Japanese Ditransitive Verbs and the Hierarchical Lexicon

PACLIC 20 / Wuhan, China / 1-3 November, 200

Choice of syntactic structure during language production: The production of unbounded dependencies

During language production, conceptual messages are encoded into a target language and articulated. Existing models of language production assume several stages of processing including a conceptual level, a level where lexical selection and syntactic processing occurs and a level where morphological and phonological features are added ready for production (e.g. Levelt et al., 1999). Previous research has considered how lexical and syntactic information could be stored via lemma (Kempen & Huijbers, 1983), syntactic nodes (Levelt at el., 1999) and combinatorial nodes (Pickering & Braingan, 1998), but little is understood about how syntactic structures are selected. This thesis examines how constituent structures are selected by investigating choice of structure in unbounded dependencies such as Which jug with the red spots is the nun giving the monk? and how this is affected by factors such as verb-subcategorisation preferences and global sentence structure complexity. A series of language production experiments investigate how global structure complexity and verb-subcategoricatisaion preferences affect choice of syntactic structure at the clause level in unbounded dependencies. A picture description task reveals an unusual preference for the dispreferred passive voice structure as a result of global structural complexity. Sentence recall experiments demonstrate that both global structural complexity and verb-subcategorisation preferences can affect choice of structure and that competition between these factors decides the final structure. Finally, syntactic priming experiments show that processing mechanisms are shared between simple matrix clause structures and unbounded dependency clause structures, but that the influence of these shared mechanisms vary between the different structure types. This could be attributed to a modal of processing where choice of structure is decided by competition between structure representations which are influenced by different factors in different global syntactic conditions. The results suggest that choice of syntactic structure is decided through competition between possible structures. These possible structures may receive further activation or inhibition from other factors such as global structural complexity or verb-subcategorisation preferences and thematic fit. Global structural complexity may influence structure preferences through increased processing load or through attempts to integrate the clause structure with another global structure. Thematic role arguments may influence structure through a preference that syntactic roles fit with specified thematic roles. (e.g. experiencer as subject). This model assumes parallel processing of possible structures and individual structures within a complex larger structure. It also assumes an incremental model of processing which attempts to integrate structures as soon as possible

Dative constructions in Romance and beyond

This book offers a comprehensive account of dative structures across languages –with an important, though not exclusive, focus on the Romance family. As is well-known, datives play a central role in a variety of structures, ranging from ditransitive constructions to cliticization of indirect objects and differentially marked direct objects, and including also psychological predicates, possessor or causative constructions, among many others. As interest in all these topics has increased significantly over the past three decades, this volume provides an overdue update on the state of the art. Accordingly, the chapters in this volume account for both widely discussed patterns of dative constructions as well as those that are relatively unknown

Dative constructions in Romance and beyond

This book offers a comprehensive account of dative structures across languages –with an important, though not exclusive, focus on the Romance family. As is well-known, datives play a central role in a variety of structures, ranging from ditransitive constructions to cliticization of indirect objects and differentially marked direct objects, and including also psychological predicates, possessor or causative constructions, among many others. As interest in all these topics has increased significantly over the past three decades, this volume provides an overdue update on the state of the art. Accordingly, the chapters in this volume account for both widely discussed patterns of dative constructions as well as those that are relatively unknown

