Der Erwerb (nicht)restriktiver Relativsätze im Deutschen

ERW项目的目标是通过调查形式和功能的核心属性来表征德语关系从句的习得。迄今为止，习得研究主要集中在句法特性上，而在德语习得方面，主要集中在语言生成上。在一系列的理解和产生实验中，ERW研究了动词顺序（动词-秒、V2 vs.动词-终、VF）和功能（限制vs.同位语）的因素及其相互作用。第一阶段的两个生成实验结果表明，与文献中的一些假设相反，3 - 5岁的儿童在关系从句中更喜欢动词-最终动词顺序，而很少产生动词-第二关系从句。儿童获得相对条款中综合v2格式（iV2）限制的年龄尚未确定。一项理解实验的数据提供了新的证据，表明4至6岁的语言学习者和接受测试的成年人一样，对关系从句的限制性解释表现出强烈的偏好。限制性阅读似乎倾向于独立于韵律标记作为限制性或同位语。然而，这一结果表明儿童对限制性阅读的偏好是否代表了在不同话语和句子语境中持有的一般解释策略。关于功能性质，第二阶段的ERW将解决以下问题：一般来说，关系分句的限制功能是否先于同位语功能获得？什么年龄的孩子能够使用明确的同位性标记，如语篇小品？语言学习者给同位语关系从句（命题式或谓语式）赋予了什么样的语义表征？给关系代词赋予了什么样的语义状态？在形式属性方面，第二阶段ERW将研究儿童在掌握iV2和vf关系子句结构表征的过程中的习得阶段，以及儿童中间语法的结构假设。此外，还将研究儿童在什么年龄获得关于主名词、矩阵谓词和关联子句在矩阵子句中的位置的iv2关系子句的具体限制。针对形式和功能的相互作用，在第二阶段，ERW将检查语言学习者分别赋予iV2和vf关系从句的功能，以及儿童是否表现出独立于动词顺序的默认解释。在这种情况下，问题就出现了，在什么年龄根据它们的功能范围来区分iV2和vf关系从句。

The objective of the project ERW is to characterize the acquisition of relative clauses in German by investigating core properties of form and function. Acquisition research has to date focused on syntactic properties and, regarding the acquisition of German, on language production. In a series of comprehension and production experiments ERW studies the factors verb order (verb-second, V2 vs. verb-final, VF) and function (restrictive vs. appositive) and their interaction.The results of two production experiments in the first phase indicate that children between the ages of 3 and 5 - contrary to some assumptions in the literature - prefer the verb-final verb order in relative clauses, while verb-second relative clauses are rarely produced. The age at which children acquire the restrictions for integrated V2-formats (iV2) in relative clauses has not yet been determined. The data of a comprehension experiment provides novel evidence that language learners between the ages of 4 and 6, like the adults tested, exhibit a strong preference for the restrictive interpretation of relative clauses. A restrictive reading seems to be favored independent of the prosodic marking as restrictive or appositive. However, this result leaves open whether children's preference for restrictive readings represents a general interpretation strategy holding across different discourse and sentential contexts.Regarding functional properties, in the second phase ERW will address the following questions: Is the restrictive function of relative clauses acquired before the appositive function in general? At what age are children able to use unambiguous markers of appositivity such as discourse particles? Which semantic representation do language learners assign to appositive relative clauses (propositional or predicational) and which semantic status do they assign to the relative pronoun? Regarding the formal properties, in phase 2 ERW will investigate children's acquisition stages on their way to mastering the representation of iV2- and VF-relative clause structures and the structural assumptions underlying children's intermediate grammars. In addition, it will be examined at what age children acquire the specific restrictions on iV2-relative clauses with regard to head noun, matrix predicate, and the relative clause position within the matrix clause.Addressing the interaction of form and function, in phase 2 ERW will examine which function language learners assign to iV2- and VF-relative clauses, respectively, and whether children show a default interpretation independent of the verb order. In that case the question arises at what age iV2 and VF-relative clauses are distinguished according to their functional range.