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This paper discusses Hubert Haider's target-article "Grammar change: A case of Darwinian cognitive evolution". I show why such an article is fascinating (and unconventional), although I will mainly concentrate on several disagreements with Haider and will suggest alternative views to those contended by this scholar. My discussion will highlight five main issues: (1) Haider assumes a purely Neo-Darwinian (i.e. genocentric) view of evolution and inheritance, lacking a more pluralistic approach; (2) Haider rejects the idea of language as a biological phenomenon, while at the same time he seems to assume several characteristics related to a biologically seated trait; (3) as opposed to Haider's suggestion, the computational system does not need to be language-specific; (4) Haider's divide between the procedural and declarative components of grammar is perhaps too strict regarding (grammatical) change; and (5) Haider considers that there is no scientific way of deciding the question of language origins and evolution and that complex grammars are too recent. However, I show that a language-like computational power (and perhaps complex grammars) already existed many thousands of years ago. [ABSTRACT FROM AUTHOR]

This review discusses the book "Pedagogical Grammar and Grammar Pedagogy in Chinese as a Second Language" by Yuan, He, and Hu. The book aims to bridge the gap between grammar and pedagogy in teaching Chinese as a second language. It includes an overview chapter and 11 research studies on the topics of grammar, pedagogy, and Chinese as a second language. The book explores various approaches to teaching grammar and emphasizes the importance of authentic language data and the integration of grammar and pedagogy. While there are some inconsistencies and editing errors, the book is considered a valuable resource for researchers and practitioners in the field. [Extracted from the article]

This paper is the first detailed description of the exceptionally rich subsystem of verbal inflections that express imperfective aspect in Tacana, an endangered and underdescribed language from the Takanan family. The unusually high degree of elaboration of this system, which includes nine members in paradigmatic opposition, is achieved by co-expressing imperfective aspect with spatial meanings taken from two distinct categories: associated motion (with five values: 'going', 'coming', 'going back', 'coming back', 'wandering') and what I will call "associated posture" (with three values: 'standing', 'lying/bending', 'hanging'). The ninth member is a default imperfective marker that does not carry any spatial meaning. The paper challenges linguistic theories that consider grammatical(izable) concepts as belonging to a strictly limited range of notional domains from which motion and posture are excluded. Additionally, the paper provides strong support for a new comparative concept of "associated posture" in linguistics. [ABSTRACT FROM AUTHOR]

This article reports an interview with Robert D. Van Valin, Jr., which was held on March 2, 2023, with follow-up e-mail exchanges. Robert Van Valin is the primary developer of Role and Reference Grammar (RRG), a syntactic theory whose principles and commitments intersect with those of Cognitive Linguistics (CL). The article discusses RRG vis-à-vis CL and other approaches to the study of language. It aims to raise awareness about the shared principles of RRG and CL, to enhance cross-fertilization between the two approaches and ultimately inspire new research directions in linguistic theory. The paper is organized into three main parts: (i) background information on the birth and development of RRG, (ii) general principles and commitments of RRG and CL, and (iii) specific issues in the study of language. [ABSTRACT FROM AUTHOR]

The article expresses the reaction of the author to a response to his paper from Claire Lefebvre. He stated that in his paper he observed that Fongbe grammar is reproduced much more in Saramaccan than in Haitian. According to him, lacking in the response is a straight address at the fact the same kind of differential effect from European languages makes a significant dissimilarities in the extent to which Saramaccan matches Fongbe in contrast to how the Haitian does. He added that Lefebre's response sought to recognize that some Creoles are more shaped by their lexifiers.

Formal approaches to bi- and multilingual grammars rely on two important claims: (i) the grammatical architecture should be able to deal with mono- and bi-/multilingual data without any specific constraints for the latter, (ii) features play a pivotal role in accounting for patterns across and within grammars. In the present paper, it is argued that an exoskeletal approach to grammar, which clearly distinguishes between the underlying syntactic features and their morphophonological realizations (exponents), offers an ideal tool to analyze data from bi- and multilingual speakers. Specifically, it is shown that this framework can subsume the specific mechanism of Feature Reassembly developed by Donna Lardiere since the late 1990's. Three case studies involving different languages and language combinations are offered in support of this claim, demonstrating how an exoskeletal approach can be employed without any additional constraints or mechanisms. [ABSTRACT FROM AUTHOR]

