Change and acquisition of verbal structures

这个项目调查了动词类的变化，重点是法语。作为起点，它采用了对语义和句法类定义属性的获取和历史发现。假设是，在语言变化和习得中，动词类同样是言语属性的产物，并且是次要实体。这并不令人惊讶，因为动词意义的各个方面都被认为是语法相关的，但它为动词类是如何获得和如何变化打开了一个新的视角。在习得方面，它解释了这样一个事实，即一些动词类的习得比其他动词类晚，或者它们从未完全习得，即即使在成人使用时也继续表现出变化。在历时性中，它解释了不一致性，即动词类整体上没有变化，而只是相对于它们的某些属性。虽然词汇和文本资源可用于历史法语，历时变化尚未从这一角度进行调查。该项目旨在通过集中研究法语动词类别（与格单及物）和结构属性（非宾格）来填补空白，这些内容已被充分记录或已被以前的历史研究所涵盖，因此构成了研究单元“构建语言处理、习得和变化中的输入”（SILPAC）的跨学科研究的坚实基础。这个项目的首要研究问题是：一个动词类在历史上具有生产力的经验证据是什么？它如何与加工以及容忍原则联系起来？与SILPAC的方法一致，该项目将研究在历时性中观察到的变化是否可以在加工实验中引起（SILPAC的关键特征1和4），变化是否在个体作者的寿命中出现（关键特征2），词汇和语法属性如何作为变化的触发因素（关键特征3），以及历史资源是否作为学习模型应用的定量基础（关键特征4）。

This project investigates change in verb classes, focusing on French. As starting points it takes acquisitional and historical findings on semantic and syntactic class-defining properties. The assumption is that, in language change and in acquisition likewise, verb classes are the product of verbal properties and as such secondary entities. This does not come as a surprise, given that the facets of verb meanings are taken to be grammatically relevant, but it opens a new view on how verb classes are acquired and how they change. In acquisition, it accounts for the fact that some verb classes are acquired later than others or that they are never fully acquired, i.e. continue to show variation even when used by adults. In diachrony, it accounts for inconsistencies, i.e., verb classes not changing as a whole but only with respect to some of their properties. Although lexical and textual resources are available for historical French, diachronic changes have not yet been investigated from this perspective. This project aims at filling the gap by concentrating on French verb classes (dative monotransitives) and structural properties (unaccusativity) that are well documented or have been covered by previous historical studies and which therefore constitute a solid basis for the interdisciplinary research in the research unit "Structuring the Input in Language Processing, Acquisition, and Change" (SILPAC). The overarching research question for this project is: What is the empirical evidence for a verb class to be historically productive, and how can it be related to processing as well as the Tolerance Principle? Consistent with the approach of SILPAC, this project will investigate if the changes observed in diachrony can be elicited in processing experiments (SILPAC's key features 1 and 4), if changes arise in the lifespan of individual authors (key feature 2), how lexical and grammatical properties compete as triggers of change (key feature 3), and if historical resources are a quantitative basis for the application of learning models (key feature 4).