Showing papers in "Language in 1993"
TL;DR: In this paper, the As propose six implicationally related cognitive statuses relevant for explicating the use of referring expressions in natural language discourse, which are the conventional meanings signalled by determiners and pronouns, and interaction of the statuses with Grice's maxim of Quantity accounts for the actual distribution and interpretation of forms when necessary conditions for the use more than one form are met.
Abstract: In this paper the As propose six implicationally related cognitive statuses relevant for explicating the use of referring expressions in natural language discourse. These statuses are the conventional meanings signalled by determiners and pronouns, and interaction of the statuses with Grice's maxim of Quantity accounts for the actual distribution and interpretation of forms when necessary conditions for the use of more than one form are met. This proposal is supported by an empirical study of the distribution of the referring expressions in naturally occuring discourse in five languages
1,533 citations
898 citations
TL;DR: This book is a clear, authoritative guide to the analysis of genre, which relates work in sociolinguistics, text linguistics and discourse analysis to the study of specialist areas of language.
Abstract: In recent years the concept of 'register' has been increasingly replaced by emphasis on the analysis of genre, which relates work in sociolinguistics, text linguistics and discourse analysis to the study of specialist areas of language. This book is a clear, authoritative guide to this complex area. He provides a survey of approaches to varieties of language, and considers these in relation to communication and task-based language learning. Swales outlines an approach to the analysis of genre, and then proceeds to consider examples of different genres and how they can be made accessible through genre analysis. This is important reading for all those working in teaching English for academic purposes and also of interest to those working in post-secondary writing and composition due to relevant issues in writing across the curriculum.
862 citations
TL;DR: The authors argue that young German children have the major functional sentential heads, in particular the inflectional and complementizer systems, and use natural production data from a 25-month-old child.
Abstract: We argue that young German children have the major functional sentential heads, in particular the inflectional and complementizer systems. The major empirical basis is natural production data from a 25-month-old child. We perform quantitative analyses which show that the full complement of functional categories is available to the child, and that what crucially distinguishes the child's grammar from the adult's is the use of infinitives in matrix clauses. The evidence we consider includes the child's knowledge of finiteness and verb placement, agreement, head movement, and permissible wordorder variations. We examine several accounts which presuppose a degenerate grammar or which deviate from the standard analysis of German and conclude that they provide a less adequate explanation of the acquisition facts.*
475 citations
TL;DR: In this article, listening in verbal communication: comprehension or interpretation 2. Listening in collaborative discourse: displays of understanding listening in collaborative conversations 3. Listener inference 4. Development of listening ability 7. Assessing listening ability: assessment and sampling 8.Listening in language curriculum: approaches to curriculum design
Abstract: 1. Listening in verbal communication: comprehension or interpretation 2. Auditory perception and linguistic processing 3. Listener inference 4. Listening in collaborative discourse: displays of understanding listening in collaborative discourse 5. Listening in transactional discourse: listener understanding in transactional discourse 6. Development of listening ability 7. Assessing listening ability: assessment and sampling 8. Listening in the language curriculum: approaches to curriculum design
464 citations
TL;DR: In this article, the historical context and development of Indo-Aryan languages and dialects are discussed, as well as the nature of the New Indo Aryan lexicon and the NIA descriptive phonology.
Abstract: 1. Introduction 2. The modern Indo-Aryan languages and dialects 3. The historical context and development of Indo-Aryan 4. The nature of the New Indo-Aryan lexicon 5. NIA descriptive phonology 6. Writing systems 7. Historical phonology 8. Nominal forms and categories 9. Verbal forms and categories 10. Syntax Appendix I Inventory of NIA languages and dialects Appendix II Schemes of NIA subclassification.
428 citations
313 citations
TL;DR: In this article, the early influence of meaning in word recognition is discussed and a review of the literature is presented, with a focus on cross-cultural aspects of word meaning and concepts.
