Hostname: page-component-8448b6f56d-mp689 Total loading time: 0 Render date: 2024-04-16T15:51:18.399Z Has data issue: false hasContentIssue false

When transparency doesn't mean ease: learning the meaning of resultative verb compounds in Mandarin Chinese*

Published online by Cambridge University Press:  14 April 2016

JIDONG CHEN*
Affiliation:
California State University at Fresno, USA
*
Address for correspondence: Jidong Chen, California State University – Linguistics, 5245 N Backer Ave, PB92 Fresno, CA 93740, United States. e-mail: jchen@csufresno.edu

Abstract

Children have to figure out the lexicalization of meaning components in learning verb semantics (e.g. Behrens, 1998; Gentner, 1982; Tomasello & Brooks, 1998). The meaning of an English state-change verb (e.g. break) is divided into two portions (i.e. cause and result), respectively encoded with a separate verb in a Mandarin resultative verb compound (RVC). The majority of Mandarin monomorphemic verbs do not specify any realization of a state change (like hunt), or only imply it (like wash) (Talmy, 2000). This study examines the acquisition of the constructional meaning of RVCs and the semantic division of labor between the component verbs. Four groups of Mandarin-learning children (aged 2;6, 3;6, 4;6, and 6;1) participated in an elicitation experiment. The results reveal that, although transparency in form facilitates their learning of the state-change meanings of RVCs, Mandarin children have difficulties in unpacking the meanings of individual verbs, revealing language-specific learning issues.

Type
Articles
Copyright
Copyright © Cambridge University Press 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

[*]

This research was supported by a grant from the Max-Planck-Gesellschaft zur Föderung der Wissenschaften and the Provost's award for research release time from the California State University at Fresno. It is dedicated to the memory of Melissa Bowerman, sine qua non. I gratefully acknowledge the cooperation of the child and the adult participants of the study at the Guangzhou Blue-sky Kindergarten, the Kindergarten of the South China Agricultural University, Guangzhou, and Wuhan, China. I also thank Leilei Chen, Meizhen Jiang, Xiaolu Yin, and Ying Zhang for invaluable assistance in recruiting the participants of the study, Shu Lin and Ke Wu for help with statistics, and Penelope Brown and Bhuvana Narasimhan for critical advice and feedback on many aspects of the study. Anonymous JCL reviewers and editors offered helpful comments and suggestions. All of these contributions are acknowledged with grateful thanks. Any remaining errors are solely mine.

