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The Body in the Mind: The Bodily Basis of Meaning, Imagination, and Reason

The chapters in this volume, along with the extensive list of
 frog-story studies in Appendix II, provide a rich database for the exploration
 of particular questions of language use and acquisition. The studies
 reported in Part I
 reflect a range of languages of different types, making it possible
 to focus on the role of linguistic typology in narrative
 construction.
 1
 A recurrent concern in those studies is the
 expression of motion, which is one of the dominant themes of
 Frog, where are you? In one way or another, all
 of the studies confront Talmy’s by now familiar typology of
 verb-framed and satellite-framed languages (Talmy 1985, 1991, 2000b). Briefly, the typology is concerned with the
 means of expression of the path of movement. In
 verb-framed languages (“V-languages”) path is
 expressed by the main verb in a clause (‘enter’, ‘exit’, ‘ascend’,
 etc.), whereas in satellite-framed languages
 (“S-languages”) path is expressed by an element associated with the
 verb (‘go in/out/up’, etc.). This dichotomy has engendered a good
 deal of research and debate in the literature on motion-event
 descriptions over the past decade or so.
 2
 In this concluding chapter on
 typological perspectives I suggest that several different sorts of
 factors “conspire” to produce a range of frog-story varieties. These
 varieties result from combined influences of linguistic structure,
 on-line processing, and cultural practices. Talmy’s typology was
 designed to characterize lexicalization patterns, and it has
 provided important insights into the overall set of structures that
 define individual languages. However, the typology alone cannot
 account for discourse structures, because language use is determined
 by more than lexicalization patterns. It is striking how much has
 been learned by application of the V-language/S-language contrast,
 and it still plays a part in the mix of factors considered here. But
 a fuller account of narrative organization will require attention to
 a range of morphosyntactic, psycholinguistic, and pragmatic 220factors. Some of
 these factors are explored in this chapter, with regard to motion
 events in the frog story. The aim is to come to a fuller explanation
 of the ways in which languages differ in rhetorical
 style.

/pdf/the-many-ways-to-search-for-a-frog-linguistic-typology-and-47z0v7z993.pdf

The many ways to search for a frog: Linguistic typology and the expression of motion events

The Self and Its Brain.

Increasingly in recent years, educators have related worries about students’ literacy accomplishments to their lack of “academic language skills” (August & Shanahan, 2006; Halliday & Martin, 1993; Pilgreen, 2006; Schleppegrell & Colombi, 2002). Indeed, it seems clear that control over academic language is a requirement for success with challenging literacy tasks, such as reading textbooks or writing research papers and literature reviews. As early as the middleelementary grades, students are expected to learn new information from contentarea texts, so failure to understand the academic language of those texts can be a serious obstacle in their accessing information. Accountability assessments requiring written essays in persuasive or analytic genres are often graded using criteria that refer implicitly to academic-language forms. Even in the primary grades, students are expected in some classrooms to abide by rules for “accountable talk” (Michaels & O’Connor, 2002 which specify features encompassed in the term academic language. Despite the frequent invocations of “academic language” and the widespread concern about its inadequate development, there is no simple definition of what academic language is. What we consider “academic language” in this chapter is referred to in the literature using a variety of terms: the language of education (Halliday, 1994); the language of school, the language of schooling, the language that reflects schooling (Schleppegrell, 2001); advanced literacy (Colombi & Schleppegrell, 2002); scientific language (Halliday & Martin, 1993); or, more specifically, academic English (Bailey, 2007; Scarcella, 2003). As suggested by these terms, one approach to characterizing academic language is to resort to the contexts for its use – the language used in school, in writing, in public, in formal settings (see Table 7.1 for a more complete list). Thus, for example, Scarcella (2003) defines academic English as “a variety or register of English used in professional books and characterized by the linguistic features associated with academic disciplines” (p. 9). Similarly, Chamot and O’Malley (1994) identify it with school, defining it as “the language that is used by teachers and students for the purpose of acquiring new knowledge

