In recent years the term ‘family language policy’ has begun to circulate in the international sociolinguistics literature (cf. Spolsky 2004, 2007, 2012, King et al. 2008; Caldas 2012; Schwartz & Verschik 2013)1. From a conceptual standpoint, however, the creation and/or use of this syntagma, applied directly to the language decisions taken by family members to speak to one another, can raise questions about whether one should apply what appears rather to be a framework that pertains to actions arising (...) out of institutionalisation, public debate, and formal decisions to a phenomenon produced ‘spontaneously’. ‘Language policy’, which is also commonly associated with the term ‘planning’, has traditionally evoked the study of actions taken by public authorities at the level of the institutional and social use of languages and of their process of decision-making, implementation and any effects on social language behaviours that may ensue. The expansion of this concept to the level of interpersonal uses in families, which corresponds to another sphere involving elements that are distinct from those of the political level or of a formally constituted organisation, can be misleading and conceal phenomena specific to this level of social reality. (shrink)

Name der Zeitschrift: Der Islam Jahrgang: 94 Heft: 1 Seiten: 115-157.

Language mixing is a ubiquitous phenomenon characterizing bilingual speakers. A frequent context where two languages are mixed is the word-internal level, demonstrating how tightly integrated the two grammars are in the mind of a speaker and how they adapt to each other. This raises the question of what the minimal unit of language mixing is, and whether or not this unit differs depending on what the languages are. Some scholars have argued that an uncategorized root serves as (...) a unit, others argue that the unit needs to have been categorized prior to mixing. We will discuss the question of what the relevant unit for language mixing is by studying word-internal mixing in Cypriot Greek-English, English-Norwegian, Greek-English, Greek-German, and Spanish-German varieties that have been reported in the literature based on data from judgment experiments and spoken corpora. By understanding and modeling the units of language mixing across languages, we will gain insight into how languages adapt to each other word-internally, and what some possible outcomes of language contact are in the minds of speakers. (shrink)

The study tested how the use of positive- (e.g. beautiful) and negative-valenced (e.g. horrible) words in natural language and its change in time affects the severity of depression and anxiety symptoms among depressed and non-depressed individuals. This longitudinal mixed methods study (N = 40 participants, n = 1440 narratives) with three measurements within a year showed that at the between-person level the use of negative-valenced words was strongly associated with the increase in anxiety and depression symptoms over time (...) while the use of positive-valenced words was slightly associated with the decrease in anxiety and depression symptom. These effects were not supported for within-person level (i.e. changes in word usage). No significant differences were observed in the effects between depressed and non-depressed groups. Summing up, the overall use of positive- and negative-valenced words (particularly negative-valenced words) had a stronger effect on the severity of psychopathological symptoms than their change over time. The results were discussed in the context of natural language processing and its application in diagnosing depression and anxiety symptoms. (shrink)

This article analyses Ukraine’s language policies from 2002 to 2022 within a framework of liberalism, while avoiding making normative judgements or recommendations, updating the discussion raised in Kymlicka and Opalski’s Can Liberal Pluralism be Exported? The analysis takes into consideration Ukraine’s present and historic position, including the challenge that postcolonial nation building can pose for achieving liberalism and linguistic justice. The paper focuses on three main areas of language policy: education, businesses and media, and assesses if they can (...) be described as liberal orthodox, pluralist or illiberal. The article begins by defining liberalism and illiberalism, discussing the context of Ukraine’s linguistic diversity and postcolonial context, before outlining the language situation until EuroMaidan. Then, the main issue of language policy in the areas of education, business and media is analysed, before considering whether Ukrainian language laws might be considered liberal or illiberal. Finally, potential future trajectories are outlined. (shrink)

