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Institute
This paper presents a small-scale study that examines the relationship between spoken and written discourse among master's level teacher candidates at an urban American university. It analyzes the writing of teacher candidates before and after the introduction of a student-centered, group interaction methodology, the Nominal Group Technique. Some of the specific areas assessed are the relationship between what students said in their groups and what they wrote in essays, interaction dynamics among teacher candidates in groups, observer perceptions of group behaviors, and teacher candidates' perceptions of writing performance before and after the intervention. The study also assesses teacher candidates' essays (N = 9) and compares them to the essays of a control group (N = 8). A significant increase in scores is noted from pretest to posttest after the treatment. Reaction to the class experience was largely positive. Pedagogic implications arising from findings are considered together with some tentative pointers toward future research.
Based on a comparison between 11 year old students who are monolingual French and bilingual French and Kabyle (one of the Berber languages) our research aims at showing how two specific factors influence understanding narratives: the first is the mode of presentation (oral vs written). It is combined with cultural aspects of the 1st language (from now on L1) in which children have been socialized; the task was a written recall of a Kabyle text. Our results show facilitating effects of the oral mode to access meaning and the positive role played by culture in mediating understanding, hence founding potential solutions to improve literacy in standard French in areas where the cultural diversity in the school population is very often associated with difficulties in learning the school language. Teaching should switch from an ethno-centered model to a multicultural one since to build knowledge requires explaining the symbolic systemic relations languages and cultures have with one another.
In mainstream theory about written language skills there is a strong relation between the notion of 'lexicon' and 'phonology'. The work of both researchers and teachers is rooted in this theoretical relation between lexicon and spoken language, which originates from the linguistic tradition of the past century. The problem with this position is that it has never been treated as a real hypothesis, and we should therefore not base our professional work on it without moderation. In the present article my aim is to show how different combinations of psychological and linguistic theories have different options and limitations concerning the relation between lexicon and phonology. In doing so, I claim that the mainstream theory of written language skills—particularly its relation between lexicon and phonology—is not the most plausible and defensible solution. In the present article I claim that it is possible to investigate the relation of speech and writing on a stronger empirical basis, and that this can be done by first giving equal validity to spoken and written language, and second by giving preference to theory with a minimum of introspection. The paper addresses researchers working with written language skills, and teachers who want to reflect on basic assumptions related to their profession. First, some assumptions concerning the mental lexicon in mainstream theory of written language skills are questioned. These assumptions are here linked to cognitivism and linguistic formalism. Second, alternative assumptions are derived from a pairing of functional approaches to language and connectionism. These alternative assumptions may be seen as contributions to a revitalized understanding of the connection between phonology and lexicon when studying written language skills.
Written language skills are dynamic, they develop differently in individuals and are acquired in multiple ways and contexts. Paradoxically, mainstream research on and teaching of these skills is based on a linguistic philosophy that has always valued highly systematic—and static—descriptions. The problem of static perspectives is that they describe only a proficiency related to structures at a given point in time, without any flexible model of reading and writing behaviour. In the present article I claim the socalled 'alphabetical principle' to be an unfortunate product of static perspectives, and which has a very limited relevance when we want to seize the dynamics of written language acquisition. A consequence of my position is that it does not make sense to polemicize whether one should teach 'phonics' or 'whole language'. Before we search for a narrow perspective – a teaching method – we must assure that the basic assumptions we choose to lean on are the best possible. After doing so, we may end up with a narrow perspective that may involve some aspects of what we today know as both 'phonics' or 'whole language'. But the most important goal is that such perspective should make teachers and researchers capable of seizing the dynamics of written language acquisition. In the present article, an alternative approach is suggested in order to maintain dynamic perspectives on written-language acquisition. This approach degrades the role of traditional linguistic description, such as the 'phoneme', focusing instead on a psychological model of 'skill' in which linguistic structures in spoken language play a role as possible cues in the acquisition of written language. It is claimed that this model also carries greater potential for explanation than do static approaches.
Simpler Syntax is an approach to grammar that calls for very restrictive limits on the notion of 'grammatical competence'. Specifically, it does not account for unacceptability judgments for sentences that are well-formed if they are fully licensed by the constructions of the language. SS leads us to seek accounts for such judgments in terms other than grammar per se, e.g., processing complexity, semantic or pragmatic well-formedness, discourse coherence, etc. I review several examples that suggest that the line that SS draws between competence on the one hand and performance and other mechanisms on the other is on the right track. Specifically, it does not account for unacceptability judgments for sentences that are well-formed if they are fully licensed by the constructions of the language. SS leads us to seek accounts for such judgments in terms other than grammar per se, e.g., processing complexity, semantic or pragmatic well-formedness, discourse coherence, etc. I review several examples that suggest that the line that SS draws between competence on the one hand and performance and other mechanisms on the other is on the right track.
