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Abduction, Belief and Context in Dialogue
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- Language is always generated and interpreted in a certain context, and the semantic, syntactic, and lexical properties of linguistic expressions reflect this. Interactive language understanding systems, such as language-based dialogue systems, therefore have to apply contextual information to interpret their inputs and to generate appropriate outputs, but are in practice very poor at this. This book contains a number of studies in Computational Pragmatics, the newly emerging field of study of how contextual information can be effectively brought to bear in language understanding and generation. The various chapters center around the conceptual, formal and computational modeling of context in general, of the relevant beliefs of dialogue participants in particular, and of the reasoning that may be applied to relate linguistic phenomena to aspects of the dialogue context. <br />These issues are discussed both from a theoretical point of view and in relation to their roles in prototypical language understanding systems.<br />
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![image of Abhandlung über die bedeutsamen Verhaltensweisen der Sprache. [Tractatus de Modis significandi.]](/images/covers/9789027275721.png "image of Abhandlung über die bedeutsamen Verhaltensweisen der Sprache. [Tractatus de Modis significandi.]")
Abhandlung über die bedeutsamen Verhaltensweisen der Sprache. [Tractatus de Modis significandi.]
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- Der lange dem Duns Scotus zugeschriebene Traktat des Thomas von Erfurt wird hier erstmals in einer deutschen Übersetzung vorgestellt. Er gilt als der abschließende Höhepunkt der spekulativen Grammatik, einer der gewichtigsten Ausformungen der spätmittelalterlichen Sprachtheorie. Von Bedeutung dürfte dieser Text aber nicht nur für Mediävisten sein. Daî der Traktat auch in neueren sprachtheoretischen Ansätzen eine zentrale Rolle spielt, zeigt seine Wiederentdeckung durch Charles S. Peirce, Martin Heidegger oder den Strukturalisten Roman Jakobson. Übersetzung und Einleitung verstehen sich deshalb nicht nur als eine Verständnishilfe für den Traktat, sondern auch als ein Hinweis auf seinen historischen wie systematischen Grundlagencharakter.<br />Grundlagencharakter hat hier vor allem Thomas’ Theorie von einer grammatischen Bedeutsamkeit der Sprache. Danach finden sich in allen Sprachen dieselben grammatischen Formen und Funktionen und können insofern universal als die bedeutsamen Verhaltensweisen »der« Sprache (<i>modi significandi</i>) beschrieben werden. Freilich ist dies die Sicht eines mittelalterlichen Universalismus, der einem heutigen Sprachverständnis kaum mehr Stand hält. Von daher liegt die wirkliche Herausforderung des Traktats, die nicht nur bei den Zeitgenossen für heftige Abwehrreaktionen sorgte, sondern die auch heute nichts von ihrer Provokanz eingebüßt hat, in seiner Einsicht, daß die grammatischen Formen eine prinzipiell andere Bedeutungsstruktur besitzen als das lexikalische Inventar einer Sprache. Mit der Herausarbeitung einer solchen grammatischen Signifikationsstruktur bietet der Traktat einen äußerst lehrreichen Einblick in die Genese dessen, was mittlerweile unter dem Schlagwort der »Semantik von Formen« eine facttenreiche Wirkung entfaltet hat.
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Above and Beyond the Segments
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- <i>Above and Beyond the Segments</i> presents a unique collection of experimental linguistic and phonetic research. Mainly, it deals with the experimental approach to prosodic, and more specifically melodic, aspects of speech. But it also treats segmental phonetics and phonology, second language learning, semantics and related topics. <br />Apart from European languages and dialects (including Dutch, English, Greek, Danish, and dialects from Italy and The Netherlands) there also are chapters on regions as widespread as China, Russia, South Africa, South Sudan, and Surinam. These all testify the enormous diversity of language and speech in the world. <br />This book is of special interest to linguists working on prosodic aspects of speech in general and to those studying non-Western languages in particular.
