By Jürgen M. Meisel (auth.), Jürgen M. Meisel (eds.)
other points of constructing grammars. And this is often, certainly, what the contributions to this quantity do. Parameterization of useful different types may well, even though, be understood in numerous methods, whether one stocks the twin assumptions that important components (verbs, nouns, and so forth. ) are found in all grammars and that X-bar ideas are a part of the grammatical wisdom to be had to the kid sooner than language-specific studying tactics. From those assumptions it follows that the kid should still, from early on, manage to build projections at the foundation of those parts. The position of sensible different types, despite the fact that, should be interpreted otherwise. One threat, first advised by way of Radford (1986, 1990) and by way of Guilfoyle and Noonan (1988), is that youngsters needs to observe which useful different types (FC) must be carried out within the grammar of the language they're buying. one other hazard, first explored by means of Hyams (1986), is particular class is found in constructing grammars yet that parameter values are set in a fashion deviating from the objective grownup grammar, corresponding, even if, to innovations learned in different grownup platforms. a 3rd alternative will be that those different types could be special another way in constructing in preference to mature grammars. All 3 are explored within the papers gathered during this quantity. earlier than outlining a number of the hypotheses in additional element, besides the fact that, i need in brief to caricature the grammatical context during which the next debate is located. 2.
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Extra info for The Acquisition of Verb Placement: Functional Categories and V2 Phenomena in Language Acquisition
Do you be grey? (Rebecca 31) 1 don't be cheeky, do I? (Ellen 42) When me Nanny bes home. They all be on a bus. (Olivia 36) Examples like (18) might be interpreted as suggesting that some children miscategorize copula be as a nonauxiliary verb which takes do support, and which forms its present tense by addition to the stem form be of the regular tense/agreement affixes used with nonauxiliary verbs. Utterances like (18) provide us with examples of an adult auxiliary being miscategorized as a nonauxiliary verb.
I've given those to Daddy, for when he comes back. Wait till that starts. It tastes nice. These examples show evidence of well-developed T, AGR and C systems. Modals are intrinsically finite, inflect for tense (cf. past tense forms like might and wouLd) and undergo inversion in questions, and thus seem to be base-generated in T (whence they can move to C in questions). Dummy do is intrinsically finite, inflects for both tense (cf. did) and agreement (cf. does), and undergoes inversion; hence we might suppose that it is basegenerated in AGR, whence it moves to T in declaratives, and thence to C in interrogatives.
What's he got? What did he do? What have you got? What's his name? I tipped them all in there. And he left his car behind. I did it. I've given those to Daddy, for when he comes back. Wait till that starts. It tastes nice. These examples show evidence of well-developed T, AGR and C systems. Modals are intrinsically finite, inflect for tense (cf. past tense forms like might and wouLd) and undergo inversion in questions, and thus seem to be base-generated in T (whence they can move to C in questions).
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