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1
McCloskey, James. "The grammar of autonomy in Irish." Natural Language & Linguistic Theory 25, no. 4 (November 2007): 825–57. http://dx.doi.org/10.1007/s11049-007-9028-7.
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Lightfoot, David. "Grammars for people." Journal of Linguistics 31, no. 2 (September 1995): 393–99. http://dx.doi.org/10.1017/s0022226700015656.
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TWO VIEWS OF GRAMMARFor many years, many people have used the term ‘grammar’ to indicate something which represents an individual's mature linguistic capacity and which arises in the mind/brain of that individual on exposure to some relevant childhood experience. The grammar interacts with other aspects of a person's mental make-up, in a modular conception of mind. Different experiences may give rise to different grammars in different individuals, but it is a plausible initial assumption that grammars arise in everybody in the same way, subject to the same principles, parameters and learning constraints, which are common to the species. This is a biological view of grammars. Countless questions arise about these grammars, about their internal properties, about how they are represented in brains, about how they emerge in young children. Under this view there is no grammar of English, rather various grammars which exist in the minds of English speakers; grammars hold of people and not of languages. Let us distinguish terminology from reality here: proponents of the biological view of grammars sometimes use ‘the grammar of French’ to refer to the grammars of French speakers in a kind of shorthand which abstracts away from individual variation. This usage may have been misleading but, as noted in Lightfoot (1991, henceforth HSP, 162), it is comparable to references to the French liver, the American brain, or the Irish wit; nobody believes that there is such an entity but sometimes it is a convenient abstraction.
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Nolan, Brian. "Word Order Alignment in Three-Argument Constructions of Irish." Roczniki Humanistyczne 69, no. 11 Zeszyt specjalny (2021): 149–69. http://dx.doi.org/10.18290/rh216911-8s.
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This study examines the ordering of the actor (A), theme (T) and recipient (R) arguments in three-argument clauses, the prepositional ditransitive constructions of Irish. The ordering of the A, T and R arguments in three-argument clauses is an area where linguistic complexity is manifest in the Irish grammar. Across languages, the factors which influence word order adjustments, from a basic word order of A-T-R, are known to include iconicity, information structure and topicalisation, the distinction between given and new information, the effects of the various referential hierarchies, and syntactic weight. We show that some, but not all, of these apply to the Irish data. Under certain conditions, the word order of these Irish three-argument clauses changes in a different alignment. Specifically, if the T is an accusative pronoun then the word order alignment changes and consequently the T occurs after the R in clause final position, yielding an A R-T word order. We argue that post-positioning of the theme PN is due to the alignment effects that can be explained by reference to the nominal and person hierarchies, and their intersection with the principle of syntactic weight. The Irish grammar seems to be disposed to place the accusative object PN T in clause final position in word order, adding an imposed salience. We characterise the effects of the nominal and person hierarchies, and syntactic weight, on word order within these constructions. We use elements of the functional model of Role and Reference Grammar in this characterisation. These word alignment effects raise important questions of the distribution of linguistic complexity across the grammar of Irish, and the interfaces between semantics, and syntax, as well as information structure.
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Rodríguez-Gil, María E. "Lowth’s Legacy in Teaching English to Foreigners." Historiographia Linguistica 39, no. 1 (March 22, 2012): 27–42. http://dx.doi.org/10.1075/hl.39.1.03rod.
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Summary This article sheds light on the influence exerted by Robert Lowth’s (1787–1710) English grammar (1762) overseas in the teaching of English as a foreign language, and more particularly, on the work of the Irish friar Thomas Connelly (1728–1800), author of the most popular English grammar for Spaniards published in Spain in 1784. After setting the context for both the life and work of this author, it examines the similarities in content and wording between Connelly and Lowth’s English grammars through a comparison of selected passages occurring in both works. This analysis will help us determine to what extent Connelly relied on Lowth and how faithful he was to his source.
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Eska, Joseph F., and Inge Genee. "Sentential Complementation in a Functional Grammar of Irish." Language 76, no. 3 (September 2000): 734. http://dx.doi.org/10.2307/417165.
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Doyle, Aidan. "Sentential complementation in a functional grammar of Irish." Lingua 109, no. 1 (August 1999): 69–72. http://dx.doi.org/10.1016/s0024-3841(99)00008-x.
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McCafferty, Kevin. "Victories fastened in grammar: historical documentation of Irish English." English Today 27, no. 2 (June 2011): 17–24. http://dx.doi.org/10.1017/s0266078411000162.
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In ‘Murdering the language’ Moya Cannon imagines Ireland as a shore washed over by human tides. Each invasion added fresh layers to landscape, community and language, until:[…] we spoke our book of invasions –an unruly wash of Victorian pedantry,Cromwellian English, Scots,the jetsam and the beached bones of Irish –a grammarian's nightmare. (Cannon, 2007: 88)
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BLYN-LADREW, ROSLYN. "Basic Irish: A Grammar and Workbook. by STENSON, NANCY." Modern Language Journal 94, no. 4 (November 22, 2010): 694–95. http://dx.doi.org/10.1111/j.1540-4781.2010.01122.x.
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Filppula, Markku. "The Grammar of Irish English: Language in Hibernian Style." Seanchas Ardmhacha: Journal of the Armagh Diocesan Historical Society 18, no. 1 (1999): 306. http://dx.doi.org/10.2307/29742738.
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Nolan, Brian. "Dynamicity in the construal of complex events in Irish English and Modern Irish." English Text Construction 9, no. 1 (June 20, 2016): 165–89. http://dx.doi.org/10.1075/etc.9.1.09nol.
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In this study we take an ‘above the clause’ perspective on the conceptualisation of complex events of Irish English and Modern Irish within a functional Role and Reference Grammar perspective, using corpus based data. Functional models of language generally assume some layered structure of the clause, the noun phrase and the word. (Nolan 2012a, 2012b; Van Valin 2005). While excellent work has heretofore been achieved at clause level, the description of important linguistic phenomena above the clause has often been somewhat neglected. In this regard, a central part of the grammar of every human language is the encoding of events and their participants in a clause. This motivates an ‘above the clause’ perspective to characterise the balance between uniformity of encoding and variability in encoding within and across languages. In the functional-cognitive paradigm, form and meaning are not separated into self-contained components. Instead, syntactic structures of varying degrees of complexity and abstraction are paired with their corresponding semantic structures. We argue that the interaction of semantic relations with the hierarchy of clausal linkage is at the strongest pole with the semantic relations covering phase and modifying subevents. We also argue that light verb constructions are formed pre-syntactically in the lexicon using and defend this by applying certain criteria as a diagnostic. The function of light verbs in these constructions is to modulate the realisation of event and sub-event semantics into syntax. We provide evidence of the dynamicity in conceptualising a complex event, considered as complex predication across constructions, in Irish English and Modern Irish.