Usage-based preferences in written sentence production: The role of local and global statistics
(2010)
In this paper, we will discuss the role of different levels of frequency distributions in sentence processing and in written production, looking at French homophones. A comparison of experimental data and corpus statistics will demonstrate that lexical frequencies as well as local and global coherences have to be taken into account to fully explain the empirically established patterns.
It is generally accepted among psycholinguists that real-time human sentence processing proceeds incrementally from left to right. Recently proposals have been made in the domain of syntax to reduce phenomena which have hitherto been accounted for in terms of linguistic performance to linear structures given at the level of competence. Keeping in line with this tendency in research, this paper tries to reestablish the much discussed relationship between the two aspects of language, competence and performance: the issue of processing difficulty dependent on sorts of multiple clause embedding is addressed by incorporating into HPSG a mechanism reflecting left-to-right processing and memory costs calculated at each processing step.
Das Tip-of-the-Tongue-Phänomen (TOT) bildet neben Pausen und Versprechern eine weitere Störungsklasse der Sprachproduktion. Im TOT-Zustand kann auf semantische (Konzept) und syntaktische Informationen (Lemma) zugegriffen werden, aber nur begrenzt auf phonologische Informationen (Lexem). Die komplette Wortform bleibt verborgen. Um TOTs im Labor zu evozieren, wurden Definitionen auf einem Computerbildschirm präsentiert, z. B. „ständig umlaufender Aufzug ohne Tür“ für Paternoster. Die Probanden gaben über die Computertastatur an, ob sie das Wort kennen und benennen können (JA), das gesuchte Wort nicht kennen (NEIN) oder es ihnen auf der Zunge liegt (TOT). Im TOT-Zustand wurde ein Cue visuell präsentiert. Beim Cueing-Verfahren wurden bisher Silben-Cues in Wörter bzw. Pseudowörter eingebettet und diese innerhalb von Wortlisten dargeboten, um die Auflösung eines TOTs zu manipulieren. In den vorliegenden Studien wurden die Silben-Cues isoliert präsentiert. Der Vorteil besteht darin, dass eine Silbe per se keine semantischen (Wortbedeutung) und syntaktischen Informationen (Wortart) enthält. Die Präsentation isolierter korrekter, inkorrekter und erweiterter Silben ist neu in der TOT-Forschung. Außerdem bietet die vorliegende Arbeit die erste Studie sowohl im Cueing-Paradigma als auch im Bereich der Reaktionszeitmessung (RT) zu TOTs im Deutschen.
Im Pre-Test wurden die Definitionen vorgetestet. In den beiden Pilotstudien wurden das Design für die Reaktionszeitmessung evaluiert und weitere Definitionen gesammelt und überprüft. Im ersten Experiment zeigte sich, dass mit der korrekten Silbe (z. B. Pa für Paternoster) die TOTs etwa doppelt so schnell aufgelöst werden konnten als mit einer inkorrekten Silbe (z. B. Ko) und der Kontrollbedingung (xxx). Die korrekte Silbe führte außerdem zu signifikant mehr akkuraten Antworten im Vergleich zu den beiden anderen Bedingungen. Die inkorrekte Silbe hat die TOT-Auflösung zwar nicht blockiert (nicht mehr inakkurate Antworten), aber gehemmt: Die Anzahl an akkuraten Antworten wurde reduziert und die Anzahl an unaufgelösten TOTs erhöht. Im zweiten Experiment wurde demonstriert, dass die erweiterte Silbe (z. B. Pat für Paternoster) die TOT-Auflösung im Vergleich zur regulären Silbe sowohl signifikant beschleunigte (kürzere RTs) als auch signifikant verstärkte (mehr akkurate Antworten). Dies lässt sich mit dem segmentalen Überlappungseffekt erklären. Die Ergebnisse der vorliegenden Studien unterstützen Sprachproduktionsmodelle, die einen interaktiven Aktivierungsfluss haben und eine Silben-Ebene unterhalb der Phonem-Ebene annehmen.
Der folgende Betrag skizziert das Konzept und Optionen einer lexikalischen Typologie, die sich über das E&K-Paradigma (Entrenchment und Konventionalisierung) definiert. Zugrunde gelegt werden sprachliche Symbolisierungen, die sich in ihrem signifié-Bereich der Domäne von 'Ursache/Wirkung'-Konzeptualisierungen zuordnen lassen. Es handelt sich bei diesem Beitrag nicht um eine vollausformulierte Darstellung von konkreten Forschungsergebnissen selbst, sondern um die Ausarbeitung derjenigen methodischen und theoretischen Grundlagen, die für eine entsprechende, E&K-basierte Typologie relevant sind. Der Einfachheit halber wird die Zielgröße der Darstellung hier als "CAUSA" bezeichnet.