In cognitive linguistics, grammatical structure is known to be representative of meaning. This is also true of English articles. In this paper, we argue that the choice of article, when the grammar allows it, is dependent on the wider discourse context and most importantly on how the speaker construes this context. Using survey data from 181 native speakers of English, we show that the choice of article depends on the activation of semantic frames and how speakers may choose to highlight different elements of a frame to construe the situation differently. We rely on Entropy to measure the restrictiveness of a context and to identify particular contexts in which choice is allowed or inhibited. We find that some contextual features such as the specificity of the referent are more restrictive while Hearer Knowledge is more open to construal. [ABSTRACT FROM AUTHOR]

In this paper we provide an introduction to a set of tools for syntactic analysis based on graph theory, and apply them to the study of some properties of English accusativus cum infinitivo constructions, more commonly known as raising to object or exceptional case marking structures. We focus on puzzling extraction asymmetries between base-generated objects and 'raised' objects and on the interaction between raising to object and Right Wrap. We argue that a lexicalised derivational grammar with grammatical functions as primitives delivers empirically adequate analyses. [ABSTRACT FROM AUTHOR]

This paper argues that ordered abstract scales are applicable to analyses of a range of grammatical domains. We argue this based on data from a number of unrelated languages, primarily Logoori (Bantu, JE 41; Kenya). The Logoori verb kudoka can be translated into English as 'to arrive'/'to reach,' 'to be enough,' and 'must,' depending on its linguistic context. We propose that these meanings arise from a single semantic denotation that is sensitive to a shared gradable component in the semantics of linguistic expressions referring to spatial paths, gradable predicates, measures of plural count nouns/mass nouns, and modals. The central theoretical issue addressed in this paper is the application of ordered, abstract scales in a model of grammar. This data and proposal is an important contribution to the literature arguing for a gradable model of modality (Lassiter 2014, 2017b, among others). [ABSTRACT FROM AUTHOR]

Copyright of Chinese as a Second Language is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper I argue that cross-linguistic similarity in third language acquisition is determined by a structural hierarchy of contrastive phonological features. Such an approach allows us formalize a predictive notion of I-proximity which also provides an explanatory model of L2, and L3 phonological knowledge (represented in an integrated I-grammar). The metrics of phonological similarity (i.e., structural not acoustic) are analogous to morphosyntactic similarity in that both morphosyntactic and phonological approaches can compare the outcomes of parsing the L3 input by the L1 hierarchy and by the L2 hierarchy. From this starting point I propose a conservative, incremental learning theory to guide subsequent reconstruction of the L3 grammar. Under this model, it can be argued that phonology is part of Faculty of Language Narrow (FLN). The (gradient) phonetic material comes from outside the FLN but the linguistic computational system converts it to discrete abstract elements that can be manipulated by the learner. [ABSTRACT FROM AUTHOR]

Circumpositions in Afrikaans present several puzzles: (i) they always encode spatial paths, but spatial paths can also be encoded by prepositional phrases; (ii) they can be doubling or non-doubling, and (iii) they exhibit disharmonic word order of the kind that appears to violate the Final-over-Final Condition (FOFC). In this paper, I argue that circumpositions offer support for the existence of a directional head [dir] in the fine structure of the Afrikaans verbal domain, and that this head is lexicalised by adpositional material in circumpositional expressions. I show that Afrikaans grammar distinguishes Route-paths from Goal-/Source-paths, and argue that whereas [dir] selects a [pathP] in the structure underlying Goal-/Source-paths (circumpositional expressions), Route-paths (prepositional expressions) are 'bare' [pathP] structures. I argue that since circumpositions identify structural components in different Spellout Domains, double-insertion of adposition-like material is required to exhaustively lexicalise the structure, and the disharmonic word order is understood as a direct consequence of the fact that [dir] is located in Afrikaans' head-final verbal, which addresses the concern arising around FOFC. Finally, given that the adpositions in circumpositional expressions are shown to occupy structural positions that are distinct from that of de-adpositional V-particles, the paper also addresses the structural relation between circumpositions and particle verbs in which adposition-like material lexicalises a resultative [res] node in the verbal domain. [ABSTRACT FROM AUTHOR]

This paper compares the little-known writing system Thaana, used for the Maldivian language, with Hangeul, used for Korean. Both were intentional inventions by native speakers in early modern times, and both contain some unique features. Both are segmental in their representation while also arranging their letters into higher-order structures: syllables or CV groupings. These structures obey well-formedness constraints that are well known from the study of phonological (spoken) syllables. This paper argues that the operation of these constraints is evidence that these writing systems employ a grammar, which is analyzed here using Optimality Theory. Thaana and Hangeul use the same syllabification constraints, but the rankings differ between the two systems. The rankings also differ between each writing system and its related spoken language. This paper adds to the growing body of research that applies the tools of linguistic analysis to writing systems and finds evidence of grammar in their structure. [ABSTRACT FROM AUTHOR]