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Wodtko, D. S. "MCCONE, K.: A First Old Irish Grammar and Reader including an Introduction to Middle Irish." Kratylos 53, no. 1 (2008): 229. http://dx.doi.org/10.29091/kratylos/2008/1/49.
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GOODLUCK, HELEN, EITHNE GUILFOYLE, and SÍLE HARRINGTON. "Merge and binding in child relative clauses: the case of Irish." Journal of Linguistics 42, no. 3 (October 13, 2006): 629–61. http://dx.doi.org/10.1017/s002222670600421x.
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This study investigates whether children learning Irish as a first language show a preference for one or other of the two mechanisms for relative clause formation used in the adult language (movement and binding), and what details of the grammar of Irish relative clauses children are sensitive to. Our results suggest that Irish-speaking children have acquired both a movement and a binding mechanism for relativization by age five, and that they additionally have a non-movement mechanism for forming subject relatives, one that is not licensed in adult Irish. The data is discussed in the context of other studies of relativization in child language, cross-linguistic evidence and the computation of binding structures in language production and processing.
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Ó Raghallaigh, Brian, Michal Boleslav Měchura, Aengus Ó Fionnagáin, and Sophie Osborne. "Developing the Gaois Linguistic Database of Irish-language Surnames." Names 69, no. 1 (February 15, 2021): 10–19. http://dx.doi.org/10.5195/names.2021.2251.
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It is now commonplace to see surnames written in the Irish language in Ireland, yet there is no online resource for checking the standard spelling and grammar of Irish-language surnames. We propose a data structure for handling Irish-language surnames which comprises bilingual (Irish–English) clusters of surname forms. We present the first open, data-driven linguistic database of common Irish-language surnames, containing 664 surname clusters, and a method for deriving Irish-language inflected forms. Unlike other Irish surname dictionaries, our aim is not to list variants or explain origins, but rather to provide standard Irish-language surname forms via the web for use in the educational, cultural, and public spheres, as well as in the library and information sciences. The database can be queried via a web application, and the dataset is available to download under an open licence. The web application uses a comprehensive list of surname forms for query expansion. We envisage the database being applied to name authority control in Irish libraries to provide for bilingual access points.
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Nic Fhlannchadha, Siobhán, and Tina M. Hickey. "Where Are the Goalposts? Generational Change in the Use of Grammatical Gender in Irish." Languages 6, no. 1 (February 22, 2021): 33. http://dx.doi.org/10.3390/languages6010033.
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The Irish language is an indigenous minority language undergoing accelerated convergence with English against a backdrop of declining intergenerational transmission, universal bilingualism, and exposure to large numbers of L2 speakers. Recent studies indicate that the interaction of complex morphosyntax and variable levels of consistent input result in some aspects of Irish grammar having a long trajectory of acquisition or not being fully acquired. Indeed, for the small group of children who are L1 speakers of Irish, identifying which “end point” of this trajectory is appropriate against which to assess these children’s acquisition of Irish is difficult. In this study, data were collected from 135 proficient adult speakers and 306 children (aged 6–13 years) living in Irish-speaking (Gaeltacht) communities, using specially designed measures of grammatical gender. The results show that both quality and quantity of input appear to impact on acquisition of this aspect of Irish morphosyntax: even the children acquiring Irish in homes where Irish is the dominant language showed poor performance on tests of grammatical gender marking, and the adult performance on these tests indicate that children in Irish-speaking communities are likely to be exposed to input showing significant grammatical variability in Irish gender marking. The implications of these results will be discussed in terms of language convergence, and the need for intensive support for mother-tongue speakers of Irish.
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Ní Dhiorbháin, Aisling, and Pádraig Ó Duibhir. "An explicit-inductive approach to grammar in Irish-medium immersion schools." Language Awareness 26, no. 1 (December 14, 2016): 3–24. http://dx.doi.org/10.1080/09658416.2016.1261870.
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Simon, Annette. "Levels of motivation and confidence among first year university learners." TEANGA, the Journal of the Irish Association for Applied Linguistics 23 (July 16, 2019): 45–57. http://dx.doi.org/10.35903/teanga.v23i0.139.
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This paper explores some motivational aspects of foreign language grammar learning. Subjects are Irish first-year university students of German with five years’ previous language learning experience. Findings are presented with regard to learners’ reaction to a dedicated grammar class which was designed in order to assist students in the transition from a primarily memory-based approach to language learning to a cognitive-analytical approach. Two cross-sectional sets of investigations were conducted, one at the beginning of the first semester and the other at the end of the second semester, in which both qualitative and quantitative elicitation instruments (interviews and questionnaires) were used. Results for the questionnaires and the follow-up interviews conducted at the end of semester two of year one reveal that learners reacted positively to the grammar programme and that confidence levels with regard to German grammar learning and usage had increased.
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Ó Duibhir, Pádraig, Aisling Ní Dhiorbháin, and Jude Cosgrove. "An inductive approach to grammar teaching in Grade 5 & 6 Irish immersion classes." Journal of Immersion and Content-Based Language Education 4, no. 1 (March 3, 2016): 33–58. http://dx.doi.org/10.1075/jicb.4.1.02dui.
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This article describes quantitative findings from a mixed-methods exploratory study of the effectiveness of an explicit-inductive approach to grammar teaching in improving the linguistic accuracy of Grade 5 and 6 (n=274) students in 12 Irish immersion classes. A series of form-focused materials were designed to explicitly draw learners’ attention to the use of the genitive case in Irish over a four-week period. Students engaged in collaborative meta-talk when uncovering rule-based knowledge and they recorded explicit grammatical knowledge in a reflective language-learning journal. Results from a pre-test, post-test, delayed post-test design showed a highly statistically significant increase in the mean achievement of pupils from pre- to post-test, with a levelling off at delayed post-test. Interestingly, students’ increases in achievement were not dependent on initial student competency. This study points to the potential effectiveness of a social-constructivist explicit-inductive approach to improve the linguistic accuracy of students in immersion programmes.
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Agbayani, Brian, and Chris Golston. "Phonological constituents and their movement in Latin." Phonology 33, no. 1 (May 2016): 1–42. http://dx.doi.org/10.1017/s0952675716000026.
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We document a fronting process in Latin that is difficult to model as syntactic movement but fairly easy to model as phonological movement. Movement with similar properties has been observed elsewhere in Classical Greek, Russian, Irish and Japanese; we suggest that the Latin movement is of the same type and takes place in the phonological component of the grammar, following the mapping from syntactic to prosodic structure.
