Semantic and pragmatic motivations for constructional preferences: a corpus-based study of provide, supply, and present

A select group of transfer verbs can enter into four different constructions: the ditransitive construction (He provided John the money), the prepositional-dative construction (He provided the money to John), a construction with a prepositional theme (He provided John with the money), and a construction with a recipient realized by a for-phrase (He provided the money for John). In this article, we take a close look at three such verbs: provide, supply, and present. Corpus analysis shows that these three verbs display different structural preferences with respect to the for-, to-, and with-patterns. To explain these preferences, the study investigates pragmatic principles (following Mukherjee 2001 on provide) and the role played by semantic factors. An examination of the semantics of the verbs and the lexically motivated constructional semantics of the to, for, and with-patterns shows (i) that the three constructions are not interchangeable, and (ii) that the preferential differences between the three verbs find an explanation in the compatibility between lexical and constructional semantics. The description is mainly based on data from the British National Corpus

First language in the classroom: the forbidden fruit?

Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)Over the past years, the use of students’ first language (L1) in the classroom has been a highly discussed topic in the EFL classroom as well as in the field of second language (L2) teaching/learning research. There is a tendency that advocates communicative language teaching which suggests that L1 use should forbidden in the classroom. However, research has yet to discover whether L1 use has a positive or negative impact on L2 learning. Hence, the present study aimed to examine L1 functions and the impact of L1 use on L2 development. The present study was conducted in a private school in Santiago, Chile. The participants of this study (N = 34) were engaged in two collaborative writing tasks about the book they were reading in their English literature classes, and their discussions were audio-recorded and later analyzed. A quasi-experimental method was utilized in order to observe the influence that group work had on their L2 vocabulary development. The results demonstrated that the students’ L1 played a major role in their interaction while together working on the collaborative tasks, and it served for the development of L2 vocabulary. Specifically, the results suggest that the way in which individual learners contributed to interaction affected their learning outcomes.En los últimos años, el uso de la primera lengua de los estudiantes ha sido un tema altamente discutido en las salas de clases y en la investigación de la enseñanza de inglés como Lengua Extranjera. Existe una tendencia general de prohibir el uso de la primera lengua, sin embargo, aún existen vacíos sobre la influencia positiva o negativa que esta podría tener en el aprendizaje de vocabulario. El presente estudio se realizó en una escuela privada en Santiago, Chile. El propósito del mismo fue observar las funciones que cumplía la lengua nativa en la interacción de los estudiantes y cómo esto afectaba al desarrollo de la segunda lengua en alumnos de octavo básico con alto nivel de inglés. Los participantes de este estudio fueron involucrados en dos actividades de escritura colaborativa sobre el libro que estaban leyendo en las clases de literatura inglesa, donde sus discusiones fueron grabadas en audio y luego analizadas. Se utilizó un método cuasi experimental para observar la influencia que tuvieron sus discusiones grupales –utilizando su primera lengua—en el desarrollo del vocabulario en la segunda lengua. Se aplicaron evaluaciones pre y post con el fin de tener un registro del desarrollo del vocabulario de los estudiantes y las funciones que la lengua materna cumplió fueron codificadas como sugirieron DiCamilla y Antón (2012). Los resultados demostraron que la lengua materna de los estudiantes jugó un rol mayor en su interacción mientras desarrollaban en conjunto actividades colaboración, y sirvió para el desarrollo del vocabulario de la segunda lengua. Más aun, los resultados sugieren que la forma en la que alumnos contribuyeron individualmente en las discusiones afectó los resultados en sus aprendizajes

Case and event structure

I argue in this paper for a novel analysis of case in Icelandic, with implications for case theory in general. I argue that structural case is the manifestation on the noun phrase of features which are semantically interpretable only on verbal projections; thus, Icelandic case does not encode features of noun phrase interpretation, but it is not uninterpretable either; case is properly seen as reflecting (interpretable) tense and aspect features. Accusative case in Icelandic is available when the two subevents introduced in a transitive verb phrase are identified with each other, and dative case is available when the two parts are distinct (thus Icelandic case manifests aktionsart or inner aspect, in partial contrast to Finnish). This analysis bears directly on the theory of feature checking in the Minimalist Program; specifically, it paves the way for a restrictive theory of feature checking in which no features are strictly uninterpretable: all formal features come in interpretable-uninterpretable pairs, and feature checking is the matching of such pairs, driven by legibility conditions at Spell-Out