This paper studies the role that knowledge about formal linguistics can play in teacher education. In order to do so, this contribution focuses on specific secondary students' errors and misconceptions when confronted with L1 explicit grammar instruction. Errors are measured with respect to a formal theory of grammar. The rationale for developing this research is that certain aspects of formal theories, such as constituency, recursion, dependency and compositionality function not only are the building blocks of the utterances, but are also needed for speech processing. If this is the case, acquiring them correctly might be helpful for enhancing literacy, since the very same notions are at the core of both the construction and the understanding of any text. As a second issue, the present paper addresses the question of how the absence of such knowledge models the perspective from which students' errors are evaluated by the teachers. Errors are described following the theories for analyzing errors in mathematics. A side effect of this approach is that the parallelism between errors made in learning mathematics and in learning the grammatical concepts just mentioned allows broadening the perspective from which the latter is approached. [ABSTRACT FROM AUTHOR]

The central issue addressed in this paper concerns the design of an appropriate contextual framework to support a dynamic implementation of FDG. The first part of the paper is concerned with the internal structure of the contextual framework. A particular hierarchical structure for the analysis and description of context, articulated in Connolly (2007a) and termed the Extended Model of Context (EMC), is presented as the starting-point. Alternative frameworks are considered, but all are found to have shortcomings. However, the original version of the EMC has also received some criticism. Consequently, a revised model of the EMC is proposed, in which the treatment of context is enhanced, and which is appropriate to a dynamic implementation of FDG. The application of the revised EMC not only to the grammatical model, but also to a broader discourse model, is also discussed. The next part of the paper is concerned with the interaction between the EMC and the FDG Grammatical and Conceptual Components. It is contended that all of the main types of context recognised within the EMC have a significant effect upon grammar. However, the only way in which contextual factors may directly influence the production and interpretation of discourse is through their presence in the minds of the discourse-participants. Consequently, the Conceptual Component plays a vital, mediating role in the handling of interactions between the EMC and the Grammatical Component. This point is particularly salient when considering a dynamic implementation, in which the flow of information around the model is of crucial importance. It is contended that this flow is essentially cyclic in nature. [ABSTRACT FROM AUTHOR]

In this paper we revisit the association of types of structure with modes of meaning in systemic functional linguistics (SFL). Focusing mainly on nominal group grammar, we argue that the association of experiential structure with non-recursive systems realised by multivariate structures and logical structure with recursive systems realised by univariate structures needs to be relaxed – in recognition of dependency structures consisting of two elements in a head/dependent relation. We refer to such structures as subjacency duplexes and explore their potential for the analysis of what are often dismissed in SFL as structure markers – adpositions, linkers and binders in particular. [ABSTRACT FROM AUTHOR]

Grammar is the structural foundation of successful communication, language use, and literacy development. Grammar is therefore sometimes viewed as the heart of language with an important place in language teaching. In a classroom setting, regulation of grammar knowledge through teachers is strongly influenced by teachers' linguistic competence and beliefs. In this paper, we will first show the diversity in this knowledge by means of teacher interviews and speeded grammatical-acceptability data from pupils and students. We will then sketch a socio- and psycholinguistic perspective on several selected morphosyntactic variables in German. These will be discussed with reference to social forces that determine what is standard in a language (language norm authorities, language experts, model texts, and codifiers). Finally, we will draw a roadmap for teachers, language practitioners and editors looking for a qualified solution to grammatical cases of doubt in contemporary German and provide practical examples by drawing upon the German reference corpus. [ABSTRACT FROM AUTHOR]

This work approaches some grammatical differences in the linguistic expression of counting, measuring, aggregating, and quantity comparison and partition in Kadiwéu, a classifier language spoken in Brazil. This paper brings evidence via the grammar of comparison and partition that the counting/measuring distinction is a genuine grammatical distinction. This work also shows that aggregate nouns in Kadiwéu pattern grammatically neither with substance nouns nor with naturally atomic object nouns. That is, Kadiwéu has a specific grammatical expression for groups as atoms. [ABSTRACT FROM AUTHOR]