References

REFERENCES

Behrend, D. A. (1990). The development of verb concepts: children's use of verbs to label familiar and novel events. Child Development 61(3), 681–96.CrossRefGoogle ScholarPubMed
Behrens, H. (1998). How difficult are complex verbs? Evidence from German, Dutch and English. Linguistics 36, 679712.Google Scholar
Bowerman, M. (1994). From universal to language-specific in early grammatical development. Philosophical Transactions of the Royal Society of London B 346, 3745.Google Scholar
Bowerman, M. & Choi, S. (2001). Shaping meanings for language: universal and language-specific in the acquisition of spatial semantic categories. In Bowerman, M. & Levinson, S. C. (eds), Language acquisition and conceptual development, 475511. Cambridge: Cambridge University Press.Google Scholar
Chao, Y.-R. (1968). A grammar of spoken Chinese. Berkeley, CA: University of California.Google Scholar
Chen, J. (2006). The acquisition of verb compounding in Mandarin. In Clark, E. V. & Kelly, B. F. (eds), Constructions in acquisition, 111–36. Stanford, CA: CSLI.Google Scholar
Chen, J. (2008). The acquisition of verb compounding in Mandarin. Unpublished doctoral dissertation, the Max-Planck Institute for Psycholinguistics & Free University of Amsterdam, Nijmegen & Amsterdam.Google Scholar
Clark, Eve V. (1993). The lexicon in acquisition. Cambridge: Cambridge University Press.Google Scholar
Gentner, D. (1978). On relational meaning: the acquisition of verb meaning. Child Development 49, 988–98.Google Scholar
Gentner, D. (1982). Why nouns are learned before verbs: linguistic relativity versus natural partitioning. Language Development 2, 301–34.Google Scholar
Gropen, J., Pinker, S., Hollander, M. & Goldberg, R. (1991). Affectedness and direct objects: the role of lexical semantics in the acquisition of verb argument structure. Cognition 41, 153–95.Google Scholar
Levin, B. & Rappaport Hovav, M. (1995). The anatomy of a diagnostic: the resultative construction. In Unaccusativity: at the syntax–lexical semantics interface, 3378. Cambridge, MA: MIT Press.Google Scholar
Li, C. & Thompson, S. A. (1981). Mandarin Chinese: a functional reference grammar. Berkeley, CA: University of California Press.Google Scholar
MacWhinney, B. (2000). The CHILDES project: tools for analyzing talk, 3rd ed. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Min, R.-F. (1994). The acquisition of referring expressions by young Chinese children: a longitudinal study of the forms and functions of early noun phrases. Unpublished doctoral dissertation, Catholic University of Nijmegen.Google Scholar
Pederson, E. (2007). Event realization in Tamil. In Bowerman, M. & Brown, P. (eds), Crosslinguistic perspectives on argument structure: implications for learnability, 331–55. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Pinker, S. (1989). Learnability and cognition: the acquisition of argument structure. Cambridge, MA: MIT Press.Google Scholar
Slobin, D. I. (1985). Crosslinguistic evidence for the Language-Making Capacity. In Slobin, D. I. (ed.), The crosslinguistic study of language acquisition, Vol. 2: Theoretical issues, 1157–256. Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Slobin, D. I. & Bowerman, M. (2007). Interfaces between linguistic typology and child language research. Linguistic Typology 11(1), 213–26.Google Scholar
Snyder, W. (2011). Children's grammatical conservatism: implications for syntactic theory. In Danis, N., Mesh, K. & Sung, H. (eds), The Proceedings of the 35th Annual Boston University Conference on Language Development, Vol. 1, 120. Somerville, MA: Cascadilla Press.Google Scholar
Tai, J. H.-Y. (1984). Verbs and times in Mandarin Chinese: Vendler's four categories. In Testen, D., Mishra, V. & Drogo, J. (eds), Papers from the Parasession on Lexical Semantics of the 20th Regional Meeting of the Chicago Linguistic Society, 289–96. Chicago, IL: Chicago Linguistics Society.Google Scholar
Talmy, L. (1985). Lexicalization patterns: semantic structure in lexical forms. In Shopen, T. (ed.), Language typology and syntactic description, Vol. 3: Grammatical categories and the lexicon, 36149. Cambridge: Cambridge University Press.Google Scholar
Talmy, L. (2000). Toward a cognitive semantics, Vol. II: Typology and process in concept structuring. Cambridge, MA: MIT Press.Google Scholar
Tardif, T. (1993). Adult-to-child speech and language acquisition in Mandarin Chinese. Unpublished doctoral dissertation, Yale University.Google Scholar
Tardif, T. (1996). Nouns are not always learned before verbs: evidence from Mandarin speakers’ early vocabularies. Developmental Psychology 32, 492504.Google Scholar
Tomasello, M. (1992). First verbs: a case study of early grammatical development. Cambridge: Cambridge University Press.Google Scholar
Tomasello, M. & Brooks, P. (1998). Young children's earliest transitive and intransitive constructions. Cognitive Linguistics 9, 379–95.Google Scholar
Wittek, A. (1999). “… and the prince woke Sleeping Beauty again.” Learning the meaning of change-of-state verbs: a case study of German. Unpublished doctoral dissertation, University of Tübingen.Google Scholar
Wittek, A. (2002). Learning the meaning of change-of-state verbs: a case study of German child language. Berlin & New York: Mouton de Gruyter.Google Scholar