410 Linguistik
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Bestimmte seit den sechziger Jahren zur Analyse früher kindlicher Äußerungen benutzte Beschreibungsmodelle unterschätzen die sprachliche Kompetenz des Kindes, indem sie die Struktur seiner Äußerungen auf Distributionsphänomene der Oberflächenstruktur reduzieren, andere Modelle überschätzen diese Kompetenz, indem sie kindlichen Äußerungen mehr sprachliche Information zuschreiben, als sie enthalten. Wenn außersprachliche Information auf systematische Art und Weise in die Untersuchung der sprachlichen Kommunikation zwischen Kind und Erwachsenem einbezogen wird, findet einerseits die Tatsache eine Erklärung, daß diese Kommunikation in so erstaunlichem Maße erfolgreich ist, andererseits erlaubt diese Beschreibungsweise es aber, frühe kindliche Äußerungen als sprachlich so undeterminiert darzustellen, wie sie sind.
Defined as a general inner-linguistic function, modality pervades language and there can thus be no strictly nonmodal predicative expressions. We shall, however, in what follows, keep to grammatical tradition and exclude declarative and interrogative sentences in the indicative mood from consideration. Although a thorough study of the development of modal negation should prove most rewarding, we must renounce such an attempt out of space limits. […] [W]e shall be concerned with the formal linguistic devices employed by the child for expressing modality in various languages and the functions these serve, i.e. how they are used. Only by the conjoint study of form and function can one hope to arrive at a fair understanding of how the modalizing function develops in the ontogenesis of language.
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.
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.
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.
Introduction
(2000)
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 ultimate goal of the study is to examine the acquisition of intensifiers in English and German. In this paper an overview of the first results regarding four L1 English-speaking children will be given. Contrary to previous claims in the literature (e.g. Thomas 1990), it will be argued that intensifiers are used by children in early phases of language acquisition. Intensifiers play an important role in early phases of language acquisition since they can be used to express the wish either to be included or excluded in a certain action and thus contribute to structuring a central aspect of the child's discourse.
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.
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.