This paper examines a distinctive syntactic feature of (pre)classical Spanish: asyndetic complementation (without complementizer que 'that'). While many authors regard this construction as a stylistic variant which eventually declined (i.a., Girón 2005), so far no exhaustive morphosyntactic study of the phenomenon has been presented, as previous works either have focused on only one predicate (Blas Arroyo & Porcar Miralles 2016, 2018) or do not contain detailed quantitative data (Pountain 2015). Using evidence from richly annotated corpus data spanning between 1400 and 1799 (GITHE 2015), we adopt the diachronic probabilistic grammar framework (Szmrecsanyi 2013) by means of multifactorial statistical models, to identify the language-internal probabilistic constraints that regulated the que/Ø alternation, and to explore whether their relevance changed diachronically. The results indicate that asyndetic complementation is promoted in the domain of manipulation verbs (e.g., requests and commands) and, more generally, by the semantic and syntactic integration of events (Givón 2001a). Diachronically we observe that some of the effects strengthened over time, suggesting a syntactic specialization process, which might have eventually led to the restricted and marked use of the asyndeton in Modern Spanish. [ABSTRACT FROM AUTHOR]

Reflection literacy (Hasan 2011 [1996]) proposes that literacy education should orient learners towards critique and the creation of new knowledge. It is a vision for literacy education which deserves deeper consideration within the SFL community and beyond. A key component of reflection literacy is argued to be metalinguistic knowledge, which facilitates conscious reflection on meaning. This paper considers one way that reflection literacy might be enacted in elementary classrooms that are 'tilted towards reflection', arguing that dispositions of reflection can be developed from the early school years. Evidence is drawn from a series of case studies conducted in Sydney, Australia. Consideration is also given to how Hasan's proposal might be used to develop future studies in the field. [ABSTRACT FROM AUTHOR]

This paper offers some reflections on the study of morphology – broadly speaking, 'word formation' – as a participants' resource in social interaction. I begin by calling attention to morphology as a comparatively underexamined component of linguistic structure by conversation analysts and interactional linguists, in that it has yet to receive the same dedicated consideration as have, e.g., phonetics and syntax. I then present an ongoing study of suffixes/suffixation in Spanish – focusing on diminutives (e.g., –ito), augmentatives (e.g., –ote), and superlatives (i.e., –ísimo) – and describe how the sequentiality of interaction can offer analysts profound insight into participants' orientations to morphological resources. With what I refer to as 'morphological transformations' – exemplified here in both same-turn and next-turn positions – interactants sequentially construct and expose morphological complexity as such, locally instantiating its relevance in the service of action. It is argued that a focus on transformations therefore provides analysts with a means to 'break into' morphology-based collections. A range of cases are presented to illustrate this methodological approach, before a concluding discussion in which I describe how morphology-focused investigations may intersect with explorations of other interactional phenomena. [ABSTRACT FROM AUTHOR]

The paper reports the results of an in-depth crosslinguistic study of intervention effects and the grammar of alternatives in a typologically diverse sample of five languages: Palestinian Arabic (Afro-Asiatic, Semitic), Russian (Indo-European, Slavic), Samoan (Austronesian, Oceanic), Turkish (Altaic, Turkic), and Yoruba (Niger-Congo, Defoid). In all of these languages, we find an interesting asymmetry in that focus evaluation interrupts question evaluation and causes an intervention effect, but not vice versa. We take our data to inform the crosslinguistic analysis of two alternative-evaluating operators, the squiggle operator and the question operator. To capture the observed absence of variation, we propose two semantic universals: The squiggle operator unselectively evaluates all alternatives in its scope. The question operator, on the other hand, is selective. [ABSTRACT FROM AUTHOR]

This paper explores the viability of a synergy between corpus linguistics and the study of argumentation in context. While quantitative approaches to the study of discourse have been profitably integrated at the levels of lexico-grammar and syntax, more rarely has this been the case for higher levels of analysis such as argumentative structures. Such an approach would help identify those recurring patterns of argumentation that build up cumulatively, and which can only be identified in larger samples of discourse. In particular this paper concerns how the tools of corpus linguistics can be put to use for the analysis of strategic manoeuvring, and especially topical selection. In order to do so, the televised prime ministerial debates held on the occasion of the 2010 general election in the UK will be taken as a case study, with a focus on the use of linguistic indicators that might help retrieve argumentative patterns. [ABSTRACT FROM AUTHOR]

