1. Functionalist Linguistics: Usage-Based Explanations of Language Structure
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Why Is Language Typology Possible?
Why is language typology possible? Martin Haspelmath 1 Languages are incomparable Each language has its own system. Each language has its own categories. Each language is a world of its own. 2 Or are all languages like Latin? nominative the book genitive of the book dative to the book accusative the book ablative from the book 3 Or are all languages like English? 4 How could languages be compared? If languages are so different: What could be possible tertia comparationis (= entities that are identical across comparanda and thus permit comparison)? 5 Three approaches • Indeed, language typology is impossible (non- aprioristic structuralism) • Typology is possible based on cross-linguistic categories (aprioristic generativism) • Typology is possible without cross-linguistic categories (non-aprioristic typology) 6 Non-aprioristic structuralism: Franz Boas (1858-1942) The categories chosen for description in the Handbook “depend entirely on the inner form of each language...” Boas, Franz. 1911. Introduction to The Handbook of American Indian Languages. 7 Non-aprioristic structuralism: Ferdinand de Saussure (1857-1913) “dans la langue il n’y a que des différences...” (In a language there are only differences) i.e. all categories are determined by the ways in which they differ from other categories, and each language has different ways of cutting up the sound space and the meaning space de Saussure, Ferdinand. 1915. Cours de linguistique générale. 8 Example: Datives across languages cf. Haspelmath, Martin. 2003. The geometry of grammatical meaning: semantic maps and cross-linguistic comparison 9 Example: Datives across languages 10 Example: Datives across languages 11 Non-aprioristic structuralism: Peter H. Matthews (University of Cambridge) Matthews 1997:199: "To ask whether a language 'has' some category is...to ask a fairly sophisticated question.. -
ED332504.Pdf
DOCUMENT RESUME ED 332 504 FL 018 885 AUTHOR Davison, Alice, Ed.; Eckert, Penelope, Ed. TITLE Women in the Linguistics Profession: The Cornell Lectures. Conference on Women in Linguistics (Ithaca, New York, June 1989). INSTITUTION Linguirtic Society of America, Washington, D.C. SPONS AGENCY National Science Foundation, Washington, D.C. PUB DATE 90 CONTRACT NSF-88-00534 NOTE 268p.; Produced by the Committee on the Status of Women in Linguistics. PUB TYPE Collected Works - General (020) EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS Administrator Attitudes; *Cultural Isolation; Deans; Doctoral Dissertations; *Employment Patterns; English Departments; *Females; Graduate Study; Higher Education; :,;tellectual Disciplines; *Linguistics; Mentors; Scnolarship; *Sex Bias; F.exual Harassment; Tenure; Trend Analysis; *Women Fulty; Work Environment ABSTRACT Papers on women in linguistics are presented in five groups. An introductory section contains: "Feminist Linguistics:A Whirlwind Tour"; "Women in Linguistics: The Legacy of Institutionalization"; "Reflections on Women in Linguistics";and "The Structure of the Field and Its Consequences forWomen." Papers on trends and data include: "The Status of Women in Linguistics"; "The Representation of Women in Linguistics, 1989"; and"Women in Linguistics: Recent Trends." A section on problems and theirsources includes: "How Dick and Jane Got Tenure: Women and UniversityCulture 1989"; "Success and Failure: Expectations andAttributions"; "Personal and Professional Networks"; "Sexual Harassmentand the University -
The Utility and Ubiquity of Taboo Words Timothy Jay
PERSPECTIVES ON PSYCHOLOGICAL SCIENCE The Utility and Ubiquity of Taboo Words Timothy Jay Massachusetts College of Liberal Arts ABSTRACT—Taboo words are defined and sanctioned by This review is organized around eight questions that are used institutions of power (e.g., religion, media), and prohibi- to pique psychologists’ interest in taboo words and to promote a tions are reiterated in child-rearing practices. Native deeper understanding of them through future research: What are speakers acquire folk knowledge of taboo words, but it taboo words and why do they exist? What motivates people to use lacks the complexity that psychological science requires for taboo words? How often do people say taboo