The Emergent Patterns of Italian Idioms
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Salem State University From the SelectedWorks of Sovicheth Boun March 24, 2014 A Critical Examination Of Language Ideologies And Identities Of Cambodian Foreign-Trained University Lecturers Of English Sovicheth Boun Available at: https://works.bepress.com/sovicheth-boun/2/ Table of Contents General Conference Information ....................................................................................................................................................................... 3-‐13 Welcome Messages from the President and the Conference Chair ........................................................................................................................ 3 Conference Program Committee .......................................................................................................................................................................................... 4 Registration Information, Exhibit Hall Coffee Hours, Breaks, Internet Access, Conference Evaluation ................................................ 4 Strand Coordinators and Abstract Readers .................................................................................................................................................................. 5-‐6 Student Volunteers, Individual Sessions and Roundtable Sessions Instructions ............................................................................................ 7 Conference Sponsors ............................................................................................................................................................................................................. -
In-Text References
UvA-DARE (Digital Academic Repository) The expression of modifiers and arguments in the noun phrase and beyond A typological study van Rijn, M.A. Publication date 2017 Document Version Other version License Other Link to publication Citation for published version (APA): van Rijn, M. A. (2017). The expression of modifiers and arguments in the noun phrase and beyond: A typological study. LOT. General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl) Download date:29 Sep 2021 177 In-text references Abbott, Miriam. 1991. Macushi. In Desmond C. Derbyshire & Geoffrey K. Pullum (eds.), Handbook of Amazonian languages, vol. 3, 23–160. Berlin: Mouton de Gruyter. Aikhenvald, Alexandra Y. 1995. Person marking and discourse in North Arawak languages. Studia Linguistica 49(2). -
The Dynamic Interplay Between Educational Practice, Policy and Research
INVITED ARTICLE The Good, the Bad and the Ugly? The Dynamic Interplay Between Educational Practice, Policy and Research PAUL VAN GEERT and HENDERIEN STEENBEEK University of Groningen (Netherlands) The notion of complexity — as in “education is a complex system” — has two different meanings. On the one hand, there is the epistemic connotation, with “Complex” meaning “difficult to understand, hard to control”. On the other hand, complex has a technical meaning, referring to systems composed of many interacting components, the interactions of which lead to self organization and emergence. For agents, participating in a complex system such as education, it is important that they can reduce the epistemic complexity of the system, in order to allow them to understand the system, to accomplish their goals and to evaluate the results of their activities. We argue that understanding, accomplishing and evaluation requires the creation of simplex systems, which are praxis‐based forms of representing complexity. Agents participating in the complex system may have different kinds of simplex systems governing their understanding and praxis. In this article, we focus on three communities of agents in education — educators, researchers and policymakers — and discuss characteristic features of their simplex systems. In particular, we focus on the simplex system of educational researchers, and we discuss interactions — including conflicts or incompatibilities — between their simplex systems and those of educators and policymakers. By making some of the underlying features of the educational researchers’ simplex systems more explicit – including the underlying notion of causality and the use of variability as a source of knowledge — we hope to contribute to clarifying some of the hidden conflicts between simplex systems of the communities participating in the complex system of education. -
Proximate and Ultimate Explanations of Individual Differences in Language Use and Language Acquisition