This overview paper discusses two major dimensions of professional teacher competencies: content knowledge and beliefs about linguistics (or grammar, respectively). Research has found that teacher trainees as well as practicing teachers often have gaps in their knowledge about grammar. Since a lack of content knowledge has negative implications for teachers' actions in the classroom, we need to think of ways to make teacher education in the field of linguistics more successful and sustainable. In the article, several approaches targeting the explanation of low grammatical content knowledge are assessed; however, an emphasis is put on the idea that epistemological beliefs play a major role for students' learning success suggesting that there is a relationship between content knowledge and beliefs which should be further explored in future research. [ABSTRACT FROM AUTHOR]

Knowledge about Language (KaL) is an important part of L1 language education around the world. A controversial part of KaL is grammatical or syntactic knowledge, i.e., knowledge about the form, meaning and use of sentences and phrases. In the current international discourse on L1 grammar teaching, grammar is principally motivated by the desire to enhance students' literacy development, befitting the communicative turn in mother tongue education and following high quality research which has shown that contextualized grammar teaching can impact on students' writing development. However, there are also other potentially meaningful reasons to teach grammar, which remain underresearched and underdiscussed in curriculum discussions: (1) the general importance of language justifies that L1 speakers understand how their language works; (2) grammar teaching provides more insight into the workings of the human mind; (3) grammar teaching can be used to facilitate students' reasoning and stimulate their critical thinking abilities. These reasons for teaching grammar do not necessarily relate to literacy development; rather, they pertain to a general conceptual importance of knowledge about grammar. This paper explores these arguments and argues, partly based on empirical evidence from recent research, that knowledge-related rationales deserve a more prominent place in curriculum discussions about grammar teaching. [ABSTRACT FROM AUTHOR]

This paper explores the conceptions of grammar of first-year teacher students (N=235) in Norway. A conventional content analysis is used to analyse the answers from the first part of a survey exploring the teacher students' views of grammar through the following questions: Q1. How would you define the term grammar? Q2. Do you think grammar is an important part of Norwegian as a school subject? Q3. Do you feel confident in grammar? The second part of the survey is a grammar knowledge test. The results show that most students define grammar as writing correctly. Many answers also refer to language structure. Among the less frequent definitions are: theoretical knowledge of language structure, precise communication, text, and constituent analysis. Nearly all students report that they consider grammar important. Moreover, most consider their own grammar competence to be relatively good. However, there is a discrepancy between this self-evaluation and the results from the knowledge test, which are quite poor. Our study contributes to the body of research on teacher students' conception of grammar, which, in a Norwegian context, has been unexplored. We discuss our findings in the light of national and international literature, and we propose plausible contributing factors. We also reflect upon possible consequences for teacher education. [ABSTRACT FROM AUTHOR]

Building on the seminal work on grammar and frames (e.g. Fillmore 1982), in addition to recent studies that apply a construction grammar approach to the description of genres (Antonopoulou & Nikiforidou 2011; Nikiforidou 2010b; Östman 2005) and spoken discourse (Fischer 2011; Fried & Östman 2005), this paper highlights the importance of extending the analytical boundary of grammar to include interactional frames, e.g. genres and social interactions. Using as an illustrative case the stand-alone noun-modifying construction in Japanese, a grammatical construction that is genre-sensitive, this paper suggests that grammatical constructions and interactional frames are in partnership in the construction of meaning. It is argued that this partnership is mediated by the proficient language users' knowledge, which is socially and culturally inculcated and fostered, and therefore it is important to keep the theoretical model flexible enough to acknowledge fluidity in grammatical understanding. [ABSTRACT FROM AUTHOR]

My aim in this paper is to provide evidence from diachronic linguistics for the view that some predictable units are entrenched in grammar and consequently in human cognition in a way that makes them functionally and structurally equal to nonpredictable grammatical units, suggesting that these predictable units should be considered grammatical constructions on a par with the nonpredictable constructions. Frequency has usually been seen as the only possible argument speaking in favor of viewing some formally and semantically fully predictable units as grammatical constructions. However this paper presents evidence from historical linguistics, and more specifically diachronic arguments of a syntactic nature, to support the argument of frequency. I demonstrate that contrary to other Medieval Greek future periphrases, the Early Medieval Greek form [méllo ('I am about to') INFINITIVE (INF)] was both semantically and formally predictable. Despite this difference, [méllo INF], like the other future periphrases, seems to be highly entrenched in the cognition (and grammar) of Early Medieval Greek language users, and consequently a grammatical construction. The syntactic evidence speaking in favor of [méllo INF] as a grammatical construction consists in the following features: 1) [méllo INF] is more resistant to restructuring than many other verbal periphrases with an INF; and 2) in LBG [méllo INF] seems to have grammaticalized — as one of its uses — a specialized function embedded in subjunctives, in which méllo was semantically empty. Both these developments indicate that despite being both formally and semantically predictable, [méllo INF] was highly entrenched in EBG grammar. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented in which the editor discusses various reports in the issue on the topics including Evidentiality and Modality in European Languages (EMEL), language-specific and cross-linguistic analysis and the grammaticalisation/lexicalisation.

