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

这个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）中建立参考系统所涉及的控制机制，并根据其重要性对这些因素进行加权。在定期录像的基础上，首先关注一般代词（das, da）的使用，我们研究了四岁以下双语德语和波兰语儿童指称系统的习得情况。然后，调查的重点是冠词和代词的使用，词序，以及与波兰语特别相关的其他语言特性，如aspect和case交替。此外，将孩子们的语言输出与输入数据进行比较。根据以下四个方面检查和分类儿童获得的所有形式。a.面向儿童的维度，即儿童的交际意向。我们将检查一个对象是否仅仅被命名，或者一个单独的指称物是否被新引入到话语中，或者是更狭义的指定。以听者为导向的维度：这一术语涵盖了听者的先验知识。我们试图确定儿童是否能够区分已知信息和新信息，以及听者的观点是否反映在儿童的语言生产中，例如交际情境中指称物的存在与不存在，或与儿童共享的知识与未共享的知识。面向上下文的维度，即情景上下文。在这个描述层面上，我们区分了不同的叙事情境和类型，例如儿童的无意识游戏，或对话和独白叙事语境。指向指称的维度：这个维度涉及指称对象的内在语义特征，如活力、清晰描绘的形状、个性化的指称物、专有名称。上述维度在德语和波兰语的结构特性中表现出不同程度的语言特殊性。德语的特点是有一个完整的冠词系统，而波兰语是一种没有冠词的语言，在语法上没有确定的和不确定的NPs之间的区别。然而，在波兰语中有语法手段，如相位对立和词序，为指称表达提供了一定的解释。显性代词只在特定的信息结构条件下使用。最后，我们的目标是确定是否在某些发展阶段的儿童的参考系统是一致的。当同时获得某些功能差异时（例如在两种语言中实现[+熟悉]的特性），这种对齐可能会发生，但它们也可能导致形式标记的转移。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。

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.