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

本研究的目的是通过对转折性话语关系的原型标记but的研究，建立一个转折性话语关系的习得模型。以往对but的习得研究主要集中在语篇或句子层面，但在儿童语法中的语义、句法和语篇语用特征都将被纳入该模型。因此，but的语义特性只在与语篇语用或句法习得因素的交互作用中被研究，而不是两者都有。这导致了关于转折标记（如but）的习得路径以及不同类型的语言知识对其影响的不同假设。该项目调查这些类型的语言知识的相互作用，以及在不同层次的语言知识的习得发展阶段。我们的研究背景是关于连接词习得的累积认知复杂性（Spooren & Sanders 2008）和句法连接位置（Lebeaux 2000）的假设。为了说明语言的具体差异，在收购过程中，三种语言的词源不同规格的转折域（英语，德语，保加利亚语）将进行调查。在第二阶段的研究中，我们计划考察加性转折频谱的语言特异性辨别以及习得的后期阶段。

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.