Proximate and ultimate explanations of individual differences in language use and language acquisition Jan Hulstijn University of Amsterdam I evaluate three schools in linguistics (structuralism; generative linguistics; usage based linguistics) from the perspective of Karl Popper’s critical ratio- nalism. Theories (providing proximate explanations) may be falsified at some point in time. In contrast, metatheories, such as Darwin’s theory of evolution and the theory of Language as a Complex Adaptive System (LCAS) (providing ultimate explanations) are falsifiable in principle, but not likely to be falsified. I then argue that LCAS provides a fruitful frame- work for the explanation of individual differences in language acquisition and use. Unequal frequency distributions of linguistic elements constitute a necessary characteristic of language production, in line with LCAS. How- ever, explaining individual differences implies explaining commonalities (Hulstijn, 2015, 2019). While attributes such as people’s level of education and profession are visible in knowledge of the standard language (declara- tive knowledge acquired in school), they may be invisible in the spoken ver- nacular (linguistic cognition shared by all native speakers). Keywords: basic language cognition, language as a complex adaptive system, Darwin’s theory of evolution, falsifiability, theory versus metatheory, individual differences, language use, language acquisition Uncertainty, that is perhaps the best word with which I should characterize the most frequent feelings that I experienced throughout my intellectual journey, since I entered university until the present.Uncertainty about what to think of a new theoretical viewpoint.What to think of an ongoing debate between scholars defending different theories? What to think of new methodologies? My intellec- tual journey consisted of ups and downs and the downs were really unpleasant. -
(University College London) the Subjunctive Conundrum Plenary II, Thursday, 9:00 – 10:00, Room 1010
CORE Metadata, citation and similar papers at core.ac.uk Provided by University of Huddersfield Repository ABSTRACTS OF TALKS AND WORKSHOP PAPERS Bas Aarts (University College London) The subjunctive conundrum Plenary II, Thursday, 9:00 – 10:00, Room 1010 The view espoused in Palmer (1987: 46) that “the notion of a subjunctive mood is a simple transfer from Latin and has no place in English grammar” is generally accepted in most modern descriptive frameworks. But the consequences of accepting such a view have not been sufficiently appreciated in the literature. In this paper I will discuss a number of approaches to the English subjunctive, and I will argue that none of them deals adequately with the fallout of denying the existence of an inflectional subjunctive in English. I will propose that English subjunctive clauses can be described by making reference to the notion of Subsective Gradience (Aarts 2007), and that the grammar of English should recognise a ‘subjunctive clause type’, along with declaratives, interrogatives, imperatives and exclamatives. Palmer, Frank (1987) The English verb. London: Longman. Elsbieta Adamczyk (University of Poznan) On morphological restructuring in the early English nominal system: the fate of Old English consonantal inflection Wednesday, 12:00 – 12:30, Room 1016 The paper investigates the morphological shape of the early English nominal inflection, focusing on the developments which contributed to its later restructuring. A prominent feature of the early English inflection was an evident tendency, revealed by nouns considered minor (unproductive) to adopt the inflectional endings of the productive types. This marked inclination of some nouns can be particularly well seen in consonantal stems, such as r-stems (deriving from PIE *-es/-os stems). -
CECL Papers 1
CECL Papers 1 Book of Abstracts Using Corpora in Contrastive and Translation Studies Conference (5th edition) Sylviane Granger, Marie-Aude Lefer and Laura Aguiar de Souza Penha Marion (eds) Louvain-la-Neuve, 12-14 September, 2018 Book of Abstracts Using Corpora in Contrastive and Translation Studies Conference (5th edition) Louvain-la-Neuve, 12-14 September, 2018 Sylviane Granger, Marie-Aude Lefer and Laura Aguiar de Souza Penha Marion (eds) CECL Papers 1. Louvain-la-Neuve: Université catholique de Louvain 2018 Organizing committee Conference Chairs Sylviane Granger (Université catholique de Louvain) Marie-Aude Lefer (Université catholique de Louvain) Laura Aguiar de Souza Penha Marion (Université catholique de Louvain) Maïté Dupont (Université catholique de Louvain) Gaëtanelle Gilquin (Université catholique de Louvain) Christine Michaux (Université de Mons) Magali Paquot (Université catholique de Louvain) Scientific committee Silvia Bernardini (University of Bologna) Łucja Biel (University of Warsaw) Bert Cappelle (Université de Lille 3) Andrew Chesterman (University of Helsinki) Lucie Chlumská (Charles University) Hélène Chuquet (Université de Poitiers) Jean-Pierre Colson (Université catholique de Louvain) Gloria Corpas Pastor (University of Malaga) Barbara De Cock (Université catholique de Louvain) Sabine De Knop (Université Saint-Louis – Bruxelles) María de los Ángeles Gómez González (Universidad de Santiago de Compostela) Gert De Sutter (Ghent University) Bart Defrancq (Ghent University) Liesbeth Degand (Université catholique de -
