000			05280nam a22007695i 4500
001			233739
003			IT-RoAPU
005			20230501182638.0
006			m|||||o||d||||||||
007			cr || ||||||||
008			230228t20092009gw fo d z eng d
019			_a(OCoLC)719450849
020			_a9783110216165 _qprint
020			_a9783110216172 _qPDF
024	7		_a10.1515/9783110216172 _2doi
035			_a(DE-B1597)9783110216172
035			_a(DE-B1597)36186
035			_a(OCoLC)593240059
040			_aDE-B1597 _beng _cDE-B1597 _erda
050		4	_aP118 _b.F86 2009eb
072		7	_aLAN009000 _2bisacsh
082	0	4	_a401/.93 _222
084			_aonline - DeGruyter
245	0	0	_aFunctional Categories in Learner Language / _ced. by Peter Jordens, Christine Dimroth.
264		1	_aBerlin ; _aBoston : _bDe Gruyter Mouton, _c[2009]
264		4	_c©2009
300			_a1 online resource (347 p.) : _bNum. figs. and tabs.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	0		_aStudies on Language Acquisition [SOLA] , _x1861-4248 ; _v37
505	0	0	_tFrontmatter -- _tContents -- _tConvergence on finite V2 clauses in L1, bilingual L1 and early L2 acquisition -- _tThe acquisition of functional categories in child L1 and adult L2 Dutch -- _tThe acquisition of syntactic finiteness in L1 German. A structure-building approach. -- _tStepping stones and stumbling blocks. Why negation accelerates and additive particles delay the acquisition of finiteness in German -- _tDoes finiteness mark assertion? A picture selection study with native speakers and adult learners of German -- _tLight verbs and the acquisition of finiteness and negation in Dutch as a second language -- _tFiniteness in children with SLI – a functional approach -- _tFunctional and modal elements in child and adult Russian -- _tHow much (morpho-)syntax is needed to express finiteness? -- _tRelating Italian articles and clitic object pronouns in bilingual children acquiring Italian and German -- _tBackmatter
506	0		_arestricted access _uhttp://purl.org/coar/access_right/c_16ec _fonline access with authorization _2star
520			_aLanguage acquisition is a developmental process. Research on spontaneous processes of both children learning their mother tongue and adults learning a second language has shown that particular stages of acquisition can be discriminated. Initially, learner utterances can be accounted for in terms of a language system that is relatively simple. In studies on second language acquisition this learner system is called the Basic Variety (Klein and Perdue 1997). Utterance structure of the Basic Variety is determined by a grammar which consists of lexical structures that are constrained, for example, by semantic principles such as "The NP-referent with highest control comes first" and a pragmatic principle such as "Focus expression last". At some point in acquisition this lexical-semantic system is given up in favour of a target-like system with morpho-syntactic features to express the functional properties of finiteness, topicality, the determiner system, etc. Insights into how this process evolves may also provide an answer to the question of why it takes place. Within this functional perspective on language acquisition research focuses on questions such as the following.1. What is the driving force behind the process that causes learners to give up a simple lexical-semantic system in favour of a morpho-syntactic functional category system?2. What is the added value of morpho-syntactic properties of inflection, word-order variation, definiteness and agreement?3. Why is it that in cases of specific language impairment it is mainly morpho-syntactic properties of the target language that are affected?
530			_aIssued also in print.
538			_aMode of access: Internet via World Wide Web.
546			_aIn English.
588	0		_aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 28. Feb 2023)
650		0	_aLanguage acquisition.
650		0	_aSecond language acquisition.
650		4	_aGrammatikalisierung.
650		4	_aSpracherwerb.
650		4	_aZweitspracherwerb.
650		7	_aLANGUAGE ARTS & DISCIPLINES / Linguistics / General. _2bisacsh
653			_aGrammaticalization.
653			_aLanguage Acquisition.
653			_aSecond Language Acquisition.
700	1		_aDimroth, Christine _eautore _ecuratore
700	1		_aFerret, Karen _eautore
700	1		_aGagarina, Natalia _eautore
700	1		_aJolink, Anke _eautore
700	1		_aJordens, Peter _eautore _ecuratore
700	1		_aKupisch, Tanja _eautore
700	1		_aMüller, Natascha _eautore
700	1		_aPerdue, Clive _eautore
700	1		_aSchimke, Sarah _eautore
700	1		_aThoma, Dieter _eautore
700	1		_aTracy, Rosemarie _eautore
700	1		_aVerhagen, Josje _eautore
700	1		_aWinkler, Steffi _eautore
850			_aIT-RoAPU
856	4	0	_uhttps://doi.org/10.1515/9783110216172
856	4	0	_uhttps://www.degruyter.com/isbn/9783110216172
856	4	2	_3Cover _uhttps://www.degruyter.com/document/cover/isbn/9783110216172/original
942			_cEB
999			_c233739 _d233739