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Aflico IV Lyon, 24-27 May 2011 IVth internaƟ onal conference of the French CogniƟ ve LinguisƟ cs AssociaƟ on AFLiCo IV Lyon, 24-27 May 2011 Cognitive Linguistics and Typology Abstracts booklet Livret de résumés AFLiCo IV Fourth International Conference of the French Cognitive Linguistics Association Quatrième colloque international de l'Association Française de Linguistique Cognitive Lyon, France 24th - 27th May 2011 / 24 – 27 mai 2011 ==o0o== Invited speakers / Conférenciers invités • Ruth BERMAN (University of Tel Aviv, Israël) • Nick EVANS (ANU College of Asia-Pacific, Australie) • Harriet JISA (Université Lyon 2, France) • Maarten LEMMENS (Université Lille 3, France) • Laura MICHAELIS (University of Colorado, Boulder, États-Unis) • Ulrike ZESHAN (University of Central Lancashire, Royaume-Uni) Organizing Committee / Comité organisateur Linda Brendlin; Florence Chenu; Colette Grinevald; Anetta Kopecka; Diana Lewis Laboratoire Dynamique du Langage (DDL) UMR 5596 http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLiCo_IV/ 1 Scientific Committee / Comité scientifique • Michel ACHARD, Rice University, Etats-Unis • Felix AMEKA, Centre for Linguistics, Leiden University, Pays-Bas. • Michel AURNAGUE, CLLE-ERSS, UMR 5263, CNRS & Université de Toulouse-Le Mirail, France. • Heike BEHRENS, Universität Basel, Suisse. • Stephanie BONNEFILLE, CLIMAS, département d'anglais, Université de Bordeaux 3, France. • Didier BOTTINEAU, MoDyCo, UMR 7114 CNRS & Université Paris Ouest (Nanterre - La Défense), France. • Florence CHENU, Laboratoire Dynamique du Langage, UMR 5596, CNRS & Université Lyon 2, France. • Denis CREISSELS, Laboratoire Dynamique du Langage, UMR 5596, CNRS & Université Lyon 2, France. • William CROFT, University of New Mexico, États-Unis. • Ewa DABROWSKA, Northumbria University, Royaume-Uni. • Liesbeth DEGAND, Université catholique de Louvain, Belgique. • Nicole DELBECQUE, Katholieke Universiteit Leuven, Belgique. • Guillaume DESAGULIER, MoDyCo (UMR 7114 Paris Ouest Nanterre La Défense - CNRS) & Université Paris 8, France. • Joseph Dichy, SILAT, Université Lyon 2, France. • Nick ENFIELD, Max Planck Institute for Psycholinguistics & Radboud University Nijmegen, Pays-Bas. • Benjamin FAGARD, LATTICE, UMR 8094, CNRS & ENS, France. • Jean-Michel FORTIS, Histoire des Théories Linguistiques, UMR 7597, CNRS & Université Paris Diderot Paris 7, France. • Alice GABY, Monash University & University of California, Berkeley, États- Unis. • Dylan GLYNN, Katholieke Universiteit Leuven, Belgique. • Philippe GRÉA, Université Paris 10, France. • Colette GRINEVALD, Laboratoire Dynamique Du Langage, UMR5596, CNRS & Université Lyon 2, France. • Willem HOLLMANN, Lancaster University, Royaume-Uni. • Claudio IACOBINI, Università Degli Studi di Salerno, Italie. • Sophie KERN, Laboratoire Dynamique du Langage, UMR 5596, CNRS & Université Lyon 2, France. • Anetta KOPECKA, Laboratoire Dynamique du Langage, UMR 5596, CNRS & Université Lyon 2, France. • Maria KOPJEVSKAJA-TAMM, Stockholms universitet, Suède. • Jean-Rémi LAPAIRE, Université Michel de Montaigne-Bordeaux 3, France. • Maarten LEMMENS, Université Lille 3, France. • Diana LEWIS, Laboratoire Dynamique du Langage, UMR 5596, CNRS & Université Lyon 2, France. • Asifa MAJID, Max Planck Institute for Psycholinguistics, Nijmegen, Pays-Bas. • Yo MATSUMOTO, University of Kobe, Japon. 2 • Aliyah MORGENSTERN, Université Sorbonne Nouvelle, Paris 3, France. • Claire MOYSE-FAURIE, LACITO, UMR 7107, CNRS & Sorbonne Nouvelle- Paris 3, France. • Bhuvana NARASIMHAN, Department of Linguistics, University of Colorado, Boulder, États-Unis. • Tatiana NIKITINA, Freie Universität Berlin, Allemagne. • Annie RISLER, Université de Lille III, France. • Stephane ROBERT, LLACAN, UMR 8135, CNRS & INALCO, France. • Paul SAMBRE, Department of Applied Linguistics, Katholieke Universiteit Leuven, Belgique. • Laure SARDA, LATTICE, UMR 8094, CNRS & ENS, France. • Dejan STOSIC, Université d'Artois, France. • Jesse TSENG, CLLE-ERSS, UMR 5263, CNRS & Université de Toulouse-Le Mirail, France. • Bernard VICTORRI, LATTICE, UMR 8094, CNRS & ENS, France. • Alice VITTRANT, Université de Provence, France. • Jörg ZINKEN, Department of Psychology, University of Portsmouth, Royaume- Uni. 3 Contents / Table des matières Plenary talks / Conférences plénières 5 Workshops / Ateliers thématiques 15 Workshop 1 : Tuesday 24th May / mardi 24 mai 16 Workshop 2 : Wednesday 25th May / mercredi 25 mai 30 Workshop 3 : Thursday 26th May / jeudi 26 mai 52 and Friday 27th May / et vendredi 27 mai General sessions / Sessions générales 63 Posters 173 4 PLENARY TALKS CONFÉRENCES PLÉNIÈRES 5 Modality effects on language variation in narrative text construction Ruth A. Berman Bracha Nir Tel Aviv University Haifa University [email protected] [email protected] Variation