Features and Categories in Language Production
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What Is the Relationship Between Language Production and Comprehension?
Journal of Memory and Language 89 (2016) 1–7 Contents lists available at ScienceDirect Journal of Memory and Language journal homepage: www.elsevier.com/locate/jml Editorial Same, different, or closely related: What is the relationship between language production and comprehension? The historical tradition in psycholinguistics has largely became a hot issue through Lee’s (1950) discovery of the been to study either language production or comprehen- delayed auditory feedback (DAF) effect. When you hear your sion. Almost all of nineteenth century psycholinguistics, own speech delayed by some 150 ms, speech fluency dra- for instance, concerned the production of language, culmi- matically breaks down. Based on these observations, Lee nating in Wundt’s two-volume Die Sprache of 1900. This designed an engineering model of self-monitoring, which also held for research in language acquisition which, lar- required feedback to take place within the syllable being gely based on diary data, almost exclusively concerned spoken. the child’s production of speech until Eimas, Siqueland, Almost simultaneously, Broadbent (1952) demon- Jusczyk, and Vigorito (1971) introduced the experimental strated that participants were unable to understand a study of speech perception in infants. During the 1970s new question while answering a previous question. Atten- psycholinguistics became almost exclusively comprehen- tion can focus on one or the other task, but not on both sion research. Johnson-Laird opened his review of experi- simultaneously. This insight led to Broadbent’s famous fil- mental psycholinguistics in the 1974 Annual Review of ter model of selective attention. The issue kept returning in Psychology with the statement: ‘‘The fundamental problem psycholinguistics. -
When Dependent Case Is Not Enough
When dependent case is not enough András Bárány, [email protected] SOAS University of London Michelle Sheehan, [email protected] Anglia Ruskin University 9 May 2019, GLOW 42, University of Oslo Our claims • Even if dependent case exists, we need case-assignment via Agree • CPs can be case competitors, but do not get case-marking • Agreement-based case splits in Romance, Kashmiri and elsewhere suggests a closer link between φ-features and case than in dependent case theory • It is possible to adapt both Agree and dependent case to these patterns but we argue that Agree is often more parsimonious 1 The dependent case approach (1) Dependent case theory Morphologically marked cases (acc/erg/dat) result from a relationship between two DPs rather than from a relationship between a head and a DP. There are many different versions of this general approach, e.g. Anderson (1976), Yip, Maling & Jackendoff (1987), Marantz (1991), Bittner & Hale (1996), McFadden (2004), Baker & Vinokurova (2010), M. C. Baker (2015), Levin & Preminger (2015), Nash (2017). • M. C. Baker (2015) argues that dependent cases are determined at the phase level and as- signed at the transfer to spell-out bárány & sheehan — dep. case — GLOW 42 (2) Dependent case by c-command (M. C. Baker 2015: 48–49, our emphasis) a. If there are two distinct NPs in the same spell out domain such that NP1 c-commands NP2, then value the case feature of NP2 as accusative unless NP1 has already been marked for case. b. If there are two distinct NPs in the same spell out domain such that NP1 c-commands NP2, then value the case feature of NP1 as ergative unless NP2 has already been marked for case. -
Some Observations on the Hebrew Desiderative Construction – a Dependency-Based Account in Terms of Catenae1
Thomas Groß Some Observations on the Hebrew Desiderative Construction – A Dependency-Based Account in Terms of Catenae1 Abstract The Modern Hebrew (MH) desiderative construction must obey four conditions: 1. A subordinate clause headed by the clitic še= ‘that’ must be present. 2. The verb in the subordinate clause must be marked with future tense. 3. The grammatical properties genus, number, and person tend to be specified, i.e. if the future tense affix is underspecified, material tends to appear that aids specification, if contextual recovery is unavailable. 4. The units of form that make up the constructional meaning of the desiderative must qualify as a catena. A catena is a dependency-based unit of form, the parts of which are immediately continuous in the vertical dimension. The description of the individual parts of the desiderative must address trans-, pre-, and suffixes, and cliticization. Catena-based morphology is representational, monostratal, dependency-, construction-, and piece-based. 1. Purpose, means and claims The main purpose of this paper is to analyze the Hebrew desiderative construction. This construction is linguistically interesting and challenging for a number of reasons. 1. It is a periphrastic construction, with fairly transparent compositionality. 2. It is transclausal, i.e. some parts of the construction reside in the main clause, and others in the subordinated clause. The complementizer is also part of the construction. 3. The construction consists of more than one word, but it does not qualify as a constituent. Rather the construction cuts into words. 4. Two theoretically 1 I want to thank Outi Bat-El (Tel Aviv University) and three anonymous reviewers for their help and advice. -