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Hoare, Rachel. "Developing the proficient language learner: motivation, strategies, and the learning experience of Irish learners of French in a university setting." TEANGA, the Journal of the Irish Association for Applied Linguistics 22 (July 17, 2019): 28–52. http://dx.doi.org/10.35903/teanga.v22i0.151.
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The purpose of this study is to simultaneously examine the relationships between motivation for learning French, preferences for class activities, language learning strategies, and language proficiency for a cohort of first-year Irish university undergraduate students of French. More specifically, it examines these relationships with reference to the attitudes of the learners towards, and their motivation for, learning French grammar. The research was stimulated by both practical and theoretical concerns.
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Bonness, Dania Jovanna. "The Northern Subject Rule in the Irish diaspora." English World-Wide 38, no. 2 (September 19, 2017): 125–52. http://dx.doi.org/10.1075/eww.38.2.01bon.
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Abstract This article examines the Northern Subject Rule in the Irish diaspora, studying letters from two generations of an Ulster emigrant family in 19th-century New Zealand. The study shows that the concord pattern frequently used by the parent generation almost completely disappeared in the language of their New Zealand-born children. The results suggest that the children skipped the stage of “extreme variability” that is claimed to be characteristic of the language of the first colony-born immigrants in the new-dialect formation framework (Trudgill 2004). This study aims to contribute to work on early New Zealand English grammar (e.g. Hundt 2012, 2015a, 2015b; Hundt and Szmrecsanyi 2012) and it adds new insights into the formation of New Zealand English. It, furthermore, contributes to research on dialect contact between Irish English and other colonial varieties of English as well as new-dialect formation.
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Vorontsova, Inna A., Svetlana B. Barushkova, and Elena E. Petrova. "Linguocultural markers of text." Verhnevolzhski Philological Bulletin 2, no. 25 (2021): 170–79. http://dx.doi.org/10.20323/2499-9679-2021-2-25-170-179.
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The aim of the research is to provide a comprehensive linguocultural characteristic of a folk tale. The research is based on the material of the Irish Fairy and Folk Tales tale anthology, compiled and edited by W. B. Yeats. The research results allow for a suggestion that linguocultural markers are to be found on both ideologic-compositional and speech levels of a text. Thus, the motives of Christian morality form the basis for reciprocal altruism which is the conceptual entity of Irish folk tales. The tale structure is often linear and consists of a short introduction, the main part and the climax turning into a short sharp denouement. Irish folk tales are often a metaphor for the rite of passage. The didactic function of tales consists in demonstrating the possibilities of sin purge through their recognition and repentance. Tales also set social rules and norms. Culture-specific language units encountered in the texts of Irish folk tales belong to different levels of the English language system. The phonetic level reveals such features as metathesis, final consonant reduction, imitation of aspiration, alliteration, wordplay based on homophony, etc. They imitate a peculiar Irish accent and exert some vernacular effect. The lexical level is represented by culture-bound vocabulary including ethnographical terms, anthroponyms and geographical names, both real and invented, various kinds of borrowings from Irish Gaeilge,quotations etc. Some cultural features are exhibited in grammar and text rhythm, chiefly through the use of specific verb forms of Irish English as well as certain correlations of repetition-based rhythmic devices – polysyndeton, diacope, anaphora, epizeuxis, symploce etc. The study of linguocultural text markers gives a comprehensive idea of intra- and extralinguistic characteristics of the tale.
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Carnie, Andrew. "Two Types of Non-Verbal Predication in Modern Irish." Canadian Journal of Linguistics/Revue canadienne de linguistique 42, no. 1-2 (June 1997): 57–73. http://dx.doi.org/10.1017/s0008413100016820.
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The number of copular constructions found with non-verbal predicates in Universal Grammar has recently been a matter of some controversy. Traditional theories have claimed that there are two constructions: an equative—with two argument NPs—and predicative—with a single argument and a non-verbal predicate. Recently this bifurcation has been challenged by authors who claim that equative constructions show asymmetries similar to those found in predicatives, and that these asymmetries are due to a simple subject/predicate distinction. They claim that there is a single predicative copular construction in natural language. In this article, syntactic evidence for the traditional semantic division between equatives and predicatives is provided. It is shown that in Modern Irish, there are two word orders corresponding to the equative/predicative split and these two have distinct syntactic and semantic properties. Further, it is also shown that the asymmetries used to argue for a single copular construction are due to simple structural conditions rather than a subject/predicate split.
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Corrigan, Karen P. "Grammatical variation in Irish English." English Today 27, no. 2 (June 2011): 39–46. http://dx.doi.org/10.1017/s0266078411000198.
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Irish English (IrE) was initially learned as a second language as a result of the successive colonizations of Ireland by speakers of English and Scots dialects that began in the Middle Ages and reached a peak during what is termed ‘The Plantation Period’ of Irish history. The scheme persuaded English and Scottish settlers to colonize the island of Ireland, hailing from urban centres like London as well as more rural areas like Norfolk and Galloway. This intensive colonization process created the possibility that a novel type of English could emerge. This new variety is characterized by: (i) innovative forms; (ii) the incorporation of features drawn from Irish, the indigenous language prior to colonization, and (iii) other characteristics caused by the mixing of Irish with the regional Scots and English vernaculars of the new settlers. Interestingly (and not uncommonly when migratory movements of these kinds arise), modern varieties of IrE still retain this mixed heritage. Moreover, the colonization is preserved culturally – particularly in the north of Ireland – by ethnic divisions between the descendants of the migrant and indigenous populations. Thus, Catholics, who reflect the latter group, celebrate events like ‘St Patrick's Day’ while their Protestant neighbours commemorate ‘The Glorious Twelfth’ each July, celebrating the day in 1690 when King William III's victory at the Battle of the Boyne ensured the ultimate success of the Plantation scheme in which their forefathers participated. The linguistic consequences of this contact permeate all aspects of the speech used within these communities (accent, grammar and vocabulary). Moreover, some of the grammatical features that are the focus of this article have travelled to regions that have been intensively settled by Irish migrants. Hence, these features also have important implications for the study of transported dialects, which has recently become very topical and is the focus of a new strand of research in English variation studies typified by the publication of Hickey (ed. 2004).
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Dorian, Nancy C. "Purism vs. compromise in language revitalization and language revival." Language in Society 23, no. 4 (September 1994): 479–94. http://dx.doi.org/10.1017/s0047404500018169.