between spoken and written language use has been examined from different perspectives in corpus-based, cognitive, and functional linguistics (Biber, 1988; Chafe, 1994; Halliday, 1989; Tannen, 1984). The present study aims to pinpoint domains of linguistic expression that manifest strong effects of modality as against those that are relatively “modality neutral”, that is, less strongly affected by whether a text is produced in writing or orally. Findings are reported for the Hebrew data-base of a cross-linguistic project (Berman, 2008), based on analysis of 160 written and spoken narratives on the topic of interpersonal conflict elicited from the same participants at four age-schooling levels -- middle childhood, pre-adolescence, adolescence, adulthood. Results reveal two main types of modality-driven contrasts: procedural differences in processing of spoken versus written language output (e.g., text length, reliance on discourse markers) and use of linguistic features that are more marked in written than oral texts (e.g., word-length, lexical density, register). In contrast, “modality-neutral” features that emerge as relatively impervious to changes in modality include thematic content and global text structure, on the one hand, and genre-dependent factors (e.g., temporality, reference), on the other. Compatible findings for other areas of linguistic expression are reported for corresponding corpora in English and French (Jisa, 2004; Nir-Sagiv et al, 2009; Ravid & Berman, 2006). In terms of age- schooling level of development, even grade-school children manifest some sensitivity to speech/writing differentiation, but it takes until late adolescence for students to gain command of written language as a special style of discourse (Ravid & Tolchinsky, 2002). References Berman, R. A. (2008). The psycholinguistics of developing text construction. Journal of Child Language, 35, 735-771. Biber, D. (1988). Variation across speech and writing. Cambridge: Cambridge University Press. Chafe, W. (1994). Discourse, consciousness, and time: The flow and displacement of conscious experience in speaking and writing. Chicago, IL: University of Chicago Press. Halliday, M. A. K. (1989). Spoken and written language. Oxford: Oxford University Press. Jisa, H. (2004). Growing into academic French. In R. A. Berman (Ed.), Language development across childhood and adolescence (pp.135-162). Amsterdam: John Benjamins. Nir-Sagiv B., Bar-Ilan, L., & Berman, R.A. (2007). Vocabulary development across adolescence: Text- based analyses. In A. Stavans & I. Kupferberg (Eds.), Studies in language and language education (pp. 47-74). Jerusalem: Magnes Press. Ravid, D. & Berman, R.A. (2006). Information density in the development of spoken and written narratives in English and Hebrew. Discourse Processes, 41, 117-149. Ravid, D. & Tolchinsky, L. (2002). Developing linguistic literacy: A comprehensive model. Journal of Child Language, 29, 417–447. Tannen, D. (Ed.), (1984). Coherence in spoken and written discourse. Norwood, NJ: Ablex. 6 The grammar of other minds: what linguistic diversity can tell us about social cognition Nicholas Evans Linguistics, ANU College of the Asia Pacific [email protected] Our ability to interact with others by building a shared and complex mental world is what distinguishes humans from other animals. This capacity for social cognition – sometimes also known as social intelligence – enables us to construct functioning societies sharing knowledge, values and goals, to empathise and communicate with others, and to undertake collaborative action. At the same time, psychosocial concepts like ‘uncle’, ‘clan’, ‘owner’, ‘benefit’, or ‘mutual’, being largely constructed by culture and language, are less evidently preexisting categories of the natural world than, say, colours, spatial relations or causality. On the assumption that the more evolutionarily recent a category of the world is, the more cross- cultural and cross-linguistic variety there is in how people construct and delineate it, we would expect psychosocial categories to be the most open to cross-linguistic variation, and therefore among the most fertile areas for studying the interaction of language, culture and thought. Yet most investigations on these neo-Whorfian questions have focussed on categories of the natural world rather than social cognition. In this talk I will discuss the potential contribution that the cognitive variety afforded by the world’s 6,000 languages can make to our understanding of human social cognition, when studied through a typological approach: the grammar of one language may be a sensitive index of accidental vs. deliberate action, another may index the monitoring of joint vs. individual attention, another may index differences between the subjectively-
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