Polysemy and brevity versus frequency in language

The pioneering research of G. K. Zipf on the relationship between word frequency and other word features led to the formulation of various linguistic laws. The most popular is Zipf's law for word frequencies. Here we focus on two laws that have been studied less intensively: the meaning-frequency law, i.e. the tendency of more frequent words to be more polysemous, and the law of abbreviation, i.e. the tendency of more frequent words to be shorter. In a previous work, we tested the robustness of these Zipfian laws for English, roughly measuring word length in number of characters and distinguishing adult from child speech. In the present article, we extend our study to other languages (Dutch and Spanish) and introduce two additional measures of length: syllabic length and phonemic length. Our correlation analysis indicates that both the meaning-frequency law and the law of abbreviation hold overall in all the analyzed languages

First verbs : On the way to mini-paradigms

This 18th issue of ZAS-Papers in Linguistics consists of papers on the development of verb acquisition in 9 languages from the very early stages up to the onset of paradigm construction. Each of the 10 papers deals with first-Ianguage developmental processes in one or two children studied via longitudinal data. The languages involved are French, Spanish, Russian, Croatian, Lithuanien, Finnish, English and German. For German two different varieties are examined, one from Berlin and one from Vienna. All papers are based on presentations at the workshop 'Early verbs: On the way to mini-paradigms' held at the ZAS (Berlin) on the 30./31. of September 2000. This workshop brought to a close the first phase of cooperation between two projects on language acquisition which has started in October 1999: a) the project on "Syntaktische Konsequenzen des Morphologieerwerbs" at the ZAS (Berlin) headed by Juergen Weissenborn and Ewald Lang, and financially supported by the Deutsche Forschungsgemeinschaft, and b) the international "Crosslinguistic Project on Pre- and Protomorphology in Language Acquisition" coordinated by Wolfgang U. Dressler in behalf of the Austrian Academy of Sciences

The polysemy of the Spanish verb sentir: a behavioral profile analysis

This study investigates the intricate polysemy of the Spanish perception verb sentir (‘feel’) which, analogous to the more-studied visual perception verbs ver (‘see’) and mirar (‘look’), also displays an ample gamut of semantic uses in various syntactic environments. The investigation is based on a corpus-based behavioral profile (BP) analysis. Besides its methodological merits as a quantitative, systematic and verifiable approach to the study of meaning and to polysemy in particular, the BP analysis offers qualitative usage-based evidence for cognitive linguistic theorizing. With regard to the polysemy of sentir, the following questions were addressed: (1) What is the prototype of each cluster of senses? (2) How are the different senses structured: how many senses should be distinguished – i.e. which senses cluster together and which senses should be kept separately? (3) Which senses are more related to each other and which are highly distinguishable? (4) What morphosyntactic variables make them more or less distinguishable? The results show that two significant meaning clusters can be distinguished, which coincide with the division between the middle voice uses (sentirse) and the other uses (sentir). Within these clusters, a number of meaningful subclusters emerge, which seem to coincide largely with the more general semantic categories of physical, cognitive and emotional perception

Effect of verb argument structure on picture naming in children with and without specific language impairment (SLI)

Background: This study investigated verb argument structure effects in children with specific language impairment (SLI). Aims: A picture-naming paradigm was used to compare the response times and naming accuracy for nouns and verbs with differing argument structure between Spanish-speaking children with and without language impairment. Methods & Procedures: Twenty-four children with SLI (ages 5;3-8;2 [years;months]), 24 age-matched controls (ages 5;3-8;2), 24 MLU-w controls (ages 3;3-7;1 years), and 31 adults participated in a picture-naming study. Outcomes & Results: The results show all groups produced more correct responses and were faster for nouns than all verbs together. As regards verb type accuracy, there were no differences between groups in naming one-argument verbs. However, for both two- and three-argument verbs, children with SLI were less accurate than adults and age-matched controls, but similar to the MLU-matched controls. For verb type latency, children with SLI were slower than both the agematched controls and adults for one- and two-argument verbs, while no differences were found in three-argument verbs. No differences were found between children with SLI and MLU-matched controls for any verb type. Conclusions & Implications: It has been shown that the naming of verbs is delayed in Spanish children with SLI. It is suggested that children with SLI may have problems encoding semantic representations

The Power of Poetic Praxis in the Literature of Pat Mora and Ana Castillo

Chicana literary work is predominantly characterized by poetry. Lyrical poetic phrases are interwoven into Chicanas’ short stories, novels, theoretical, and critical essays. Why poetry? What is distinct about poetry as a literary genre or the process of writing poetry that facilitates Chicanas’ self-expression? Various Chicana writers refer to the process of writing poetry as essential to the (trans)formation of identity and society. Poetry allows Chicanas to transform their own identities and to re-define the contours of the world by creating a new or distinct reality from which to act. Collectively, Chicana writers produce a corpus of literary work that is characterized by the commingling of poetry, theory, and criticism. In this article I illustrate that these three phenomena are inextricably linked and that theoretical and critical essays written by and about Chicanas often grow out of and through their more creative, poetic literary work. My analysis focuses primarily on two Chicana authors, Pat Mora and Ana Castillo, and examines how their poetry exemplifies and contextualizes some of their abstract claims and critical theories, as well as how the blending of poetry, theory, and criticism functions as a powerful tool to create socio-political change both in the academy and beyond

