Wortarten-Erwerb durch Induktion

Abstract

That a lot of language learning is tied to the acquisition of the lexicon is widely acknowledged.However, there are at least two fundamentally different concepts of lexicalism.The notion of lexical learning as applied in generative grammar assumes that part-of-speech information is an inherent property of words, such that words project syntax.It remains unclear, however, how children come to acquire such knowledge.In contrast, constructivist theories of syntax and language acquisition (usagebased, emergentism) assume that part-of-speech categorization is the result of the occurrence of lexical items in syntactic constructions.Thus, children can acquire part-of-speech information on the basis of language use.The analysis of a dense database of a monolingual boy learning German shows that by age 5 his lexicon shows the same distribution in terms of categories than that of his adult interlocutors.This supports the view that language acquisition is indeed highly input driven.Regarding the status of the lexicon in acquisition, the domain general usage of lexical items is the end-state, not the prerequisite of the learning process.

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