There is a growing body of literature using the tools of syntactic models of word formation (e.g. Distributed Morphology) to provide analyses of language mixing phenomena, in particular word internal mixing. In fact, the very phenomenon of word internal mixing directly supports a syntactic approach to word formation, according to which words are structurally complex. On the basis of this view, the basic units of word formation involve roots that combine with functional elements in the syntax. The combination of (...) roots with functional elements creates words. This paper is in line with this work and investigates further the question of how word formation operates in cases of language mixing and what exactly is being mixed in mixing, i.e. words vs. roots. After reviewing literature on word internal mixing, I will discuss compound formation in language contact situations, the question being of how compounding in mixing can inform both theories of mixing and theories of word-hood. Compounding is important to answer the question of what exactly is being mixed in mixing, as language differ with respect to the units they employ for compound formation, i.e. words vs. roots and to the availability of linking elements to form compounds. Moreover, compounding is important to understand the role the two languages play in mixing, as languages differ with respect to head-ness (left or right) of their compounds. The data to be discussed will be a mixture of materials that have already been published in the literature and newly collected data and involve several mixing varieties, namely Greek-English, Greek-German, Greek-Turkish, Turkish-Norwegian, Turkish-Dutch and French-Dutch. (shrink)

This paper presents the findings of an ultrasound study of ten New Zealand English and ten Tongan -speaking trombone players, to determine whether there is an influence of native language speech production on trombone performance. Trombone players’ midsagittal tongue positions were recorded while reading wordlists and during sustained note productions. After normalizing to account for differences in vocal tract shape and ultrasound transducer orientation, we used generalized additive mixed models (GAMMs) to estimate average tongue shapes used by the (...) players from the two language groups when producing notes at different pitches and intensities, and during the production of the monophthongs in their native languages. The average midsagittal tongue contours predicted by our models show a statistically robust difference at the back of the tongue distinguishing the two groups, although tongue shape during playing does not directly map onto vowel tongue shapes as prescribed by the pedagogical literature. While the New Zealand English-speaking participants employed a playing tongue position approximating the neutral vowel schwa and vowel used in the word ‘lot’, the Tongan participants used a tongue shape loosely patterning with the back vowels /o/ and /u/. We argue that these findings represent evidence for native language influence on brass instrument performance; however, this influence seems to be secondary to more basic constraints of brass playing related to airflow requirements and acoustical considerations, with the vocal tract configurations observed across both groups satisfying these conditions in different ways. Our findings furthermore provide evidence for the functional independence of various sections of the tongue and indicate that speech production, itself an acquired motor skill, can influence another skilled behavior via motor memory of vocal tract gestures forming the basis of local optimization processes to arrive at a suitable tongue position for sustained note production. (shrink)

Though largely ignored by educators and researchers, boredom, an aversive emotion, is the hurdle for many translation learners to be professional. It is all the more important to unpack the boredom factors of Chinese foreign language major students in translation classes, which will serve in promoting students’ engagement in L2 classes and translator cultivation. By using a sequential mixed approach, this study conducted a thematic analysis and built a structural equation model. Quantitative data were gleaned from 483 foreign (...) major college students in China and qualitative data were selected from students of 7 universities through snowball sampling. Initially, the first-order confirmatory factor analysis verified the adapted questionnaire and the second-order CFA finds each factor’s contribution. Then, the thematic analysis gives support to the empirical findings. Both quantitative and qualitative analyses revealed that task-based boredom is the most routinely experienced boredom. Moreover, two major sources of boredom in translation classes are found, including task-based boredom and teacher-related boredom. It is suggested that teachers should improve their classes and use more interesting and engaging materials and tasks with the proper level of difficulty. The finding can help educators to identify the major boredom in the translation class and help potential professional translators to grow. Future studies will also be facilitated by the present study to find approaches to tackle these boredom sources. (shrink)

A quantitative analysis of a trans-generational, conversational corpus of Chintang (Tibeto-Burman) speakers with community-wide bilingualism in Nepali (Indo-European) reveals that children show more code-switching into Nepali than older speakers. This confirms earlier proposals in the literature that code-switching in bilingual children decreases when they gain proficiency in their dominant language, especially in vocabulary. Contradicting expectations from other studies, our corpus data also reveal that for adults, multi-word insertions of Nepali into Chintang are just as likely to undergo full syntactic (...) integration as single-word insertions. Speakers of younger generations show less syntactic integration. We propose that this reflects a change between generations, from strongly asymmetrical, Chintang-dominated bilingualism in older generations to more balanced bilingualism where Chintang and Nepali operate as clearly separate systems in younger generations. This change is likely to have been triggered by the increase of Nepali presence over the past few decades. (shrink)

