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This paper examines reprise questions: questions which request clarification of the meaning intended by a speaker when uttering a word or phrase. As such they can act as semantic probes, providing information about what meaning can be associated with word and phrase types. We present corpus evidence regarding the meaning of nouns and noun phrases, and argue that this evidence runs contrary to the usual treatments of semantics in HPSG, and to the traditional generalised quantifier view of NPs as sets of sets. Instead we outline an analysis of NPs as (possibly functional) sets of individuals.
In Japanese, as in other classifier languages like Chinese and Malay, numerals do not directly quantize nouns, but first combine with a classifier to form a measure phrase (MP; cf. Aikhenvald 2000). From the perspective of constraint-based approaches to syntax/semantics, the mutual selective restriction between classifiers and nouns can be stated in terms of information-sharing and featural identity, to some extent parallel to the treatment of gender/number agreement (between determiner and noun, for instance) (cf. Pollard and Sag 1994; Kathol 1999). There are, however, data that challenge this line of approach to noun-classifier matching. We demonstrate in this paper that it is possible that a single noun is associated with different types of classifier, and show why they are problematic for unification-based approaches, similar to the situation with case syncretism in European languages (Ingria 1990 and others). Later in the paper, we argue that information-sharing between noun, predicate and classifier is not completely transitive, and present a formal analysis which models multiple selectional requirements with sets.
Most researchers now agree that subcategorization correlates significantly with semantics. But this semantic component of linking has proved elusive. Most, if not all, theories of linking have, in pratice, resorted to constructs that are syntactic diacritics. We show in this paper that the implicit syntactic diacritics that plague the basic linking constraints posited in at least some of these theories can be eliminated, provided that (i) the metalanguage in which linguistic constraints are written allows for true implicational statements; (ii) one is willing to slightly increase the number of linking constraints. We focus in particular on the linking theory presented in Davis and Koenig 2000, Davis 2001, and Koenig and Davis 2000, but we maintain that our arguments apply, mutatis mutandis, to many other linking theories. We note some of the consequences of this view of linking, including: linking constraints are stated in terms of semantically natural classes of situations, a single entailment of a verb's argument is sufficient to determine its linking, and interaction among linking constraints restricts the range of possible lexical items.
Focus marking in Kikuyu
(2003)
In Kikuyu, a Bantu language spoken in Kenya, focus is marked systematically by means of word order. In this study, the different possibilities for marking focus in question answer sequences are presented. After an overview of the discussions of the phenomenon in the literature, a syntactic account for focus constructions with the particle ne is proposed. This account is based on original data that was gathered with a native speaker. In addition, new data on focusing different parts of the sentence, e.g. the VP, the entire sentence, or the truth-value, are presented. The aim of this study thus is to broaden the descriptive basis for focus constructions in Kikuyu and to provide a theoretical contribution to their analysis in the framework of generative grammar.
Two main types of sentences are traditionally distinguished in the context of semantic theories of questions and answers: declarative sentences, corresponding to statements, and interrogative sentences, corresponding to questions. The interrogative forms can be further subdivided into dialectical ones (yes-no-questions) and non-dialectical ones (constituent questions). These distinctions are made for both root and embedded sentences. The predicates that select sentential complements fall into three classes: predicates that license only declaratives, those that allow only for interrogatives, and those that embed both types of sentences. In this connection, verbs of doubt are interesting in that they allow for declaratives as well as dialectical interrogatives, while non-dialectical interrogatives do not seem to be appropriate complements.
In what follows, our main concern will be with the German verb of doubt zweifeln and its possible sentential complements. Speaker intuitions as to which constructions are grammatical or acceptable vary, particularily with respect to rare expressions like zweifeln. Therefore, interviews and corpus analysis were applied as a means to acquire reliable linguistic data. These as well as data from historical sources and from some languages other than German (esp. English and Italian) are presented and analysed. In the last section, based on the notion of ‘subjective probability’, an attempt is made at explaining the observations.
This paper reports results from a series of experiments that investigated whether semantic and/or syntactic complexity influences young Dutch children’s production of past tense forms. The constructions used in the three experiments were (i) simple sentences (the Simple Sentence Experiment), (ii) complex sentences with CP complements (the Complement Clause Experiment) and (iii) complex sentences with relative clauses (the Relative Clause Experiment). The stimuli involved both atelic and telic predicates. The goal of this paper is to address the following questions.
Q1. Does semantic complexity regarding temporal anchoring influence the types of errors that children make in the experiments? For example, do children make certain types of errors when a past tense has to be anchored to the Utterance Time (UT), as compared to when it has to be anchored to the matrix topic time (TT)?
Q2. Do different syntactic positions influence children’s performance on past-tense production? Do children perform better in the Simple Sentence Experiment compared to complex sentences involving two finite clauses (the Complement Clause Experiment and the Relative Clause Experiment)? In complex sentence trials, do children perform differently when the CPs are complements vs. when the CPs are adjunct clauses? (Lebeaux 1990, 2000)
Q3. Do Dutch children make more errors with certain types of predicate (such as atelic predicates)? Alternatively, do children produce a certain type of error with a certain type of predicates (such as producing a perfect aspect with punctual predicates)? Bronckart and Sinclair (1973), for example, found that until the age of 6, French children showed a tendency to use passé composé with perfective events and simple present with imperfective events; we will investigate whether or not the equivalent of this is observed in Dutch.
This paper reviews research on English past-tense acquisition to test the validity of the single mechanism model and the dual mechanism model, focusing on regular-irregular dissociation and semantic bias. Based on the review, it is suggested that in L1 acquisition, both regular and irregular verbs are governed by semantics; that is, early use of past tense forms are restricted to achievement verbs—regular or irregular. In contrast, some L2 acquisition studies show stronger semantic bias for regular past tense forms (e.g., Housen, 2002, Rohde, 1996). It is argued that L1 acquisition of the past-tense morphology can be accounted for more adequately by the single-mechanism model.
Questions and focus
(2003)
The present article analyzes the development of the system of spatial prepositions in the acquisition of German as a foreign language by Brazilian learners. The study is based on a corpus of written language data produced by students in the undergraduate course in Letras, collected from 1996 to 1998. The theoretical bases of the study are theories of second language acquisition, cognitive processing of space, and the linguistic encoding of spatial relations through prepositions. The main section of the analysis begins with the quantitative evaluation of the occurrences of spatial prepositions found in the data. Subsequently, each preposition found in the corpus is individually discussed in relation to its correct and incorrect uses. The main results are a steady increase in the number of spatial prepositions used by the subjects from the first year to the fourth year of the course, an increase in the variation of the use of these prepositions, and a constant reduction of the percentage of incorrect uses. In the first phase, acquisition can be seen in the increasing specificity of the semantic oppositions involved in neutralizations, whereas in the second phase, a quantitative reduction of errors can be found.