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Revitalizing Endangered Languages

Edited by Justyna Olko & Julia Sallabank

Revitalizing Endangered Languages "This guidebook provides ideas and strategies, as well as some background, to help with the effective revitalization of endangered languages. It covers a broad scope of themes including effective planning, benefits, wellbeing, economic aspects, attitudes and ideologies."



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Dissertation Information


Title: Factivity: Its nature and acquisition Add Dissertation
Author: Petra Schulz Update Dissertation
Email: click here to access email
Institution: Universität Tübingen, Department of Linguistics
Completed in: 2000
Linguistic Subfield(s): Psycholinguistics; Semantics; Language Acquisition;
Subject Language(s): English
German
Director(s): Thomas Roeper
Rosemarie Tracy
Veronika Ehrich
Marga Reis

Abstract: Challenging existing lexical-semantic accounts, this book presents a compositional approach to the concept of factivity and its acquisition. Factive sentences such as John forgot that he bought wine presuppose the truth of the embedded complement. The author argues that a satisfactory characterization of factivity can only be accomplished if its multiple dimensions are acknowledged. A thorough examination of the empirical data demonstrates that factivity, rather than being a property of the matrix predicate, results from the complex interaction of lexical-semantic, syntactic, and discourse-semantic factors.

Focusing on English, the predictions of this compositional approach to factivity are tested with production and comprehension data covering children’s acquisitional patterns between the ages of 2 and 8. After a comprehensive review of previous studies, the author presents two rigorously designed comprehension experiments and a detailed analysis of two longitudinal corpora. The child data provides convincing evidence that the multidimensionality of factivity is mirrored in the acquisition process by a stepwise mastery of its different components. Children produce and correctly interpret factive structures around age 4, but certain syntactic and discourse-semantic properties are not learned before age 7.

Linguistische Arbeiten (Band 480). Tübingen: Max Niemeyer Verlag