/pdf/the-challenge-of-academic-language-1oz0f4g021.pdf

The Challenge of Academic Language

Corpus linguistics is one of the fastest-growing methodologies in contemporary linguistics. In a conversational format, this article answers a few questions that corpus linguists regularly face from linguists who have not used corpus-based methods so far. It discusses some of the central assumptions (‘formal distributional differences reflect functional differences’), notions (corpora, representativity and balancedness, markup and annotation), and methods of corpus linguistics (frequency lists, concordances, collocations), and discusses a few ways in which the discipline still needs to mature. At a recent LSA meeting … [with an obvious bow to Frederick Newmeyer] Question: So, I hear you’re a corpus linguist. Interesting, I get to see more and more

https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1749-818X.2009.00149.x

What is Corpus Linguistics

Relating Events in Narrative, Volume 2 : Typological and Contextual Perspectives

Relating events in narrative : typological and contextual perspectives

1. 1. Development of narrative production in multilingual context (by Verhoeven, Ludo) 2. 2. Temporality and language contact in narratives by children bilingual in Norwegian and English (by Lanza, Elizabeth) 3. 3. Reference continuation in L2 narratives of Turkish adolescents in Norway (by Nistov, Ingvild) 4. 4. Age-related and L2-related features in bilingual narrative development in Sweden (by Viberg, Ake) 5. 5. Sociocultural aspects of bilingual narrative developmen in Sweden (by Boyd, Sally) 6. 6. The development of co-constructed narratives by Turkish children in Germany (by Pfaff, Carol W.) 7. 7. Influence of L1 Turkish on L2 French narratives (by Akinci, Mehmet-Ali) 8. 8. Development of temporal relations in narratives by Turkish-Dutch bilingual children (by Aarssen, Jeroen) 9. 9. Temporality issues in Moroccan Arabic and Dutch (by Bos, Petra) 10. 10. Bilingual narrative development in Papiamento and Dutch (by Severing, Ria) 11. 11. Linguistic features of Spanish-Hebrew children's narratives (by Kupersmitt, Judy) 12. 12. Narrative development in Hebrew and English (by Kaufman, Dorit) 13. 13. Trilingual children narrating in Hebrew, English and Spanish (by Stavans, Anat) 14. 14. Logic and mind in Spanish - English children's narratives (by Pearson, Barbara Zurer) 15. 15. From affect to language: development of evaluation in narratives in spoken English and American Sign Language (by Reilly, Judy) 16. 16. Narrative development in multilingual contexts: A cross-linguistic perspective (by Berman, Ruth A.) 17. Index

Narrative development in a multilingual context

The aim of this article is to integrate findings reported in the preceding articles in this collection, employing a global discourse perspective labeled discourse stance. The paper attempts to clarify what is meant by this notion, and how it can contribute to the evaluation of text construction along the major variables of our project: target Language (Dutch, English, French etc.), Age (developmental level and schooling), Modality (writing vs. speech), and Genre (personal experience narratives vs. expository discussion). We propose a general conceptual framework for characterizing discourse stance as a basis for an empirically testable potential model of this key aspect of text construction and discourse analysis. Unlike the cross-linguistically data-based studies reported in the rest of this collection, which involve quantitative as well as well as qualitative analyses, this concluding article presents selected pieces of text from our sample to serve as case studies that illustrate our general line of reasoning, rather than to test specific hypotheses.

Discourse stance: Written and spoken language

It is well known that the cognitive cost of programming motor movements in writing can be considerably high if execution is not automatized. However, it is not clear how this cost might affect the on-line production of a written text, namely the distribution of pauses vs. execution periods. Narratives were collected using ScriptLog. Keystroke interval within a word was measured and used to distinguish between fast typists — for whom execution was presumably automatic, and slow typists — for whom execution required attention. The relative distribution of pauses vs. execution periods between two consecutive pauses was examined. Results showed that the time ratio between pauses and execution differs between groups. Relative to fast typists, slow typists make more pauses, and have shorter execution periods. These results are discussed in light of two phenomena: the trade-off between execution and formulation processes, and the adoption of serial vs. parallel ways of composing.

/pdf/influence-of-typing-skill-on-pause-execution-cycles-in-dualozihmf.pdf

Sven Strömqvist

Papers

Relating Events in Narrative, Volume 2 : Typological and Contextual Perspectives

Relating events in narrative : typological and contextual perspectives

Narrative development in a multilingual context

Discourse stance: Written and spoken language

Influence of Typing Skill on Pause-Execution Cycles in Written Composition