words, and who says an understanding of swearing. Misperceptions persist in them? What are the most frequently used taboo words? Does psychological science and in society at large about how psychological science acknowledge the significance of the frequently people swear or what it means when they do. frequency of taboo word use? Is a folk knowledge of taboo words Public recordings of taboo words establish the commonplace sufficient for psychological science? How should psychological occurrence of swearing (ubiquity), although frequency data science define language? Does psychological science even need are not always appreciated in laboratory research. A set of a theory of swearing? 10 words that has remained stable over the past 20 years accounts for 80% of public swearing. Swearing is positively WHATARE TABOO WORDS AND WHY DO THEY EXIST? correlated with extraversion and Type A hostility but neg- atively correlated with agreeableness, conscientiousness, I use the terms taboo words or swear words interchangeably to religiosity, and sexual anxiety. -
First Language Acquisition Theories and Transition to SLA Mohammad
The Asian Conference on Language Learning 2013 Official Conference Proceedings Osaka, Japan First Language Acquisition Theories and Transition to SLA Mohammad Torikul Islam Jazan University, Saudi Arabia 0289 The Asian Conference on Language Learning 2013 Official Conference Proceedings 2013 Abstract First language (L1) acquisition studies have been an interesting issue to both linguists and psycholinguists. A lot of research studies have been carried out over past several decades to investigate how L1 or child language acquisition mechanism takes place. The end point of L1 acquisition theories leads to interlanguage theories which eventually lead to second language acquisition (SLA) research studies. In this paper, I will show that there have been at least three theories that have offered new ideas on L1 acquisition. However, two theories of L1 acquisition have been very prominent as they have propounded two revolutionary schools of thought: Behaviorism and Mentalism. Therefore, in the first segment of this paper I will deal with the detailed theoretical assumptions on these two theories along with a brief discussion on Social Interactionist Theory of L1 acquisition. The second segment will deal with interlanguage theories and their seminal contributions to subsequent language researchers. Finally, I will briefly show how L1 acquisition theories and interlanguage theories have paved the way for new ideas into SLA research studies. iafor The International Academic Forum www.iafor.org 499 The Asian Conference on Language Learning 2013 Official Conference Proceedings Osaka, Japan Behaviorist Theory Behaviorism or Behaviorist Theory of first language (L1) plays a crucial role in understanding the early importance attached to the role of the first language acquisition. -
Systemic Functional Linguistic Discourse Features in the Personal Essay Anna Jones Rollins [email protected]
Marshall University Marshall Digital Scholar Theses, Dissertations and Capstones 1-1-2012 Systemic Functional Linguistic Discourse Features in the Personal Essay Anna Jones Rollins [email protected] Follow this and additional works at: http://mds.marshall.edu/etd Part of the Creative Writing Commons, Higher Education and Teaching Commons, and the Liberal Studies Commons Recommended Citation Rollins, Anna Jones, "Systemic Functional Linguistic Discourse Features in the Personal Essay" (2012). Theses, Dissertations and Capstones. Paper 216. This Thesis is brought to you for free and open access by Marshall Digital Scholar. It has been accepted for inclusion in Theses, Dissertations and Capstones by an authorized administrator of Marshall Digital Scholar. For more information, please contact [email protected]. SYSTEMIC FUNCTIONAL LINGUISTIC DISCOURSE FEATURES IN THE PERSONAL ESSAY A Thesis submitted to the Graduate College of Marshall University In partial fulfillment of the requirements for the degree of Master of Arts in English by Anna Jones Rollins Approved by Hyo-Chang Hong, Ph.D., Committee Chairperson Rachael Peckham, Ph.D. Kelli Prejean, Ph.D. Marshall University May 2012 i Acknowledgments First, I would like to thank my husband, James, for bearing with me, and bearing with me gracefully, throughout the entire process of writing this thesis. Thank you for supporting me, for making dinner on those late nights (and early nights – and, well, pretty much every night), for listening to the thoughts that ―came to me‖ always too early in the morning; thank you for your love. Likewise, I would like to thank my family – my dad, Bob, my mom, Carol, and my brother, Bobby – for supporting me throughout my entire life, and specifically, for listening to each mini triumph and tragedy that occurred during the process of writing this document. -
