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Zyzik, Eve. "INCOMPLETE ACQUISITION FROM A USAGE-BASED PERSPECTIVE." Studies in Second Language Acquisition 41, no. 2 (May 2019): 279–82. http://dx.doi.org/10.1017/s0272263119000330.
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Gustafsson, Hana. "Capturing EMI teachers’ linguistic needs: a usage-based perspective." International Journal of Bilingual Education and Bilingualism 23, no. 9 (January 17, 2018): 1071–82. http://dx.doi.org/10.1080/13670050.2018.1425367.
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Van Compernolle, Rémi A. "Constructing a Second Language Sociolinguistic Repertoire: A Sociocultural Usage-based Perspective." Applied Linguistics 40, no. 6 (September 8, 2018): 871–93. http://dx.doi.org/10.1093/applin/amy033.
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Abstract This article discusses a sociocultural usage-based perspective on the development of sociolinguistic competence. Previous research has focused on learners’ acquisition and use of alternative ways of ‘saying the same thing’ (i.e. native-like variation) in relation to study abroad, contact with native speakers, and pedagogy. Missing from the literature are studies examining the developmental trajectories of individual learners from a qualitative perspective. This article takes a first step in this direction by documenting the specific lexicogrammatical constructions deployed by one learner of French, Leon, over the course of a 6-week stylistic variation intervention. The findings show that his sociolinguistic repertoire emerged from a single multiword expression, which in combination with Leon’s application of new metalinguistic knowledge and mediation from a teacher expanded to become a more productive schematic template. The research suggests that future work on L2 sociolinguistic development would do well to focus on qualitative accounts of individual developmental trajectories, emphasizing the specific lexicogrammatical constructions learners appropriate, to understand how L2 sociolinguistic repertoires are constructed across time.
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CIENKI, ALAN. "Spoken language usage events." Language and Cognition 7, no. 4 (November 2, 2015): 499–514. http://dx.doi.org/10.1017/langcog.2015.20.
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abstractAs an explicitly usage-based model of language structure (Barlow & Kemmer, 2000), cognitive grammar draws on the notion of ‘usage events’ of language as the starting point from which linguistic units are schematized by language users. To be true to this claim for spoken languages, phenomena such as non-lexical sounds, intonation patterns, and certain uses of gesture should be taken into account to the degree to which they constitute the phonological pole of signs, paired in entrenched ways with conceptual content. Following through on this view of usage events also means realizing the gradable nature of signs. In addition, taking linguistic meaning as consisting of not only conceptual content but also a particular way of construing that content (Langacker, 2008, p. 43), we find that the forms of expression mentioned above play a prominent role in highlighting the ways in which speakers construe what they are talking about, in terms of different degrees of specificity, focusing, prominence, and perspective. Viewed in this way, usage events of spoken language are quite different in nature from those of written language, a point which highlights the need for differentiated accounts of the grammar of these two forms of expression taken by many languages.
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LIEVEN, ELENA. "First language development: a usage-based perspective on past and current research." Journal of Child Language 41, S1 (July 2014): 48–63. http://dx.doi.org/10.1017/s0305000914000282.
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ABSTRACTI first outline three major developments in child language research over the past forty years: the use of computational modelling to reveal the structure of information in the input; the focus on quantifying productivity and abstraction; and developments in the explanation of systematic errors. Next, I turn to what I consider to be major outstanding issues: how the network of constructions builds up and the relationship between social and cognitive development and language learning. Finally, I briefly consider a number of other areas of importance to a psychologically realistic understanding of children's language development.
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Hakimov, Nikolay, and Ad Backus. "Usage-Based Contact Linguistics: Effects of Frequency and Similarity in Language Contact." Journal of Language Contact 13, no. 3 (July 22, 2021): 459–81. http://dx.doi.org/10.1163/19552629-13030009.
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Abstract The influence of usage frequency, and particularly of linguistic similarity on human linguistic behavior and linguistic change in situations of language contact are well documented in contact linguistics literature. However, a theoretical framework capable of unifying the various explanations, which are usually couched in either structuralist, sociolinguistic, or psycholinguistic parlance, is still lacking. In this introductory article we argue that a usage-based approach to language organization and linguistic behavior suits this purpose well and that the study of language contact phenomena will benefit from the adoption of this theoretical perspective. The article sketches an outline of usage-based linguistics, proposes ways to analyze language contact phenomena in this framework, and summarizes the major findings of the individual contributions to the special issue, which not only demonstrate that contact phenomena are usefully studied from the usage-based perspective, but document that taking a usage-based approach reveals new aspects of old phenomena.
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Dorota, Gaskins, Oksana Bailleul, Anne Marie Werner, and Antje Endesfelder Quick. "A Crosslinguistic Study of Child Code-Switching within the Noun Phrase: A Usage-Based Perspective." Languages 6, no. 1 (February 13, 2021): 29. http://dx.doi.org/10.3390/languages6010029.
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This paper aims to investigate whether language use can account for the differences in code-switching within the article-noun phrase in children exposed to English and German, French and Russian, and English and Polish. It investigates two aspects of language use: equivalence and segmentation. Four children’s speech is derived from corpora of naturalistic interactions recorded between the ages of two and three and used as a source of the children’s article-noun phrases. We demonstrate that children’s CS cannot be fully explained by structural equivalence in each two languages: there is CS in French-Russian although French does, and Russian does not, use articles. We also demonstrate that language pairs which use higher numbers of articles types, and therefore have more segmented article-noun phrases, are also more open to switching. Lastly, we show that longitudinal use of monolingual articles-noun phrases corresponds with the trends in the use of bilingual article-noun phrases. The German-English child only starts to mix English articles once they become more established in monolingual combinations while the French-Russian child ceases to mix French proto-articles with Russian nouns once target articles enter frequent use. These findings are discussed in the context of other studies which report code-switching across different language pairs.
