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[null,"1.","Record Nr.",null,"UNINA9910969898303321"]
[null,null,"Titolo",null,"Information structure and the dynamics of language acquisition / / edited by Christine Dimroth, Marianne Starren"]
[null,null,"Pubbl/distr/stampa",null,"Amsterdam ; ; Philadelphia, : J. Benjamins, c2003"]
[null,null,"ISBN",null,"9786612161162"]
[{"$nulls":4},"9781282161160"]
[{"$nulls":4},"1282161164"]
[{"$nulls":4},"9789027296436"]
[{"$nulls":4},"902729643X"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (367 pages)"]
[null,null,"Collana",null,"Studies in bilingualism, , 0928-1533 ; ; v. 26"]
[null,null,"Disciplina",null,"401/.93"]
[null,null,"Soggetti",null,"Language acquisition"]
[{"$nulls":4},"Scope (Linguistics)"]
[{"$nulls":4},"Anaphora (Linguistics)"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Bibliographic Level Mode of Issuance: Monograph"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Information Structure and the Dynamics of Language Acquisition -- Editorial page -- Title page -- LCC page -- Table of contents -- Introduction -- Content of the volume -- 1. Finiteness and scope relations -- 2. Anaphoric relations -- References -- Finiteness and scope relations -- Development of verb morphology and finiteness in children and adults acquiring French -- 1. Introduction -- 1.1. Finiteness, functional categories and morphology -- 1.2. Varying acquisition criteria -- 1.3. Verb morphology, and syntactic evidence for IP in French -- 2. Learners studied -- 3. First language acquisition: The bilingual children -- 3.1. The first stage - no verb morphemes, no signs of instantiations of INFL -- 3.2. The second stage - verb morphology and syntax appear: INFL is instantiated -- 3.3. Later development - subordination etc.: COMP is instantiated -- 3.4. Summary of the development in (2)L1 -- 4. Adult second language acquisition: Early stages -- 4.1. Finiteness in early stages according to restrictive and non-restrictive criteria -- 4.2. General view of the L2 learners' early development -- 5. Late development of verb morphology in the L2 learners -- 6. Conclusions and discussion -- Notes -- References -- Tinkering'' with chunks -- 1. Introduction -- 2. The learners and the data base -- 3. On functionalist interpretations -- 3.1. "]
[{"$nulls":4},"Ist as a marker of imperfective aspect? -- 3.2. Ist as a marker of perfect aspect? -- 4. \"Tinkering'' with chunks -- 5. Conclusion -- Notes -- References -- Finiteness in Germanic languages -- 1. Introduction -- 2. The conceptual structure: topic, predicate and linking -- 2.1. Topic: The anchor point -- 2.2. Predicate: The (expression of the) state of affairs -- 2.3. Linking: The role of the validation device -- 3. Acquisitional stages -- 3.1. The Holistic Stage: Pragmatic validation."]
[{"$nulls":4},"3.2. The Conceptual Ordering Stage: Lexical validation -- 3.3. Finite Linking Stage: Grammatical validation -- 3.4. Summary of the stages of development -- 4. Conclusion -- Notes -- References -- On the similarities of L1 and L2 acquisition -- 1. Introduction -- 2. Mechanisms of temporal anchoring -- 2.1. Target language properties -- 2.2. Learner language properties - general options -- 2.3. Characteristics of L2 -- 2.4. Characteristics of L1 -- 3. Comparison of L1 and L2 -- 4. Conclusion -- Notes -- References -- Negation and relational predicates in French and English as second languages -- 1. Introduction -- 2. Previous research -- 3. Theoretical framework and objectives -- 4. The informants -- 5. From Spanish to French -- 5.1. Negation in Spanish -- 5.2. Negation in French -- 5.3. What needs to be acquired? -- 5.4. Informants' learner varieties -- 6. From Italian to English -- 6.1. Negation in Italian -- 6.2. Negation in English -- 6.3. What needs to be acquired? -- 6.4. Informants' learner varieties -- 7. A common acquisitional path -- 8. Negation and finiteness -- But why auxiliaries? -- Symbols and terminology -- Notes -- References -- The copula in learner Italian -- 1. Introduction -- 2. The copula: Some typological considerations -- 3. The development of the copula in Markos -- 4. Copula and verb morphology -- 4.1. Markos's longitudinal data -- 4.2. Other learners -- 5. Negation -- 6. Concluding remarks -- Notes -- References -- The interaction between the development of verb morphology and the acquisition of temporal adverbs of contrast -- 1. Introduction -- 2. Temporal adverbs of contrast and other scopal items -- 3. Learners and their development -- 4. Overview on the repertoire of the L2 scopal items -- 5. Learners' use of TACs in discourse -- 5.1. Iterative items at the basic variety."]
