Thematic role assignment in non-default verb classes: A cross-linguistic comparison of English and German

The influence of sentential cues (such as animacy and word order) on thematic role interpretation differs a function language (MacWhinney et al. 1984). However, existing cross-linguistic research has typically focused transitive sentences involving agents, non-default verb classes is less well understood. Here, we compared the way in which English German native speakers – languages known to differ cue prominence order assign roles. We their containing either default (agent-subject) or (experiencer-subject) classes. Animacy two noun phrases sentence was animate-inanimate plausible (e.g. “The men will devour meals...”) inanimate-animate implausible meals men…”). examined assignment by probing for actor undergoer sentence. Mixed effects modelling revealed that significantly influenced animacy, class, question type, language. Results are interpreted within Competition Model framework (Bates 1982; MacWhinney 1984), show predominantly relied assignment. comparatively lesser degree, with prominent cue. Non-default verbs promoted comprehension strategy regarding cues, particularly German. Intriguingly, responses were modulated probe task, probes promoting object-initial interpretations, speakers. This suggests task focus may retroactively interpretation.