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ABSTRACTConservative attitudes toward loanwords and toward change in grammar often hamper efforts to revitalize endangered languages (Tiwi, Australia); and incompatible conservatisms can separate educated revitalizers, interested in historicity, from remaining speakers interested in locally authentic idiomaticity (Irish). Native-speaker conservatism is likely to constitute a barrier to coinage (Gaelic, Scotland), and unrealistically severe older-speaker purism can discourage younger speakers where education in a minority language is unavailable (Nahuatl, Mexico). Even in the case of a once entirely extinct language, rival authenticities can prove a severe problem (the Cornish revival movement in Britain). Evidence from obsolescent Arvanitika (Greece), from Pennsylvania German (US), and from Irish in Northern Ireland (the successful Shaw's Road community in Belfast) suggests that structural compromise may enhance survival chances; and the case of English in the post-Norman period indicates that restructuring by intense language contact can leave a language both viable and versatile, with full potential for future expansion. (Revival, purism, attitudes, norms, endangered languages, minority languages, contact)
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Nolan, Brian. "Complex predicates and light verb constructions in Modern Irish." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 27, no. 1 (August 8, 2014): 140–67. http://dx.doi.org/10.1075/resla.27.1.06nol.
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This paper characterises complex predicates and light verb constructions in Modern Irish. Light verbs are attested in many of the world’s languages (Alsina, Bresnan & Sells, 2001; Butt, 1995, 2003). Cross linguistically, there appears to be a common class of verbs involved in these constructions and generally there is agreement that light verbs contribute to the formation of complex predicates. Light verbs seem have a non-light or ‘heavy’ verb counterpart. In this paper we discuss the light verb constructions (LVC) as found in modern Irish and how they form complex predicates. We claim that the light verb (LV) encodes the event process initiation (or cause) and the matrix verb indicates the bounded component or result. In light verb constructions, the matrix verb appears in Modern Irish syntax as a verbal-noun form. The function of light verbs in these constructions is to modulate the event and sub-event semantics. We distinguish between auxiliary verbs constructions (AVC) and those constructions involving complex predicated and light verbs (Aikhenvald & Dixon, 2006; Anderson, 2006). We provide evidence based on an analysis of Irish data that shows how aspect and argument structure considerations are resolved for the complex predicate within the light verb construction via the linking system between semantics and syntax. We motivate a functional account, based on Role and Reference Grammar (Nolan, 2012; Nolan & Diedrichsen, 2013; Van Valin, 2005; Van Valin & LaPolla, 1997), that appeals to the analysis of complex predicates within a consideration of the layered structure of the clause.
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Rolle, Nicholas. "Against phonologically-optimizing suppletive allomorphy (POSA) in Irish, Tiene, Katu, and Konni." Acta Linguistica Academica 68, no. 1-2 (July 24, 2021): 103–38. http://dx.doi.org/10.1556/2062.2021.00459.
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AbstractSuppletive allomorphs may be conditioned based on their phonological environment. When the allomorphy distribution is phonologically natural, this has motivated theoretical models supporting phonologically-optimizing suppletive allomorphy (POSA), whereby the phonological grammar selects the suppletive allomorph whose output is least marked. This paper re-examines four cases argued to support POSA in Irish, Tiene, Katu, and Konni, and for each provides counter-arguments against this position. In contrast to POSA, I assert that the most straightforward analysis is to formalize the conditioning phonological environment via subcategorization frames, and that the burden of proof falls on proponents of POSA to show otherwise. Subcategorization correctly predicts that subcategorized phonological material is the only phonological material which suppletion can be sensitive to. [An appendix is provided which argues against POSA in another language, Udihe, and instead posits a single underlying form with gradient representations.]
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Braber, Natalie. "Language variation in the West Midlands." English Today 31, no. 2 (May 28, 2015): 59–60. http://dx.doi.org/10.1017/s0266078414000583.
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West Midlands English: Birmingham and The Black Country forms part of the series Dialects of English which has so far included volumes on varieties such as: Urban North-Eastern English, Hong Kong English, Newfoundland and Labrador English, Irish English, Indian English, New Zealand English, Singapore English and Northern and Insular Scots. As such, it follows the general format of the series which covers the history and geography of a region, chapters on phonetics and phonology, grammar, lexis and a survey of previous works and bibliography. This contribution to the series follows this same general format and makes it applicable to the West Midlands region of the UK.
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Kreischer, Kim-Sue. "The relation and function of discourses: a corpus-cognitive analysis of the Irish abortion debate." Corpora 14, no. 1 (April 2019): 105–30. http://dx.doi.org/10.3366/cor.2019.0163.
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Collocation analysis has proved useful in identifying discourses in media texts about people, events and situations. While corpus methods can tell us about the existence and frequency of discourses, they are unable to give insight into the function they play in a text. I argue that we can illuminate how discourses are conceptualised and used argumentatively in relation to other discourses by drawing on cognitive linguistics. Such discourse relations form the basis of ideologies and argumentative viewpoints. In this paper, I use a corpus–cognitive approach, employing collocational analysis and the ‘trajector/landmark’ alignment from Cognitive Grammar ( Langacker, 1987 , 1991 , 2008 ) to analyse the discourses of the concept words mother, woman and church in the Irish debate on abortion access after the death of Savita Halappanavar in 2012. This reveals relational and functional differences between the discourses of these three words (e.g., the discourses voiced about a mother differ when texts also concern the Church). I argue that the use of a corpus–cognitive approach reflects language in use and allows us to see how related discourses function to create ideological viewpoints.
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Welby, Pauline, Máire Ní Chiosáin, and Brian Ó Raghallaigh. "Total eclipse of the heart? The production of eclipsis in two speaking styles of Irish." Journal of the International Phonetic Association 47, no. 2 (December 21, 2016): 125–53. http://dx.doi.org/10.1017/s0025100316000311.
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We examined the production of the Irish initial mutation eclipsis in two speaking styles. In initial mutation phenomena, a word appears with a different initial sound depending on the lexical or morphosyntactic environment (e.g.croí[kɾɣi] ‘(a) heart’ (radical form), (a)chroí[xɾɣi] ‘(his) heart/darling’ (séimhiú-lenition form), and (a)gcroí[ɡɾɣi] ‘their heart/darling’ (eclipsis form)). The goals of the study were:(i)to examine whether there are acoustic differences between the initial consonants of radical word forms (e.g. [ɡ] ofgruig‘(a) frown/scowl’) and the corresponding consonants of eclipsis forms (e.g. [ɡ] ofgcroí), as has been found for similar phenomena in other languages;(ii)to examine variability in the patterns of initial mutation in the speech of present-day speakers of Irish.Our analyses offer limited evidence that there may be phonetic differences between radical and corresponding eclipsis consonants, but the current data do not allow us to rule out alternative explanations. The realization of initial mutations in semi-spontaneous speech differed dramatically both from that of read speech and from the expectations of the traditional grammar. The results suggest that the realization of eclipsis and other initial mutations may be style- or register-dependent. We also found some evidence that it may vary by consonant type, in part due to phonological frequency patterns of the language.
