Collaborative Research: A Theoretical and Experimental Study of the Cross-Linguistic Acquisition of Binding

这个项目将通过对语言能力一个模块的发展的详细实验研究，来研究当前语言习得中的一些理论问题，英汉两种语言中的回指现象都是约束理论的主题。该项目将绘制这一发展的许多重要方面的图表。英文数据将在美国收集，中国数据将在台湾与那里的同事合作收集。要考虑的话题包括：(1)乔姆斯基关于约束变量和指称代词的“原则B”的表述与儿童对该原则的认识之间的相互作用；(2)幼儿汉语明显缺乏长距离约束；(3)用子集原理和参数独立的参数理论解释异常习得现象的可能性，而不是用高度相关的发展理论：(4)通过自反式的LF运动解释远距离捆绑，而长距离捆绑发展缓慢；(5)非典范句式的发展，如连锁式和附加式的束缚。受语言学理论发展的启发，儿童语言习得的研究已经朝着寻求更全面、更形式化的理论模型的方向发展。这个项目反映了这一趋势，并进一步推动了这一趋势。它还回应了对语言习得跨语言研究的日益重视，试图发现人类普遍存在的发展模式，而不仅仅是说一种特定语言的人。

ABSTRACT This project will investigate a number of current theoretical issues in the acquisition of language, through the detailed experimental study of the development of one module of linguistic competence, the anaphoric phenomena which are the subject of binding theory, in English and Chinese. The project will chart many important aspects of this development. The English data will be collected in the United States, and the Chinese data in Taiwan, in collaboration with colleagues there. Among the topics to be considered will be (1) the interaction between the formulation of Chomsky's "Principle B" with regard to bound variables and referential pronouns, and the child's knowledge of the principle; (2) the apparent lack of long-distance binding in the Chinese of the young child; (3) the possibility of explaining anomalous acquisition phenomena by the Subset Principle and a parameterized theory with independent parameters, on the one hand, versus a richly interrelated developmental theory on the other hand; (4) the explanation of long-distance binding via LF movement of the reflexive, and the slow development of long-distance binding; and (5) the development of non-canonical patterns such as chain-binding and binding of adjuncts. %%% The study of language acquisition by children has moved in the direction of seeking much more comprehensive and more formalized theoretical modeling, informed by developments in linguistic theory. This project reflects that trend, and furthers it. It also responds to the increasing emphasis on cross-linguistic study of language acquisition, in the attempt to discover patterns of development which are general to human beings, not just to those speaking a particular language.