Abstract: Contents: G.L. Murphy, Meaning and Concepts. B.C. Malt, Word Meaning and Word Use. P.J. Schwanenflugel, B.G. Blount, P-J. Lin, Cross-Cultural Aspects of Word Meanings. J. Hampton, The Combination of Prototype Concepts. E.J. Shoben, Predicating and Non-Predicating Combinations. M.G. McKeown, Learning Word Meanings From Definitions: Problems and Potential. S.A. Stahl, Beyond the Instrumentalist Hypothesis: Some Relationships Between Word Meaning and Comprehension. D.A. Balota, R. Ferraro, L.T. Connor, On the Early Influence of Meaning in Word Recognition: A Review of the Literature. P.J. Schwanenflugel, Why Are Abstract Concepts Hard to Understand? C. Chiarello, Interpretations of Word Meanings by the Cerebral Hemispheres: One is not Enough.
273 citations
TL;DR: This book discusses Corpus Linguistics and Translation Studies - Implications and Applications for the Study of Collocation, Translation, and Psycholinguistics, as well as teaching, Text and Technology - A Hypermedia Environment.
Abstract: 1. Foreword 2. British Traditions in Text Analysis - From Firth to Sinclair (by Stubbs, Michael) 3. 1. Spoken and Written Discourse 4. Inexplicitness - A Feature of Naturalness in Conversation (by Warren, Martin) 5. Topic as a Dynamic Element in Spoken Discourse (by Hazadiah, Mohd Dahan) 6. Interpreting Multi-act Moves in Spoken Discourse (by Tsui, Amy B.M.) 7. Theme and Prospection in Written Discourse (by Mauranen, Anna) 8. Professional Conflict - Disagreement in Academic Discourse (by Hunston, Susan) 9. 2. Corpus Studies: Theory and Practice 10. A Corpus-Driven Approach to Grammar - Principles, Methods and Examples (by Francis, Gill) 11. Irony in the Text or Insincerity in the Writer? - The Diagnostic Potential of Semantic Prosodies (by Louw, Bill) 12. Corpus Evidence of Language Change - The Case of the Intensifier (by Partington, Alan) 13. Interpretative Nodes in Discourse - Actual and Actually (by Tognini-Bonelli, Elena) 14. Who Can Make Nice a Better Word Than Pretty? - Collocation, Translation, and Psycholinguistics (by Malmkjaer, Kirsten) 15. Corpus Linguistics and Translation Studies - Implications and Applications (by Baker, Mona) 16. 3. Text and Technology: Computational Tools 17. A Prototype Boundary Marker (by Coniam, David) 18. From Firth Principles - Computational Tools for the Study of Collocation (by Clear, Jeremy) 19. Statistical Methods and Large Corpora - A New Tool for Describing Text Types (by Nakamura, Junsaku) 20. The Automatic Analysis of Dictionaries - Parsing Cobuild Explanations (by Barnbrook, Geoff) 21. Teaching, Text and Technology - A Hypermedia Environment (by Allen, Margaret) 22. Index
264 citations
TL;DR: In this article, the authors present a survey of the UK's leading researchers in the field of computer vision, including David Crystal, University of North Wales, Gerald Gazdar, UCL, and Daniel Abondolo.
Abstract: UK CONTRIBUTORS: David Crystal, University of North Wales Gerald Gazdar, University of Sussex Daniel Abondolo, University of London Dick Allwright, University of Lancaster David C. Bennett, University of London Theodora Bynon, University of London Ronald Carter, University of Nottingham Jenny Cheshire, University of London Robert Coleman, University of Cambridge Greville G. Corbett, University of Surrey Alan Cruttenden, University of Manchester Paul Fletcher, University of Reading Roger Fowler, University of East Anglia W. J. Hardcastle Martin Harris, University of Essex Susan Hockey, University of Oxford Ewan Klein, University of Edinburgh Geoffrey Leech, University of Lancaster Giulio Lepschy, University of Reading William Marslen-Wilson, University of London Marilyn Martin-Jones, University of Lancaster P. H. Matthews, University of Cambridge Peter Muhlhausler, University of Oxford Peter Roach, University of Leeds Robert H. Robins, University of London Suzanne Romaine, University of Oxford David Short, University of London Marcel A. A. Tatham, University of Essex.