Embedded implicatures and experimental constraints : a reply to Geurts & Pouscoulous and Chemla
(2010)
Experimental evidence on embedded implicatures by Chemla (2009b) and Geurts & Pouscoulous (2009a) has fewer theoretical consequences than assumed: On the one hand, the evidence successfully argues against obligatory local implicature computation, which has however already been discredited. On the other hand, the data are fully consistent with optional local implicature computation.
No presente artigo, apresentamos a rede polissêmica da preposição alemã "über", que é resultante da pesquisa produzida para a dissertação de mestrado. Como base teórica, fizemos uso dos preceitos da linguística cognitiva, mais especificamente dos estudos de polissemia que se baseiam na semântica cognitiva. Para definir a rede semântica polissêmica, utilizamos o modelo de Polissemia Sistemática apresentado por Andrea Tyler e Vyvyan Evans na obra "The semantics of English prepositions – spatial scenes, embodied meaning and cognition" (2003) e o adaptamos para a análise da preposição "über". Neste artigo, exporemos os significados mais produtivos para esta preposição.
The aim of this article is to explore semantic relations within somatic phraseology using concepts from cognitive linguistics and prototype theory. The typicality or atypicality of representatives of the category of somatic phraseologisms is determined on the basis of 12 features of idiom irregularity according to Dobrovoľskij. The analysis results in a table of "good" and "bad" representatives of the category. Individual parameters are evaluated, but the value of individual criteria is also considered. This method makes it possible to determine the status of individual somatic phraseologisms with regard to each other, as well as the entire group of somatisms against other phraseologisms. The results enable conclusions to be drawn regarding the degree of motivatedness of somatisms.
The 'Russian language proficiency test for multilingual children' is a linguistically and psycholinguistically-grounded test for L1-Russian bilingual children of pre-school and elementary school age. It allows the evaluation of language proficiency in Russian for scientific, therapeutic, and pedagogical purposes. The test is based on preliminary norms: data of 167 German-Russian bilingual children between the ages of 3 years and 6 years 11 months were evaluated.
Bilingual children's proficiency is examined in the following language domains:
- productive and receptive lexicon for verbs and nouns
- production of morphological marking on verbs (first and second-person singular present verbal inflection) and nouns (accusative and dative case singular)
- comprehension of grammatical constructions on the sentence level
The test should be administered by a competent – ideally native – speaker of Russian, and takes approximately 60 minutes to administer.
In addition to the test itself, the 'Russian language proficiency test for multilingual children' contains a questionnaire for gathering detailed information on the input situation as well as the child's previous linguistic and extra-linguistic development. The questionnaire is written in English and Russian and is intended to be filled out by the parents.
'Sprachstandstest Russisch für mehrsprachige Kinder' ist ein linguistisch und psycholinguistisch fundiertes Sprachstandsscreening für bilingual russisch-deutsche Kinder im Vorschul- und Frühschulalter. Es ermöglicht die Einschätzung des Sprachstands im Russischen, auf der Basis vorläufiger Normen, zu wissenschaftlichen, therapeutischen und pädagogischen Zwecken.
Der Test sollte von kompetenten, im Idealfall muttersprachlichen Sprechern des Russischen durchgeführt werden. Die Durchführungsdauer beträgt ca. 60 Minuten.
'Sprachstandstest Russisch' überprüft die Fähigkeiten bilingualer Kinder im Russischen in folgenden Bereichen:
- produktives und rezeptives Lexikon für Verben und Nomen
- Produktion morphologischer Markierungen an Verben (Verbflexion 1. und 2. Person Singular Präsens) und Nomen (Kasus Akkusativ und Dativ Singular)
- Verständnis grammatischer Strukturen auf Satzebene
Zur Interpretation der Testergebnisse werden vorläufige bilinguale Normdaten zur Verfügung gestellt. Sie basieren auf einer Stichprobe von insgesamt 167 deutsch-russisch aufwachsenden Kindern von drei bis sechs Jahren.
Zusätzlich zum Test zur Feststellung der sprachlichen Kompetenzen enthält 'Sprachstandstest Russisch' einen Fragebogen, der die detaillierte Inputsituation sowie die bisherige sprachliche und nichtsprachliche Entwicklung des Kindes erfasst. Der Fragebogen ist russisch-deutsch verfasst und wird von den Eltern durch Ankreuzen ausgefüllt.
We present the results of an experimental study which targets prosodic correlates of subclausal quotation marks. We found that written sentences containing passages enclosed by quotation marks were read aloud in a manner that significantly differs in prosody from spoken realizations of corresponding disquoted counterparts. However, we also observed that such prosodic marking of subclausal quotation wasn't strong enough to survive subsequent back-translation into written language: there was no correlation between the presence/absence of quotation marks in the original written examples, and the presence/absence of quotation marks in corresponding back-translations from oral renditions. We investigated three different kinds of uses of quotation marks and found no systematic difference between them with respect to prosodic marking.