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Gries, Stefan Th. "Frequencies, probabilities, and association measures in usage-/exemplar-based linguistics." Theory and data in cognitive linguistics 36, no. 3 (November 30, 2012): 477–510. http://dx.doi.org/10.1075/sl.36.3.02gri.
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In the last few years, a particular quantitative approach to the syntax-lexis interface has been developed: collostructional analysis (CA). This approach is an application of association measures to co-occurrence data from corpora, from a usage-based/cognitive-linguistic perspective. In spite of some popularity, this approach has come under criticism in Bybee (2010), who criticizes the method for several perceived shortcomings and advocates the use of raw frequencies/percentages instead. This paper has two main objectives. The first is to refute Bybee’s criticism on theoretical and empirical grounds; the second and further-reaching one is to outline, on the basis of what frequency data really look like, a cline of analytical approaches and, ultimately, a new perspective on the notion of construction based on this cline.
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Rottet, Kevin J. "Directional Idioms in English and Welsh: A Usage-Based Perspective on Language Contact." Journal of Language Contact 13, no. 3 (July 22, 2021): 573–611. http://dx.doi.org/10.1163/19552629-13030003.
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Abstract The English verb-particle construction or phrasal verb (pv) has undergone dramatic semantic extensions from the expression of literal motion events (the ball rolled down the hill) – a pattern known as satellite-framing – to idiomatic figurative uses (the company will roll out a new plan) where selection of the particle is motivated by Conceptual Metaphors. Over the course of its long contact with English, Welsh – also satellite-framed with literal motion events – has extended the use of its verb-particle construction to replicate even highly idiomatic English pv s. Through a case study of ten metaphorical uses of up and its Welsh equivalent, we argue that this dramatic contact outcome points to the convergence by bilingual speakers on a single set of Conceptual Metaphors motivating the pv combinations. A residual Celtic possessive construction (lit. she rose on her sitting ‘she sat up’) competes with English-like pv s to express change of bodily posture.
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Stefanowitsch, Anatol. "A usage-based perspective on public discourse: Towards a critical cognitive linguistics." Yearbook of the German Cognitive Linguistics Association 7, no. 1 (November 26, 2019): 177–200. http://dx.doi.org/10.1515/gcla-2019-0011.
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Abstract Linguists are traditionally reluctant to contribute to public discussions around language, especially where politics is involved. With the exception of George Lakoff, this has also been true of cognitive linguists in particular. Only recently have some members of the cognitive linguistics community more actively participated in such discussions. In particular, Elisabeth Wehling and myself have, independently of each other, contributed to linguistic debates surrounding the linguistic representation of refugees in Germany during the so-called European refugee crisis beginning in 2015. In this paper, I take a closer look at these contributions and evaluate them in terms of their empirical foundations. Based on this evaluation, I then briefly discuss the goals of, and preconditions to a more systematic approach to a usage-based public commentary on (political) language.
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Matulewska, Aleksandra. "Legal Languages – A Diachronic Perspective." Studies in Logic, Grammar and Rhetoric 53, no. 1 (March 1, 2018): 195–212. http://dx.doi.org/10.2478/slgr-2018-0011.
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Abstract The aim of the article is to discuss the legal language transformations from a diachronic perspective taking into account the following factors: (i) spatial and temporal, (ii) linguistic norm changes, (iii) political, (iv) social (customs), and (v) globalization as well as (vi) EU-induced. Spatial and temporal factors include legal relations influenced by climate and the cycles of nature. Linguistic factors include spelling reforms and grammatical changes each language undergoes, for example, as a result of usage. As far as the law is concerned, normative changes can be observed when laws are amended. Other factors such as customs, usage, etc. cannot be neglected when discussing the language of the law. Analogously political correctness and usage can be observed in gender sensitive language and the introduction of such terms as chairperson instead of chairman. Social factors should not be overlooked. As a result of social changes, numerous terms have been introduced to legal lexicons in many countries starting with same-sex unions or same-sex-marriages. The so-called political correctness enforces some language changes and leads to the introduction of new terms and at the same time the abandonment of others. Consequently, some terms cease to be used and consequently become archaic. The aim of the article is to focus on diachronic changes in legal languages and present the communication problems resulting from them from intra- and inter-lingual perspectives.
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Maulana, Nanang. "Penggunaan Bahasa pada Masyarakat Bermatapencaharian Pedagang di Pangandaran dalam Aktivitas Perdagangan." Jurnal Artikula 1, no. 1 (September 27, 2018): 1–6. http://dx.doi.org/10.30653/006.201811.1.
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Languages such as land that has no end to cultivate or become the object of research by researchers, the nature of dynamic language allows researchers to find new cases or even current theories. In addition, the breadth of language studies makes language can be studied or examined from various perspectives, both from the internal or external language itself. In a study entitled “The Use of Language in Livelihoods Traders in Pangandaran in Trading Activities” this language was studied from a sociolinguistic perspective and aimed to find out or know the language usage of traders in Pangandaran in trading activities. Based on the results of the research conducted shows that a) the language usage of traders in Pangandaran tends to use their respective regional languages as proof of language revitalization or retention b) Many phonemes are used when the traders carry out their trading activities c) There is language interference d) Available code switching or mixed code among traders in Pangandaran e) Language influenced by the speakers' background, especially in this research is culture. This type of research is a qualitative descriptive research while data collection techniques in this study are literature review, observation, data collection and analysis.
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Yang, Charles. "A formalist perspective on language acquisition." Epistemological issue with keynote article “A Formalist Perspective on Language Acquisition” by Charles Yang 8, no. 6 (November 26, 2018): 665–706. http://dx.doi.org/10.1075/lab.18014.yan.
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Abstract Language acquisition is a computational process by which linguistic experience is integrated into the learner’s initial stage of knowledge. To understand language acquisition thus requires precise statements about these components and their interplay, stepping beyond the philosophical and methodological disputes such as the generative vs. usage-based approaches. I review several mathematical models that have guided the study of child language acquisition: How learners integrate experience with their prior knowledge of linguistic structures, How researchers assess the progress of language acquisition with rigor and clarity, and How children form the rules of language even in the face of exceptions. I also suggest that these models are applicable to second language acquisition (L2), yielding potentially important insights on the continuities and differences between child and adult language.