Curriculum Vitae: Bruce P. Hayes
Curriculum Vitae: Bruce P. Hayes Address: Department of Linguistics, UCLA, Los Angeles, CA 90095-1543 E-mail: [email protected] Web: http://www.linguistics.ucla.edu/people/hayes/ Telephone: (310) 825-9507 (office) (310) 825-0634 (Linguistics Dept.) Education: Massachusetts Institute of Technology, 1976-1980, Ph.D., Linguistics Harvard University, 1973-1976, B.A. cum laude, Linguistics and Applied Mathematics Employment Distinguished Professor, Dept. of Linguistics, UCLA, 2012- history: Professor, Dept. of Linguistics, UCLA, 1989- Associate Professor, Dept. of Linguistics, UCLA, 1985-1989 Assistant Professor, Dept. of Linguistics, UCLA, 1981-1985 Lecturer, Dept. of Linguistics, Yale University, 1980-1981 UCLA Linguistics 1 “Introduction to Language” courses Linguistics 20 “Introduction to Linguistics” taught: Linguistics 88B “Linguistics and Verse Structure” Linguistics 103 “Introduction to General Phonetics” Linguistics 120A “Phonology I” Linguistics 191 “Metrics” Linguistics 200A “Phonological Theory I” Linguistics 201 “Phonological Theory II” Linguistics 205 “Morphology” Linguistics 210 “Field Methods” (with Paul Schachter) Linguistics 251 “The Phonology of Syllables and Stress” Linguistics 251 “CV Phonology” Linguistics 251 “The Metrical Theory of Stress” Linguistics 251 “Lexical Phonology” Linguistics 251 “Segment Structure” Linguistics 251 “The Syntax-Phonology Interface” Linguistics 251 “Phonetic Rules” Linguistics 251 “Intonation” Linguistics 251 “Metrics” Linguistics 251 “Phonetically-Driven Optimality-Theoretic Phonology” -
Language Development Language Development
Language Development rom their very first cries, human beings communicate with the world around them. Infants communicate through sounds (crying and cooing) and through body lan- guage (pointing and other gestures). However, sometime between 8 and 18 months Fof age, a major developmental milestone occurs when infants begin to use words to speak. Words are symbolic representations; that is, when a child says “table,” we understand that the word represents the object. Language can be defined as a system of symbols that is used to communicate. Although language is used to communicate with others, we may also talk to ourselves and use words in our thinking. The words we use can influence the way we think about and understand our experiences. After defining some basic aspects of language that we use throughout the chapter, we describe some of the theories that are used to explain the amazing process by which we Language9 A system of understand and produce language. We then look at the brain’s role in processing and pro- symbols that is used to ducing language. After a description of the stages of language development—from a baby’s communicate with others or first cries through the slang used by teenagers—we look at the topic of bilingualism. We in our thinking. examine how learning to speak more than one language affects a child’s language develop- ment and how our educational system is trying to accommodate the increasing number of bilingual children in the classroom. Finally, we end the chapter with information about disorders that can interfere with children’s language development. -
The Syntax–Semantics Interface in Systemic Functional Grammar: Halliday’S Interpretation of the Hjelmslevian Model of Stratification
