的目标是确定在特定的发展阶段，儿童的S指称系统是否对齐。这种对齐可能发生在同时获得某些功能差异时(例如，特征[+熟悉]在两种语言中的实施，但它们也可能导致形式标记的迁移。为了阐明这一问题，我们将双语儿童的数据与单语学习者的数据进行比较。