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Kyle, Kristopher, and Scott Crossley. "Assessing syntactic sophistication in L2 writing: A usage-based approach." Language Testing 34, no. 4 (September 19, 2017): 513–35. http://dx.doi.org/10.1177/0265532217712554.
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Over the past 45 years, the construct of syntactic sophistication has been assessed in L2 writing using what Bulté and Housen (2012) refer to as absolute complexity (Lu, 2011; Ortega, 2003; Wolfe-Quintero, Inagaki, & Kim, 1998). However, it has been argued that making inferences about learners based on absolute complexity indices (e.g., mean length of t-unit and mean length of clause) may be difficult, both from practical and theoretical perspectives (Norris & Ortega, 2009). Furthermore, indices of absolute complexity may not align with some prominent theories of language learning such as usage-based theories (e.g., Ellis, 2002a,b). This study introduces a corpus-based approach for measuring syntactic sophistication in L2 writing using a usage-based, frequency-driven perspective. Specifically, novel computational indices related to the frequency of verb argument constructions (VACs) and the strength of association between VACs and the verbs that fill them (i.e., verb–VAC combinations) are developed. These indices are then compared against traditional indices of syntactic complexity (e.g., mean length of T-unit and mean length of clause) with regard to their ability to model one aspect of holistic scores of writing quality in Test of English as a Foreign Language (TOEFL) independent essays. Indices related to usage-based theories of syntactic development explained greater variance (R2 = .142) in holistic scores of writing quality than traditional methods of assessing syntactic complexity (R2 = .058). The results have important implications for modeling syntactic sophistication, L2 writing assessment, and AES systems.
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Bi, Peng. "Revisiting genre effects on linguistic features of L2 writing: A usage‐based perspective." International Journal of Applied Linguistics 30, no. 3 (March 18, 2020): 429–44. http://dx.doi.org/10.1111/ijal.12297.
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Kostadinova, Viktorija. "Attitudes to usage vs. actual language use: The case ofliterallyin American English." English Today 34, no. 4 (November 8, 2018): 29–38. http://dx.doi.org/10.1017/s0266078418000366.
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From a descriptive point of view,literallyis seen as ‘a case of semantic change in progress’ (Israel, 2002: 424), exemplified through the shift from uses such asThis word literally means ‘water’toThis book literally blew my mind. This process of change has been noticed and commented on by language commentators and usage guide writers. In other words, apart from being a case of change in progress,literallyis also a usage problem. Usage problems are ‘features of divided usage’, or ‘instances of usage that have attracted sociolinguistic controversy’ (Tieken–Boon van Ostade, 2015: 57; cf. Kostadinova, 2018). The case of the wordliterally, then, lends itself to an investigation of the relationship between prescriptive approaches to language use typically found in usage guides, and processes of language variation and change, as I will do in this paper. As a crucial aspect to this discussion, I will also address some of the attitudes speakers hold towards the newer uses ofliterally, as attitudes of speakers can help us better understand why prescriptivism may or may not influence language variation and change. In what follows, I will first discuss the variant uses ofliterallyfound in present-day English, and then consider findings on three perspectives on the variation in the use ofliterally, viz. the ‘usage guide’ perspective, the ‘actual use’ perspective and the ‘speakers’ attitudes’ perspective.
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Dattner, Elitzur. "The Hebrew dative: Usage patterns as discourse profile constructions." Linguistics 57, no. 5 (September 25, 2019): 1073–110. http://dx.doi.org/10.1515/ling-2019-0022.
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Abstract The dative in Hebrew poses a problem for a unified characterization as no single criterion seems to guides its interpretation. The present paper approaches this problem from a usage-based perspective, suggesting a multifactorial account of dative functions in Hebrew. Analyzing a corpus of Hebrew dative clauses with multivariate statistical tools I reveal the usage patterns associated with each dative function, showing that traditional descriptions of dative functions are not reflected in usage. Working within a Usage-Based perspective, in which the meaning of a word is its use in language, I argue that Hebrew has only four distinct dative usage patterns, termed Discourse Profile Constructions: conventional correspondences between a multifactorial usage pattern and a unified conceptualization of the world. The four Discourse Profile Constructions are: (i) the Extended Transitive Discourse Profile Construction, (ii) the Human Endpoint Discourse Profile Construction, (iii) the Extended Intransitive Discourse Profile Construction, and (iv), the Evaluative Reference point Discourse Profile Construction. By revealing such correspondences between usage patterns and conceptualizations, the present paper (i) broadens the Construction Grammar notion of Argument Structure Construction, and (ii), suggests an innovative account for the notion of usage as a factor in the conventional pairing between form and function.
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Behrens, Heike, Karin Madlener, and Katrin Skoruppa. "The role of scaffolding in children’s questions: Implications for (preschool) language assessment from a usage-based perspective." Yearbook of the German Cognitive Linguistics Association 4, no. 1 (November 1, 2016): 237–60. http://dx.doi.org/10.1515/gcla-2016-0015.
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AbstractThis article outlines a range of theoretical, empirical, and practical desiderata for the design of (preschool) language assessments that follow from recent insights into language development from a cognitive-linguistic and usage-based perspective. To assess children’s productive communicative abilities rather than their ability to judge the acceptability of complex sentences in isolation is a new perspective in language testing that requires theoretical motivation as well as operationalizable criteria for judging the appropriateness of children’s language productions, and for characterizing the properties of their language command. After a brief review of the basic rationale of current strands of preschool assessment in Germany (Section 2), the fundamental usage-based assumptions regarding children’s developing linguistic competence and their implications for the design of preschool language diagnostics are characterized (Section 3). In order to assess children’s language production, in particular its flexibility and productivity in context, a test environment needs to be created in which children are allowed to use a certain range of language in meaningful contexts. Section 4 thus zooms in on the central question of scaffolding. Section 5 presents corresponding corpus evidence for adult strategies of prompting children to elaborate their answers and for typical child responses. Sections 6 and 7 discuss the corpus-based findings with respect to their implications for the design of ( preschool) language assessment and point to further challenges.
