The 'motionisation' of verbs: a contrastive study of thinking-for-speaking in English and Tunisian Arabic

This thesis investigates the idea that the grammatical system of a language influences aspects of thought patterns and communicative behaviour. It examines the linguistic conceptualisation of motion events in English and Tunisian Arabic (TA) in order to contribute to current debates in Second Language Acquisition (SLA) research and its associated field of Teaching English to Speakers of Other Languages (TESOL). The main research questions are whether in learning a typologically different language, the conceptualisation acquired through first languages (L1) interferes with the learning of the conceptualisation inherent in a second language (L2). In order to address these questions, I adopt three analytical frameworks: a grammatical framework based on Talmy’s (1985, 2000) binary distinction between verb-framed and satellite-framed languages, a discourse framework based on Berman and Slobin’s (1994) application of Talmy’s typology to verbal behaviour; and a ‘Whorfian’ framework based on Slobin’s (1987, 1996b) Thinking-for-Speaking’ (TfS) hypothesis. A fundamental claim of the TfS hypothesis is that the grammar of a language and the discourse preferences of its speakers play a fundamental role in shaping linguistic thinking. From this follows the prediction that L1-based conceptualisation resists change when a typologically different L2 is learnt in adulthood. A comparison of the TfS behaviours of speakers of L1-English (L1-Eng), L1-TA, and ‘advanced’ L2-English (L2-Eng) whose L1 is TA support this prediction. Based on the notion of ‘motionisation’ – a term I coin in order to describe a conceptual strategy L1 speakers of English use when TfS about events – I show that linguistic habits are not only decisive in how the same TfS content is expressed (e.g. run from the jar versus run out of the jar), but more importantly, it is decisive in situations where speakers are ‘forced’ to pick out different aspects of the same reality for TfS purposes. The findings reported here have implications for L2 English learners, in general, and, in particular, for learners of English whose L1 may be characterised as a verb-framed language

Motion Event Expression in Bilingual First Language Acquisition

The thesis explores the implications of Talmy’s typology of motion expression (Talmy 1985, 2000a,b) for bilingual first language acquisition of English (satellite-framing) and French (verb-framing), addressing the following question: How does the expression of motion develop in simultaneous bilingual children in comparison to monolinguals? The particular focus of this study is on the role of crosslinguistic interactions and the extent to which their occurrence and directionality are affected by language-specific properties, children’s age and the factor of task complexity. The thesis pursues two goals. First, it aims to contribute to the growing understanding of the role of languagespecific factors in the acquisition process (e.g. Allen et al. 2007, Choi and Bowerman 1991, Hickmann et al. 2009a). Secondly, by testing various proposals regarding crosslinguistic interactions (Gawliĵek-Maiwald and Tracy 1996, Müller and Hulk 2001, Toribio 2004), it endeavours to shed light on bilingual speech production processes. Oral event descriptions elicited by means of short video clips from bilingual and monolingual children aged 4 to 10 years are analysed and compared across two production tasks of varying semantic complexity: a simpler voluntary motion task, showing agents performing spontaneous movements along various paths, and a more complex caused motion task, portraying a human agent causing the displacement of various objects in different manners along various paths. Bilinguals’ event descriptions are analysed quantitatively and qualitatively in relation to monolingual English and French control groups across various aspects of verbalisation: (i) the linguistic devices used for information encoding (information packaging), (ii) the number of information components expressed (semantic density), and (iii) their syntactic complexity and compactness (utterance architecture). The results indicate both parallels and differences to monolingual performance patterns. Although bilinguals’ event descriptions generally follow the typological tendencies characterising monolinguals’ English and French verbalisation tendencies, they also exhibit significant departures from the monolingual range in both languages, at all tested ages and in both production tasks. However, these differences are most prominent in children’s French and in the caused motion task. In this context, bilinguals display a striking preference for satellite-framing encoding options, resulting both in the overuse of crosslinguistically overlapping packaging strategies and in qualitatively idiosyncratic extensions of French locative satellites. Syntactically, bilinguals show a strong tendency to use compact and simple structures (lacking subordination) compared to French monolinguals. An unexpected finding concerns the occurrence of a number of divergent production phenomena that are shared by bilinguals’ productions in both languages and tasks, and suggest a bilingual-specific pattern of use. The findings are discussed in the context of recent proposals regarding crosslinguistic interactions in simultaneous bilingualism. The persistence of bilingual-specific effects even at age 10 suggests that cross-linguistic interactions characterise bilinguals’ verbal behaviour throughout language development. This supports the notion that the bilingual is a unique speaker-hearer in his own right (Grosjean 1985, 2008). With regard to the impact of typological and general determinants, the findings indicate that bilinguals’ verbalisation choices are guided by a complex interplay of event-specific factors and the perceived overlap of language-specific properties of both languages