Haider's target paper presents a fresh and inspiring look at the nature of grammar change. The overall impression of his approach is very convincing, especially his insistence on the point that language was not selected for communication - hence it is no adaptation to communicative use. Nevertheless, I think three topics are in need of further discussion and elaboration. First, I will discuss the question whether Haider's conception of Darwinian selection covers all aspects of grammar change. Second, I will consider the question of whether an approach that dispenses with UG (as Haider's does) can explain why grammars are the way they are. Third, I will question Haider's equation of grammar with the genotype and of speech with the phenotype and develop an alternative and more appropriate proposal where, among others, speech corresponds to behavior. [ABSTRACT FROM AUTHOR]

The co-production of a sentence is a phenomenon that is widely observed in talk-in-interaction across languages. However, with a few notable exceptions, there is still much room for the investigation of how the co-production of sentences is put to the service of specific actions and activities in different language communities. This paper, using 10 hours of video-recorded data, examines the co-production of assessments ("collaborative assessments") in Mandarin conversation. It is found that speakers can use syntactic, prosodic, and bodily-visual devices to realize assessment collaboration, and that the functions of collaborative assessment include (1) helping provide a candidate assessment term and facilitating the assessment; (2) articulating/specifying 'vague' assessments; (3) helping complete the foreshadowing of a negative assessment term; and (4) co-participation in the assessment activity. This paper also discusses the design features of co-completion and subsequent responses on the basis of the continuum of speakers' epistemic authority and agency in collaborative assessment sequences and concludes with some implications of this study for grammar as practice. [ABSTRACT FROM AUTHOR]

Copyright of Spanish Journal of Applied Linguistics / Revista Española de Lingüística Aplicada (John Benjamins Publishing Co.) is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Diachronica is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper discusses the classification of null instantiation phenomena in Construction Grammar and proposes a different treatment of so-called free null instantiation (FNI). Based on e.g. control data, different types of alleged FNI are shown to be more accurately classified as definite (adjunct control), generic (e.g. tough constructions), or unspecified for interpretation (e.g. passives). A striking pattern is that general constructions, such as infinitives and gerunds, license unspecified null instantiation (simply NI), whereas more specific control constructions are associated with a definite (DNI) or generic (GNI) interpretation. Hence, the paper proposes a null instantiation taxonomy that distinguishes (unspecified) NI and the specific subtypes definite (DNI), indefinite (INI), identity of sense (ISNA), and generic (GNI) null instantiation. [ABSTRACT FROM AUTHOR]

Methods for analysing interlanguage have long aimed to capture learner language in its own right. By surveying the cognitive methods of Error Analysis, Obligatory Occasion Analysis and Frequency Analysis, this paper traces reformulations to attain this goal. The paper then focuses on Emergence Analysis, which fine-tunes learner language analysis by measuring the 'onset' of spoken grammar as hypothesised in Processability Theory (PT) (Pienemann, 1998, 2005a). Since doubts have been expressed regarding the emergence approach's rigour and pedagogical relevance, a study is presented which aims to provide a more in-depth and wide-ranging account of the 'onset' of. English grammar. Having sketched and amplified Processability Theory's predictions, the paper applies emergence analysis to the longitudinal development of two adolescent ESL learners. As well as exemplifying the rigour of the emergence procedures, the results show overall support for the more comprehensive predictions. The paper concludes that learner language analysis does not have a deficit emphasis on transition to the target language, as claimed by Firth and Wagner (1997, 2007). Indeed, such methods have a role in assessing developmental readiness in a learner-oriented approach to grammar teaching. [ABSTRACT FROM AUTHOR]

Examining usage variations in a Japanese construction, the paper argues that knowledge represented in “interactional frames” (e.g. Fillmore 1982) is an important and integral part of our understanding of the construction. The discussion focuses on variations in noun-modifying constructions (NMCs) that are considered to be non-prototypical in conversational Japanese and demonstrates that social context and the purpose of the on-going discourse are crucially involved in the actual usage of NMCs. The paper suggests the theoretical importance of including pragmatic and sociocultural perspectives in the grammatical description. [ABSTRACT FROM AUTHOR]