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Ruuska, Katharina. "Between ideologies and realities: Multilingual competence in a languagised world." Applied Linguistics Review 7, no. 3 (September 1, 2016): 353–74. http://dx.doi.org/10.1515/applirev-2016-0015.
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AbstractRecent developments in sociolinguistics and applied linguistics have put emphasis on the contrast between ideologies of distinct ‘languages’ and the multifaceted reality of linguistic practices. This article argues that recent usage-based reconceptualisations of the notions of competence and repertoire can help paint a more complex picture of the relationship between monolingual ‘ideologies’ and diverse linguistic ‘realities’. Drawing on data from interviews with highly proficient adult speakers of Finnish as a second language, I explore some aspects of how speakers’ competence can be understood as shaped by language use, and what role linguistic ideologies, social expectations and speakers’ environments play in this process. I conclude that, in a languagised world, the ability to keep ‘languages’ apart and to successfully display monolingual competence can be seen as part of multilingual speakers’ competence. In this way, a usage-based perspective on competence enables us to treat ‘languages’ as ideological constructs, while at the same time acknowledging their ‘real’ effects on speakers’ competence and language use.
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Rahardi, Kunjana. "PRAGMATIC PERSPECTIVE ON PHATIC FUNCTIONS AND LANGUAGE DIGNITY IN A CULTURE-BASED SOCIETY." Asia Proceedings of Social Sciences 4, no. 1 (April 17, 2019): 35–37. http://dx.doi.org/10.31580/apss.v4i1.554.
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The research result asserted that there various phatic functions found in the Javanese culture-based society in Indonesia. Besides, the research result also asserted that the efforts to dignify the Indonesian language cannot stop when the linguistic rules are described in terms of linguistic definitions. The linguistic rules intertwining with the language uses as shown in the pragmatic phenomena need to be promoted continuously. The nowaday pendulum of the language study which has swung to the linguistic issues related to usage, uses, and optimization of language functions, becomes the right momentum to dignify the Indonesian language more perfectly.
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Tafazoli, Dara, Cristina Aránzazu Huertas Abril, and María Elena Gómez Parra. "Technology-Based Review on Computer-Assisted Language Learning: A Chronological Perspective." Pixel-Bit, Revista de Medios y Educación, no. 54 (2019): 29–44. http://dx.doi.org/10.12795/pixelbit.2019.i54.02.
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Ahn, Pyeong Ho, and Ho Soon Ji. "About the difference in usage : From a Japanese language perspective on Korean language speakers." Journal of Japanology 45 (November 30, 2017): 225–50. http://dx.doi.org/10.21442/djs.2017.45.09.
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Schadl, Suzanne M., and Marina Todeschini. "Cite Globally, Analyze Locally: Citation Analysis from a Local Latin American Studies Perspective." College & Research Libraries 76, no. 2 (March 1, 2015): 136–49. http://dx.doi.org/10.5860/crl.76.2.136.
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This citation analysis examines the use of Spanish- and Portuguese-language books and articles in PhD dissertations on Latin America at the University of New Mexico between 2000 and 2009. Two sets of data are presented: The first identifies the use of Spanish- and Portuguese-language books and articles across 17 academic departments; and the second analyzes how well local holdings meet demands for a select geographical area—Mexico. These local data contradict conclusions in general citation studies of the humanities, social sciences and foreign languages. They prove that preconceived ideas about foreign language usage from general citation studies do not provide reliable templates for local acquisition decisions. Librarians need to look at their research communities and local usage habits instead of relying on general studies for answers.
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Ravid, Dorit, Amalia Bar-On, Ronit Levie, and Odelia Douani. "Hebrew adjective lexicons in developmental perspective." New Questions for the Next Decade 11, no. 3 (December 16, 2016): 401–28. http://dx.doi.org/10.1075/ml.11.3.04rav.
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Objective frequency does not always provide reliable information about lexical distributions across individuals’ development. We propose the subjective ranking by experts of lexical items’ register in the sense of ‘levels of linguistic usage’, which has been independently linked to AoA, as an alternative. This proposal was tested in Hebrew, a language showing marked distinctions between the everyday colloquial style and more formal, historically-related types of expression. A list of over 3,500 Hebrew adjectives in 19 morphological categories was compiled from dictionary sources. All adjectives on the list were ranked on a 1–5 linguistic register scale by 329 language expert judges. A Model Based Latent Class Analysis yielded five high-agreement groups of adjectives with mean register scores from 1.44 to 4.51, taken to represent five developmentally consecutive adjective lexicons. Semantic and morphological analyses indicated a rise in the abstractness and specificity of adjectives in the five lexicons, with concurrent changes in their morphological makeup. Two morphological categories emerged as the major components of the Modern Hebrew adjective lexicon: Resultative patterns, expressing states, and i-suffixed denominals, expressing nominal attributes. The study showed that subjective register classification may constitute a yardstick in development, with implications for other languages where register judgements can apply.
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Pijpops, Dirk, and Freek Van de Velde. "A multivariate analysis of the partitive genitive in Dutch. Bringing quantitative data into a theoretical discussion." Corpus Linguistics and Linguistic Theory 14, no. 1 (April 25, 2018): 1–33. http://dx.doi.org/10.1515/cllt-2013-0027.
