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Children […] growing up with highly inflected languages such as Modern Greek will frequently hear different grammatical forms of a given lexeme used in different grammatical and semantic-pragmatic contexts. In spite of the fact that the Greek noun is not as highly inflected as the verb, acquisition of nominal inflection of this inflecting-fusional language is quite complex, comprising the three categories of case, number, and gender. As is usual in this type of language, the formation of case-number forms obeys different patterns that apply to largely arbitrary classes of nominal lexemes partially based on gender. Further, frequency of the occurrence of the three gender classes and case-number forms of nouns greatly differs in spoken Greek, regarding both the types and tokens. […] [A] child learning an inflecting-fusional language like Greek must construct different inflectional patterns depending not only on parts of speech but also on subclasses within a given part of speech, such as gender classes of nouns and inflectional classes within or (exceptionally) across genders. It is therefore to be expected that the early development of case and number distinctions will apply to specific nouns and subclasses of nouns rather than the totality of Greek nouns. The two main theoretical approaches of morphological development that will be discussed in the present paper are the usage-based approach and the pre- and protomorphology approach.
The purpose of this research was to trace the developmental steps in the acquisition of aspectual oppositions in Russian and to examine the validity of the 'aspect before tense' hypothesis for L1-speaking children. Imperfective/perfective verbs and their inflections, as well as aspectual pairs, were analysed in the first five months of verb production (and the respective months in the input) in three children. Additionally, the first four months of verb production were investigated in one boy with less data. Verb forms marked for the past and for the present occur simultaneously in all children. These early forms relate to 'here and now' situations: verbs marked for the past denote 'resultative' events that are perceived by the children as occurring during the speech time or immediately before it, while verbs marked for the present typically denote on-going events. Thus, with early tense oppositions (or tense morphology) children mark aspectual contrasts in the moment of speech: evidence in favour of the 'aspect before tense' hypothesis.
A strong preference in using the perfective aspect for the past and the imperfective aspect for the present events has been found in both adults and children. Further, only very few aspectual pairs were documented within the analysed period (from the onset of verb production to the period when children produce rule-driven inflectional forms). The productive use of the finite forms of perfective and imperfective verbs doesn't concord with the ability of the productive use of the contrastive forms of one lemma. Data suggest that children (start to) learn aspectual forms in an item-based manner. The acquisition of aspectual oppositions (aspectual pairs) is lexically dependent and is guided by the contextual 'thesaurus'. Aspectual pairs are learned in a peace-meal way during much longer, than observed for this article, period of time. Generally, aspect is not learned as a rule, also because there are no (uniform) rules of forming of aspectual pairs, but as the 'satellite' of the inherent lexical meaning of verbs of diverse Aktionsarten.
The issues addressed here are relevant for other Slavic languages, exhibiting the morphological category of aspect.
In the following, we will discuss the acquisition of plural forms in German from the unified perspective of the two, in our opinion compatible, approaches, on the basis of a longitudinal data sample of eight children. There are at least six recordings of each child, all of whom are girls. Together, the data cover the acquisition period from 1;11 to 2;10. One may thus anticipate that the data sample under investigation reflects the transition from purely lexical memorization to the acquisition of regularities or patterns.
This paper deals with the emergence of verb morphology in one German child up to the time mini-paradigms occur in the data. I will focus on the role of protomorphology as a transitional stage between rote learning and the productive use of morphological distinctions.
This 18th issue of ZAS-Papers in Linguistics consists of papers on the development of verb acquisition in 9 languages from the very early stages up to the onset of paradigm construction. Each of the 10 papers deals with first-Ianguage developmental processes in one or two children studied via longitudinal data. The languages involved are French, Spanish, Russian, Croatian, Lithuanien, Finnish, English and German. For German two different varieties are examined, one from Berlin and one from Vienna. All papers are based on presentations at the workshop 'Early verbs: On the way to mini-paradigms' held at the ZAS (Berlin) on the 30./31. of September 2000. This workshop brought to a close the first phase of cooperation between two projects on language acquisition which has started in October 1999:
a) the project on "Syntaktische Konsequenzen des Morphologieerwerbs" at the ZAS (Berlin) headed by Juergen Weissenborn and Ewald Lang, and financially supported by the Deutsche Forschungsgemeinschaft, and
b) the international "Crosslinguistic Project on Pre- and Protomorphology in Language Acquisition" coordinated by Wolfgang U. Dressler in behalf of the Austrian Academy of Sciences.
The study presents a first investigation of two different processes in the L1-acquisition of German: The acquisition of definite pronominal forms and the occurence of finite verbs. The aim of the study is to find out if there are inherent relations between both processes. Inherent relations are understood as developmental relations based on the structural properties which demand a correlated emergence of the finite verb and definite pronominal forms.
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.
Introduction
(2000)