Language acquisition and the functional category system /
Finiteness, as a concept of information structure, determines the perspective from which the present investigation has been carried out. The linguistic status of finiteness in learner languages changes as a function of language development. This accounts for the fact that at consecutive stages of ac...
Saved in:
| Online Access: |
Full text (MCPHS users only) |
|---|---|
| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Berlin :
De Gruyter Mouton,
2012
|
| Series: | Studies on language acquisition ;
39. |
| Subjects: | |
| Local Note: | ProQuest Ebook Central |
Table of Contents:
- Acknowledgements; 1 Introduction; 1.1 Language acquisition from a functional perspective; 1.2 Overview of the book; 2 Lexical vs. functional elements; 2.1 Structure in language; 2.2 Language structure in production; 2.2.1 Phrase structure; 2.2.1.1 Lexical selection; 2.2.1.2 Phrasal coherence; 2.2.2 Utterance structure; 2.2.2.1 Perspective taking; 2.2.2.2 Contextual embedding; 2.2.2.3 Lexical categories; 2.2.2.4 Functional categories; 2.2.3 Word formation; 2.2.3.1 Derivation, inherent and contextual inflection; 2.2.3.2 Lexical and functional categories of word formation; 2.3 Learner systems.
- 2.3.1 Utterance structure at the initial stage2.3.2 Word formation at the initial stage; 2.4 First and second language acquisition; 2.5 Research questions; 2.6 Data sources; 3 The Target System; 3.1 Introduction; 3.2 Utterance structure; 3.2.1 Basic word order; 3.2.2 Word order variation; 3.2.3 Information structure and lexical meaning; 3.2.3.1 VP structure; 3.2.3.2 FP structure; 3.2.3.3 The function of F; 3.2.3.4 Movement; 3.2.4 Summary; 3.3 Utterance production; 3.3.1 Conceptualization, lexicalization and predication; 3.3.1.1 Conceptualization; 3.3.1.2 Lexicalization; 3.3.1.3 Predication.
- 3.3.2 Expressing finiteness and contextual embedding3.3.2.1 The semantic function of finiteness; 3.3.2.1.1 Truth value; 3.3.2.2 Anchoring; 3.3.2.2.1 Temporal anchoring; 3.3.2.2.2 Spatial anchoring; 3.3.2.3 The function of SpecFP; 3.3.3 Summary; 3.4 Hypotheses on language development; 4 The initial state; 4.1 Finiteness at the initial state; 4.2 Theoretical accounts; 4.2.1 Morpho-syntactic systems; 4.2.1.1 Poeppel and Wexler (1993), Wexler (1998); 4.2.1.2 Discussion; 4.2.2 Semantic systems; 4.2.2.1 Clahsen (1986); 4.2.2.2 Discussion; 4.2.2.3 Ingram and Thompson (1996); 4.2.2.4 Discussion.
- 4.2.3 Summary4.3 The alternative; 4.4 Summary; 5 The lexical stage; 5.1 Basic languages, research questions; 5.2 The analysis of early learner data; 5.3 Utterance structure at the lexical stage; 5.3.1 Lexical projections; 5.3.2 Testing the model: ergatives and particle verbs; 5.3.2.1 Ergatives; 5.3.2.2 Particle verbs; 5.3.3 Word order; 5.3.3.1 Subject first; 5.3.3.2 Topic first; 5.3.3.3 Head-initial; 5.3.4 Summary; 5.4 Conflicting constraints; 5.5 Conclusion; 5.6 From the lexical stage to the functional stage; 6 The functional stage; 6.1 The acquisition of the projection of F.
- 6.1.1 Utterance structure at the lexical stage6.1.2 Towards a functional topic position; 6.1.3 Towards a grammatical subject position; 6.2 Evidence of the projection of F; 6.2.1 The functional topic position; 6.2.2 The functional category F; 6.2.2.1 Analysis of the modal expressions 'ulle', 'mag-ikke' and 'nee'; 6.2.2.2 Analysis of the unanalysed modal expressions; 6.2.2.3 Epistemic modals; 6.2.2.4 The auxiliary verbs 'heb, heeft' and 'ben, is'; 6.2.2.5 The auxiliary verbs 'doe, doet' and 'ga, gaat'; 6.2.3 Topicalization; 6.3 The topic position; 6.3.1 The affix in F as a topicalization device.
