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This paper studies the acquisition process of Spanish verbal morphology in a monolingual child. The study focuses on the period of the first 50 verb lemmas. This covers the period from age 1;7 till 1;10.
The data shows that the verb acquisition process of this Spanish child follows three main stages:
1. A lexical stage in which verbs are only acquired as a lexical element.
2. A syntactic stage in which the verb, still contemplated as a non-split word, becomes the main element in the development of thematic and semantic relations.
3. A morphological stage in which verb suffixes begin to be analysed separately. At this stage, the relationship between form and meaning starts and the functional categories linked to the verb (tense, aspect, agreement, mood... ) begin to be acquired. Just at this moment, the first miniparadigms appear, which suggests that the acquisition process of verb morphology has started.
The first two stages are premorphological and cover in our child the period till 1;9. In the last stage, which begins at 1;10, the child enters the protomorphological stage.
Die folgende Studie steht in Verbindung mit einer intersprachlichen Untersuchung zu der Dimension des sprachlichen Erfassens von Gegenständen im Rahmen des Kölner Projekts für Universalienforschung und Typologie (UNITYP). Im ersten Kapitel werden die zugrundeliegenden theoretischen Begriffe der sprachlichen Universalien und Typologie sowie die Dimension des Erfassens von Gegenständen kurz erörtert, um die Ziele dieser Arbeit in Beziehung zum Forschungsplan des UNITYPs zu setzen. Im zweiten Kapitel wird das Phänomen klassifikatorischer Verben zunächst definiert, und dann werden Systeme klassifikatorischer Verben in ausgewählten Einzelsprachen beschrieben. Abschließend wird der Versuch gemacht, zu zeigen, inwieweit die für eine Einzelsprache beschriebene Erscheinung ein typologisches Charakteristikum der betreffenden Sprachfamilie bzw. Sprachgruppe ist, um damit die Verbreitung von klassifikatorischen Verben in nordamerikanischen Indianersprachen vorläufig abzustecken. Im dritten Kapitel werden Verallgemeinerungen aus den im zweiten Kapitel vorgelegten Daten gezogen, um eine vorläufige typologische Beschreibung der Erscheinung "klassifikatorische Verben" zu erzielen und somit ihre Stellung in der Dimension des Erfassens von Gegenständen sowie in einer konzept-orientierten Typologie zu charakterisieren.
Introduction
(2000)
In these conclusions we can deal only with some of the tentative comparative results of the workshop papers on the early development of verb morphology. The main focus is on criteria of how the child detects morphology and how this emerging morphological competence develops in its earliest phases. In view of the purpose and tentative character of these conclusions, all references will be limited to the papers of the workshop and to earlier studies by workshop participants within the "Crosslinguistic Project on Pre- and Protomorphology in Language Acquisition". Much more will be given in the projected final publication.
This paper shows the early development of the first approximately 50 verbs found in the recorded speech production of one Croatian girl. The aim is to analyse and interpret the child's verb development in terms of the distinction of a pre- and a protomorphological phase before modularised morphology in language acquisition (Dressler & Karpf 1995). Furthermore, focus will be laid on the emergence of first verb paradigms.
It is argued that there is a surprising gap in the distribution of adverbial modifiers, namely that there are (practically) no adverbs that modify exclusively stative verbs. Given the general range of selectional restrictions associated with adverb/verb modification, this comes as a surprise. It is argued that this gap cannot be the result of standard selectional restrictions. An independently motivated account of the state-event verb contrast, in which state verbs are proposed to lack Davidsonian arguments is presented and argued to account for this stative adverb gap. Some apparent and real problems with the analysis are discussed.
This paper deals with early verb development (e.g., person, tense) until the emergence of verb-paradigms in two French-speaking children.
I will show the parallelism between the two children in the gradual building of paradigms, despite considerable differences in the rate of development. Individual differences on the other hand will bring me to reconsider the broad category of premorphological rote-learnt forms which already displays some patterning in one of the children's data.
The source of the data used in this paper are recordings of conversations with a Lithuanian girl, Rūta. Rūta lives in Vilnius and is the only child in the family. Both parents speak standard Lithuanian without dialectal influences. The recordings were taken on a free basis without a fixed schedule, then transcribed by the mother of the child, double-checked and coded in accordance with CHILDES by the author of the paper. At the moment of writing this contribution the data taken between 1;7-2;5 have been fully processed. Over this period about 34.5 hours of recordings were collected.