A cross-linguistic comparison of the acquisition of why-questions by young children

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.