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Mestel, Leon, and Bernard E. J. Pagel. "William Hunter McCrea. 13 December 1904 — 25 April 1999." Biographical Memoirs of Fellows of the Royal Society 53 (January 2007): 223–36. http://dx.doi.org/10.1098/rsbm.2007.0005.
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Sir William Hunter (‘Bill’) McCrea (1904–99), astrophysicist and relativist, was born on 13 December 1904 in Dublin, the elder son and eldest child of Robert Hunter McCrea (1877–1956), a schoolmaster, and Margaret née Hutton (1879–1962). His parents, of Irish stock, were brought up as strict nonconformists, but by the age of 18 years, while at Cambridge, Bill had become a confirmed Anglican, a faith he retained all his life. By 1907 the family had moved to Chesterfield, Derbyshire, where Bill attended first the Central (elementary) School and then the Grammar School, from which he won an entrance scholarship in mathematics to Trinity College, Cambridge. He read for the Mathematics Tripos, becoming a Wrangler in 1926. He specialized in those branches of mathematical physics that were stimulating exciting research at Cambridge, and after graduating he began research as one of the many pupils of R. H. (later Sir Ralph) Fowler FRS (to whom he paid warm tribute on his centenary in 1989).
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Ní Dhiorbháin, Aisling. "Tionchar an Teagaisc Fhollasaigh ar Ghnóthachtáil Mac Léinn ar Struchtúir Éagsúla sa Ghaeilge." TEANGA, the Journal of the Irish Association for Applied Linguistics 25 (November 19, 2018): 99–120. http://dx.doi.org/10.35903/teanga.v25i0.55.
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Cuirfear síos ag tús an ailt, ar anailís earráidí a rinneadh ar earráidí coitianta sa Ghaeilge scríofa a bhí ag grúpa bunmhúinteoirí faoi oiliúint (n=80). Ag eascairt ón anailís ar earráidí, roghnaíodh ceithre spriocstruchtúr: na huimhreacha, an aidiacht shealbhach, na réamhfhocail shimplí is cúis le séimhiú ar chonsan agus an t-ainm briathartha d’idirghabháil foirm-dhírithe. Cuireadh cur chuige déaduchtach i bhfeidhm le dhá ghrúpa, agus cuireadh cur chuige ionduchtach-follasach i bhfeidhm le dhá ghrúpa (n=60), ar feadh caoga nóiméad sa tseachtain, thar thréimhse d’ocht seachtaine. Rinneadh iniúchadh sa staidéar seo, ar éifeachtacht an teagaisc fhollasaigh ar ghnóthachtáil na múinteoirí faoi oiliúint (n=60) ar na ceithre spriocstruchtúr. Fiosraíodh ach go háirithe, cé acu cur chuige follasach ab éifeachtaí, cur chuige déaduchtach nó cur chuige ionduchtach-follasach, le forbairt a dhéanamh ar léireolas na mac léinn ar na struchtúir.
Cuireadh triail ghramadaí ar na mic léinn ag Céim a hAon (roimh an idirghabháil); ag Céim a Dó (díreach i ndiaidh na hidirghabhála); agus ag Céim a Trí (seacht seachtaine i ndiaidh na hidirghabhála). Léiríodh difríocht shuntasach le tomhas mór éifeachta i ngnóthachtáil na mac léinn ar na ceithre struchtúr, ó Céim a hAon go Céim a Dó, gan ach titim bheag sna torthaí ag Céim a Trí, leis an dá chur chuige follasacha. Tháinig sé chun solais sa taighde gur tháinig feabhas ní ba mhó ar struchtúir áirithe i ndiaidh an teagaisc fhollasaigh, agus gurbh é struchtúr an ainm bhriathartha an struchtúr ba dhúshlánaí as na ceithre struchtúr do na mic léinn. Tugadh le fios gur chothaigh giniúint an eolais fhógraigh dúshlán ar leith do na múinteoirí faoi oiliúint. Tugann torthaí na hanailíse earráidí léargas suimiúil ar na hearráidí ba choitianta sa Ghaeilge scríofa a bhí ag grúpa amháin bunmhúinteoirí faoi oiliúint. Tá sé mar aidhm ag an bpáipéar túsphlé a spreagadh ar eolas gramadúil bunmhúinteoirí faoi oiliúint agus ar theagasc na gramadaí sna hinstitiúidí oideachais.
Results from an error analysis of common errors in written Irish from a sample of student primary school teachers (n=80) are presented at the beginning of the paper. Arising from the analysis four target structures: numbers, the possessive adjective, simple prepositions which lenite consonants and the verbal noun clause, were selected for a form-focused intervention. A deductive approach was implemented with two groups, and an explicit-inductive approach was implemented with two groups (n=60), for fifty minutes per week, over an eight week period. This study examined the effectiveness of explicit grammar teaching on the student primary teachers’ achievement on the four target structures. The study investigated in particular, which explicit approach, a deductive or an explicit-inductive approach, would be most effective in developing the students’ explicit knowledge of target forms.
An Irish grammar test was administered to students at Time One (before the intervention); at Time Two (immediately following the intervention); and at Time Three (seven weeks after the intervention). Results revealed a significant difference, with a large effect size, in student achievement on the four target structures from Time One to Time Two, with a slight decrease in scores at Time Three, for both explicit approaches. The study showed that student achievement increased more on particular structures, as a result of the explicit teaching, and that the verbal noun clause was the most challenging of the four structures for the students. Results also indicated that the production of declarative knowledge posed a significant challenge for the student teachers. Results from the error analysis provide an interesting insight into the common grammatical errors in written Irish, of one sample of student primary teachers. It is intended that this paper will initiate dialogue about the grammatical knowledge of student primary teachers and the teaching of grammar in Institutes of Education.
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Plank, Frans. "Greenlandic in comparison." Historiographia Linguistica 17, no. 3 (January 1, 1990): 309–38. http://dx.doi.org/10.1075/hl.17.3.04pla.