This paper presents parallel sets of data on comparison constructions from 14 languages. On the basis of the crosslinguistic differences we observe, we propose three parameters of language variation. The first parameter concerns the question of whether or not a language’s grammar has incorporated scales into the meanings of gradable predicates. The second parameter differentiates between languages that allow quantification over degrees in the syntax and those that do not. Finally, we propose a syntactic parameter that concerns options for syntactically filling the degree argument position of a gradable predicate. [ABSTRACT FROM AUTHOR]

In Teotitlán Zapotec, some, but not all, verbs undergo stem alternation in the 1st person forms, in addition to the attachment of the pronominal enclitics that encode the subject argument. We argue that stem alternation and pronominal cliticization are independent from one another and that each encodes different grammatical features, agent and subject, respectively. The phenomenon discussed in this paper is peculiar in two respects. First, stem alternation as the exponent of the agent is cross-linguistically rare (although it is common within the Otomanguean languages). Furthermore, the category of agentivity has not been studied in detail in Zapotecan languages, but this paper shows the pervasiveness of agentivity in the Teotitlán Zapotec grammar. [ABSTRACT FROM AUTHOR]

This paper explores the pragmatic effects of Tense Shift in an Urdu narrative. A linguistic analysis of the semantic and pragmatic effects of Tense Shift is proposed. A key claim of this analysis is that the mechanisms of Tense Shift exist in sentence-level grammar in Urdu. The analysis seeks to provide an explanation for some of the properties of Tense Shift that have been pointed out in previous studies of Tense Shift in other languages. The paper discusses as well the extent to which this analysis is expected to apply to narratives in languages other than Urdu. [ABSTRACT FROM AUTHOR]

Copyright of Spanish Journal of Applied Linguistics / Revista Española de Lingüística Aplicada (John Benjamins Publishing Co.) is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper describes the continuing goals and present status of the ICSI/UC Berkeley efforts on Embodied Construction Grammar (ECG). ECG is semantics-based formalism grounded in cognitive linguistics. ECG is the most explicitly inter-disciplinary of the construction grammars with deep links to computation, neuroscience, and cognitive science. Work continues on core cognitive, computational, and linguistic issues, including aspects of the mind/body problem. Much of the recent emphasis has been on applications and on tools to facilitate new applications. Extensive documentation plus downloadable systems and grammars can be found at the ECG Homepage. [ABSTRACT FROM AUTHOR]

This paper delves into language differentiation in the 16th and 17th-century Low Countries, focusing on how vernacular languages were labeled and framed in grammatical descriptions. We examine both monolingual grammars as well as grammatical descriptions in multilingual textbooks for foreign language learners. By comparing these two corpora, we gain insights into the differences between monolingual and multilingual approaches to language differentiation and uncover language ideologies that shaped the Language-Making process during this early stage of standard languages. An example of language differentiation is the evolving relation between 'Dutch' and 'German'. In the monolingual grammars, Dutch is explicitly positioned along the lines of an 'ours' versus a 'theirs', but what is considered 'ours' differs between the grammars and changes over time. In the multilingual textbooks, the direct juxtaposition between Dutch and German on the title page leads to distinct labels ('Nederduits' vs. 'Hoogduits') whereas there is no consistent distinction in the body of these textbooks until the late 17th century. Overall, we conclude that a 'Dutch language' was certainly being 'made' during this period, in name and in reference to other vernacular languages. However, its boundaries were still fuzzy, reflecting the multilingual reality of the early modern Low Countries. [ABSTRACT FROM AUTHOR]

This paper provides an overview of the Prosodic Transfer Hypothesis (PTH), which accounts for certain difficulties that learners experience with L2 morphosyntax. We focus on inflection and articles, which have often been accounted for through defective syntactic representations or problems with the interface between morphology and syntax (inflection) and between semantics or discourse/pragmatics and syntax (articles). We argue that some problems in these domains reflect transfer of L1 prosodic constraints: certain forms cannot be prosodically represented as target-like and hence are omitted or mispronounced. We trace how the PTH has developed over time, from its initial instantiation as involving permanent L1 transfer, to currently, where L1 representations are seen as adaptable to the needs of the L2, and new representations can in fact be acquired. We provide an overview of work conducted in this framework and discuss how the theory has been extended beyond production to encompass comprehension and processing. [ABSTRACT FROM AUTHOR]

