The acquisition of experiencers in Spanish L1 and the external argument requirement hypothesis
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Vincent Torrens
Abstract
We present evidence that children have difficulty with the Spanish psych verbs that do not project the subject as the external argument. Our findings support the External Argument Requirement Hypothesis (EARH), according to which children until 5 or more have trouble with base structures that don’t assign a subject/external argument. On the basis of our results, we argue that acquisition of the entire class of psych verbs depends on the acquisition of one linguistic property that allows the L1 grammar to generate structures with no external argument.
Abstract
We present evidence that children have difficulty with the Spanish psych verbs that do not project the subject as the external argument. Our findings support the External Argument Requirement Hypothesis (EARH), according to which children until 5 or more have trouble with base structures that don’t assign a subject/external argument. On the basis of our results, we argue that acquisition of the entire class of psych verbs depends on the acquisition of one linguistic property that allows the L1 grammar to generate structures with no external argument.
Chapters in this book
- Prelim pages i
- Table of contents v
- The acquisition of syntax in Romance languages ix
- The production of SE and SELF anaphors in Spanish and Dutch children 3
- On the acquisition of ambiguous Valency-Marking Morphemes 23
- Definite and bare noun contrasts in child Catalan 51
- Null arguments in monolingual children 69
- Prenominal elements in French-Germanic bilingual first language acquisition 95
- A cross-sectional study on the use of “be” in early Italian 117
- Patterns of copula omission in Italian child language 135
- Looking for the universal core of the RI stage 159
- The acquisition of experiencers in Spanish L1 and the external argument requirement hypothesis 183
- Early operators and late topic-drop/pro-drop 203
- The acquisition of A- and A’-bound pronouns in Brazilian Portuguese 227
- Acquiring long-distance wh-questions in L1 Spanish 251
- Evidence from L1 acquisition for the syntax of wh -scope marking in French * 289
- Acquisition of focus marking in European Portuguese 319
- Subject pronouns in bilinguals 331
- Is the semantics/syntax interface vulnerable in l2 acquisition? 353
- The development of the syntax-information structure interface 371
- Beyond the syntax of the Null Subject Parameter 401
- Index 419
Chapters in this book
- Prelim pages i
- Table of contents v
- The acquisition of syntax in Romance languages ix
- The production of SE and SELF anaphors in Spanish and Dutch children 3
- On the acquisition of ambiguous Valency-Marking Morphemes 23
- Definite and bare noun contrasts in child Catalan 51
- Null arguments in monolingual children 69
- Prenominal elements in French-Germanic bilingual first language acquisition 95
- A cross-sectional study on the use of “be” in early Italian 117
- Patterns of copula omission in Italian child language 135
- Looking for the universal core of the RI stage 159
- The acquisition of experiencers in Spanish L1 and the external argument requirement hypothesis 183
- Early operators and late topic-drop/pro-drop 203
- The acquisition of A- and A’-bound pronouns in Brazilian Portuguese 227
- Acquiring long-distance wh-questions in L1 Spanish 251
- Evidence from L1 acquisition for the syntax of wh -scope marking in French * 289
- Acquisition of focus marking in European Portuguese 319
- Subject pronouns in bilinguals 331
- Is the semantics/syntax interface vulnerable in l2 acquisition? 353
- The development of the syntax-information structure interface 371
- Beyond the syntax of the Null Subject Parameter 401
- Index 419