It has been shown that visual cues play a crucial role in the perception of vowels and consonants. Conflicting consonantal stimuli presented in the visual and auditory modalities can even result in the emergence of a third perceptual unit (McGurk effect). From a developmental point of view, several studies report that newborns can associate the image of a face uttering a given vowel to the auditory signal corresponding to this vowel; visual cues are thus used by the newborns. Despite the large number of studies carried out with adult speakers and newborns, very little work has been conducted with preschool-aged children. This contribution is aimed at describing the use of auditory and visual cues by 4 and 5-year-old French Canadian speakers, compared to adult speakers, in the identification of voiced consonants. Audiovisual recordings of a French Canadian speaker uttering the sequences [aba], [ada], [aga], [ava], [ibi], [idi], [igi], [ivi] have been carried out. The acoustic and visual signals have been extracted and analysed so that conflicting and non-conflicting stimuli, between the two modalities, were obtained. The resulting stimuli were presented as a perceptual test to eight 4 and 5-year-old French Canadian speakers and ten adults in three conditions: visual-only, auditory-only, and audiovisual. Results show that, even though the visual cues have a significant effect on the identification of the stimuli for adults and children, children are less sensitive to visual cues in the audiovisual condition. Such results shed light on the role of multimodal perception in the emergence and the refinement of the phonological system in children.
This paper investigates the production and comprehension of intrasentential anaphoric pronominal reference in Russian. In particular, it examines the elicited imitation and comprehension of three anaphoric pronouns in subject position – personal 3rd singular masculine, demonstrative and zero – in one hundred and eighty monolingual Russian-speaking children and twenty adults. The three types of pronouns were designed to have an antecedent in the preceding sentence containing a verb and two arguments. These antecedents differ in their syntactical role and animacy. The sentence position, agentivity and topicality remained constant. The sentences with (in)animate subjects and objects constituted the following four 'conditions': two sentences with a subject and an object being either animate or inanimate and two sentences with a subject and an object exhibiting a diverse (in)animacy. Regarding the resolution of the anaphoric pronouns the similarity principle (or feature-concord rule) and its possible violations were tested. This principle suggests that an anaphoric pronoun is most likely resolved to the antecedent with a maximum of similar characteristics or features and it primarily governs the assignment of an antecedent to anaphoric pronouns in subject position in the absence of the violating conditions. Results show the influence of this rule on the anaphora resolution process increasing with age, on the one hand, and the development of the impact of animacy, syntactic role and the type of anaphoric pronouns that violate the feature-concord rule, on the other.
Der Beitrag referiert Ergebnisse eines mit Erwachsenen durchgeführten Experiments zum Verständnis des bestimmten Artikels. Das Testmaterial entstammt einem für Kinder konzipierten Blickpräferenzexperiment. Die Durchführung des Tests mit Erwachsenen diente als Kontrolle der Verwendbarkeit der Materialien und der Überprüfung folgender Hypothese: Die referentielle Grundfunktion des Artikels besteht im Verweis auf begrenzte Ganze bzw. einen bestimmten (=begrenzten) Umfang einer Entität. Der interessante Aspekt des Experiments war, dass die Entscheidung zwischen [+begrenzt] vs. [-begrenzt] innerhalb einer pluralischen Kondition fallen musste, die Begrenztheitslesart wurde also nicht durch einzahlig auftretende zählbare Objekte erzeugt. Die Ergebnisse zeigen, dass die pluralische Kondition sich auf das Antwortverhalten der Probanden auswirkte. Probanden mit durchschnittlich längerer Reaktionszeit entscheiden sich anders als Probanden mit vergleichsweise kurzer Reaktionszeit. Während von der Gruppe mit spontanerem Entscheidungsverhalten die Hypothese im Hinblick auf den Artikel bestätigt wurde, scheint sich die Gruppe mit höheren Reaktionszeiten für das prototypischere Bild innerhalb der Pluralkondition zu entscheiden.
This paper presents psycholinguistic evidence on the factors governing the resolution of German personal pronouns. To determine the relative influence of linear order versus grammatical function of potential antecedents, two interpretation-preference tasks were designed. Their specific aim was to disentangle salience factors conflated in previous research on pronoun interpretation, such as linear or-der, first mention and topicalization. Experiment 1 tested pronoun resolution to non-sentence-initial position (scrambling) and Experiment 2 tested pronoun resolution to sentence-initial position (topicalization). The results across different verb types and across different syntactic contexts in Experiments 1 and 2 show that grammatical function, yet neither linear order, first mention nor topicalization predicts pronoun resolution in German.