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AbstractThis article takes a usage-based perspective on the partitive genitive construction in Dutch (iets moois, ‘something beautiful’), which has previously drawn scholarly attention from a theoretical perspective, due to the challenges it presents to Dutch nominal morphosyntax. We will argue that a good understanding of the construction at issue cannot circumvent the enormous variation in the expression of the genitive marker. Within the wide variation space, regular patterns can be discerned, which we uncovered by using mixed-effects logistic regression. This approach allows us to assess the precise contribution of internal factors (e.g. length of the adjective, or the type of quantifier) and external factors (e.g. regional variety, or register), as well as their interactions. This article has three objectives then: first, it wants to contribute to the description of Dutch syntax, second it aspires to advance methodological standards in grammatical investigation, and third, it makes a theoretical plea for a usage-based perspective, with full recognition of variation.
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Taljard, Elsabé. "Corpus-based language teaching: An African language perspective." Southern African Linguistics and Applied Language Studies 30, no. 3 (September 2012): 377–93. http://dx.doi.org/10.2989/16073614.2012.739318.
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Holmström, Ingela, and Krister Schönström. "Deaf lecturers’ translanguaging in a higher education setting. A multimodal multilingual perspective." Applied Linguistics Review 9, no. 1 (March 26, 2018): 90–111. http://dx.doi.org/10.1515/applirev-2017-0078.
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AbstractIn a few universities around the world courses are offered where the primary language of instruction is a national sign language. Many of these courses are given by bilingual/multilingual deaf lecturers, skilled in both national sign language(s) and spoken/written language(s). Research on such deaf-led practices in higher education are lacking, and this study will contribute to a greater understanding of these practices. Drawing on ethnographically created data from a higher education setting in Sweden, this case study examines the use of different languages and modalities by three deaf lecturers when teaching deaf and hearing (signing) students in theoretic subjects. The analysis is based on video-recordings of the deaf lecturers during classroom activities at a basic university level in which Swedish Sign Language (SSL) is used as the primary language. The results illustrate how these deaf lecturers creatively use diverse semiotic resources in several modes when teaching deaf and hearing (signing) students, which creates practices of translanguaging. This is illustrated by classroom activities in which the deaf lecturers use different language and modal varieties, including sign languages SSL and ASL as well as Swedish, and English, along with PowerPoint and whiteboard notes. The characteristics of these multimodal-multilingual resources and the usage of them will be closely presented in this article.
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Pedersen, Johan. "Verb-based vs. schema-based constructions and their variability: On the Spanish transitive directed-motion construction in a contrastive perspective." Linguistics 57, no. 3 (May 27, 2019): 473–530. http://dx.doi.org/10.1515/ling-2019-0007.
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AbstractIn comparison to English, Spanish constructions of argument structure are highly verb-constrained (e.g., Goldberg, Adele E. 2006.Constructions at work: The nature of generalization in language. Oxford: Oxford University Press; Narasimhan, Bhuvana. 2003. Motion events and the lexicon: A case study of Hindi.Lingua113(2). 123–160):Pedro bajó/*bailó a la playa‘Pedro went down/danced to the beach’. In some cases, the dominant role of the verbal meaning combines with a mismatching construction (e.g., an intransitive verb in a transitive construction:Pedro bajó las escaleras‘Pedro went down the stairs’). To account for this evidence from a usage-based point of view, this study examines the Spanish transitive directed-motion construction combining verb lexeme analysis with collexeme corpus analysis (Stefanowitsch, Anatol & Stefan Th. Gries. 2003. Collostructions: Investigating the interaction beween words and constructions.International Journal of Corpus Linguistics8(2). 209–243). The analysis shows that in spite of frequent verb-construction mismatches, core components of the verbal meaning correlate closely with the usage of the verb in the transitive construction. The same patterns were not observed in comparable English constructions. Conceptualized in a constructionist framework, this study suggests that verb framing and learned constructional patterns have different roles in the encoding of argument structure in the two languages. This contrastive analysis has a broader application: to other construction types, to other semantic domains, and to other languages. It is argued that compared to the typological distinction between Verb-framed and Satellite-framed languages (Talmy, Leonard. 2000.Toward a cognitive semantics, vol. 1 and 2. Cambridge, MA: MIT Press), the proposed framework is better suited to account for the crosslinguistic differences and the intra-linguistic variation.
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Noël, Dirk. "The development of non-deontic be bound to in a radically usage-based diachronic construction grammar perspective." Lingua 199 (November 2017): 72–93. http://dx.doi.org/10.1016/j.lingua.2017.07.012.
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Markus-Narvila, Liene. "The sub-dialects of South-Western Kurzeme from a historical perspective." Dialectologia et Geolinguistica 27, no. 1 (November 26, 2019): 73–102. http://dx.doi.org/10.1515/dialect-2019-0005.
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Abstract This article analyses sub-dialects of the South-Western Kurzeme region in Latvia. The focus is on the most prominent phonetic, morphological and lexical features of these sub-dialects, and their usage in the 21st century. The sub-dialects of South-Western Kurzeme have many characteristic features found in their phonetics and morphology. In the South-Western Kurzeme sub-dialects, there are native lexemes – words from the ancient Curonian language and also borrowed lexemes, as language contact has been an ongoing fact of life in South-Western Kurzeme. This region has been influenced by several languages – both neighbouring and more distant.
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Höder, Steffen. "Phonological schematicity in multilingual constructions: A diasystematic perspective on lexical form." Word Structure 12, no. 3 (November 2019): 334–52. http://dx.doi.org/10.3366/word.2019.0152.
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This article discusses the role of intra-word phonological schematicity in multilingual constructicons from a Diasystematic Construction Grammar perspective. It argues that, in particular with communities that use two or more typologically similar and/or closely related languages, many lexical elements (e.g. cognates) exhibit regular sound correspondences that can be analysed as consisting of different types of phonological schemas. In this view, there is a division of labour between schematic constructions that specify the words' referential meaning and others that specify their belonging to one of the “languages”, with language-specificity defined as a pragmatic property of constructions. The focus is on the question whether generalizations at this level of schematicity and abstraction are cognitively real and what can count as evidence for their existence from a usage-based perspective.
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Vartiainen, Turo. "Trends and Recent Change in the Syntactic Distribution of Degree Modifiers: Implications for a Usage-based Theory of Word Classes." Journal of English Linguistics 49, no. 2 (March 17, 2021): 228–51. http://dx.doi.org/10.1177/0075424221991631.
