Non-canonical questions in early and late bilingual language acquisition

早期和晚期双语习得中的非规范问题

• 批准号: 421397119
• 负责人: Professorin Dr. Tanja Kupisch
• 金额: --
• 依托单位: Arbeitsgruppe Romanistische Sprachwissenschaft
• 依托单位国家: 德国
• 项目类别: Research Units
• 财政年份: 2019
• 资助国家: 德国
• 起止时间: 2018-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/421397119?language=en
• 关键词: Non; canonical; questions; early; late

Successful comprehension and production of Rhetorical Questions (RQs) involves access to prosodic, lexical, and contextual cues, which differ across languages, as well as Theory of Mind. Therefore, they provide the opportunity to investigate how access to these cues changes over time as children develop their language and cognitive abilities and whether bilingual children and adults have different coding strategies in each of their languages and it relation to monolinguals. This project investigates for the first time systematically how bilingual and monolingual children and adults acquire RQs. Using a combination of perception, comprehension, and production tasks, the first set of objectives addresses whether bilinguals are able to perceive the difference between Information Seeking Questions (ISQs) and RQs on the basis of prosodic cues and lexical cues (discourse particles), whether they can use these cues to comprehend RQs and whether they can use these cues in their own production. The second set of objectives addresses the acquisition of RQ in different dimensions of bilingualism; it compares the acquisition of RQs in bilinguals’ majority language (German) to their minority/heritage language (Italian) and it makes inferences about the roles of age (and general cognitive abilities), age of onset, length and type of exposure and input, proficiency in the two languages in contact (German and Italian), acquisition of irony (in German and Italian), and Theory of Mind (in German and Italian). By comparing adult early vs. adult late learners of German, it addresses effects of age of onset and relative proficiency in German. Since research on the acquisition of RQs has been extremely limited, the present programme will fill a research gap.

修辞性问句的成功理解和产生涉及到不同语言的韵律、词汇和语境线索，以及心理理论。因此，他们提供了机会，以调查如何访问这些线索随着时间的推移，儿童发展他们的语言和认知能力的变化，以及双语儿童和成人是否有不同的编码策略，在他们的每一种语言，它与单语者。该项目首次系统地调查了双语和单语儿童和成人如何获得RQ。第一组目标是结合感知、理解和产出任务，解决双语者是否能够根据韵律线索和词汇线索（话语粒子）感知信息寻求问题（ISQ）和RQ之间的差异，他们是否可以使用这些线索来理解RQ，以及他们是否可以在自己的产出中使用这些线索。第二组目标是在不同的双语维度上获得RQ;本文比较了双语者的主要语言（德语）和他们的少数民族/传统语言（意大利语）的反应性定量的获得，并对年龄的作用进行了推断（和一般认知能力）、发病年龄、接触和输入的时间和类型、两种语言的熟练程度（德语和意大利语），反语的习得（德语和意大利语），以及心理理论（德语和意大利语）。通过比较成人早期与成人后期学习者的德语，它解决了发病年龄和相对熟练的德语的影响。由于关于获得驻地协调员的研究极为有限，本方案将填补一个研究空白。