252 citations
TL;DR: In this article, the authors discuss the role of social interaction in early language learning in the Bonobo: how and why they learn. But they do not consider the impact of external factors on the development of children with mental impairments.
Abstract: Contents: Part I:Critical Theoretical Issues. M. Studdert-Kennedy, Language Development from an Evolutionary Perspective. E. Bates, D. Thal, V. Marchman, Symbols and Syntax: A Darwinian Approach to Language Development. M.P. Maratsos, How the Acquisition of Nouns May Be Different from That of Verbs. K. Nelson, Concepts and Meaning in Language Development. L. Bloom, Representation and Expression. Part II:Precursors of Language in Primates. D.M. Rumbaugh, W.D. Hopkins, D.A. Washburn, E.S. Savage-Rumbaugh, Comparative Perspectives of Brain, Cognition, and Language. P.F. MacNeilage, The "Postural Origins" Theory of Primate Neurobiological Asymmetries. D.L. Molfese, P.A. Morse, Developmental Changes in Nonhuman Primate Patterns of Brain Lateralization for the Perception of Speech Cues: Neuroelectrical Correlates. E.S. Savage-Rumbaugh, Language Learning in the Bonobo: How and Why They Learn. P.M. Greenfield, E.S. Savage-Rumbaugh, Imitation, Grammatical Development, and the Invention of Protogrammar by an Ape. Part III:Language Acquisition in Children. A.C. Catania, The Phylogeny and Ontogeny of Language Function. A. Lock, The Role of Social Interaction in Early Language Development. K. Hirsh-Pasek, R.M. Golinkoff, Language Comprehension: A New Look at Some Old Themes. S. Crain, R. Thornton, Recharting the Course of Language Acquisition: Studies in Elicited Production. E. Thelen, Motor Aspects of Emergent Speech: A Dynamic Approach. U. Bellugi, A. Bihrle, D. Corina, Linguistic and Spatial Development: Dissociations Between Cognitive Domains. Part IV:Acquisition by Instruction in the Language Delayed. K.E. Nelson, On Differentiated Language-Learning Models and Differentiated Interventions. M.A. Romski, R.A. Sevcik, Patterns of Language Learning by Instruction: Evidence from Nonspeaking Persons with Mental Retardation. M.L. Rice, Children with Specific Language Impairment: Toward a Model of Teachability. J.E. McLean, L. Snyder-McLean, Communicative Intent and Its Realizations Among Persons with Severe Intellectual Deficits.
TL;DR: In this paper, the authors show that the processus de la reduction phonetique s'applique aux cibles phonetiques hyperarticulees, a mode of realisation that conformes a deux phases: the premiere phase and the reduction phase.
Abstract: Il est communement suppose, mais raremant justifie, que le processus de la reduction phonetique s'applique aux cibles phonetiques hyperarticulees. Le resultat de cette etude experimentale valide l'hypothese que les cibles phonetiques sont hyperarticulees et conformes a un modele de la realisation phonetique a deux phases : l'accouplement des traits distinctifs avec les cibles phonetiques hyperarticulees au niveau de la premiere phase et la reduction phonetique de ces cibles au niveau de la seconde
TL;DR: This article studied the verb lexicon of three preschool boys with specific language impairment and found that they used a corpus of 5486 spontaneous utterances collected over a 3-month period, and used it to train verb lexicons.
Abstract: This is a study of the verb lexicons of three preschool boys with specific language impairment. The database was a corpus of 5486 spontaneous utterances collected over a 3-month period. The childre...
TL;DR: This paper examined verb use in a group of preschool-age children with language impairments and two control groups of normally developing children and found that while language-impaired youngsters relied on a less diverse main verb lexicon than both their age-and language-matched peers, they used a similar set of high frequency verbs.