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The Abstraction Engine
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- The main thesis of this book is that abstraction, far from being confined to higher forms of cognition, language and logical reasoning, has actually been a major driving force throughout the evolution of creatures with brains. It is manifest in emotive as well as rational thought. Wending its way through the various facets of abstraction, the book attempts to clarify – and relate – the often confusing meanings of the word ‘abstract’ that one may encounter even within the same discipline. The unusual synoptic approach, which draws upon research in psychology, neural network theory, child language acquisition, philosophy and consciousness studies, as well as a variety of linguistic disciplines, cannot be compared directly to other books on the market that touch upon just one particular aspect of abstraction. It is aimed at a wide readership – anyone interested in the nature of abstraction and the cognitive processing and purpose behind it. (series A)
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Academic and Professional Discourse Genres in Spanish
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- This volume offers a description and a deep examination of discourse genres across four disciplines (Psychology, Social Work, Industrial Chemistry, and Construction Engineering), in academic and professional settings. The study is based on one of the largest available corpus on disciplinary written discourse in Spanish (PUCV-2006 Corpus of Spanish containing almost 60 million words). Twelve chapters range from the theoretical guiding principles of the research in terms of genre conception, the detailed description of each corpus (academic and professional), computational analysis from multi-dimensional perspectives, and the qualitative analysis of two specialized genres (<i>University Textbook</i> and <i>Disciplinary Text</i>) in terms of their rhetorical macro-moves and moves. Theoretically speaking, a multi-dimensional perspective (social, linguistic and cognitive) is emphasized and special attention to the cognitive nature of discourse genres is supported.
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Academic Voices
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- This book explores how the voices of authors and other researchers are manifested in academic discourse, and how the author handles the polyphonic interaction between these various parties. It represents a unique study of academic discourse in that it takes a doubly contrastive approach, focusing on the two factors of discipline and language at the same time. It is based on a large electronic corpus of 450 research articles from three disciplines (economics, linguistics and medicine) in three languages (English, French and Norwegian). The book investigates whether disciplines and languages may be said to represent different cultures with regard to person manifestation in the texts. What is being studied is thus cultural identities as tendencies in linguistic practices. For the majority of the features focused on (e.g. metatext and bibliographical references), the discipline factor turns out to contribute more strongly to the variation observed than the language factor. However, for some of the features (e.g. pronouns and negation), the language factor is also quite strong.<br />Additional background information on the investigations reported in this book can be found at <a href="www.uib.no/kiap/">www.uib.no/kiap/</a>.
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Academic Writing
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- Writing is crucial to the academic world. It is the main mode of communication among scientists and scholars and also a means for students for obtaining their degrees. The papers in this volume highlight the intercultural, generic and textual complexities of academic writing. Comparisons are made between various traditions of academic writing in different cultures and contexts and the studies combine linguistic analyses with analyses of the social settings in which academic writing takes place and is acquired. The common denominator for the papers is writing in English and attention is given to native-English writers’ and non-native writers’ problems in different disciplines. The articles in the book introduce a variety of methodological approaches for analyses and search for better teaching methods and ways of improving the syllabi of writing curricula. The book as a whole illustrates how linguists strive for new research methods and practical applications in applied linguistics.
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Accessibility and Acceptability in Technical Manuals
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- <i>Accessibility and Acceptability in Technical Manuals</i> is written for an audience with a general interest in readability studies, linguistics and technical writing. With the main emphasis on technical manuals the book is primarily targeted at those who have a special interest in the design and use of utility texts and how these texts are received and understood by a multifaceted audience. Accessibility is not a new research area and many explanations have been offered over the past years as to why non-experts often have difficulties in comprehending texts written by technological experts. This book offers a new approach to accessibility studies by exploring not only style, but also attitudes to style, by asking text consumers which style they prefer for different parts of the manual. A key role is played by the Systemic Functional Linguistics' notion of grammatical metaphor, a stylistic choice that is commonly used in technical literature. Grammatical metaphor — although apparently obstructing the comprehension process of some readers — is a common element in the preferred style that separates the ‘insiders’ from the ‘outsiders’. An explanation of this rather surprising result is offered by resorting to Critical Discourse Analysis.
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The Aconceptual Mind
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- According to Heidegger, naturalistic thinking is naive and unable to deal with its own essence and limitations. It can only serve the veiled interests of modern Western technology in its inherent inclination to attain global dominance. But these eight thematically intertwined essays face Heidegger’s critique of naturalistic thinking habits. The author develops a holistic and antirealistic version of naturalism. This ‘holistic naturalism’ does not approach nature as a set of entities or things which can be used for technological purposes. Instead, nature is approached as human experience which originally lacks conceptual structure and which can therefore not be fully controlled by a rational subject. (Series A)
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Acquisition and Development of Hebrew
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- The volume addresses developing knowledge and use of Hebrew from the dual perspective of typologically specific factors and of shared cross-linguistic trends, aimed at providing an overview of acquisition in a single language from infancy to adolescence while also shedding light on key issues in the field as a whole. Essentially non-partisan in approach, the collection includes distinct approaches to language and language acquisition (formal-universalist, pragmatic-usage based, cognitive-constructivist) and deals with a range of topics not often addressed within a single volume (phonological perception and production, inflectional and derivational morphology, simple-clause structure and complex syntax, early and later literacy, writing systems), with data deriving from varied research methodologies (interactive conversations and extended discourse, adult input and child output, longitudinal and cross-sectional corpora, structured elicitations). Each chapter provides background information on Hebrew-specific facets of the topic of concern, but typically avoids ethno-centricity by relating to more general issues in the domain. The book should thus prove interesting and instructive for linguists, psychologists, and educators, and for members of the child language research community both within and beyond the confines of Hebrew-language expertise.
