Linguistic and conceptual structures in the Beaver (Athapascan) mental lexicon. A study of body part terms and emotion expressions.

Diese Arbeit befasst sich mit den Strukturen im mentalen Lexikon des Beaver (Athabaskisch). Dabei werden zwei Ziele verfolgt: zum einen sollen Körperteilbezeichnungen und deren Verwendung v.a. zum Ausdruck von Emotionen untersucht werden. Zum anderen wird hier der aktuelle theoretische Überbau diskutiert und kritisiert. So wird die Konzeptuelle Metapher Theorie (v.a. Lakoff) sowie konzeptuelle Netzwerke nach Langacker angewandt und dort modifiziert, wo die Daten alternative Analyseansätze fordern. Hierbei werden, wenn möglich, metalinguistische Aussagen der Sprecher als relevante Daten hinzugezogen, um einen tieferen Einblick in die Konzepte zu erhalten, da diese direkt kaum zugänglich sind. Grundlagen für die Beschreibung der sprachlichen und konzeptuellen Formen sind "embodiment" und Konventionalisierung in Zusammenhang mit soziokulturellen und somit sprach-individuellen Aspekten. Als "Ergebnisse" dieser Prozesse entstehen polyseme Lexeme, die über diverse Strategien Bedeutungsextensionen erfahren haben. Diese werden hier in semantischen und konzeptuellen Netzwerken dargestellt, um die Verbindungen und konzeptuellen Distanzen zwischen den Lesarten nachzuvollziehen. Diverse Körperteilbezeichnungen werden hier detailiert dargestellt und in ihren vielfältigen Verwendungen analysiert. Ebenso werden die Emotionsausdrücke, welche Körperteilbezeichnungen beinhalten, in ihren Bedeutungen und Verwendungen beschrieben und mit Hilfe der Sprecheraussagen analysiert. Dabei wird deutlich, dass konzeptuelle Strukturen nicht immer in vollem Ausmaß für die Sprecher zugänglich sind, gewisse Verbindungen von Bedeutungen jedoch aufgrund ihrer lexikalischen Teile von den Sprechern nachvollzogen werden können. Dabei wird deutlich, dass die Konzeptuelle Metapher Theorie nicht für alle sprachlichen Formen als Erklärungsansatz herangezogen werden kann, da nicht jeder figurative Konstruktion auf eine konzeptuelle Metapher zurückzuführen ist bzw. da die in nicht prototypischer Bedeutung verwendeten Konzepte nicht immer auf zwei unabhängigen Domänen beruhen. Diese Arbeit leistet auf der einen Seite einen wichtigen Beitrag zur Beschreibung und zum Verständnis Athabaskischer Sprachen. Auf der anderen Seite wird die Diskussion innerhalb der kognitiven Linguistik, genauer im Bereich der Konzeptuellen Metapher und figurativen Sprache, mit neuen Daten gespeist und kritisch weiter angeregt

Participant positioning and the Positioning of Participatory Pronouns in the academic lecture

Through a research approach of emergence applied to a corpus of academic letures, I developed a theory to explicate the referents of a class of frequently used pronouns (I, you, and we), which I term the Participatory Pronouns. My theory of the Positioning of Participatory Pronouns resolves the main practical concern of the research participants, which is to place their utterances in contexts for authoritative, intellectually sound, and socially relevant interpretation. At the theoretical level, my theory is a specification of Relevance Theory and resolves disparate previous analyses of pronouns. Overall, my work provides a new paradigm for how referents are retrieved, the language function of these referents, the discourse strategies of the speakers, and what these reveal about academic lectures. Through analysis of seven thousand pronouns from twenty-three university-level, introductory science lectures, my findings emerged from the data as the best explanation for the usage of the participatory pronouns I, we, and you. These pronouns occur frequently in the academic lecture and help to create social and spatial contexts for interpretation. Member-checking interviews and additional tests of validity and reliability verified the limits and generalizability of my findings. The academic lecture is a principal locus of engagement between students and professors. The main concern of the professors in their lecture is how to position their speech in contexts for interpretation so that their message is intellectually sound, socially relevant, and authoritative. My concept of participant positioning analyzes the way speakers and listeners place speech in a social and physical context for interpretation. The Positioning of Participatory Pronouns theory explains the associated language functions of juggling, categorical referents, economy, and interchangeability while also accounting for the discourse strategies of extending, exampling, and staturing. Here I explicate the conditions for the occurrence of economy, categorical referents, and interchangeability, which have been noted but not resolved in previous research. My research goes beyond all extant explanations of pronominal reference offering the concept of referent juggling, accounting for switching between several referents designated by the same pronominal form, as well as discourse strategies that are essential to academia

An investigation into figurative language in the ‘LOLITA' NLP system

The classical and folk theory view on metaphor and figurative language assumes that metaphor is a rare occurrence, restricted to the realms of poetry and rhetoric. Recent results have, however, unarguably shown that figurative language of various complexity exhibits great systematicity and is pervasive in everyday language and texts. If the ubiquity of figurative language cannot be disputed, however, any natural language processing (NLP) system aiming at processing text beyond a restricted scope has to be able to deal with figurative language. This is particularly true if the processing is to be based on deep techniques, where a deep analysis of the input is performed. The LOLITA NLP system employs deep techniques and, therefore, must be capable of dealing with figurative input. The task of natural language (NL) generation is affected by the naturalness of figurative language, too. For if metaphors are frequent and natural, NL generation not capable of handling figurative language will seem restricted and its output unnatural. This thesis describes the work undertaken to examine the options for extending the LOLITA system in the direction of figurative language processing and the results of this project. The work critically examines previous approaches and their contribution to the field, before outlining a solution which follows the principles of natural language engineering

A multifactorial study of the uses of may and can in French-English interlanguage

This study contributes to the understanding of how language learners make use of a second language, specifically how French English learners make use of the English modals may and can. The study is based on the assumptions that (i) acquiring a new language is a cognitively demanding task which requires the acquirer to identify [a] large amount of co-occurrence data, that (ii) those data are probabilistic in nature rather than absolute, and (iii) that semantic differences are particularly hard to discern and learn as they are not oxplicably noticeable. This study applies Divjak and Grie's (2008) behavioural Profile approach to semantic analysis to a corpus of native and learner English and native French in order to offer a fine-grained quantitative investigation of the co-occurrence patterns of may and can in both English varieties. It shows not only that may and can can be characterised and differentiated on the basis of their co-occurrence patterns, but also that such co-occurrence patterns vary systematically in native English and French-English interlanguage. This finding is supported by monofactorial and multifactorial statistical results indicating that (i) the meanings and the functions of may and can in both English varieties are correlated with the distributions of formal elements within their contexts of occurrence and (ii) that the uses of may and can activate different linguistic levels simultaneously. Generally, these results suggest that the grammatical context of the forms' occurrences presents processing constraints that influence and ultimately characterise learners' choices of may and can. More specifically, the study identifies six grammatical components that systematically trigger the use of may and can in a non-native fashion. Overall, the study shows that (i) it is possible to predict learner language on the basis of corpus-based and psychologically-informed hypotheses on the processing and the acquisition of lexical items of second language learners