SFB 632 I: Erwerb der Fokusmarkierungen im ungestörten und gestörten Erstspracherwerb (Teilprojekt C 3)


There are basically three ways for a language to mark the focus of an utterance:
prosodically, lexically, and syntactically. These means are not mutually
exclusive but can be combined with each other.
The aim of the project is to selectively investigate the acquisition of these
different types of focus markers and their conditions of use in isolation as
well as in interaction in unimpaired and impaired language development.
Initially the study will focus on the perception and processing of the
different means of focus marking during the first three years of life in
unimpaired language development. In addition, we will collect spontaneous and
elicited production data on focus marking from 15 children in a longitudinal
study from 18 months to 42 months of age. We will also analyse the child and
adult directed speech of the mothers of these children in order to see how
unambiguous the linguistic input of the children is with respect to their task
to derive from it the rules of focus marking in the target language. One of our
starting hypotheses is that the development of the processing of focus
information is essentially determined by three factors:
first, whether the marking of the focus is realized prosodically, syntactically,
or lexically; second, whether the focus markers occur in isolation or in combination;
third, by the linguistic and non-linguistic context in which the focus
information is embedded.

There are basically three ways for a language to mark the focus of an utterance:
prosodically, lexically, and syntactically. These means are not mutually
exclusive but can be combined with each other.
The aim of the project is to selectively investigate the acquisition of these
different types of focus markers and their conditions of use in isolation as
well as in interaction in unimpaired and impaired language development.
Initially the study will focus on the perception and processing of the
different means of focus marking during the first three years of life in
unimpaired language development. In addition, we will collect spontaneous and
elicited production data on focus marking from 15 children in a longitudinal
study from 18 months to 42 months of age. We will also analyse the child and
adult directed speech of the mothers of these children in order to see how
unambiguous the linguistic input of the children is with respect to their task
to derive from it the rules of focus marking in the target language. One of our
starting hypotheses is that the development of the processing of focus
information is essentially determined by three factors:
first, whether the marking of the focus is realized prosodically, syntactically,
or lexically; second, whether the focus markers occur in isolation or in combination;
third, by the linguistic and non-linguistic context in which the focus
information is embedded.

Projektleitung
Weissenborn, Jürgen Prof. Dr. phil. (Details) (Sonderforschungsbereiche - Beteiligungen)

Laufzeit
Projektstart: 07/2003
Projektende: 06/2007

Zuletzt aktualisiert 2020-10-03 um 16:38