The language-cognition interface in bilinguals: an evaluation of the conceptual transfer hypothesis

Praca podejmuje temat wpływu języka na kategorie konceptualne u osób dwujęzycznych. Poruszana problematyka omawiana jest na podstawie najnowszych teorii pamięci bilingwalnej oraz stworzonej na ich kanwie hipotezy transferu konceptualnego autorstwa Scotta Jarvisa i Anety Pavlenko. Część teoretyczna przedstawia strukturę pamięci bilingwalnej, zwanej również słownikiem wewnętrznym, modele sfery konceptualnej oraz istniejące pomiędzy poziomem językowym i konceptualnym zależności. Te ostatnie rozpatrywane są przez pryzmat teorii względności językowej i jej zmodyfikowanych wersji: teorii „myślenie dla mowy” (ang. Thinking for Speaking) Dana Slobina, jak również hipotezy Christiane von Stutterheim. Ostatnim elementem dyskusji jest prezentacja hipotezy transferu konceptualnego oraz jej ocena pod kątem merytorycznym i empirycznym. Część badawcza przedstawia dwa projekty zrealizowane zgodnie z zaleceniami autorów hipotezy transferu konceptualnego. Projekt 1. dotyczy kategoryzacji semantycznej oraz niewerbalnej. Badane kategorie semantyczne oparte są na eksplikacjach Anny Wierzbickiej i dotyczą relacji międzyludzkich (przyjaciel, friend, kolega itd.). Projekt 2. to analiza ram konceptualizacyjnych pod kątem wydarzeń przedstawiających ruch ukierunkowany oraz konstrukcji narracji w pisemnych relacjach z obejrzanego filmu animowanego. Uzyskane dane w języku polskim i angielskim stanowią podstawę wniosków, które zaprezentowano w ostatnim rozdziale pracy. Badania przeprowadzono w Polsce i krajach anglojęzycznych (w Anglii i Irlandii). W skład badanych populacji weszli monolingwalni Polacy i rodzimi użytkownicy języka angielskiego (ang. native speakers) oraz Polacy posługujący się językiem angielskim w warunkach naturalnych (emigranci) i szkolnych (studenci filologii angielskiej). Każda z grup monolingwalnych uczestniczyła w sesjach badawczych dotyczących odpowiednio języka polskiego i angielskiego. Osoby dwujęzyczne testowane były w obydwu językach. Dane zebrano za pomocą scenariuszy sytuacyjnych, kwestionariuszy, oceny podobieństwa, a także opisu narracyjnego krótkometrażowego filmu animowanego pt. Katedra w reżyserii Tomasza Bagińskiego

SPINN: SPråkteknologi och INformationssökning i Norden

This paper describes a coordinate research project with the purpose of investigatingthe possibilities of a multilingual computational lexicon covering the Scandinavianlanguages. The initiative originates from the work carried out within the EU-project,SIMPLE, in which Danmark and Sweden participated, and which resulted in lexiconmodules for 12 EU-languages including Danish and Swedish. The Danish lexicon isbeing reused for creating a parallel Norwegian module (see section 2). In the finalsection a proposal for linking the word meanings in these three lexicons by means ofEnglish as a common interlingua is sketched out. The SPINN network is the forumfor cooperation among researchers in the Nordic countries on the issues concerningthe use of computational lexicons for natural language processing purposes withspecific focus on information retrieval

Applying language technology to ontology-based querying : the OntoQuery project

This paper addresses the issue of how language technology resources and components can be applied in ontology-based querying. In particular, it presents the approach to text and query analysis adopted in the Danish research project OntoQuery, where shallow syntactic analysis and ontology-based parsing are combined in order to identify nominal phrases (NPs) and assign them a semantic description. Semantic descriptions are used by the search engine to match queries against texts in a database, and a ranking of the texts retrieved is produced based on a domain ontology. This is intended to be a general methodology applicable to texts from different domains, including those relevant to cultural heritage, although OntoQuery has chosen nutrition as its first target domain. The paper focuses on the language technology aspects of the methodology, the ontology-based lexicon inherited from the SIMPLE project, and the development of the domain-specific ontology. The methodology is partly implemented in a prototype.peer-reviewe