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Acquisition in Interlanguage Pragmatics
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- <i>Acquisition in Interlanguage Pragmatics</i> provides readers with a much-needed insight into the development of pragmatic competence, an area of research long neglected in interlanguage pragmatics. The longitudinal investigation which provides the basic material for this book consists of a corpus of requests, offers and refusals of offers elicited from Irish learners of German over a ten-month study abroad period using production questionnaires and a variety of metapragmatic instruments. The analysis focuses on developments in these learners’ knowledge of discourse structure, pragmatic routines and internal modification. Findings present valuable information pertaining to the process of acquisition of pragmatic competence. They also point to the favourable but imperfect nature of the study abroad context for the development of pragmatic competence. A comprehensive discussion of theoretical and methodological issues, an in-depth analysis and an extensive bibliography make this book of interest to both researchers and students in interlanguage pragmatics, cross-cultural pragmatics, German as a foreign language and study abroad research.
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The Acquisition of French as a Second Language
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Within the field of second language acquisition, interest in the acquisition of French as a second language has a long-standing tradition, especially in the European context. The aim of this book is to offer a synthesis of current research within this area. It contains contributions from different researchers in the field, including studies on the acquisition of grammar, formulaic language, lexis and pragmatic devices, and covering interlanguage development from beginner level up to very advanced, presumably near-native levels of proficiency. The learners in the studies reported in the volume represent different L1 backgrounds and age groups. The chapters shed light on current issues in research on second language acquisition from different theoretical perspectives, and contribute to a better understanding of L2 French and SLA in general. The volume should be of interest for students, teachers and researchers of L2 French and SLA.
Originally published in Language, Interaction and Acquisition 3:1 (2012)
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The Acquisition of Inflection in Q’anjob’al Maya
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- Most studies on the acquisition of verbal inflection have examined languages with a single verb suffix. This book offers a study on the acquisition of verb inflections in Q’anjob’al Maya. Q’anjob’al has separate inflections for aspect, subject and object agreement, and status suffixes. The subject and object inflections display a split ergative pattern. The subjects of intransitive verbs with aspect markers take absolutive markers, whereas the subjects of aspectless intransitive verbs take ergative markers. The acquisition of three types of clauses is explored in detail (imperatives, indicatives, and aspectless complements). The data come from longitudinal spontaneous speech of three monolingual Q’anjob’al children aged 1;8–3;5. This book contributes unique data to the debate on the acquisition of finite and non-finite verbs as well as adding to our understanding of the acquisition of split ergative patterns. The book is of interest to researchers and students working on linguistics and language acquisition.
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The Acquisition of Italian
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- A major contribution to the study of language acquisition and language development inspired by theoretical linguistics has been made by research on the acquisition of Italian syntax. This book offers an updated overview of results from theory-driven experimental and corpus-based research on the acquisition of Italian in different modes (monolingual, early and late L2, SLI, etc.), as well as exploring possible developments for future research. The book focuses on experimental studies which address research questions generated by linguistic theory, providing a detailed illustration of the fruitful interaction between linguistic theorizing and developmental studies. The authors are leading figures in theoretical linguistics and language acquisition; their own work is featured in the research presented here. Students and advanced researchers will benefit from the systematic review offered by this book and the critical assessment of the field that it provides.
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The Acquisition of L2 Mandarin Prosody
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- This book examines the acquisition of L2 Mandarin prosody, a less explored area in SLA. While acknowledging that tone acquisition is one of the most important aspects in acquiring L2 Mandarin phonology, the book demonstrates that phrase- and utterance-level prosody is equally important. Specifically, this book discusses the acquisition of Mandarin lexical tones and utterance-level prosody, the interaction of tones and intonation, the acquisition of Tone 3 sandhis, the temporal differences between L1 and L2 Mandarin discourse, and the relationship between intelligibility, comprehensibility and foreign accent perception in L2 Chinese. In addition, a whole chapter is exclusively devoted to the pedagogy of L2 Mandarin prosody. Studies in this book further our understanding of speech prosody in L1 and L2 and showcase the interesting interaction of phonetics, phonology, and pedagogy in SLA. This book will be of great interest to SLA researchers and graduate students, applied linguists, Chinese linguists, and Chinese practitioners.