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This paper examines the syntactic distribution of degree modifiers in both spoken and written English. The results of the empirical case studies show that degree modifiers, both amplifiers (e.g., very, extremely) and downtoners (e.g., quite, pretty), are generally more often used in predication than in attribution, a result that is in line with earlier observations of the distribution of individual modifiers. This synchronic trend is also evident in diachronic developments: corpus data show that the recent frequency increase of intensifying this and that has largely taken place in predication, and the adjectivization of a class of -ed participles (e.g., interested, scared) can also be connected to their frequent co-occurrence with degree modifiers after be. Finally, the connection between degree modifiers and predicative usage has recently become stronger for a subset of modifiers (e.g., so, this, that) due to the decline of the “Big Mess” construction (e.g., so good an idea). From a theoretical perspective, this paper promotes a dynamic, usage-based model of word classes where frequency of use plays a role in categorization. The data investigated in the article are mainly discussed from the perspective of usage-based Construction Grammar, and the theoretical implications of the findings are examined both in light of a more traditional Construction Grammar network model of language and some recent ideas of overlapping word classes.
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Furs, L. A. "A COGNITIVE PERSPECTIVE FOR COMPREHENDING PARONYMS." Voprosy Kognitivnoy Lingvistiki, no. 3 (2020): 104–10. http://dx.doi.org/10.20916/1812-3228-2020-3-104-110.
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Paronyms as words, derived from the same root, are an intriguing linguistic issue. The purpose of this article is to present a cognitive approach to revealing the difference in their usage so that foreign language learners and teachers, as well as translators can have a practical guide to avoid errors in using paronyms. We investigate Russian paronyms дружеский, дружественный, дружный ‘friendly’ from the cognitive perspective. This involves analysis of deeply embedded conceptual structure which shows the evaluative meaning, profiled by paronyms and evaluated objective features, profiled by nouns which go with the given paronyms. We present an empirical analysis to suggest that these paronyms are not interchangeable. The results of the case study support the proposed approach and show that the comprehension of confusable paronyms can be achieved through understanding cognitive structures which underlie their meaning. The study of conceptual features of both paronyms and nouns, which go with them, offers sufficient ground for comprehending differences in their usage. Another implication is related to practical issues of translation and methods of illustrating the given paronyms to learners of Russian as a foreign language.
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Liu, Hong. "A socio-cognitive approach to code-switching: from the perspective of a dynamic usage-based account of language." International Journal of Bilingual Education and Bilingualism 23, no. 10 (February 26, 2018): 1270–99. http://dx.doi.org/10.1080/13670050.2018.1441260.
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HORBOWICZ, PAULINA, and MARTE NORDANGER. "Epistemic constructions in L2 Norwegian: a usage-based longitudinal study of formulaic and productive patterns." Language and Cognition 13, no. 3 (June 10, 2021): 438–66. http://dx.doi.org/10.1017/langcog.2021.9.
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ABSTRACTThis paper addresses the development of epistemic verb–argument constructions in L2 Norwegian in four learners from a usage-based perspective. Usage-based theories hold that language learning is a gradual process of schematization. Recent research has pointed out that adult L2 learning may start out from both lexically specific and productive patterns, but also that formulaic language and semi-fixed patterns can persist for a long time in an L2. The aim of the present study is to trace how the schematization process unfolds in dense longitudinal data collected from learners in their second semester of intense Norwegian language studies, and to explore the interaction between formulaic and productive patterns in this period of language learning. The analyses show that the learners in general employ a limited repertoire of epistemic verbs, mainly tro ‘think’ and vite ‘know’. The level of productivity of tro and vite constructions varies across the learners: while one learner shows increasingly productive use of constructions with both verbs, other learners rely on semi-fixed construction patterns. A general conclusion is thus that formulaic and semi-fixed patterns are not restricted to initial phases of L2 learning and should be an object of attention at all levels of L2 competence.
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Li, Feng. "Contrastive Study between Pronunciation Chinese L1 and English L2 from the Perspective of Interference Based on Observations in Genuine Teaching Contexts." English Language Teaching 9, no. 10 (September 8, 2016): 90. http://dx.doi.org/10.5539/elt.v9n10p90.
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<p>Much research has been conducted on factors that impact on second language (L2) speech production in light of the age of L2 acquisition, the length of residence in the L2 environment, motivation, the amount of first language (L1) usage, etc. Very little of this research has taken the perspective of interference between L1 and L2, especially with respect to Asian languages. This article tries to locate the differences in pronunciation between Chinese L1 and English L2 by contrastive analysis through observing genuine teaching and learning contexts, in hope of facilitating English pronunciation pedagogy in China.</p>
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Anishchanka, Alena V., Dirk Speelman, and Dirk Geeraerts. "Usage-related variation in the referential range of blue in marketing context." Functions of Language 22, no. 1 (May 1, 2015): 20–43. http://dx.doi.org/10.1075/fol.22.1.02ani.
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The paper explores language-internal variation in the referential meaning of the lexical form blue. Taking a usage-based cognitive approach, we analyze the referential range of blue in several marketing contexts from a semasiological and an onomasiological perspective. The study develops an interdisciplinary method that combines frequency analysis with mapping of the referent distributions in the three-dimensional CIELab color space. It is argued that the observed referential variation in blue is influenced by usage-related factors such as availability of the referents, diversity of color naming strategies and onomasiological competition between lexical forms in the individual product categories.
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Alptekin, Cem. "English as a lingua franca through a usage-based perspective: merging the social and the cognitive in language use." Language, Culture and Curriculum 26, no. 2 (July 2013): 197–207. http://dx.doi.org/10.1080/07908318.2013.810224.
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Kinginger, Celeste. "American Association for Applied Linguistics Colloquia, 2010." Language Teaching 44, no. 2 (February 22, 2011): 262–63. http://dx.doi.org/10.1017/s0261444810000546.
