Auch and noch in Child and Adult German

Nederstigt, Ulrike

doi:10.1515/9783110909869

Cited by 22 publications

(9 citation statements)

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“…Spontaneous speech as well as experimental production data from German-and Japanese-speaking children suggest that the acquisition of both kinds of particles is achieved early. Previous research has provided evidence that from the beginning of multiword utterances German-speaking children use the additive particle auch to encode aspects of information structure (Dimroth, 2009;Höhle, Berger, Mü ller, Schmitz & Weissenborn, 2009 ;Nederstigt, 2003 ;Penner, Tracy & Weissenborn, 2000). For Japanese-speaking children the use of the additive particle mo ' also ' and the restrictive particle dake 'only ' has been observed in the productions of children from age 1 ;6-2 ;3 and from age 2 ; 1-2 ; 7 respectively, with a slight temporal delay for the restrictive particle (Matsuoka, Miyoshi, Hoshi, Ueda, Yabu & Hirata, 2006).…”

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confidence: 99%

Restrictions on addition: children's interpretation of the focus particles auch ‘also’ and nur ‘only’ in German

Berger

Höhle

2011

J. Child Lang.

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Children up to school age have been reported to perform poorly when interpreting sentences containing restrictive and additive focus particles by treating sentences with a focus particle in the same way as sentences without it. Careful comparisons between results of previous studies indicate that this phenomenon is less pronounced for restrictive than for additive particles. We argue that this asymmetry is an effect of the presuppositional status of the proposition triggered by the additive particle. We tested this in two experiments with German-learning three- and four-year-olds using a method that made the exploitation of the information provided by the particles highly relevant for completing the task. Three-year-olds already performed remarkably well with sentences both with auch 'also' and with nur 'only'. Thus, children can consider the presuppositional contribution of the additive particle in their sentence interpretation and can exploit the restrictive particle as a marker of exhaustivity.

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confidence: 99%

Restrictions on addition: children's interpretation of the focus particles auch ‘also’ and nur ‘only’ in German

Berger

Höhle

2011

J. Child Lang.

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“…Later studies on L1- and L2-acquisition of German and Dutch confirmed these findings (L1: Nederstigt, 2003, 2006; Winkler, 2006, 2009; for a summary see Dimroth, 2009; L2: Dimroth, 2002, 2009; Dimroth, Schimke, & Verhagen, 2009; Schimke, Verhagen, & Dimroth, 2008).…”

Section: Introductionmentioning

confidence: 79%

Finiteness in early but-clauses in German L1-acquisition

Bittner

Bartz

2017

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Studies on L1-and L2-acquisition of German and Dutch have shown that the particles too/also and again hamper the realization of finiteness while the particle not promotes it. In this study the authors ask whether adversative but also affects the realization of finiteness. By applying a structural-functional approach to finiteness and its acquisition they investigate the morpho-syntactic development of aber-clauses in the first 12 months of aber-production in four monolingual German children. The analysis reveals that finiteness becomes realized in aber-clauses considerably later than in auch-clauses. Syntactically well-formed aber-clauses appear when finiteness becomes realized in main clauses not containing any particle or connective. However, it takes the children two to four more months to realize finiteness in the aber-clauses. The authors argue that the information-structural properties assumed to cause the delay raised by the particles too/also and again are not fully applicable to but. Particle-specific effects also have to be taken into consideration. In case of but this includes the complexity of informationstructural alignment and discourse integration of the twofold contrast established by aber-clauses. Managing this communicative task reduces the capacities for realizing primarily structural conditions which are still not automatized.

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“…Nederstigt (2003) finds that stressed auch in exactly this kind of information structure occurs in L1 acquisition much earlier than unstressed auch.…”

Section: The Information Structure Of Early Learner Utterances Contaimentioning

confidence: 87%

“…Such elements are not referring to anything, but rather specifying the relation between other pieces of information given in the utterance, or between information in the utterance and the (non)-verbal context. Several studies have found that for German, negative particles like nein ('no') and nicht ('not') and the additive particle auch ('also') are among the first elements of this sort (Dimroth 2002, Nederstigt 2003, Penner, Tracy, and Weissenborn 2000. It has also been suggested that utterances containing these expressions are somehow more advanced and can help the child and the untutored L2 learner to develop from the lexical structure of their early utterances towards a more target-like finite utterance structure (Dimroth et al 2003, Penner et al 2000.…”

Section: Introductionmentioning

confidence: 99%

“…The study of negation in the first and second language acquisition of German has a much longer tradition (Becker 2005, Clahsen 1988, Dietrich & Grommes 1998, Meisel 1997, Verrips & Weissenborn 1992, Wode 1977 than the study of additive particles like auch (Benazzo 2003, Berger et al 2007, Dimroth 2002, Hulk 2003, Nederstigt 2003, Penner et al 2000, Schimke, Verhagen, and Dimroth 2008, Tracy 2002.…”

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confidence: 99%

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