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The Acquisition of Reference
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- Referring to entities is one of the key functions of language; learning to understand and use the relevant referential expressions is one of children’s major linguistic achievements. The 13 chapters of this volume bring together a wealth of information on the acquisition of referential processes in infants, pre-schoolers and school-age children drawing on data from more than 25 languages ranging from Italian to Inuktitut, and from Norwegian to Turkish. This book presents the state-of-the-art of corpus and experimental research on the acquisition of reference. The breadth of aspects of referential acquisition will make the volume appealing to a wide audience of researchers, including linguists and psycholinguists working on phonological, morpho-syntactic, and discourse-pragmatic aspects of language development. The cross-linguistic perspective adopted by several of the contributors will be of particular interest to researchers investigating the relevance of typological differences. The state-of-the-art approach makes the research accessible to specialist and non-specialist researchers alike, and will provide an invaluable resource for graduate-level courses.
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The Acquisition of Spanish in Understudied Language Pairings
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- By examining the acquisition of Spanish in combination with languages other than English (Arabic, Basque, Catalan, Chinese, Dutch, Farsi, French, German, Nahuatl, Quechua, Portuguese, Swedish, Turkish), this volume advances novel data pertinent to the field’s understanding of acquisition of Spanish in the XXI century. Its crosslinguistic nature invites us to reconsider major theoretical questions such as the role of L1 transfer, linguistic typology, and onset of acquisition from a fresh perspective, and to question the validity of the traditional parameter (re)setting perspective taken in SLA. Additionally, this volume underscores the necessity of providing accurate descriptions of the language pairings investigated, emphasizing the interconnection between linguistic and SLA theory, and pushing us to a more atomic view of the system in which features and feature bundles mapped onto lexical items comprise the skeleton of language. This volume is of great relevance for researchers and students of SLA alike.
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The Acquisition of the Present
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- This is the first edited volume that tackles the acquisition of the present (tense, aspect, temporality), an under-researched area, particularly compared to the acquisition of past temporality. The first two chapters focus on the L1 acquisition of English from the perspective of the Aspect hypothesis and the Verb-Island hypothesis Wang & Shirai) and the L1 acquisition of French from the perspective of the zero-tense hypothesis (Demirdache & Lungu). The remaining chapters tackle the L2 acquisition of English (Liszka, Al-Thubaiti, Vraciu), French (Ayoun, Saillard), Spanish (Gabriele et al.), Russian (Martelle) and Japanese (Shirai & Li) by learners of different L1s (French, English, Arabic, Chinese and Korean), testing various semantic and syntactic hypotheses. The last chapter presents a summary of the findings, and offers a few conclusions as well as broad directions for future research.
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The Acquisition of Turkish in Childhood
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- The Acquisition of Turkish in Childhood presents recent research on the nature of language acquisition by typically and atypically developing monolingual and bilingual Turkish-speaking children. The book summarises the most recent research findings on the acquisition of Turkish in childhood, with a focus on (i) the acquisition of phonology, morphology, syntax and semantics, (ii) the acquisition of discourse skills, (iii) literacy development and (iv) atypical vs. typical development. The book also provides the reader with a unique perspective on cross-learner comparative research on the acquisition of Turkish, demonstrating how similar issues can be investigated in a range of various acquisition contexts. By grouping together the recent research on the acquisition of Turkish within a single volume, this book provides a unique opportunity for readers to review the general developmental tendencies and the most prominent hypotheses put forward by scholars.
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Acting Out Participant Examples in the Classroom
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- This volume explores a relational pattern that occurs during one type of speech event — classroom “participant examples.” A participant example describes, as an example of something, an event that includes at least one person also participating in the conversation. Participants with a role in the example have two relevant identities — as a student or teacher in the classroom, and as a character in whatever event is described as the example. This study reports that in some cases speakers not only discuss, but also <i>act out</i> the roles assigned to them in participant examples. That is, speakers <i>do</i>, with each other, what they are talking about as the content of the example. Participants act as if events described as the example provide a script for their interaction. Drawing on linguistic pragmatics and interactional sociolinguistics, the author describes the linguistic mechanisms that speakers use to act out participant examples. He focuses on the role of deictics, and personal pronouns in particular, in establishing and organizing relationships. The volume also presents a new methodological technique — “deictic mapping” — that can be used to uncover interactional organization in all sorts of speech events. Drawing on the philosophy and sociology of education, the volume discusses the social and educational implications of enacted participant examples. Educational theorists generally find participant examples to be <i>cognitively</i> useful, as devices to help students understand pedagogical content. But enacted participant examples have systematic relational consequences as well. The volume presents and discusses enacted participant examples that have clear, and sometimes undesirable, social consequences. It also discusses how we might adjust educational theory and practice, given the relational implications of classroom participant examples.
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