Functions of Language
Functions of Language volume 14 number 1 2007 Editors J. Lachlan Mackenzie Vrije Universiteit Amsterdam Anne-Marie Simon-Vandenbergen Ghent University Geoff Thompson University of Liverpool Reviews Editor Christopher S. Butler University of Wales Swansea Honorary Editor M.A.K. Halliday Emeritus University of Sydney Managing Editor Miriam Taverniers Ghent University John Benjamins Publishing Company Amsterdam / Philadelphia 2nd proofs Special issue Functions of Ditransitivity Language Edited by Anna Siewierska and Willem Hollmann Editorial Board Elizabeth Couper-Kuhlen J.R. Martin University of Potsdam University of Sydney John W. Du Bois Jan Nuyts University of California, Santa Barbara University of Antwerp Robin P. Fawcett Anna Siewierska University of Wales, Cardiff University of Lancaster Eva Hajičová Michael Silverstein Charles University Prague University of Chicago Mike Hannay Gerard J. Steen Vrije Universiteit Amsterdam Vrije Universiteit Amsterdam Ruqaiya Hasan Michael Stubbs Macquarie University University of Trier Martin Haspelmath John R. Taylor Max Planck Institut Leipzig University of Otago Susan Hunston Robert D. Van Valin Jr. University of Birmingham University at Buffalo Ronald W. Langacker Anna Wierzbicka UCSD Australian National University Ricardo Mairal Usón National University of Distance Learning, Madrid 2nd proofs Table of contents Articles Introduction Anna Siewierska & Willem Hollmann The semantic and lexical range of the ditransitive construction in the history of (North) Germanic 9 Jóhanna Barðdal I gave it him -
The Request System in Italian Interaction
The request system in Italian interaction © Giovanni Rossi 2015 Printed and bound by Ipskamp Drukkers, Nijmegen Cover photo: a workshop in Isera, Trentino, Italy (April 2015). The request system in Italian interaction Proefschrift ter verkrijging van de graad van doctor aan de Radboud Universiteit Nijmegen op gezag van de rector magnificus prof. dr. Th. L. M. Engelen volgens besluit van het college van decanen in het openbaar te verdedigen op maandag 22 juni 2015 om 12.30 uur precies door Giovanni Rossi geboren op 17 april 1987 te Rovereto, Italië Promotor Prof. dr. Nick J. Enfield Copromotor Dr. Kobin H. Kendrick (Max-Planck-Institut für Psycholinguistik) Manuscriptcommissie Prof. dr. Stephen C. Levinson Prof. dr. Elizabeth Couper-Kuhlen (Helsingin Yliopisto, Finland) Dr. Traci S. Walker (University of York, Groot-Brittannië) The research reported in this thesis was supported by the European Research Council and by the Max-Planck-Gesellschaft zur Förderung der Wissenschaften, München, Germany. For my mother, Maria Contents Acknowledgements ............................................................................................................................................... xi Transcription conventions .................................................................................................................................. xv Abbreviations used in glossing ......................................................................................................................... xvii 1 Introduction .................................................................................................................................................... -
Demonstratives in Discourse
Demonstratives in discourse Edited by Åshild Næss Anna Margetts Yvonne Treis language Topics at the GrammarDiscourse science press Interface 6 Topics at the GrammarDiscourse Interface Editors: Philippa Cook (University of Göttingen), Anke Holler (University of Göttingen), Cathrine FabriciusHansen (University of Oslo) In this series: 1. Song, Sanghoun. Modeling information structure in a crosslinguistic perspective. 2. Müller, Sonja. Distribution und Interpretation von ModalpartikelKombinationen. 3. Bueno Holle, Juan José. Information structure in Isthmus Zapotec narrative and conversation. 4. Parikh, Prashant. Communication and content. 5. Balogh, Kata, Anja Latrouite & Robert D. Van Valin‚ Jr. (eds.) Nominal anchoring: Specificity, definiteness and article systems across languages. 6. Næss, Åshild, Anna Margetts & Yvonne Treis (eds.). Demonstratives in discourse. ISSN: 25673335 Demonstratives in discourse Edited by Åshild Næss Anna Margetts Yvonne Treis language science press Næss, Åshild, Anna Margetts & Yvonne Treis (eds.). 2020. Demonstratives in discourse (Topics at the Grammar-Discourse Interface 6). Berlin: Language Science Press. This title can be downloaded at: http://langsci-press.org/catalog/book/282 © 2020, the authors Published under the Creative Commons Attribution 4.0 Licence (CC BY 4.0): http://creativecommons.org/licenses/by/4.0/ ISBN: 978-3-96110-286-0 (Digital) 978-3-96110-287-7 (Hardcover) ISSN: 2567-3335 DOI: 10.5281/zenodo.4054814 Source code available from www.github.com/langsci/282 Collaborative reading: paperhive.org/documents/remote?type=langsci&id=282 -