Abstract: This study examined verb use in a group of preschool-age children with language impairments and two control groups of normally developing children. The specific questions of the study involved the diversity of the language-impaired children's verb lexicons relative to their age- and language-matched counterparts, and the presence of similar frequently used, multipurpose verb forms in both samples. Analysis of transcript data revealed that while language-impaired youngsters relied on a less diverse main verb lexicon than both their age- and language-matched peers, they used a similar set of high frequency verbs.
TL;DR: In this article, the authors argue for a feature called Sonorant Voive (SV), which replaces the traditional feature [sonorant], underlyingly present in all sonorants and in obstruents.
Abstract: This paper argues for a feature called Sonorant Voive (SV), which replaces the traditional feature [sonorant]. It is underlyingly present in all sonorants and in obstruents that function as sonorants within a system. This feature differs from [sonorant] in several ways
TL;DR: The state-of-the-art in corpus linguistics can be found in this article, where the authors present the development of the International Corpus of English (ICTE), a corpus of spoken American English.
Abstract: PART 1: Goals and methods: the state of the art in corpus linguistics, Geoffrey Leech 1.2 Corpus studies and probabilistic grammar, M.A.K.Halliday 1.3 Intuition-based and observation-based grammars, Jan Aarts PART 2 Corpus design and development: toward a new corpus of spoken American English, Wallace L.Chafe, et al 2.2 The development of the international corpus of English PART 3 Exploration of corpora: between and through - the company they keep and the functions they serve, Graeme Kennedy 3.2 A mint of phrases, Goran Kjellmer collocational frameworks in English, Antoinette Renouf and John McH.Sinclair 3.3 The modals of obligation and necessity in Australian English, Peter Collins 3.4 A corpus-based study of apposition in English, Charles F.Meyer 3.5 Syntactic evidence for semantic distinctions in English, Dieter Mindt on having a look in a corpus, Gabriele Stein and Randolph Quirk 3.6 On the exploitation of computerized corpora in variation studies, Douglas Biber and Edward Finegan 3.7 Stylistic profiling, David Crystal 3.8 Expletives in the London-Lund corpus,Anna-Brita Stenstrom 3.9 Conversational style in British and American English - the case of backchannels, Gunnel Tottie 3.10 On the history of that/zero as object clause links in English, Matti Rissanen 3.11 A point of verb syntax in South-western British English - an analysis of a dialect continuum, Ossi Ihalainen PART 4 Prospects for the future: times change, and so do corpora, Stig Johansson Appendix: List of computer corpora.
TL;DR: The making of new words The motives for new words References Index of New Words with glosses Index of contributors Among the new words, 1941-91 as mentioned in this paper. But the main focus of this paper is on new words.
Abstract: Acknowledgments Introduction: Collecting new words The making of new words The motives for new words References Index of new words with glosses Index of contributors Among the new words, 1941-91.
TL;DR: The authors adopte an approche microgenetique utilisant des donnees longitudinales provenant de l'etude de deux enfants apprenant l'anglais de facon totalemment differente.
Abstract: Cet article traite de l'acquisition du langage et plus particulierement de de la facon dont on acquiert les morphemes grammaticaux. Les As se sont poses differentes questions : Pourquoi les enfants, au cours de l'apprentissage d'une meme langue, prennent-ils des voies si differentes? Pourquoi certains morphemes sont-ils plus difficiles a acquerir que d'autres? Pour trouver des reponses a ces questions, les As ont adopte une approche microgenetique utilisant des donnees longitudinales provenant de l'etude de deux enfants apprenant l'anglais de facon totalemment differente
TL;DR: In this paper, the authors respond to some of the views put forth in Ladefoged's discussion note, without reference to the papers he was responding to, since it is his arguments which raise the issues I would like to take up.
Abstract: Peter Ladefoged's discussion note in Language 68 (December, 1992:80911), 'Another view of endangered languages', responds in a general way to the 'Endangered languages' papers of Ken Hale, Michael Krauss, Lucille Watahomigie & Akira Yamamoto, Colette Craig, LaVerne Masayesva Jeanne, and Nora England in Language 68 (March, 1992:1-42). In what follows I would like to respond in a specific way to some of the views put forth in Ladefoged's discussion note. I base my comments purely on Ladefoged's own positions, without reference to the papers he was responding to, since it is his arguments which raise the issues I would like to take up.