Issues in Minority Languages and Language Development Studies in Nigeria a Festschrift in Honour of Andrew Haruna
Issues in minority languages and language development studies in Nigeria A Festschrift in honour of Andrew Haruna 199 Ali Usman Umar Department of Nigerian Languages Federal University of Lafia ° ° ° Infixes and Infixation Processes in Hausa Morphology Abstract The aim of the paper is to investigate the phenomena of Hausa infixes and infixation. While the former refers to those affixal morphemes that are inserted within roots/stems/bases so as to bring about new word-forms, the latter has to do with the processes through which the infixes are to be realized. In order for the aforementioned to be detected, the study brings closely the data-driven outputs of Hausa infixes and empirically observes their nature and behavior as they are processed. In other words, the analysis of the data is based on the descriptive approach. Thus, the study attempts to account reviews on general outlook of Hausa infixation processes. It also highlights some points of arguments debated by some Hausaists on the manifestation or realization of infixes in Hausa. The resultant facts of this investigation reveal that there are a fairly considerable number of infixal morphemes which are functional and productive for inflectional, derivational and/or reduplicative purposes in the language. These infixes are sub-grouped into three headings, namely: vocalic, consonantal and syllabic infixation as it had been the norm with most affixing languages such as Semitic and Berber of the Afro-Asiatic phylum. Finally, the study discovers additional infixal morphemes which were not found in the previous works; these include: -c-, -y2aa-, -CG-, as well as those infixes that are used in Hausa language game. -
The Concept of Intentional Action in the Grammar of Kathmandu Newari
THE CONCEPT OF INTENTIONAL ACTION IN THE GRAMMAR OF KATHMANDU NEWARI by DAVID J. HARGREAVES A DISSERTATION Presented to the Department of Linguistics and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Doctor of Philosophy August 1991 ii APPROVED: Dr. Scott DeLancey iii An Abstract of the Dissertation of David J. Hargreaves for the degree of Doctor of Philosophy in the Department of Linguistics to be taken August 1991 Title: THE CONCEPT OF INTENTIONAL ACTION IN THE GRAMMAR OF KATHMANDU NEWARI Approved: Dr. Scott DeLancey This study describes the relationship between the concept of intentional action and the grammatical organization of the clause in Kathmandu Newari, a Tibeto-Burman language spoken primarily in the Kathmandu valley of Nepal. In particular, the study focuses on the conceptual structure of "intentional action" along with the lexical, morphological, and syntactic reflexes of this notion in situated speech. The construal of intentional action consists of two distinct notions: one involving the concept of self-initiated force and the other involving mental representation or awareness. The distribution of finite inflectional forms for verbs results from the interaction of these two notions with a set of evidential/discourse principles which constrain the attribution of intentional action to certain discourse roles in situated interaction. iv VITA NAME OF AUTHOR: David J. Hargreaves PLACE OF BIRTH: Detroit, Michigan DATE OF BIRTH: March 10, 1955 GRADUATE AND UNDERGRADUATE -
9 Argument Structure and Argument Structure Alternations Gillian Ramchand
9 Argument structure and argument structure alternations Gillian Ramchand 9.1 Introduction One of the major scientific results of Chomskian syntactic theory is the understanding that the symbolic representations of natural language are structured, by which I mean that symbols are organized in hierarchical constituent data structures, and are not simply linearly ordered strings or lists of memorized items. The semantic ‘arguments’ of predicates are expressed within natural language data structures, and therefore also form part of structured representations. This chapter is devoted to exam- ining the major theoretical results pertaining to the semantics of verbal predicate argument relations and their systematic patterning in lan- guage. However, we will see that even isolating the logical domain of inquiry will involve certain deep questions about the architecture of grammar, and the relationship between listedness and compositional semantics. Historically, the most important results in argument structure have come from those studying the properties of the Lexicon as a module of grammar, for a number of rather natural reasons as we will see. While this chapter will aim to give the reader a clear historical and ideological con- text for the subject matter and will document major influential strands of research, it will primarily concentrate on extracting the generalizations that I judge to be the lasting results of the past fifty years, and then secondarily, draw attention to the (still unresolved) architectural and theoretical issues that are specific to this domain. Section 9.2 gives the perspective on the issues from the vantage point of the Lexicon, i.e. the practical problem of deciding how much and what kind of information is necessary for the listing of verbal lexical entries. -