Adult participation in children’s word searches: on the use of prompting, hinting, and supplying a model

Although word searching in children is very common, very little is known about how adults support children in the turns following the child’s search behaviours, an important topic because of the social, educational and clinical implications. This study characterises, in detail, teachers’ use of prompting, hinting and supplying a model. From a classroom dataset of 53 instances, several distinctive patterns emerged. A prompted completion sequence is initiated by a ‘word retrieval elicitor’ (‘fishing’) and is interpreted as a request to complete the phrase. Non-verbal prompting is accomplished through a combination of gaze and gesture and, also, as a series of prompts. Hinting supplies a verbal clue, typically via a wh-question, or by specifying the nature of the repairable. In contrast, the strategies that supply a linguistic model include both embedded and exposed corrections and offers of candidates. A sequential relationship was found between prompting, hinting and supplying a model which has implications for how clinicians and teachers can foster self-repair

“I Understood You, But There was This Pronunciation Thing…”: L2 Pronunciation Feedback in English/French Tandem Interactions

We hope that our data brings a valuable and fairly unique contribution to SLA research, helping to establish which errors get corrected and how it may have implications for setting priorities in L2 pronunciation teaching

Developing academic vocabulary objectives: corpus analysis and word lists

This chapter is concerned with the development of a vocabulary syllabus to accompany and supplement a coursebook series. To further enhance the use of these books, we decided to initiate a project to develop an academic vocabulary syllabus. This chapter will outline the process of analyzing corpus data, deciding on lexis to cover and how to spread this across the course of study, creating support materials to facilitate learning as well as incorporating this into the wider curriculum

On continuum beliefs and psychiatric stigma: Similarity to a person with schizophrenia can feel too close for comfort

Continuum belief interventions that blur boundaries between “normal” individuals and individuals with psychiatric problems have shown promise in reducing psychiatric stigma. Interventions to date have afforded participants considerable psychological distance from individuals with mental illness. An intervention that compels psychological closeness to individuals with mental illness may lead to increased anxiety/threat and an attenuated intervention effect on stigma. In a randomized experiment, one hundred thirty-five participants listened to a bogus interview involving an ostensible person with schizophrenia who shared numerous characteristics in common with participants. In the interview, the target person (1) did not verbally broach issues of similarity to “normal” people, (2) endorsed a continuum view, or (3) endorsed a categorical view. Participants then read a bogus research article on schizophrenia that (1) was agnostic with respect to the continuum/categorical distinction, (2) attested to a continuum view, or (3) attested to a categorical view. Correlational analyses demonstrated that greater endorsement of continuum beliefs predicted less stigma. Experimental analyses demonstrated that the continuum intervention had no effect on stigma. The continuum intervention increased participants’ feelings of anxiety/threat, measured via self-report and a lexical decision task. These findings might usefully inform the design of stigma reduction programming centered on continuum beliefs

Word Activation Forces Map Word Networks

Words associate with each other in a manner of intricate clusters^1-3^. Yet the brain capably encodes the complex relations into workable networks^4-7^ such that the onset of a word in the brain automatically and selectively activates its associates, facilitating language understanding and generation^8-10^. One believes that the activation strength from one word to another forges and accounts for the latent structures of the word networks. This implies that mapping the word networks from brains to computers^11,12^, which is necessary for various purposes^1,2,13-15^, may be achieved through modeling the activation strengths. However, although a lot of investigations on word activation effects have been carried out^8-10,16-20^, modeling the activation strengths remains open. Consequently, huge labor is required to do the mappings^11,12^. Here we show that our found word activation forces, statistically defined by a formula in the same form of the universal gravitation, capture essential information on the word networks, leading to a superior approach to the mappings. The approach compatibly encodes syntactical and semantic information into sparse coding directed networks, comprehensively highlights the features of individual words. We find that based on the directed networks, sensible word clusters and hierarchies can be efficiently discovered. Our striking results strongly suggest that the word activation forces might reveal the encoding of word networks in the brain