[...]
TL;DR: In this paper, a theorie formelle de la soumission dans le cadre de la morphologie paradigmatique fonctionnelle is proposed, and differentes regles qu'il expose.
Abstract: Dans cet article, l'auteur propose une theorie formelle de la soumission dans le cadre de la morphologie paradigmatique fonctionnelle, il developpe differentes regles qu'il expose dans cet article
TL;DR: In this article, the authors compare a conventional sign language used by a community of signers and passed down from generation to generation with gestures invented by a deaf child over a period of years.
Abstract: In these studies, the As compare (1) a conventional sign language used by a community of signers and passed down from generation to generation with (2) gestures invented by a deaf child over a period of years and (3) gestures invented by nonsigning hearing individuals on the spot. Thus, they compare communication in the manual modality created over three different timespans - historical, ontogenic and microgenetic - focusing on the extent to which the gestures become codified and adhere to internal standards in each of these timespans. Their findings suggest that an individual can introduce standards of well-formedness into a self-generated gesture system, but that gradual development over a period of time is necessary for such standards to be constructed
TL;DR: Second language acquisition: litmus test for linguistic theory? (by Huebner, Thom) as mentioned in this paper Theories to Hypothesis Testing 7.1.2 Theory testing: second language acquisition data as evidence in theoretical phonology.
Abstract: 1. Preface 2. I. Overview 3. Second language acquisition: litmus test for linguistic theory? (by Huebner, Thom) 4. Recent trends in syntactic theory (by Sells, Peter) 5. Typology/universals and second language acquisition (by Greenberg, Joseph H.) 6. II. From Theories to Hypothesis Testing 7. Prosodic phonology: second language acquisition data as evidence in theoretical phonology (by Vogel, Irene) 8. Natural morphology: the organization of paradigms and language acquisition (by Bybee, Joan L.) 9. Typological text analysis: tense and aspects in creoles and second languages (by Myhill, John) 10. Relational grammar: L2 learning and the components of L1 knowledge (by Rosen, Carol) 11. Government-binding: parameter-setting in second language acquisition and implications for theoretical linguistics (by Klein, Wolfgang) 12. Functionalist linguistics: discourse structure and language processing in second language acquisition (by Cooreman, Ann) 13. Variation theory: implicational scaling and critical age limits in models of linguistic variation, acquisition and change (by Rickford, John R.) 14. III. From Data to Model Building 15. Perception and production: the relevance of phonetic input to L2 phonological learning (by Flege, James Emil) 16. The teaching of intonation: classroom experiences to theoretical models (by Cessaris, Ann C.) 17. Developmental sequences: the emergence of aspect marking in second language acquisition (by Andersen, Roger W.) 18. Cross-generational bilingualism: theoretical implications of language attrition (by Silva-Corvalan, Carmen) 19. Modality and second language learning: a challenge for linguistic theory (by Dittmar, Norbert) 20. Narrative and description: temporal reference in second language acquisition (by Stutterheim, Christiane von) 21. Cross-linguistic comparisons: organizational principles in learner languages (by Perdue, Clive) 22. IV. Conclusions 23. Currents between second language acquisition and linguistic theory (by Ferguson, Charles A.)
TL;DR: The authors found evidence that experiential input may influence some areas while linguistic input more strongly affects others, pointing to a plasticity in the acquisition process itself, and independent adaptive strategies by the children.
Abstract: Variation in language development between blind and sighted children may result from a diminution of experience or differences in linguistic input, or it may be a product of other factors. Researchers argue about the relative weighting of these. We examine this argument by reviewing data and findings from our studies of blind children's language and we evaluate the possible impact of input, both environmental and linguistic. We show that variation cannot be uniquely attributed to either of these, but find evidence that experiential input may influence some areas while linguistic input more strongly affects others. Moreover, there is a complex interaction between these. We also find independent adaptive strategies by the children, pointing to a plasticity in the acquisition process itself.