PREPRINT NOTICE This is a PREPRINT of an article to be published in Journal of Pragmatics. Copyright © Elsevier 2011. For citation, please consult the published version. ↓ P U B L I S H E D Full reference: VERSION Taverniers, Miriam (2011) The syntax–semantics interface in Systemic Functional Grammar: Halliday’s interpretation of the Hjelmslevian model of stratification. Journal of Pragmatics 43(4): 1100–1126. DOI:10.1016/j.pragma.2010.09.003 F U R T H E R http://users.UGent.be/~mtaverni/ INFORMATION & C ONTACT [email protected] The syntax–semantics interface in Systemic Functional Grammar: Halliday’s interpretation of the Hjelmslevian model of stratification Miriam Taverniers (Ghent University) English Department Ghent University Rozier 44 9000 Gent Belgium [email protected] Phone: + 32 9 264 3789 Fax: + 32 9 264 4179 PREPRINT. Taverniers, Miriam (2011) The syntax–semantics interface in Systemic Functional Grammar: Halliday’s interpretation of the Hjelmslevian model of stratification. Journal of Pragmatics 43(4): 1100–1126. Abstract The aim of this article is to explore how exactly the idea of distinguishing different coding levels in language has been theorized in different stages of Hallidayan systemic functional grammar (SFG), focusing on its view of the syntax–semantics interface. This is done by juxtaposing the levels of the Hallidayan model and the various components of Hjelmslev’s model of stratification, on the basis of Halliday’s re-interpretation of Hjelmslev’s theory at various stages in the development of SFG. In this exploration, specific attention is paid to two important theoretical aspects of the design of Hjelmslev’s and Halliday’s models: (1) the different dimensions along which semiotic distinctions are made in the two models, i.e. -
Multidimensional Thinking of Systemic Functional Linguistics
2018 International Conference on Culture, Literature, Arts & Humanities (ICCLAH 2018) Multidimensional Thinking of Systemic Functional Linguistics Hongjie Zhang Xi’an International Studies University, Xi'an, Shaanxi, 710128 Keywords: Systemic Functional Linguistics, Multidimensional Thinking Abstract: Systemic functional linguistics, a language discipline based on certain philosophical ideas, plays an important role in the academic development of today's world. The development of systemic functional linguistics is also long-term, and today many people's cognition of systemic functional linguistics is relatively shallow, and some are even unheard of, but learning system functional linguistics is very helpful to the overall development. Therefore, in order to achieve the goal, it is necessary to first increase the cognition of systemic functional linguistics and clarify the meaning of development. 1. Introduction With the development and progress of the times, new ideas, ideas, technologies and many other aspects have flooded into the society. Under the promotion of these excellent factors, not only has the society developed rapidly, but people’s daily lives have also undergone earth-shaking Variety. Systemic functional linguistics, as a product of social and human development, evolved from the anthropological tradition. The main difference between this discipline and other disciplines is that it emphasizes the sociality of language users and is based on language practice. Application, thus providing better services for human survival and development. Systemic language function, first appeared in the United Kingdom, was founded by the famous British linguist Halliday. From the perspective of theory, systemic linguistics means that language is used as a tool on the basis of social attributes. Practice activities, not just in terms of thinking, at the same time, pay more attention to the analysis of individual languages, and verify theories through observation and statistical means. -
Parametric Versus Functional Explanations of Syntactic Universals
Parametric versus functional explanations of syntactic universals MARTIN HASPELMATH February 2006 Abstract: This paper compares the generative principles-and-parameters approach to explaining syntactic universals to the functional-typological approach and also discusses the intermediate approach of Optimality Theory. It identifies some fundamental differences between generative parametric explanations and functional explanations. Most importantly, generative explanations assume that cross-linguistic generalizations are due to the innate Universal Grammar, whereas functional explanations assume that language structure can be influenced by regularities of language use through language change. Despite these differences, both approaches to cross-linguistic similarities and differences seem to be guided by a similar vision: That the superficial structural diversity of languages can be reduced to a few basic patterns once one digs below the surface (macroparameters or holistic types). Unfortunately, the evidence for such reductionist constructs has never been very good, so more recently both generativists and functionalists have shifted their interests away from these ambitious goals. However, I argue that there is one type of cross-linguistic generalization for which there is very good empirical evidence: intra-domain universals relating to prominence scales, most of which are straightforwardly explained functionally in terms of processing difficulty. 