Gestures and Some Key Issues in the Study of Language Development Gullberg, Marianne; De Bot, Kees; Volterra, Virginia
Gestures and some key issues in the study of language development Gullberg, Marianne; de Bot, Kees; Volterra, Virginia Published in: Gesture DOI: 10.1075/gest.8.2.03gul 2008 Link to publication Citation for published version (APA): Gullberg, M., de Bot, K., & Volterra, V. (2008). Gestures and some key issues in the study of language development. Gesture, 8(2), 149-179. https://doi.org/10.1075/gest.8.2.03gul Total number of authors: 3 General rights Unless other specific re-use rights are stated the following general rights apply: Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Read more about Creative commons licenses: https://creativecommons.org/licenses/ Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. LUND UNIVERSITY PO Box 117 221 00 Lund +46 46-222 00 00 Running title: Key issues in language development Gestures and some key issues in the study of language development Marianne Gullberg1, Kees de Bot2, & Virginia Volterra3 1 Max Planck Institute for Psycholinguistics, 2 Rijksuniversiteit Groningen, 3 Istituto di Scienze e Tecnologie della Cognizione, CNR In Gesture, 8(2), Special issue Gestures in language development, eds. -
Argument Indexing: a Conceptual Framework for the Syntactic Status of Bound Person Forms
Martin Haspelmath Argument indexing: a conceptual framework for the syntactic status of bound person forms 1 Introduction In this article, I propose that the concept of (argument) indexing is more useful in typology (and typically also in language description) than the commonly used concepts of pronoun and agreement for situations like those in (1)–(2), where we find bound person-marking forms on the verb. (1) Georgian (Boeder 2002: 98–99) a. V-Ø-č’am. 1.!"#$-3.%#$-eat ‘I eat it.’ b. Me v-Ø-č’am ma-s. I 1.!"#$-3.%#$-eat it-&'( ‘I eat it.’ (2) Mam (Mayan; England 1983: 156) a. Ma tz’-ookx t-uj jaa. )!( 3!*.'#!-go.in 3!*-in house ‘She went in the house.’ b. Ma tz’-ookx Mal t-uj jaa. )!( 3!*.'#!-go.in María 3!*-in house ‘María went in the house.’ The basic observation is that it is not primarily the phenomena observed in the world’s languages, but apparently the descriptive tradition of some well-known European languages (especially German, English and French) that has led many linguists to describe bound person forms as “pronouns” or as “agreement markers”. Instead, I will argue that bound person forms are best seen as phe- nomena sui generis that in most cases neither fall under a coherent concept of pronoun nor under a coherent concept of agreement. 210 Martin Haspelmath There is an enormous literature on bound pronouns and their syntactic status (e.g. Jelinek 1984, Mithun 1986, Bresnan & Mchombo 1987, Marácz & Muysken (eds.) 1989, Launey 1994, Baker 1996, Evans & Sasse (eds.) 2002, Corbett 2003, Siewierska 2004: 120–127, Kibrik 2011: ch. -
The Dynamic Interactions in Foreign Language Classroom Anxiety and Foreign Language Enjoyment of Pupils Aged 12 to 18
Dewaele, J.-M. and Dewaele, L. (2017). The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation. Journal of the European Second Language Association, 1(1), 12–22, DOI: https://doi.org/10.22599/jesla.6 RESEARCH The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation Jean-Marc Dewaele* and Livia Dewaele† The combined effect of positive and negative emotions in Second Language Acquisition (SLA) has attracted the attention of researchers influenced by the Positive Psychology movement (Dewaele & MacIntyre, 2014; 2016a). The current study is based on a pseudo-longitudinal design to investigate how the positive and negative emotions of 189 foreign language pupils in two London schools evolved over time. A comparison of the mean values of Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) among 12–13 year olds (age group 1), 14–15 year olds (age group 2) and 16–18 year olds (age group 3) showed little variation in FLCA and a slight increase in FLE. Multiple regression analyses revealed that fewer independent variables (learner-internal and teacher-centred variables) predicted FLE and FLCA at the start and at the end of the secondary education compared to the middle phase. These findings suggest that the causes of positive and negative emotions are dynamic and change over time. Moreover, the nature of the relationships changes. Keywords: Foreign Language Anxiety; Foreign Language Enjoyment; Individual Differences; Learner-Internal Variables; Teacher-Centred Variables 1.