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Summary The first descriptive grammar of Greenlandic Eskimo was published in 1760 by Paul Egede, continuing the work of his father, Hans, and his missionary collaborator, Albert Top. Curiously, however, the comparative study of Greenlandic had already been inaugurated in 1745, when Marcus Wöldike (1699–1750), professor of theology at the University of Copenhagen, read a remarkable paper to the Kiøbenhavnske Selskab af Lœrdoms of Videnskabers Elskere, published next year in the proceedings of that Society. Based on information obtained from the Egedes, Wöldike presented a grammar of Greenlandic in summary form and compared Greenlandic to about two dozen other languages on some sixty phonological, morphological, and syntactic criteria. As it turned out, Greenlandic was rather similar to Hungarian, sharing with it a great many features (especially such as Hungarian did not share with European languages such as Icelandic, Norwegian, Danish, English, German, Irish, Welsh, Breton, Latin, Italian, French, Ancient Greek, and Slavonic) and showing preciously few differences. American languages, represented by Tupi, Carib, Huron, Natick, and Algonkin, were found to differ considerably from Greenlandic; and Hebrew, Arabic, and Turkish did not much better. Lapp and Finnish came out as close structural relatives of Hungarian – which amounted to the first published demonstration of the Finno-Ugric hypothesis, antedating Saj-novics’s of 1770 and Gyarmathi’s of 1799. For Wöldike the large-scale agreements especially between Greenlandic and Hungarian were no inexplicable chance coincidences. The explanation he suggested was not typological, drawing on necessary correlations of the structural features shared, but historical. Rather than positing a common Ursprache, as was and continued to be the fashion, however, he invoked diffusion within a Sprachbund, localized, somewhat vaguely, in Tartary, from where the Greenlanders and Hungarians (and Lapps and Finns too) had supposedly migrated to their present habitats.
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VENNEMANN, THEO. "Celtic influence in English? Yes and No." English Language and Linguistics 13, no. 2 (July 2009): 309–34. http://dx.doi.org/10.1017/s1360674309003049.
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Compared to German Ja and Nein, English Yes and No are used less frequently, and often in combination with short sentences consisting of a pronoun and an auxiliary or modal verb: Yes I will; No I won't. When such a short sentence is used, Yes and No may be omitted: I will; I won't; I do; I don't; He can; They certainly won't. This difference in usage is established (1) by comparing the marriage vow in German and English, where the officiant's question is answered by Ja in German but by I will or I do in English; (2) by citing material from a practical grammar for German students of English; and (3) by studying the way Shakespeare has his figures answer decision questions, or Yes/No-questions, in comparison with Schlegel's way of rendering their answers in his German translation. Next it is shown that Shakespeare's way, which is essentially the same as modern usage, differs radically from earlier English usage up to Chaucer's Canterbury Tales (1388–1400) and Troilus and Cresseide (1382–6) and the anonymous York Plays (fourteenth century) and Towneley Plays (late fourteenth century), which all reflect the Germanic usage, essentially the same as in German. It is concluded that the modern English usage arose during the two centuries between Chaucer and Shakespeare, as a Late Middle English and Early Modern English innovation. As for the reason why English developed this un-Germanic way of answering decision questions, reference is made to Insular Celtic: decision questions are answered with short sentences in both Irish and Welsh, and this usage is old in both languages. The viability of this contact explanation is underlined by Irish English, where Yes and No are used even less frequently than in Modern Standard English, and short sentences are the normal way of answering decision questions.
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Nakhaei, Bentolhoda. "Register in Samuel Beckett’s Writings in English and French:." TranscUlturAl: A Journal of Translation and Cultural Studies 13, no. 1 (August 19, 2021): 40–48. http://dx.doi.org/10.21992/tc29536.
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Abstract Samuel Beckett, the Irish author and playwright was born in 1906 in County Dublin, Ireland and died in 1989, in Paris, France. From 1929 to 1989, Beckett wrote letters through which his life is depicted. His letters were published in the form of four volumes entitled as follows: volume I: 1929-1940 (published in 2009), volume II: 1941-1956 (published in 2011), volume III: 1957-1965 (published in 2014), and lastly, volume IV: 1966-1989 (published in 2016). These letters were later translated in French by the publishing house of Gallimard between 2014 and 2018. Within a morpho-semantic framework of analysis, one may wonder to what extent there exists stylistic affinities between his letters and his famous tragicomedy entitled Waiting for Godot (published in 1952). In other terms, are there constant, and/or shared stylistic units? To what extent has the register been changed from his letters to his play? How may the vocabulary, punctuation, and grammar differ from the English version of Waiting for Godot to the French version? Do these stylistic changes from English to French affect the notions of 20th-century man in the society in France? By drawing on certain theories of theoreticians in linguistics and translation studies such as Brian T. Fitch, Anthony Uhlmann, and Saeid Rahipour, this research seeks to present a linguistic and translation analysis of Beckett’s register in his four volumes of letters and English, and French versions of his play Waiting for Godot. Hence, this study aims to investigate the extent to which the Irish writer’s register has been differentiated in the corpus under study by the passage of time to suit the stylistic norms of 20th century in France and England.
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Alarcón-Hermosilla, Salvador. "World-switch and mind style in The Barracks: a cognitive approach to ideology." Journal of Literary Semantics 50, no. 1 (April 1, 2021): 43–59. http://dx.doi.org/10.1515/jls-2021-2029.
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Abstract The aim of this paper is to take a close look at John McGahern’s mind style through the language of the heroine Elizabeth Reegan and other characters, in his 1963 novel The Barracks. Specifically, attention will be drawn to how the linguistic choices shape the figurative language to cast the author’s controversial views on the religion-pervaded puritan Irish society that he knew so well. This will be done from two different perspectives. One perspective is through the breast cancer afflicted heroine, who asserts herself as a free thinker and a woman of science, in a society where priests have a strong influence at all social levels, and most women settle for housekeeping. The other is also through Elizabeth, together with other minor characters, who dare question some of the basic well-established ideological assumptions, in a series of examples where the author skilfully raises two parallel dichotomies, namely, FAITH versus REASON, and DARKNESS versus LIGHT. At a linguistic level, the present analysis relies on precepts from Frame Semantics, Conceptual Metaphor Theory, and Cognitive Grammar. These insights prove a most useful method of approach to a narrative text while unearthing the author’s ideological world view.
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Dewaele, Livia, and Jean-Marc Dewaele. "Actual and Self-Perceived Linguistic Proficiency Gains in French during Study Abroad." Languages 6, no. 1 (December 30, 2020): 6. http://dx.doi.org/10.3390/languages6010006.
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The present study focuses on 33 British and Irish students, including non-language specialists and language specialists, who spent their study abroad (SA) period in Francophone countries. Their proficiency in French ranged from lower independent (B1) to advanced level (C2). The analysis of quantitative data collected at the start, in the middle, and at the end of the SA period through an online questionnaire showed that both actual proficiency and self-reported proficiency increased significantly after SA. A closer look at self-reported proficiency in the four skills showed a significant linear increase in speaking and listening, while scores for reading and writing only increased significantly after the mid-way point in the SA period. The same pattern emerged for grammar and vocabulary. Only pronunciation showed no significant change over the SA period. Linking the amount of change in actual proficiency between the start and the end of the SA period to participants’ descriptions of their experience revealed that progress was not always linked to overall positivity of the experience but rather to the development of a strong local French social network. Actual and self-reported proficiency scores were significantly correlated. Participants with lower initial actual proficiency were found to have made the biggest gain during SA.