The use of the passive voice by Native and Non- Native English Speakers

Traballo Fin de Grao en Lingua e Literatura Inglesas. Curso 2018-2019The aim of this dissertation is to investigate how non-native speakers of English use the English passive construction. The objective is to compare EFL speakers of two completely different languages (Spanish and German) with the English native speakers. The first part will be devoted to exploring the basic uses of the passive and how is constructed. This part will be more theoretical and it will broadly describe the passive in the three languages mentioned above. Moreover, the topic will be extended by revising other studies on the use of the passive by EFL learners. The second part will be practical and corpus-based in order to analyse different data in the three groups of speakers. It will analyse similarities and differences among the three groups, focusing especially on quantitative comparisons between native and non-native speakers (i.e. focusing not only on questions of misuse, but also on overuse and underuse). These data will be used with the intention of answering the following questions: 1. Is the passive used by non-native speakers as frequently as it is by native ones? 2. If there any differences, does the learners’ L1 matter

Enlightened Romanticism: Mary Gartside’s colour theory in the age of Moses Harris, Goethe and George Field

The aim of this paper is to evaluate the work of Mary Gartside, a British female colour theorist, active in London between 1781 and 1808. She published three books between 1805 and 1808. In chronological and intellectual terms Gartside can cautiously be regarded an exemplary link between Moses Harris, who published a short but important theory of colour in the second half of the eighteenth century, and J.W. von Goethe’s highly influential Zur Farbenlehre, published in Germany in 1810. Gartside’s colour theory was published privately under the disguise of a traditional water colouring manual, illustrated with stunning abstract colour blots (see example above). Until well into the twentieth century, she remained the only woman known to have published a theory of colour. In contrast to Goethe and other colour theorists in the late 18th and early 19th century Gartside was less inclined to follow the anti-Newtonian attitudes of the Romantic movement

Directional adposition use in English, Swedish and Finnish

Directional adpositions such as to the left of describe where a Figure is in relation to a Ground. English and Swedish directional adpositions refer to the location of a Figure in relation to a Ground, whether both are static or in motion. In contrast, the Finnish directional adpositions edellä (in front of) and jäljessä (behind) solely describe the location of a moving Figure in relation to a moving Ground (Nikanne, 2003). When using directional adpositions, a frame of reference must be assumed for interpreting the meaning of directional adpositions. For example, the meaning of to the left of in English can be based on a relative (speaker or listener based) reference frame or an intrinsic (object based) reference frame (Levinson, 1996). When a Figure and a Ground are both in motion, it is possible for a Figure to be described as being behind or in front of the Ground, even if neither have intrinsic features. As shown by Walker (in preparation), there are good reasons to assume that in the latter case a motion based reference frame is involved. This means that if Finnish speakers would use edellä (in front of) and jäljessä (behind) more frequently in situations where both the Figure and Ground are in motion, a difference in reference frame use between Finnish on one hand and English and Swedish on the other could be expected. We asked native English, Swedish and Finnish speakers’ to select adpositions from a language specific list to describe the location of a Figure relative to a Ground when both were shown to be moving on a computer screen. We were interested in any differences between Finnish, English and Swedish speakers. All languages showed a predominant use of directional spatial adpositions referring to the lexical concepts TO THE LEFT OF, TO THE RIGHT OF, ABOVE and BELOW. There were no differences between the languages in directional adpositions use or reference frame use, including reference frame use based on motion. We conclude that despite differences in the grammars of the languages involved, and potential differences in reference frame system use, the three languages investigated encode Figure location in relation to Ground location in a similar way when both are in motion. Levinson, S. C. (1996). Frames of reference and Molyneux’s question: Crosslingiuistic evidence. In P. Bloom, M.A. Peterson, L. Nadel & M.F. Garrett (Eds.) Language and Space (pp.109-170). Massachusetts: MIT Press. Nikanne, U. (2003). How Finnish postpositions see the axis system. In E. van der Zee & J. Slack (Eds.), Representing direction in language and space. Oxford, UK: Oxford University Press. Walker, C. (in preparation). Motion encoding in language, the use of spatial locatives in a motion context. Unpublished doctoral dissertation, University of Lincoln, Lincoln. United Kingdo

Cappadocian in the social media era

Until very recently, Cappadocian Greek seemed to have disappeared without a trace. Linguists and dialectologists even believed it had become extinct altogether. However, one Cappadocian variety, Mišótika, is still spoken in some villages and towns in the decentralized administrations of Macedonia and Thrace, Epirus and Western Macedonia, and Thessaly and Central Greece. The dialect is undergoing attrition under the growing pressure of Standard Modern Greek and its regional varieties and is actually being re-Hellenized. Even the oldest speakers make free use of Greek instead of Misiótika words and expressions and attrition is noticeable in at the phonological, morphological and syntactic levels. As a result, there are now many semi- or even would-be speakers whose speech is located somewhere on a continuum from Mišótika with Standard or Regional Modern Greek elements in it to Standard or Regional Modern Greek with Mišótika elements in it - in both cases mostly words and phrases. Over the past ten years, we have witnessed a growing interest in Mišótika as a marker of (Mišótika) Cappadocian identity. Speakers feel more confident to speak their language in public, for instance at the annual Gavoustima, where theatrical plays in Mišótika are now regularly performed by the syllogos of Néo Agionéri (to the amusement and also to bewilderment of the audience). Remarkably and very fortunately, Mišótika is now also used in the Social Media. I will concentrate here on Facebook, especially on the page called Έναρξη Διδασκαλίας Εκµάθησης Μυστιώτικου Ιδιώµατος ( group 470281169768316 on FB). The title is identical with the subtitle of Thomas Fates’ book Χ͜ιογός α ας χαρίσ̌’, which is some sort of “Teach Yourself Mišótika” and in which, interestingly, a special orthography for Mišótika has been developed. I will discuss the kind of information found on the FB page: questions, questionnaires, explanations of words and short phrases, folktales and other short stories, audio & video clips etc. Particular attention will be paid to the problems of using the Greek alphabet to write Mišótika in relation to the ongoing phonological attrition and also to the insecurity when it comes to interpretation linguistic phenomena in Mišótika