1. Introduction: the relevance of observable universals Many generative and functional linguists share a primary interest in understanding structural similarities and differences between languages. It is clear that the observed language structures represent only a tiny fraction of the logically possible structures, and for a whole range of syntactic domains linguists have a good initial idea of what the limits on structural variation (i.e. -
A STUDY of WRITING Oi.Uchicago.Edu Oi.Uchicago.Edu /MAAM^MA
oi.uchicago.edu A STUDY OF WRITING oi.uchicago.edu oi.uchicago.edu /MAAM^MA. A STUDY OF "*?• ,fii WRITING REVISED EDITION I. J. GELB Phoenix Books THE UNIVERSITY OF CHICAGO PRESS oi.uchicago.edu This book is also available in a clothbound edition from THE UNIVERSITY OF CHICAGO PRESS TO THE MOKSTADS THE UNIVERSITY OF CHICAGO PRESS, CHICAGO & LONDON The University of Toronto Press, Toronto 5, Canada Copyright 1952 in the International Copyright Union. All rights reserved. Published 1952. Second Edition 1963. First Phoenix Impression 1963. Printed in the United States of America oi.uchicago.edu PREFACE HE book contains twelve chapters, but it can be broken up structurally into five parts. First, the place of writing among the various systems of human inter communication is discussed. This is followed by four Tchapters devoted to the descriptive and comparative treatment of the various types of writing in the world. The sixth chapter deals with the evolution of writing from the earliest stages of picture writing to a full alphabet. The next four chapters deal with general problems, such as the future of writing and the relationship of writing to speech, art, and religion. Of the two final chapters, one contains the first attempt to establish a full terminology of writing, the other an extensive bibliography. The aim of this study is to lay a foundation for a new science of writing which might be called grammatology. While the general histories of writing treat individual writings mainly from a descriptive-historical point of view, the new science attempts to establish general principles governing the use and evolution of writing on a comparative-typological basis. -
Expert Judgment on Markers to Deter Inadvertent Human Intrusion Into the Waste Isolation Pilot Plant
SANDIA REPORT SAND92–1382 ● UC–721 Unlimited Release Printed November 1993 Expert Judgment on Markers to Deter Inadvertent Human Intrusion into the Waste Isolation Pilot Plant Kathleen M. Trauth, Stephen C. Hera, Robert V. Guzowsti Prepared by Sandia National Laboratories Albuquerque, New Mexico 87185 and Livermore, California 94550 for the United Statea Department of Energy under Contract DE-ACO&94AL85000 ______ . ., ,, ,, Issuedby SandiaNationalLaboratories,operatedfortheUnitedStates DepartmentofEnergyby SandiaCorporation. NOTICE Thisreportwaspreparedasanaccountofworksponsoredbyan agencyoftheUnitedStatesGovernment.NeithertheUnitedStatesGovern- ment noranyagencythereof,noranyoftheiremployees,noranyoftheir contractors,subcontractors,ortheiremployees,makesanywarranty,express orimplied,orassumesanylegalliabilityorresponsibilityfortheaccuracy, completeness,or usefulnessof any information,apparatusproduct,or processdisclosed,orrepresentsthatitsusewouldnotinfringeprivately ownedrights.Referencehereintoanyspecificcommercialproduct,process,or serviceby tradename,trademark,manufacturer,or otherwise,doesnot necessarilyconstituteorimplyitaendorsement,recommendation,orfavoring by the UnitedStatesGovernment,any agencythereofor any of their contractorsorsubcontractors.The viewsand opinionsexpressedhereindo notnecessarilystateorreflectthoseoftheUnitedStatesGovernment,any agencythereoforanyoftheircontractors. PrintedintheUnitedStatesofAmerica.Thisreporthasbeenreproduced directlyfromthebestavailablecopy. AvailabletoDOE andDOE contractorsfrom OfficeofScientificandTechnicalInformation