The Contextual Effect on the Comprehension of the English Focus Particle only
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Using a Truth-Value Judgment task (Crain & Thornton, 1998), this study investigates how English-speaking children (4 and 5 years old) understand only with the help of a context that facilitates construction of a contrast set. In order to investigate the role of context, children received (1) neutral contexts that do not contain the discoursal connector but, and therefore do not provide any contrast information, and (2) contrast contexts coordinated by but, which builds a discourse relation of contrast, thus guiding children to establish the contrast between a focus and a set of alternatives. The results reveal that in the neutral context condition, English-speaking children made errors by failing to restrict the scope of ony (Crain et al., 1994) than failing to generate information (Paterson et al., 2003). Furthermore, they showed different levels of difficulty with scope assignment depending on the syntactic position of only. However, children were significantly better with respect to scope assignment when there was a contrastive context involving but.
Abstract
Using a Truth-Value Judgment task (Crain & Thornton, 1998), this study investigates how English-speaking children (4 and 5 years old) understand only with the help of a context that facilitates construction of a contrast set. In order to investigate the role of context, children received (1) neutral contexts that do not contain the discoursal connector but, and therefore do not provide any contrast information, and (2) contrast contexts coordinated by but, which builds a discourse relation of contrast, thus guiding children to establish the contrast between a focus and a set of alternatives. The results reveal that in the neutral context condition, English-speaking children made errors by failing to restrict the scope of ony (Crain et al., 1994) than failing to generate information (Paterson et al., 2003). Furthermore, they showed different levels of difficulty with scope assignment depending on the syntactic position of only. However, children were significantly better with respect to scope assignment when there was a contrastive context involving but.
참고문헌 (30)
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