[{"$nulls":4},"5.2. Continuative and resultative items in postbasic varieties -- 5.3. Comparison of the acquisitional paths and explanatory hypotheses -- 6. Conclusions -- Notes -- References -- Merging scope particles -- 1. Introduction -- 2. Semantics and pragmatics of aussi/ook -- 3. The syntax of aussi/ook -- 3.1. French -- 3.2. Dutch -- 4. The acquisition of aussi/ook -- 4.1. Dutch -- 4.2. French -- 5. Anouk: Aussi and ook in bilingual acquisition -- 5.1. Aussi in Anouk's French -- 5.2. Ook in Anouk's Dutch -- 5.3. Comparison with monolingual children -- 6. Conclusion -- Notes -- References -- Creole prototypes as basic varieties and inflectional morphology -- 1. Introduction -- 2. Inflectional morphology in French and its basic varieties -- 3. The long/short opposition in French-related Creoles -- 3.1. Louisianais -- 3.2. Morisyen -- 4. Discussion -- Notes -- References -- Anaphoric relations -- Information structure in narratives and the role of grammaticised knowledge -- 1. Introduction -- 1.1. Information structure in descriptions -- 2. Information structure in narratives -- 2.1. Information selection - deciding ``what to say'' -- 2.2. Information status at clause level -- 2.3. Introduction of inanimate entities and linkage (causal, temporal relations) -- 3. Conclusions -- Notes -- References -- Acquiring the linkage between syntactic, semantic and informational roles in narratives by Spanish learners of German -- 1. Introduction -- 2. Subject, topic and agent -- 3. Data -- 4. German and Spanish -- 5. L1 Spanish - L2 German -- 6. Conclusions -- Notes -- References -- Gestures, referents, and anaphoric linkage in "]
[{"$nulls":4},"learner varieties -- 1. Introduction -- 2. An introduction to gestures and gestural cohesion -- 3. Data background -- 4. Gestural anaphoric linkage in L1 -- 5. Gestural anaphoric linkage in L2."]
[{"$nulls":4},"6. Gestural anaphoric linkage - Is it communicatively motivated? -- 7. Is it a reflection of learners' speech planning? -- 8. Final remarks -- Notes -- References -- The development of anaphoric means to refer to space and entities in the acquisition of French by Polish learners -- 1. Introduction -- 2. Informants and data -- 3. The results -- 3.1. Development of spatial concepts and anaphoric linkage -- 3.2. Locative expressions -- 4. Conclusions -- Notes -- References -- Subject index -- The series STUDIES IN BILINGUALISM (SiBil)."]
[null,null,null,"Sommario/riassunto","The papers in this volume focus on the impact of information structure on language acquisition, thereby taking different linguistic approaches into account. They start from an empirical point of view, and examine data from natural first and second language acquisition, which cover a wide range of varieties, from early learner language to native speaker production and from gesture to Creole prototypes. The central theme is the interplay between principles of information structure and linguistic structure and its impact on the functioning and development of the learner's system. The papers examine language-internal explanatory factors and in particular the communicative and structural forces that push and shape the acquisition process, and its outcome. On the theoretical level, the approach adopted appeals both to formal and communicative constraints on a learner's language in use. Two empirical domains provide a 'testing ground' for the respective weight of grammatical versus functional determinants in the acquisition process: (1) the expression of finiteness and scope relations at the utterance level and (2) the expression of anaphoric relations at the discourse level."]