구동사의 구문문법기반 교수가 한국인 고등학생의 사역이동구문과 결과구문의 습득에 미치는 영향

학위논문 (석사) -- 서울대학교 대학원 : 사범대학 외국어교육과(영어전공), 2021. 2. 김기택.The present study explored the effects of instruction of verb-particle construction (VPC) based on construction grammar on the learning of the prototypical caused-motion construction (CMC) and transitive resultative construction (TRC) by Korean high school students. According to Celce-Murcia and Larson-Freeman (1999), VPC can be divided into three categories based on its semantics: literal VPC, aspectual VPC, and idiomatic VPC. Goldberg (2015) regards VPC as one of the important constructions in English and contends that it inherits functional and formal properties from CMC and TRC, bearing semantic and syntactic resemblances. That is to say, literal VPC is a type of CMC and aspectual VPC is a form of TRC. The current study investigated effects of learning literal VPC (i.e., a subtype of CMC) on the acquisition of the prototypical CMC and those of learning aspectual VPC (i.e., a subtype of TRC) on the acquisition of the prototypical TRC. The participants for the study were divided into two instructional groups: a literal VPC instructional group and an aspectual VPC instructional group. Both groups participated in two lessons and two testing sessions (i.e., a pre-test and a post-test). The pre- and post-tests examined the acquisition of the prototypical CMC and TRC by the participants and two tasks were administered: picture description and English-to-Korean translation. The former tested the participants’ production of the prototypical CMC and TRC, while the latter examined the participants’ comprehension of the prototypical CMC and TRC. Results revealed that learning literal VPC based on the construction grammar framework enhanced the acquisition of the prototypical CMC. The literal VPC group showed greater improvement than the aspectual VPC group in both production and comprehension tasks. As for the acquisition of the prototypical TRC, the aspectual VPC group experienced an enhancement in the acquisition of TRC. Meanwhile, learning literal VPC also facilitated the acquisition of the prototypical TRC, suggesting that CMC and TRC are two instance constructions of one category and that constructions do not exist independently but are connected to one another in a hierarchical network. Improvements in the acquisition of the prototypical TRC were more conspicuous than the learning of the prototypical CMC in both groups. These findings showed that the construction grammar-based instruction of VPC promotes the acquisition of the linguistically related constructions (i.e., prototypical CMC and TRC), offering pedagogical implications on English education in Korea and teaching and learning VPC in EFL settings.본 연구는 구문문법에 기반한 구동사의 학습이 한국 고등학교 영어학습자들의 원형의 영어사역이동구문과 영어결과구문의 학습에 미치는 영향을 살펴보았다. Celce-Murcia와 Larson-Freeman(1999)에 따르면 구동사는 의미적으로 방향이나 장소의 이동을 나타내는 직접구동사와, 상태의 변화를 나타내는 상구동사, 그리고 관용적인 표현을 나타내는 관용구동사로 나눌 수 있다. Goldberg(2015)는 이러한 구동사를 하나의 구문(Construction)으로 간주하고, 형태와 기능상의 자질상속을 바탕으로 직접구동사를 사역이동구문의 한 종류, 상구동사는 결과구문의 한 형태로 정의한다. 따라서 직접구동사나 상구동사의 학습이 각각의 원형구문, 즉, 원형의 사역이동구문과 결과구문의 습득에 미치는 영향을 파악하기 위해 학생들을 두 집단으로 나누었다. 한 그룹에게는 구문문법에 기반하여 직접구동사를 교수하고, 다른 그룹에게는 구문문법에 기반한 상구동사를 교수하였다. 모든 교수 집단은 2차시의 수업과 2번의 평가(사전, 사후)에 참여하였다. 각 평가는 원형의 사역이동구문과 결과구문의 습득을 검사하였으며 학생들은 두 가지의 과업을 수행하였다: 그림 묘사 과업, 문장 해석 과업. 첫 과업은 학생들의 구문 사용을 검사하였고, 두번째 과업은 학생들의 구문 이해를 평가하였다. 실험결과, 구문문법에 기반한 구동사의 학습으로 인한 교수하지 않은 원형의 사역이동구문과 결과구문의 습득과 관련하여 유의미한 현상들이 발견되었다. 첫째, 직접구동사의 학습이 원형의 사역이동구문의 습득을 향상시켰다. 직접구동사 교수그룹은 상구동사 교수그룹보다 원형의 사역이동구문 습득에 더욱 큰 향상을 보였으며 과업의 종류에 관계없이 큰 향상을 보였다. 둘째, 상구동사 교수그룹은 원형의 결과구문 습득에 더욱 큰 향상을 보였다. 상구동사 교수그룹의 학생들은 두 가지 과업 모두에서 유의미한 향상을 보였다. 직접구동사 교수그룹 역시 원형의 결과구문의 습득에 향상을 보였는데 이는 구문이 각각 독립적으로 존재하는 것이 아니고 위계적 그물망안에서 서로 연결되어 있음을 시사한다. 또한, 두 그룹 모두 원형의 결과구문 습득의 향상이 원형의 사역이동구문 습득의 향상보다 더욱 두드러졌다. 이상의 발견에 근거하여, 본 논문은 구문문법에 기반한 구동사의 학습이 언어적 관련도가 깊은 다른 논항구조구문(즉, 원형의 사역이동구문과 결과구문)의 습득에 긍정적인 영향을 미침을 밝히며, 구문문법적 접근이 체계적인 언어의 습득과 더불어 영어의 생산성 향상에 효과적일 수 있다는 가능성을 시사하였다.ABSTRACT i TABLE OF CONTENTS iii LIST OF TABLES vi LIST OF FIGURES vii CHAPTER 1. INTRODUCTION 1 1.1. Statement of the Problem and Purposes of the Study 1 1.2. Organization of the Thesis 8 CHAPTER 2. LITERATURE REVIEW 9 2.1. Construction Grammar as a Theoretical Background 9 2.1.1. Construction Grammar 9 2.1.2. Caused-Motion Construction 14 2.1.3. Transitive Resultative Construction 17 2.1.4. Construction Learning 18 2.1.4.1. Construction Learning in the First Language 18 2.1.4.2. Construction Learning in English as a Foreign Language Context 21 2.2.Verb-Particle Construction 24 2.2.1.The Semantic Features of VPC 24 2.2.2. The Default Structure of VPC 27 2.2.3. The Relationship with CMC and TRC 29 CHAPTER 3. METHODOLOGY 35 3.1. Participants 35 3.2. Target Form 36 3.3. Procedure 40 3.4. Instruction 41 3.4.1. Literal VPC Instruction 42 3.4.2. Aspectual VPC Instruction 45 3.5. Test 48 3.5.1. Picture Description 49 3.5.2. English-to-Korean Translation 50 3.6. Analysis 50 CHAPTER 4. RESULTS AND DISCUSSION 52 4.1. Learning the Prototypicla CMC 52 4.1.1. Picture Description Task 52 4.1.1.1.Results of between-group analysis 54 4.1.1.2. Results of between-level analysis 56 4.1.2. English-to-Korean Transalation Task 58 4.1.2.1. Results of between-group analysis 60 4.1.2.2. Results of between-level analysis 61 4.1.3. Discussion 64 4.2. Learning the Prototypicla TRC 67 4.2.1. Picture Description Task 67 4.2.1.1. Results of between-group analysis 69 4.2.1.2. Results of between-level analysis 69 4.2.2. English-to-Korean Translation 70 4.2.2.1. Results of between-group analysis 72 4.2.2.2. Results of between-level analysis 69 4.2.3. Discussion 74 CHAPTER 5. CONCLUSION 78 5.1. Major Findings and Pedagogical Implications 78 5.2. Limitations and Suggestions for Future Research 80 REFERENCES 82 APPENDICES 93 ABSTRACT IN KOREAN 110Maste