Fiche du document
1 septembre 2020
- handle: 10670/1.g8crc4
- hal: hal-04131165
- doi: 10.1515/ling-2020-0182
Ce document est lié à :
info:eu-repo/semantics/altIdentifier/doi/10.1515/ling-2020-0182
info:eu-repo/semantics/OpenAccess
Mots-clés
aspect telicity perfective aspect imperfective aspect first language acquisition crosslinguistic semantics aspect telicity perfective aspect imperfective aspect first language acquisition crosslinguistic semanticsSujets proches
Foreign languages LanguagesCiter ce document
Fabienne Martin et al., « Children’s non-adultlike interpretations of telic predicates across languages », HAL-SHS : linguistique, ID : 10.1515/ling-2020-0182
Métriques
Partage / Export
Résumé
The acquisition literature has documented several different types of misinterpretations of telic sentences by children, yet a comprehensive analysis of these child interpretations has not been attempted and a crosslinguistic perspective is lacking. This task is not easy, for, on the surface, children's non-adultlike interpretations appear to be scattered and even contradictory across languages. Several cognitive biases have been proposed to explain given patterns (children initially adhere to a Manner bias, or alternatively a Result bias). Reviewing a wide range of studies on the acquisition of telic sentences in relation to tense-aspect markers, we show that children's non-adultlike interpretations fall into three different patterns. We conclude that the diversity of non-adultlike interpretations that is found across child languages is incompatible with accounts that rely on these cognitive, languageindependent principles, but instead is triggered by language-specific properties. Analyzing these patterns in detail, it appears that child learners across languages have problems with tense-aspect forms with variable meanings, in contrast to forms with a one-to-one form/meaning mappings which are acquired earlier. While adults use a context-sensitive interpretation of forms with multiple meanings, various semanticpragmatic sources can explain children's difficulties with interpreting such forms. All explanations that we identify across child languages rely on children's immature