The phenomenon of mixed quotation exhibits clear signs of both the apparent transparency of compositional language use and the opacity of pure quotation. I argue that the interpretation of a mixed quotation in- volves the resolution of a metalinguistic presupposition. The leading idea behind my proposal is that a mixed-quoted expression, say, “has an anomalous feature”, means what x referred to with the words ‘has an anomalous feature’. To understand how this solves the paradox, I set (...) up a precise grammatical framework, explicitly connecting various levels of linguistic analysis: phonological forms, categorial syntax, and a dynamic picture of the semantics–pragmatics interface. In this framework I formalize and evaluate a presuppositional account of mixed quotation. Finally, I address the phenomenon of unquotation and argue that it is an essential ingredient for empirically adequate analysis of mixed quotation in natural language. (shrink)

Physical education is often selected for applying multilingual initiatives through the use of the content and language integrated learning (CLIL) approach. However, it is still unclear whether the introduction of such approach might entail losing Physical Education’s essence and distorting its basic purposes. The aim of this study is to analyse the impact of CLIL on the Physical Education lessons. Given the purpose of this study, a mixed methodological approach based on a sequential exploratory design divided in two (...) different phases is used. We begin with an initial qualitative data collection (phase I) consisting in the analysis of interviews with 12 participants (8 teachers and 4 students). Based on its analysis, two foci are identified: social relationships and physical activity. Then, informed by the results obtained, a quantitative approach is used (phase II), differentiating these two sets of data to deepen on them. On one part, a sociometric questionnaire was applied to analyse the social relationships among CLIL students. On the other part, a quasi-experimental design (n = 49) was implemented using accelerometry to measure the MVPA of the PE sessions. Regarding physical activity, the results show that levels of MVPA are higher in the experimental group (CLIL) than in the control group showing light to the divergent viewpoints of interviewees. However, focusing on social relationships, the sociometric questionnaire results show that there were no statistical significative changes, although some signs of a slight effect on students’ relationships arise depending on their gender. Therefore, more research would be necessary to deepen on how CLIL affects in this regard. (shrink)

The study of the artistic heritage of neo-academicians in the context of the study of mixed techniques is quite relevant. To date, the analysis of the creativity of artists, representatives of non-academism as an artistic trend of the late twentieth century in Russia, is based on the artistic criticism of art critics, art critics who were part of this trend and considered the work of non-academicians from the perspective of the artistic life of this period in the context of (...) the socio-cultural processes of Russia during the Perestroika era. Also, the works of neo-academist artists are studied from the position of "creative rebellion" and the search for new forms in art. In this article, the works of T. Novikov, G. Guryanov, K. Goncharov, V. Mamyshev-Monroe and other representatives of NAII are studied from the position of "mixed techniques" in art objects. The main emphasis is placed on the analysis of art objects in mixed techniques in the context of overcoming formalism, embodying stylistic diversity, metamorphosis of forms and states, pictorial symbols and universal meanings. The realization of the principle of the infinity of choice and the infinity of meaning and diversity is associated with postmodernism in art, the introduction to which became decisive in Russian art of the late twentieth and early twenty-first centuries. The appeal to the study of art objects of neo-academicians made in mixed technique allows us to enrich and supplement the understanding of the term "mixed techniques" in modern art practices related to the search for new forms, compositional solutions, the formation of a unique author's language, the originality of the work. (shrink)