Space, Time and Motion in Czech as a Second Language

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Gesture and Speech in Interaction - 4th edition (GESPIN 4)

International audienceThe fourth edition of Gesture and Speech in Interaction (GESPIN) was held in Nantes, France. With more than 40 papers, these proceedings show just what a flourishing field of enquiry gesture studies continues to be. The keynote speeches of the conference addressed three different aspects of multimodal interaction:gesture and grammar, gesture acquisition, and gesture and social interaction. In a talk entitled Qualitiesof event construal in speech and gesture: Aspect and tense, Alan Cienki presented an ongoing researchproject on narratives in French, German and Russian, a project that focuses especially on the verbal andgestural expression of grammatical tense and aspect in narratives in the three languages. Jean-MarcColletta's talk, entitled Gesture and Language Development: towards a unified theoretical framework,described the joint acquisition and development of speech and early conventional and representationalgestures. In Grammar, deixis, and multimodality between code-manifestation and code-integration or whyKendon's Continuum should be transformed into a gestural circle, Ellen Fricke proposed a revisitedgrammar of noun phrases that integrates gestures as part of the semiotic and typological codes of individuallanguages. From a pragmatic and cognitive perspective, Judith Holler explored the use ofgaze and hand gestures as means of organizing turns at talk as well as establishing common ground in apresentation entitled On the pragmatics of multi-modal face-to-face communication: Gesture, speech andgaze in the coordination of mental states and social interaction.Among the talks and posters presented at the conference, the vast majority of topics related, quitenaturally, to gesture and speech in interaction - understood both in terms of mapping of units in differentsemiotic modes and of the use of gesture and speech in social interaction. Several presentations explored the effects of impairments(such as diseases or the natural ageing process) on gesture and speech. The communicative relevance ofgesture and speech and audience-design in natural interactions, as well as in more controlled settings liketelevision debates and reports, was another topic addressed during the conference. Some participantsalso presented research on first and second language learning, while others discussed the relationshipbetween gesture and intonation. While most participants presented research on gesture and speech froman observer's perspective, be it in semiotics or pragmatics, some nevertheless focused on another importantaspect: the cognitive processes involved in language production and perception. Last but not least,participants also presented talks and posters on the computational analysis of gestures, whether involvingexternal devices (e.g. mocap, kinect) or concerning the use of specially-designed computer software forthe post-treatment of gestural data. Importantly, new links were made between semiotics and mocap data

A computational approach to Latin verbs: new resources and methods

Questa tesi presenta l'applicazione di metodi computazionali allo studio dei verbi latini. In particolare, mostriamo la creazione di un lessico di sottocategorizzazione estratto automaticamente da corpora annotati; inoltre presentiamo un modello probabilistico per l'acquisizione di preferenze di selezione a partire da corpora annotati e da un'ontologia (Latin WordNet). Infine, descriviamo i risultati di uno studio diacronico e quantitativo sui preverbi spaziali latini

FOUND IN SPACE: A CROSS-LINGUISTIC ANALYSIS OF SECOND LANGUAGE LEARNERS IN ENGLISH MAP TASK PERFORMANCE

Understanding the relationship between first and second language use in the area of spatial language has broader implications for our understanding of language learning and consequences for the construction of bilingual assessment instruments for second language learners. This study shows that observing and interpreting the task of map drawing and the related behavior of explaining maps can be a way to explore the linguistic emergence of the conceptualization of spatial language (at a moment of simultaneous and synchronized incarnation). Altogether, 50 dyads (pairs) participated in the New Mexico Map Task Project; the project included native speakers of English, Russian, Japanese, Navajo, and Spanish. In an examination of how the grammatical constructions used for spatial descriptions in a speaker\u27s first language carry over into the usage of this speaker\u27s second language, new observations include the intra-subject comparison of dyadic map task performances. Each non-native English-speaking dyad participates in two map task performances: one in their native language and one in their second language, English. Evidence was generated through morphosyntactic, phonological, and pragmatic analyses performed on the sound files of the transcripts. This evidence confirms the connection between the participants\u27 productions of tokens of selected landmark names both in their native language and their second language. Combining the results of linguistic analyses with educational assessment frameworks predicts the development of an instrument for use with immigrant and refugee students from areas of conflict