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Presented at the AAAL Annual Conference, Atlanta, Georgia, USA, 6 March 2010.The purpose of this colloquium was to update professional appreciation of language learning in study abroad, with special reference to projects illustrating contemporary interest in the socially situated nature of this phenomenon. Introducing the panel, Celeste Kinginger (Pennsylvania State University) noted that while a sojourn abroad can enhance every aspect of language ability, it is most effective in domains related to social interaction. The colloquium was motivated by several limitations of current research on study abroad. First, the vast majority of studies address the experiences of US-based students learning commonly taught languages. Second, the research would benefit from a shift away from conservative, academic views of language to more usage-based models reflecting the full range of living language that students encounter abroad. Finally, an exclusive focus on the student perspective, in qualitative studies, may yield incomplete and potentially ethnocentric findings.
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Ellis, Nick C. "Cognitive Perspectives on SLA." AILA Review 19 (November 9, 2006): 100–121. http://dx.doi.org/10.1075/aila.19.08ell.
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This paper outlines current cognitive perspectives on second language acquisition (SLA). The Associative-Cognitive CREED holds that SLA is governed by the same principles of associative and cognitive learning that underpin the rest of human knowledge. The major principles of the framework are that SLA is Construction-based, Rational, Exemplar-driven, Emergent, and Dialectic. Language learning involves the acquisition of constructions that map linguistic form and function. Competence and performance both emerge from the dynamic system that is the frequency-tuned conspiracy of memorized exemplars of use of these constructions, with competence being the integrated sum of prior usage and performance being its dynamic contextualized activation. The system is rational in that it optimally reflects prior first language (L1) usage. The L1 tunes the ways in which learners attend to language. Learned-attention transfers to L2 and it is this L1 entrenchment that limits the endstate of usage-based SLA. But these limitations can be overcome by recruiting learner consciousness, putting them into a dialectic tension between the conflicting forces of their current stable states of interlanguage and the evidence of explicit form-focused feedback, either linguistic, pragmatic, or metalinguistic, that allows socially scaffolded development. The paper directs the reader to recent review articles in these key areas and weighs the implications of this framework.
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Van Olmen, Daniël. "Reproachatives and imperatives." Linguistics 56, no. 1 (January 26, 2018): 115–62. http://dx.doi.org/10.1515/ling-2017-0033.
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Abstract This paper studies constructions dedicated to the expression of an after the fact reprimand to a second person in the languages of Europe. Taking a usage-based perspective, it argues against earlier analyses of these reproachatives as imperatives, optatives or conditionals, which fail to capture their idiosyncrasies and overpredict both their cross-linguistic frequency and the grammaticality of types of imperative in a language. Based on a closer examination of Dutch, the paper assumes a middle position between the existing views in that it argues for an account of the Dutch reproachative as the hybrid outcome of the interaction of the aforementioned constructions and of processes such as analogy, conventionalization and insubordination. It explores to what extent such an analysis applies to the other European languages featuring a reproachative and what its implications are for our understanding of imperative semantics.
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Pütz, Martin, Justyna A. Robinson, and Monika Reif. "The emergence of Cognitive Sociolinguistics." Review of Cognitive Linguistics 10, no. 2 (December 7, 2012): 241–63. http://dx.doi.org/10.1075/rcl.10.2.01int.
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This paper explores the contexts of emergence and application of Cognitive Sociolinguistics. This novel field of scientific enquiry draws on the convergence of methods and theoretical frameworks typically associated with Cognitive Linguistics and Sociolinguistics. Here, we trace and systematize the key theoretical and epistemological bases for the emergence of Cognitive Sociolinguistics, by outlining main research strands and highlighting some challenges that face the development of this field. More specifically, we focus on the following terms and concepts which are foundational to the discussion of Cognitive Sociolinguistics: (i) usage-based linguistics and language-internal variation; (ii) rule-based vs. usage-based conceptions of language; (iii) meaning variation; (iv) categorization and prototypes; and (v) the interplay between language, culture, and ideology. Finally, we consider the benefits of taking a Cognitive Sociolinguistic perspective in research by looking at the actual studies that are presented in the current volume.
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Bannard, Colin, and Elena Lieven. "Formulaic Language in L1 Acquisition." Annual Review of Applied Linguistics 32 (March 2012): 3–16. http://dx.doi.org/10.1017/s0267190512000062.
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The recognition that speech formulas play a role in first language acquisition—that children reuse sequences of words taken directly and seemingly unanalyzed from the input—goes back to the earliest days of the field. Until fairly recently, however, such formulaic language was considered part of an early and soon-superseded stage of development. The last decade has seen the rise of a perspective on language development in which such formulas are central to language acquisition across development. According to this perspective, which is often known as theusage-based theory of language development, acquisition begins when children identify, infer a communicative function for, and start to utilize pieces of language of different sizes (single words and multiword sequences). Generalization, and as a result grammar, is an emergent property resulting from the ongoing coexistence of such sequences in a shared representational space. The growth in popularity of such an account, which represents a radical break from traditional models of grammatical development, has resulted in large part from the appearance of very large corpora of child–caregiver interactions. Such corpora have supported a new understanding of the challenges and opportunities facing the learner, as well as allowing new naturalistic analyses of children's productions and the creation of stimuli for experiments, all of which offer considerable support for the usage-based position. This article offers a review of these developments.
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Manurung, Rosida Tiurma, Evany Victoriana, and Alfredo Ezra Amadeus. "Humanity-Based Language Learning." Aksara: Jurnal Ilmu Pendidikan Nonformal 7, no. 2 (May 20, 2021): 763. http://dx.doi.org/10.37905/aksara.7.2.763-770.2021.
