An Event-Semantic Account of Spatial Modification in the Acquisition of Mandarin

Autor/inn/en	Deng, Xiangjun; Yip, Virginia
Titel	An Event-Semantic Account of Spatial Modification in the Acquisition of Mandarin
Quelle	In: Journal of Child Language, 45 (2018) 4, S.829-857 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
Schlagwörter	Semantics; Mandarin Chinese; Verbs; Phrase Structure; Language Acquisition; Language Usage; Form Classes (Languages); Video Technology; Control Groups; Experimental Groups; Ambiguity (Semantics); Linguistic Input; Preschool Children; Comparative Analysis; Age Differences + Suchen Sie Ihr Suchwort? Semantik; Phrasenstruktur; Sprachaneignung; Spracherwerb; Sprachgebrauch; Analytischer Sprachbau; Sprachbildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Age; Difference; Age difference; Altersunterschied
Abstract	This study investigates Mandarin-speaking children's knowledge of event semantics in interpreting spatial modifiers with "zai" 'at' after a posture verb or before a placement verb. The event-semantic principles investigated include subevent modification (Parsons, 1990) and aspect shift (Fong, 1997). We conducted an experimental study using modified forced choice, video choice, and elicited production techniques with five groups of children (two- to six-year-olds) and an adult control group. Three-year-olds were sensitive to the ambiguity of "zai"-PPs with placement verbs and posture verbs, suggesting guidance from principles of aspect shift and subevent modification. On the other hand, distributional properties of the input play a role in acquiring the interpretation and word order of "zai": e.g., four-year-olds significantly differed from adults in accepting non-target V-"zai" sentences, as some verb classes can take postverbal prepositional phrases with "zai" while others cannot in adult usage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01