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This volume brings together a selection of articles illustrating
the multifaceted nature of current research in generative syntax.
The authors, including some of the leading figures in the field,
present analyses of typologically diverse languages, with some
studies drawing on dialectal, acquisitional and diachronic
evidence. Set against this rich empirical background, the
contributions address an equally wide range of theoretical issues.
How children acquire competence in verb placement in languages in
which verb placement in matrix clauses does not coincide with that
in embedded clauses is not well understood. Verb-Second languages
like German and Dutch display the verb-final pattern in embedded
clauses, which can be confusing for a developing child. This book
addresses this problem in the context of Swiss German, itself a
Germanic dialect. Numerous examples are given of natural language
produced by two children who were consistently followed between the
ages of 4 and 6. Unexpectedly, since previous literature has
suggested that children master verb placement very early in their
linguistic development, these children move the verb in any type of
embedded clause, leading to many verb-placement errors. After
introducing the problem and describing the data in detail, a
technical analysis is developed in terms of a minimally split-CP,
which is rather successful in accounting for these data. The book
should interest advanced students and researchers in both language
acquisition and syntax.
This volume brings together a selection of articles illustrating
the multifaceted nature of current research in generative syntax.
The authors, including some of the leading figures in the field,
present analyses of typologically diverse languages, with some
studies drawing on dialectal, acquisitional and diachronic
evidence. Set against this rich empirical background, the
contributions address an equally wide range of theoretical issues.
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