The Pervasive Role of Pragmatics in Early Language
The pervasive role of pragmatics in early language Manuel Bohn Department of Psychology, Stanford University, Leipzig Research Center for Early Child Development, Leipzig University https://orcid.org/0000-0001-6006-1348 Michael C. Frank Department of Psychology, Stanford University https://orcid.org/0000-0002-7551-4378 Short Title: Pragmatics in early language Author’s Note: We thank Erica Yoon and Bahar Köymen for comments on an earlier version of this paper. MB received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Sklodowska-Curie grant agreement No 749229. MCF received funding from the Jacobs Foundation Research Fellowship program. Please address correspondence to [email protected]. 1 Abstract Language is a fundamentally social endeavor. Pragmatics is the study of how speakers and listeners use social reasoning to go beyond the literal meanings of words to interpret language in context. In this review, we take a pragmatic perspective on language development and argue for developmental continuity between early non-verbal communication, language learning, and linguistic pragmatics. We link phenomena from these different literatures by relating them to a computational framework (the rational speech act framework), which conceptualizes communication as fundamentally inferential and grounded in social cognition. The model specifies how different information sources (linguistic utterances, social cues, common ground) are combined when making pragmatic inferences. We present evidence in favor of this inferential view and review how pragmatic reasoning supports children’s learning, comprehension, and use of language. Keywords: Language development; Social cognition; Pragmatics; Computational modeling; Communication 2 Introduction From a toddler pointing at a toy and saying “dat!” all the way to a lukewarm letter of recommendation, human beings use language to communicate an infinite range of meanings both flexibly and efficiently. -
Ditransitive Constructions Max Planck Institute for Evolutionary Anthropology, Leipzig (Germany) 23-25 November 2007
Conference on Ditransitive Constructions Max Planck Institute for Evolutionary Anthropology, Leipzig (Germany) 23-25 November 2007 Abstracts On “Dimonotransitive” Structures in English Carmen Aguilera Carnerero University of Granada Ditransitive structures have been prototypically defined as those combinations of a ditransitive verb with an indirect object and a direct object. However, although in the prototypical ditransitive construction in English, both objects are present, there is often omission of one of the constituentes, usually the indirect object. The absence of the indirect object has been justified on the basis of the irrelevance of its specification or the possibility of recovering it from the context. The absence of the direct object, on the other hand, is not so common and only occur with a restricted number of verbs (e.g. pay, show or tell).This type of sentences have been called “dimonotransitives” by Nelson, Wallis and Aarts (2002) and the sole presence in the syntactic structure arises some interesting questions we want to clarify in this article, such as: (a) the degree of syntactic and semantic obligatoriness of indirect objects and certain ditransitive verbs (b) the syntactic behaviour of indirect objects in absence of the direct object, in other words, does the Oi take over some of the properties of typical direct objects as Huddleston and Pullum suggest? (c) The semantic and pragmatic interpretations of the missing element. To carry out our analysis, we will adopt a corpus –based approach and especifically we will use the International Corpus of English (ICE) for the most frequent ditransitive verbs (Mukherjee 2005) and the British National Corpus (BNC) for the not so frequent verbs. -
Chapter 15 Second Language Acquisition
Chapter 15 Second Language Acquisition Dorothy Chun and Jan Frodesen Key Terms • Automaticity • Communicative competence • Critical period hypothesis • Interaction hypothesis • Interlanguage • Nativist theories of SLA • Sociocultural theories of SLA Chapter Preview As we have seen in earlier chapters, language is a complex array of many different components, ranging from individual sounds to whether a particular utterance or sentence is appropriate in a given situation or culture. In this chapter we will look at the issues involved in learning or acquiring a second language as an adolescent or adult learner. The main question with regard to second language acquisition (SLA) is: Why do people acquire a first language with little conscious effort while it is so difficult to master all of the aspects of a second language and speak it like a native speaker? This chapter will first discuss the main linguistic issues with regard to how second languages are acquired (e.g., phonology, morphology, syntax, lexicon/vocabulary, pragmatics). It will then describe some of the influences from the field of psychology on the study of second language acquisition and will examine the cognitive processes that differ between first-language (L1) and second-language (L2) learning. Thirdly, the chapter will consider how social and affective issues of L2 learning have come to the forefront in the last decade of the 20th century and into the 21st century. Finally, interspersed throughout the chapter are discussions of the 1 relationship between current knowledge about how second languages are acquired and the practice of language teaching, including some of the current issues in language teaching, especially those arising from increased globalization. -
