410 Linguistik
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Nominalization has been at the forefront of linguistic research since the early days of generative grammar (Lees 1960, Vendler 1968, Lakoff 1970). The theoretical debate as to how a theory of grammar should be envisaged in order to capture the morphosyntactic and semantic complexity of nominalization, initiated by Chomsky's (1970) Remarks on nominalization, is just as lively today, after five decades during which both the empirical scope and the methodology of linguistic research have seen enormous progress. We are delighted to be able to mark this occasion through our collection, next to the anniversary volume Nominalization: 50 Years on from Chomsky's Remarks, edited by Artemis Alexiadou and Hagit Borer, soon to appear with Oxford University Press.
DeriMo is an international meeting dealing with derivational morphology from the perspective of data analysis. Its second edition DeriMo 2019 was held at the Faculty of Mathematics and Physics, Charles University in Prague. The local organizers are researchers of the Institute of Formal and Applied Linguistics (ÚFAL = Ústav Formální a Aplikované Linguistiky) at the Computer Science School of the Faculty of Mathematics and Physics. Chairs of the program committee were Magda Ševčíková (ÚFAL), Zdeněk Žabokrtský (ÚFAL), Eleonora Litta Modignani Picozzi (CIRCSE, Università Cattolica del Sacro Cuore, Milan), and Marco Passarotti (CIRCSE, Università Cattolica del Sacro Cuore, Milan).
The relation between word-formation and syntax and whether they form distinct domains of grammar or not has been discussed controversially in different theoretical frameworks. The answer to this question is closely connected to the languages under discussion, among other things, because languages seem to differ considerably in this regard. The discussion in this paper focuses on nominal compounds and phrases. On the basis of a great variety of data from a total of 14 European languages, it is argued that the relation between compounds and phrases, and, more generally, between word formation and syntax, should be characterized not in terms of a categorical but instead in terms of a gradient distinction.
This article deals with the development of -igen verbs in German since the Old High German period, demonstrating that this can be regarded as a process in which the adjective formation morpheme -ig gradually develops into a component of a word formation pattern that derives transitive verbs from nouns. An -igen-verb can be descended not only from an -ig-adjective (würdig – würdigen) but also from a noun without an intermediary -ig-adjective (Pein – *peinig – peinigen). In this article, it is claimed that a word formation pattern with -ig develops over time. The emergence of this word formation pattern can be described as a "reanalysis" of the verb structure accompanied by a "resegmentation" of the original word structure and a semantic "remotivation" of the established unit. It is also pointed out that this development is particularly evident in the Middle High German period.
This systematic review investigated how successful children/adolescents with poor literacy skills learn a foreign language compared with their peers with typical literacy skills. Moreover, we explored whether specific characteristics related to participants, foreign language instruction, and assessment moderated scores on foreign language tests in this population. Overall, 16 studies with a total of 968 participants (poor reader/spellers: n = 404; control participants: n = 564) met eligibility criteria. Only studies focusing on English as a foreign language were available. Available data allowed for meta-analyses on 10 different measures of foreign language attainment. In addition to standard mean differences (SMDs), we computed natural logarithms of the ratio of coefficients of variation (CVRs) to capture individual variability between participant groups. Significant between-study heterogeneity, which could not be explained by moderator analyses, limited the interpretation of results. Although children/adolescents with poor literacy skills on average showed lower scores on foreign language phonological awareness, letter knowledge, and reading comprehension measures, their performance varied significantly more than that of control participants. Thus, it remains unclear to what extent group differences between the foreign language scores of children/adolescents with poor and typical literacy skills are representative of individual poor readers/spellers. Taken together, our results indicate that foreign language skills in children/adolescents with poor literacy skills are highly variable. We discuss the limitations of past research that can guide future steps toward a better understanding of individual differences in foreign language attainment of children/adolescents with poor literacy skills.