Since Labov and Labov 1978 it is known that English-speaking children do not apply Subject Auxiliary Inversion uniformly across question types. In particular, inversion in why-questions still occurs at the low rate of 15% between 4;0 and 4;6. Recently Thornton (2004) suggested that non-inversion in why-questions is due to the fact that why occupies a position different and higher than other wh-words. In this view leaving why-questions uninverted is an option available in UG as in Italian (Rizzi 1999). Rowland and Pine 2000 investigating 6 types of wh-questions corroborate the findings of Labov and Labov (1978). In contrast to Thornton, they explain the non-occurrence of inversion in why-questions in a constructivist framework by the low frequency of input.
In Germanic languages different from English, question formation does not only involve SAI but requires subject verb inversion for all verb types, whereas English requires do-support for main verbs. This property is due to verb-movement, namely V2. In these languages main verbs can raise to a position in the left periphery where the Wh-feature can be checked. In particular, a generative approach would predict for Germanic languages like German or Danish that children who have acquired the V2 property do not have difficulties with inversion in all questions types. A usage-based approach, however, would predict an input-dependent acquisition of inversion for every single question type since it is claimed that children do not use general operations or categories such as wh-elements.
This study investigates the spontaneous production of questions in two German children with an age range of 3;1-3;7 and one Danish child with an age range of 1;00-6;1. The analysis shows that these children place finite verbs in the V2 position in declaratives and consistently produce adult-like Wh-questions already at age 3. In the 124 questions produced by the German children no uninverted question occurred, whereas the Danish child showed an inversion-rate of 94.6%. Contrary to expectation, the non-inverted questions concerned what and where, which frequently occur in the input. Moreover, all why-questions were inverted in spite of low frequency of input.
The study thus reveals the expected cross-linguistic difference in the acquisition of questions as predicted by the interplay of verb-movement and wh-features in a generative approach, whereas the account offered by Rowland and Pine can at best explain English data.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Theoretical Background
- The delayed acquisition of why-questions
- Predictions
- The semantic account
- The usage-based account
- The Continuity Hypothesis
- The Maturation Hypothesis
- Method
- Danish
- German
- Classification of Danish and German
- Results
- Danish
- German
- Evaluation
- The semantic account
- The usage-based account
- The Continuity Hypothesis
- The Maturation Hypothesis
- Discussion
- The CP-modifier Hypothesis
- The Extended Continuity Hypothesis
- Parameter settings reducing processing load
- The Initial Hypothesis of Syntax
- Referential questions and the wh-criterion
- The Variational Model of Language Acquisition
- Maturation and Very early Setting of the V2 Parameter
- Triggering inverted why-questions
- Three possible solutions for uninverted why-questions in Early English
- An approach based on the Continuity Hypothesis
- An account based on the Variational Model
- An approach based on the Maturation Hypothesis
- Comparison and Discussion of the three approaches
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study investigates the acquisition of why-questions in young children learning German and Danish, both V2 languages. The research aims to explore the delayed acquisition of why-questions in English, analyze the predictions of various theoretical frameworks regarding wh-question acquisition, and evaluate these frameworks based on the collected data.
- Delayed acquisition of why-questions in English
- Cross-linguistic comparison of wh-question acquisition in V2 languages
- Evaluation of theoretical frameworks for wh-question acquisition
- The role of the V2 parameter in wh-question acquisition
- The impact of language-specific properties on wh-question acquisition
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: This chapter presents the phenomenon of delayed acquisition of why-questions in English, highlighting the differences in acquisition patterns between English and other languages like Italian or V2 languages. It also introduces the opposing views of Universal Grammar (UG) proponents and opponents regarding the implications of this delay.
- Theoretical Background: This chapter discusses the cross-linguistic variations in wh-question formation, outlining the two main parametric variations: wh-element fronting and adjacency to the verb. It provides a brief overview of the theoretical background for understanding the acquisition of wh-questions.
- The delayed acquisition of why-questions: This chapter explores the existing research on the delayed acquisition of why-questions in English-speaking children, highlighting the evidence supporting the theory of UG and its opposing arguments. It also discusses the possibility of a delayed acquisition of why-questions in V2 languages.
- Predictions: This chapter outlines the predictions made by different theoretical approaches regarding the acquisition of wh-questions, focusing on the semantic account, the usage-based account, the Continuity Hypothesis, and the Maturation Hypothesis.
- Method: This chapter details the methodology employed for the study, including the data collection procedures and the specific features of the German and Danish languages that are relevant to the research.
- Results: This chapter presents the results of the analysis of wh-questions produced by children learning German and Danish.
- Evaluation: This chapter evaluates the various theoretical frameworks in light of the collected data, examining the semantic account, the usage-based account, the Continuity Hypothesis, and the Maturation Hypothesis.
- Discussion: This chapter engages in a detailed discussion of the findings, exploring several theoretical frameworks that may explain the observations. It explores topics such as the CP-modifier Hypothesis, the Extended Continuity Hypothesis, parameter settings reducing processing load, the Initial Hypothesis of Syntax, referential questions and the wh-criterion, the Variational Model of Language Acquisition, maturation and the V2 parameter, and triggering inverted why-questions.
Schlüsselwörter (Keywords)
The primary focus of this study is on the cross-linguistic acquisition of why-questions in young children, particularly in V2 languages like German and Danish. Key terms include wh-questions, wh-movement, Subject-Auxiliary-Inversion (SAI), V2 parameter, Universal Grammar (UG), Continuity Hypothesis, Maturation Hypothesis, Early English, and comparative language acquisition.
- Quote paper
- Michael Treichler (Author), 2006, A cross-linguistic comparison of the acquisition of why-questions by young children, Munich, GRIN Verlag, https://www.grin.com/document/63997