1 the Origins of Language
Cambridge University Press 978-1-108-49945-3 — The Study of Language George Yule Excerpt More Information 1 The Origins of Language The first person to set foot on the continent of Australia was a woman named Warramurrungunji. She emerged from the sea onto an island off northern Australia, and then headed inland, creating children and putting each one in a specific place. As she moved across the landscape, Warramurrungunji told each child, “I am putting you here. This is the language you should talk! This is your language!” Erard (2016) This origin story from the Iwaidja people of Australia, illustrated in the painting above, offers an explanation of not only where language came from, but also why there are so many different languages. Among the English-speaking people, there have been multiple attempts to provide a comparable explanation, but not much proof to support any of them. Instead of a belief in a single mythical earth mother, we have a variety of possible beliefs, all fairly speculative. We simply don’t have a definitive answer to the question of how language originated. We do know that the ability to produce sound and simple vocal patterning (a hum versus a grunt, for example) appears to be in an ancient part of the brain that we share with all vertebrates, including fish, frogs, birds and other mammals. But that isn’t human language. We suspect that some type of spoken language must have developed between 100,000 and 50,000 years ago, well before written language (about 5,000 years ago). -
Phd Handbook in Linguistics
The PhD program in Linguistics Table of Contents The PhD program in Linguistics 2 Graduate work in the Department of Linguistics 2 Graduate Courses in Linguistics 3 Graduate Introductory courses (400-level) 3 Graduate Core courses (400-level) 4 Advanced Graduate Courses (500-level) 4 Linguistics Requirements for PhD students 5 Planning the PhD degree program of study 5 Pre-Qualifying 5 Qualifying for Advancement to Candidacy for PhD students 5 Timing 6 Teaching Assistantships 6 Sample Schedules for a Linguistics PhD 7 Sample Linguistics and Brain and Cognitive Sciences schedule 7 Sample Linguistics and Computer Science (LIN/CS) schedule. 8 Course Descriptions 9 Linguistics 9 Relevant Brain and Cognitive Science Graduate Courses 14 Relevant Computer Science Graduate Courses 16 1 The PhD program in Linguistics The PhD program in Linguistics The Department of Linguistics at the University of Rochester offers a fully-funded five year PhD program in Linguistics, focusing on cross-disciplinary training and collaboration. Students in this program have a primary affiliation in Linguistics, with secondary affiliation in an allied department. At Rochester, cross-disciplinary, collaborative work is the norm. The Linguistics faculty are grounded in the traditional fields of formal linguistics, employing empirical methodologies to examine data and topics in experimental syntax, semantics, pragmatics, phonetics, laboratory phonology, and morphology in collaboration with faculty and students in allied fields. Our work incorporates contemporary issues and practices in these areas. Our principal allied fields are Brain and Cognitive Sciences and Computer Science, but we also have strong connections in related departments, such as Biomedical Engineering and departments at the Eastman School of Music. -
21 Chapter I Language Production 1.1 Introduction in This Chapter It Will Be
Chapter I Language production 1.1 Introduction In this chapter it will be seen that both models of L1 production as well as accounts of L2 production can shed light on what happens with L2 performance. In particular, this chapter will aim to provide an answer to the following four questions: i) How is language produced? ii) How does L2 production differ from L1 production? iii) How do attention and memory mediate L2 production and development? iv) How can engaging in production potentially lead to second language development? In order to understand how L2 production works we first need to understand how L1 operates, and so L1 production will be considered in the first part of this chapter. Levelt’s (1989) L1 production model will be used as the main reference. Special emphasis will be placed on the areas of message generation, retrieval of lexical items, message formulation, and self-monitoring, with only a more limited consideration of articulation and speech comprehension. In the second part of the chapter, from a number of accounts of L2 production, those aspects that distinguish 21 it from L1 production will be pointed out, and lexical access, grammatical encoding, and self-monitoring will receive special attention. After that, the underlying constructs of attention and memory will be discussed. Regarding attention, the ideas of limited resources, selection, and capacity will be outlined, and the aspects most directly related to production will be underlined. The architecture and processes of memory will be presented, and the distinction between working memory (WM) and long-term memory (LTM) will be established.