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Conde-Parrilla, M. Angeles. "A Portrait of the Irish as They Speak: A Hiberno-English Grammar and Glossary in Joyce’s A Portrait of the Artist as a Young Man." James Joyce Quarterly 55, no. 3-4 (2019): 313–31. http://dx.doi.org/10.1353/jjq.2019.0005.
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McLaughlin, M. Christine. "Indexing Irish grammars." Indexer: The International Journal of Indexing: Volume 19, Issue 2 19, no. 2 (October 1, 1994): 93–98. http://dx.doi.org/10.3828/indexer.1994.19.2.4.
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Seven texts used by approximately 20 adults and teenagers in an informal Irish language class were indexed by a class member with intermediate-level proficiency in the language. One cumulative back-of-book index was chosen as the best format to provide access to information in each text while also gathering information on specific subjects scattered throughout the seven books. The special needs of the user group, as well as idiosyncrasies in the texts themselves, were considered. Both qualitative and quantitative methods were used to evaluate the final product.
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Wikander, Ola. "Literary Grammar: The Grammaticalization of the Hebrew Wayyiqṭol in Typological Comparison with the Classical Japanese Kakari-Musubi, the Old Irish Dependent Conjugation, and the Tocharian Gendered 1st Person Singular Pronoun." Scandinavian Journal of the Old Testament 34, no. 1 (January 2, 2020): 89–107. http://dx.doi.org/10.1080/09018328.2020.1801940.
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Nolan, Brian. "Computing the meaning of the assertive speech act by a software agent." Journal of Computer-Assisted Linguistic Research 1, no. 1 (June 26, 2017): 20. http://dx.doi.org/10.4995/jclr.2017.7786.
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This paper examines the nature of the assertive speech act of Irish. We examine the syntactical constructional form of the assertive to identify its constructional signature. We consider the speech act as a construction whose meaning as an utterance depends on the framing situation and context, along with the common ground of the interlocutors. We identify how the assertive speech act is formalised to make it computer tractable for a software agent to compute its meaning, taking into account the contribution of situation, context and a dynamic common ground. Belief, desire and intention play a role in <em>what is meant</em> as against <em>what is said</em>. The nature of knowledge, and how it informs common ground, is explored along with the relationship between knowledge and language. Computing the meaning of a speech act in the situation requires us to consider the level of the interaction of all these dimensions. We argue that the contribution of lexicon and grammar, with the recognition of belief, desire and intentions in the situation type and associated illocutionary force, sociocultural conventions of the interlocutors along with their respective general and cultural knowledge, their common ground and other sources of contextual information are all important for representing meaning in communication. We show that the influence of the situation, context and common ground feeds into the utterance meaning derivation. The ‘<em>what is said’</em> is reflected in the event and its semantics, while the ‘<em>what is meant’</em> is derived at a higher level of abstraction within a situation.
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Picard, Jean-Michel. "Bede and Irish Scholarship: Scientific Treatises and Grammars." ÉRIU 54, no. -1 (January 1, 2004): 139–48. http://dx.doi.org/10.3318/eriu.2004.54.1.139.
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Boisseau, Maryvonne. "Focus on Ireland, edited by Jeffrey Kallen ; Philip Robinson, Ulster-Scots, A Grammar of the Traditional Written and Spoken Language ; Markku Filppula, The Grammar of Irish English ; Language Links, The Languages of Ireland, edited by John M. Kirk and Donall P. Ô Baoill ; Legislation, Literature and Sociolinguistics : Northern Ireland, the Republic of Ireland, and Scotland, edited by John M. Kirk and Donall P. Ô Baoill ; Raymond Hickey, A Source Book for Irish English ; id. Dublin English, Evolution and Change ; The Celtic Englishes TV, The Interface between English and the Celtic Languages, Hildegard L. Tristram (éd.)." Études irlandaises 31, no. 2 (2006): 145–55. http://dx.doi.org/10.3406/irlan.2006.1774.
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Vendramin, Valerija. "The Grammar of Knowledge: A Look at Feminism and Feminist Epistemologies." Šolsko polje XXXI, no. 5-6 (December 31, 2020): 139–46. http://dx.doi.org/10.32320/1581-6044.31(5-6)139-146.
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The aim of the article is to reflect indirectly first on all the contributions in this volume, and second to help fix the present line of thought onto feminist epistemologies. Some postulates of feminist epistemologies are presented. The key question of feminist epistemology as a field of inquiry is defined according to Iris Van Der Tuin (2016) – it involves “the epistemic status of the knowledge produced by privileged and marginalized subjects”, and the reflection about the intersection of knowledge and power. There are ethical and moral implications here: the challenge and responsibility to recognise power relations. If a knowing subject is understood as epistemically inferior, this has a negative effect on how they are understood in non-epistemic contexts (Fricker, 2017). Feminism, in other words, is an epistemological project (Bahovec, 2002).
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Roberts, Brynley F. "The discovery of Old Welsh." Historiographia Linguistica 26, no. 1-2 (September 10, 1999): 1–21. http://dx.doi.org/10.1075/hl.26.1-2.02rob.
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Summary Edward Lhuyd’s (1660–1709) Archaeologia Britannica (Oxford 1707), was intended to be a study of early British history together with copies of some of the original source material The only volume to appear, entitled Glossography, printed glossaries and grammars of the Celtic languages and lists of Irish and Welsh manuscripts, and it set out the principles of phonetic changes and correspondences so that linguistic and written evidence for the relationships of the first (Celtic) inhabitants of the British Isles could be evaluated. The antiquity of the evidence was of prime importance. Lhuyd sought the ‘very ancient’ written sources which would bridge the gap between the post-Roman inscriptions and the medieval Welsh manuscripts which he had seen. Humphrey Wanley (1672–1726), the Old English scholar, drew his attention to the Lichfield gospel book and two Latin manuscripts at the Bodleian Library which contained Welsh glosses and Lhuyd himself discovered the Cambridge Juvencus manuscript. These were the oldest forms of Welsh which he had seen. He analysed the palaeography, the orthography and vocabulary of these witnesses, and although he was not able fully to comprehend these records, he was able to begin to describe the characteristics of the British insular hand and to define some of the features which distinguished Old Welsh from Middle Welsh.
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Wagner, Susanne. "Unstressed periphrastic do — from Southwest England to Newfoundland?" English World-Wide 28, no. 3 (October 30, 2007): 249–78. http://dx.doi.org/10.1075/eww.28.3.03wag.