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<p>This research is about language learning with a human perspective. The purpose of this paper is to find out how students respond and respond to language learning with a humanitarian perspective among active students. This research is a research with a qualitative descriptive analysis approach, namely a technique that analyzes, describes, and summarizes various situations and conditions. The data collection technique in this study was using a questionnaire aimed at active students with ages between 18-25 years, in the questionnaire presented statements that needed to be answered by respondents in a factual and honest manner. Based on the results of research on language learning with a humanitarian perspective, it was found that the majority of respondents used good and correct Indonesian with human values because it grew from an attitude of caring for others and an attitude of helping. This study also found that students have respected the state language as a language of instruction in the world of education, students agree that human values can be developed to shape one's character so that it can be implemented in language learning and there is concern with Indonesian language education for the wider community with values. human values.</p><p> </p>
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Wishart, Kathryn. "Clinical Impressions of How Young Children Use AAC at Home and in Child Care Settings: A Canadian Perspective." Perspectives on Augmentative and Alternative Communication 19, no. 1 (April 2010): 21–28. http://dx.doi.org/10.1044/aac19.1.21.
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Abstract Speech-language pathologists, working in a multicultural, community-based environment for young children with special needs in Vancouver, Canada, collected information on 84 clients using AAC from a chart review. The speech-language pathologists collected additional usage information and attended a group interview to discuss barriers and facilitators of AAC. Thirty-one percent of the children were using AAC. Children aged between 16 and 72 months typically relied on multiple modes of communication, including sign, communication boards and binders, and low- and high-tech communication devices. All of the children used at least one type of unaided mode. Fifty-five percent used pictures or communication boards/displays, and 29% used technology with speech output. Similarities in usage of AAC were noted in home and child-care settings with increased use of unaided in homes and a slightly increased use of aided communication in child care settings. Speech-language pathologists reported that the time needed for AAC intervention as well as limited funding for high-tech devices continue to be major barriers. Additional research is needed to describe current AAC practices with young children particularly from minority linguistic and cultural backgrounds. Stakeholder input is needed to explore perceptions of children's usage of AAC in daily life with familiar and unfamiliar communication partners.
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Zyzik, Eve. "Subject expression in L2 Spanish: Convergence of generative and usage-based perspectives?" Second Language Research 33, no. 1 (July 30, 2016): 33–59. http://dx.doi.org/10.1177/0267658316659106.
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The extensive literature on subject expression in Spanish makes for rich comparisons between generative (formal) and usage-based (functional) approaches to language acquisition. This article explores how the problem of subject expression has been conceptualized within each research tradition, as well as unanswered questions that both approaches must consider in order to strengthen and refine their positions. The discussion focuses on convergence between the approaches, which stems from the contemporary interest in the syntax–pragmatics interface and some methodological overlap that results from a joint focus on discourse data.
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Euen Hyuk Sarah Jung. "Language Teaching from a Discourse-based Perspective." Korean Journal of Linguistics 34, no. 3 (September 2009): 719–36. http://dx.doi.org/10.18855/lisoko.2009.34.3.012.
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Nahavandi, Naemeh, and Jayakaran Mukundan. "Task-based Language Teaching from Teachers’ Perspective." International Journal of Applied Linguistics & English Literature 1, no. 6 (November 1, 2012): 115–21. http://dx.doi.org/10.7575/ijalel.v.1n.6p.115.
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Huang, Chun-Hsiung. "Exploring the Continuous Usage Intention of Online Learning Platforms from the Perspective of Social Capital." Information 12, no. 4 (March 25, 2021): 141. http://dx.doi.org/10.3390/info12040141.
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This research explores the factors that influence students’ continuous usage intention regarding online learning platforms from the perspectives of social capital, perceived usefulness, and perceived ease of use. The questionnaire survey method was used in the research to analyze the relationship between the research variables and verify the hypothesis based on data from 248 collected valid questionnaire responses. The following results were obtained: (1) “Social interaction ties” positively affect students’ continuous usage intention. (2) “Shared language” negatively affects students’ continuous usage intention. (3) “Shared vision” positively affects students’ continuous usage intention. (4) “Perceived usefulness” positively affects students’ continuous usage intention. (5) “Perceived ease of use” positively affects students’ continuous usage intention. According to the results, students believe in useful teaching that promotes knowledge and skills. The ease of use of learning tools is key to whether they can learn successfully. Paying attention to the interaction and communication between students, so that students have a shared goal and participate in teamwork, is something that teachers must pay attention to in the course of operation. The professional vocabulary of the teaching content and the way of announcing information should avoid using difficult terminology, which is also a point to which teachers need to pay attention.
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Oktavianti, Ikmi Nur. "The Use of Phonetically Reduced Modals in Present-day English: A Corpus-Based Analysis." English Language Teaching Educational Journal 1, no. 3 (July 13, 2019): 134. http://dx.doi.org/10.12928/eltej.v1i3.749.
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This paper examines the usage frequency of phonetically reduced modals (i.e. gonna, wanna, gotta) in Present-day English. It is assumed that in distinct sociolinguistic and discourse contexts, the use of reduced modals is dynamic. To collect the data, there are two corpora used in this study, Corpus of Contemporary American English and Global Web-Based English as the representatives of Present-day English. The analysis focuses on usage frequency of phonetically reduced modals over period of time, in different regions, different medium of language use, and different text types. The frequencies were further interpreted based on sociolinguistics and text genre perspective to reveal the factors triggering the dynamic of use. The results of this study show the use of reduced modals is dramatically escalating in the last decades. According to regional observation, the use of reduced modals is more frequent in the United States than in other English-speaking countries. In relation to medium of language use, reduced modals are more commonly used in spoken language than in written language. As for text type, the usage frequency of reduced modal in fiction texts is the highest compared to academic texts and news texts. Academic texts seem to avoid these linguistic units since this sort of text must obey the use of standard language in which reduced forms are less standard and more colloquial. This phonetic reduction is plausible to occur since language system and language use apply economy principle. The use of phonetically reduced modals, however, varies in different context, varies in different context, influenced by colloquialization: the more colloquial the context is, the more frequent they are. In general, language use is phonetically simplified and sociolinguistically colloquialized.