This paper explores the way that teachers use metaphors to think and talk about grammar and what this means for classroom practice. It does so by employing conceptual metaphor theory to analyse teachers' metalinguistic discourse, focusing particularly on construals of grammar and grammar teaching. Based on a series of interviews with 24 UK-based secondary school English teachers, the findings suggest that teachers make extensive use of metaphor, often mapping the abstract domain of grammar with concrete domains such as construction material and rulebook. The discipline of English studies itself was often construed as a series of separate parts, with grammar occupying a physical space that was often seen as disconnected to other aspects of the curriculum. The findings are discussed in relation to sociocultural contexts, including the current climate of English teaching in the UK, educational policy discourse, public and professional views on language, and the place of grammar on the curriculum. [ABSTRACT FROM AUTHOR]

In this paper, I will discuss the question of the formation of the mixed and secret Kallawaya language, spoken by traditional herbalists at Lake Titicaca, Bolivia. The parental languages of Kallawaya are Southern Quechua (Quechua IIC), which provided the grammar, and now-extinct Pukina, which presumably supplied the lexicon. I argue that Kallawaya arose from lexical re-orientation, having been created by Quechua native speakers. As such it does not present an instance of selective replication (Matras 2000). To support this claim, I will discuss lexical, grammatical, and structural evidence. In contrast to what has been claimed by Stark (1972), only a small part of the Kallawaya lexicon links to Pukina. Moreover, the Kallawaya grammar is as good as identical to that of Southern Quechua but contains some grammatical markers that do not trace back to Quechua or Aymara. It is the aim of this paper to concentrate on these deviant markers, investigating possible relationships with Pukina. I will show that demonstrated links to Pukina are scarce and that the formation of Kallawaya is better explained as a case of lexical re-orientation. [ABSTRACT FROM AUTHOR]

This paper reviews a number of specific features typical of analytic languages, in an attempt to investigate whether Creole languages can indeed be grouped, at least structurally, with other languages of the analytic (or isolating) type. Based on Sybesma et al. (forthcoming), a study of the nature of analyticity, we select eight features which constitute rather obvious structural parallels between two unrelated groups, namely Sinitic and Kwa. In terms of Creole languages, these eight features can be also clearly located within the APiCS (Michaelis et al. 2013). Contrary to works like Bakker et al. (2011) which argue for the existence of a "Creole Prototype", our results show that Creole languages do not cluster with each other against other non-Creole languages. Instead, various Creoles clearly owe their grammatical profile to the languages that dominate the typological environment in which they are formed. [ABSTRACT FROM AUTHOR]

This paper discusses the syntactic function of Nuclear Stress Rule (NSR) in Chinese; it is argued that the NSR is a central mechanism developed in the theory of prosodic syntax under which the interface effects between prosody and syntax are derived. It is shown that the NS not only carries the normal sentential stress but also manifests wide scope focus information. In answering questions and confusions raised in recent years, this paper provides some new facts with new analyses motivated by the Government-based Nuclear Stress Rule in Chinese. [ABSTRACT FROM AUTHOR]

Summary: This article discusses four 19th-century textbooks for teaching Egyptian Arabic to foreigners: Nolden's Vocabulaire français arabe (1844), Zenker's Vocabulaire phraséologique français-arabe (1854, published under the pseudonym Barthélémy), Sacroug's The Egyptian Travelling Interpreter (1874) and De Vaujany & Radouan's Vocabulaire français-arabe (1887). These books display remarkable similarities. They contain, among other subjects, a vocabulary, a grammar, useful Arabic phrases and Egyptian weights and measures. Zenker, Sacroug and De Vaujany & Radouan copied extensively from Nolden's book without referring to the original source. However, these three textbooks are not exact copies (or, in the case of Sacroug, not an exact translation) of Nolden's book: although the authors took Nolden's Vocabulaire as their basis, they also considerably reworked it and added extra materials. In this paper, the contents of the four textbooks are compared in order to determine how the authors treated Nolden's work, what they added and how they improved it. [ABSTRACT FROM AUTHOR]

The article focuses on the scope of the Language Synthesis model in the context of bimodal bilingualism, as discussed by D. Lillo-Martin, R. Müller de Quadros and D. Chen Pichler in research paper "The development of bimodal bilingualism: Implications for linguistic theory." Topics discussed include code-blending in bimodal production, the challenge of grammatical mismatching raised in code-blending, and code-mixing in code-blending like congruent lexicalisation and lexicalization.