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This article discusses possible reasons for the (near-)absence of a feature from Newfoundland Vernacular English (NVE) that was present in both of its major donor dialects, namely the varieties of Southwest (SW) England and Ireland. Unstressed periphrastic do, the feature under investigation, is used as a tense carrier and marker of habituality in Southwestern dialects and — in a more restricted context — in Irish English (IrE). Modern NVE shows only traces of periphrastic do. All of these uses are (a) of IrE origin and (b) recessive (cf. e.g. Clarke 2004b: 305). If all settlers had used the feature at the time they emigrated to Newfoundland, it is extremely unlikely that it should have been lost in NVE, one of the most conservative varieties of English, but maintained, at least to a certain extent, in the much less conservative modern varieties of SW English and IrE. This paper suggests possible stages of the life of periphrastic do in Newfoundland. With the help of evidence from literature on SW English dialects from the 19th and 20th centuries, it is argued that it is unlikely that all settlers were do users when arriving in Newfoundland. Moreover, a competing variant, generalized verbal ‑s, a pattern typical of NVE to the present day, existed in some of the settlers’ grammars (both SW English and IrE). It is assumed that periphrastic do, if it ever existed in NVE in those uses typical of SW English dialects, has been eradicated through contact with dialects that either used generalized ‑s or a more standard system.
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Bambrough, Renford. "Invincible Knowledge." Royal Institute of Philosophy Supplement 35 (September 1993): 51–62. http://dx.doi.org/10.1017/s135824610000624x.
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As there is a condition of mind which is characterized by invincible ignorance, so there is another which may be said to be possessed of invincible knowledge; and it would be paradoxical in me to deny to such a mental state the highest quality of religious faith,—I mean certitude. (J. H. Newman, Grammar of Assent, 138–139)‘She's an artist. She keeps saying the same thing without repeating herself. (Iris Murdoch, The Good Apprentice, 66)In being initiated into our life as human beings we are subject to causal influences; guiding, teaching, restraint, compulsion, incentives, rewards, warnings, penalties. Until such influences have achieved their most important work we do not share the human understanding within which there can be ratiocination, evidence, argument. So there is and must be a causal story of how we come to acquire a human understanding; a causal story for the species as a whole and a causal story for each of us; and there is not and could not be any acceptable account, either for the species or for the individual, of how we reasoned or argued our way into our initial and fundamental understanding. I say the same thing without repeating myself if I call such knowledge and understanding invincible. It is not possible to Overthrow it by reasoning any more than it is possible to establish it by reasoning.
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Grimm, Matthias, Hessam Roodaki, Abouzar Eslami, and Nassir Navab. "Automatic intraoperative optical coherence tomography positioning." International Journal of Computer Assisted Radiology and Surgery 15, no. 5 (April 2, 2020): 781–89. http://dx.doi.org/10.1007/s11548-020-02135-w.
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Abstract Purpose Intraoperative optical coherence tomography (iOCT) was recently introduced as a new modality for ophthalmic surgeries. It provides real-time cross-sectional information at a very high resolution. However, properly positioning the scan location during surgery is cumbersome and time-consuming, as a surgeon needs both his hands for surgery. The goal of the present study is to present a method to automatically position an iOCT scan on an anatomy of interest in the context of anterior segment surgeries. Methods First, a voice recognition algorithm using a context-free grammar is used to obtain the desired pose from the surgeon. Then, the limbus circle is detected in the microscope image and the iOCT scan is placed accordingly in the X–Y plane. Next, an iOCT sweep in Z direction is conducted and the scan is placed to centre the topmost structure. Finally, the position is fine-tuned using semantic segmentation and a rule-based system. Results The logic to position the scan location on various anatomies was evaluated on ex vivo porcine eyes (10 eyes for corneal apex and 7 eyes for cornea, sclera and iris). The mean euclidean distances (± standard deviation) was 76.7 (± 59.2) pixels and 0.298 (± 0.229) mm. The mean execution time (± standard deviation) in seconds for the four anatomies was 15 (± 1.2). The scans have a size of 1024 by 1024 pixels. The method was implemented on a Carl Zeiss OPMI LUMERA 700 with RESCAN 700. Conclusion The present study introduces a method to fully automatically position an iOCT scanner. Providing the possibility of changing the OCT scan location via voice commands removes the burden of manual device manipulation from surgeons. This in turn allows them to keep their focus on the surgical task at hand and therefore increase the acceptance of iOCT in the operating room.
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Engesland, Nicolai Egjar. "The intellectual background of the earliest Irish grammar." Journal of Medieval History, September 8, 2021, 1–13. http://dx.doi.org/10.1080/03044181.2021.1972698.
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Legate, Julie Anne. "Noncanonical Passives: A Typology of Voices in an Impoverished Universal Grammar." Annual Review of Linguistics 7, no. 1 (October 16, 2020). http://dx.doi.org/10.1146/annurev-linguistics-031920-114459.
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Noncanonical passives crosslinguistically exhaust the space of possible variation, supporting an approach whereby Universal Grammar is underspecified for the characteristics of voice and the properties of any particular construction are learned through experience. Languages considered include Passamaquoddy and Oji-Cree (Algonquian); Dutch and Icelandic (Germanic); Ukrainian (Slavic); Welsh and Irish (Celtic); Hindi (Indo-Aryan); Acehnese, Indonesian, and Manggarai (Malayo-Polynesian); Sason Arabic (Arabic); Bemba and Kirundi (Bantu); Lithuanian (Baltic); Turkish (Turkic); and Mandarin (Sinitic). Expected final online publication date for the Annual Review of Linguistics, Volume 7 is January 14, 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.
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Leeson, Lorraine Mary, and John Saeed. "Embodiment in Irish Sign Language Passives." TEANGA, the Journal of the Irish Association for Applied Linguistics 11 (September 24, 2020). http://dx.doi.org/10.35903/teanga.v11i.166.
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Taking a cognitive linguistic approach, this paper explores passive constructions in Irish Sign Language (ISL). Adopting Foley & Van Valin’s (1984) concept of ‘macroroles’, we introduce the prototypical passive construction in ISL, a construction that incorporates several elements including a shift in focus from the Actor to the Undergoer, the recruitment of body partitioning, the use of an empty locus for establishment of an unspecified actor/s, and potentially, a body lean which may be coupled with averted eyegaze. We explore the viewpoint shifts that this construction allows signers, which support the cognitive grammar emphasis on the importance of construal. We also introduce a related category of constructions which recruit the signer’s body as a surrogate for unspecified actors. Unlike the prototypical passive, these constructions are less complex in that they do not recruit body partitioning, body leans or averted eyegaze. However, they are interesting because they seem to demand inferential readings where the surrogate represents external actors or, metonymically, institutions. In particular, we discuss the use of the signer’s body to represent an unspecified Actor and consider the role of embodiment as a lynchpin for understanding how passives operate. We present examples from the Signs of Ireland corpus and from the European Commission funded Medisigns project to illustrate these constructions in ISL.