Abstract
Abstract Languages differ in how argument structures are marked usually using some combination of word order, case-marking and verb agreement. In addition, there are usage patterns such as animacy contrasts that are sometimes associated with patterns of argument structure and verb valencies. Drawing on recent research within the usage-based approach, we discuss the nature of children's early knowledge of argument structure and how children might learn the basic argument structures of their language. We review studies investigating the role of structure-general biases, competition between cues, verb meaning and interaction between constructions in the acquisition of argument structure.
Submitted Version (
Free)
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call