Background Rapid Ethical Assessment is a form of rapid ethnographic assessment conducted at the beginning of research project to guide the consent process with the objective of reconciling universal ethical guidance with specific research contexts. The current study is conducted to assess the perceived relevance of introducing REA as a mainstream tool in Ethiopia. Methods Mixed methods research using a sequential explanatory approach was conducted from July to September 2012, including 241 cross-sectional, self-administered and 19 qualitative, in-depth interviews among (...) health researchers and regulators including ethics committee members in Ethiopian health research institutions and universities. Results In their evaluation of the consent process, only 40.2% thought that the consent process and information given were adequately understood by study participants; 84.6% claimed they were not satisfied with the current consent process and 85.5% thought the best interests of study participants were not adequately considered. Commonly mentioned consent-related problems included lack of clarity, inadequate information, language barriers, cultural differences, undue expectations and power imbalances. About 95.4% believed that consent should be contextualized to the study setting and 39.4% thought REA would be an appropriate approach to improve the perceived problems. Qualitative findings helped to further explore the gaps identified in the quantitative findings and to map-out concerns related to the current research consent process in Ethiopia. Suggestions included, conducting REA during the pre-test phase of studies when applicable. The need for clear guidance for researchers on issues such as when and how to apply the REA tools was stressed. Conclusion The study findings clearly indicated that there are perceived to be correctable gaps in the consent process of medical research in Ethiopia. REA is considered relevant by researchers and stakeholders to address these gaps. Exploring further the feasibility and applicability of REA is recommended. (shrink)

The relationship between bilingual language control and domain-general cognitive control has been a hot topic in the research field of bilingualism. Previous studies mostly examined the correlation between performances of bilinguals in language control tasks and that in domain-general cognitive control tasks and came to the conclusions that they overlap, partially overlap, or are qualitatively different. These contradictory conclusions are possibly due to the neglect of the moderating effect of second language proficiency, that is, the relationship between (...) bilingual language control and domain-general cognitive control might vary with the L2 proficiency of bilinguals. To examine this hypothesis, we recruited 36 unbalanced Chinese-English bilinguals to perform the Simon task, Oxford Placement Test, and picture naming tasks in single-and dual-language contexts. We find that Simon scores positively predicted switching costs in bilinguals with low L2 proficiency, but not in bilinguals with high L2 proficiency. Furthermore, Simon scores positively predicted mixing costs in bilinguals with high L2 proficiency, but not in bilinguals with low L2 proficiency. These results verify the moderating effect of L2 proficiency on the relationship between bilingual language control and domain-general cognitive control, that is, bilinguals with more proficient L2 rely on domain-general cognitive control less for local language control and more for global language control. This may imply a shift from local to global for the dependency of bilingual language control on domain-general cognitive control during the L2 development of bilinguals. (shrink)

Following a usage-based approach to language acquisition, lexically specific patterns are considered to be important building blocks for language productivity and feature heavily both in child-directed speech and in the early speech of children (Arnon, Inbal & Morten H. Christiansen. 2017. The role of multiword building blocks in explaining L1-L2 differences. Topics in Cognitive Science 9(3). 621–636; Tomasello, Michael. 2003. Constructing a language: A usage-based theory of language acquisition. Cambridge: Harvard University Press). In order to account (...) for patterns, the traceback method has been widely applied in research on first language acquisition to test the hypothesis that children’s utterances can be accounted for on the basis of a limited inventory of chunks and partially schematic units (Lieven, Elena, Dorothé Salomo & Michael Tomasello. 2009. Two-year-old children’s production of multiword utterances: A usage-based analysis. Cognitive Linguistics 20(3). 481–508). In the current study, we applied the method to code-mixed utterances (n = 1,506) of three German-English bilingual children between 2 and 4 years of age to investigate individual differences in each child’s own inventory of patterns in relation to their input settings. It was shown that units such as I see X as in I see a Kelle ‘I see a trowel’ could be traced back to the child’s own previous productions. More importantly, we see that each child’s inventory of constructions draws heavily on multiword chunks that are strongly dependent on the children’s language input situations. (shrink)

Corruption has traversed all lengths and breadth of the Nigerian nation. The corrupt practice is mostly ornamented with language. The present study aims to ascertain the linguistic codings used to mask corruption in educational, civil service, political and social settings. Data for the study were collected from notable online newspaper and media sources, which include: _The Vanguard, The Guardian, The Punch, This Day, The Nation, The Premium, Sahara Reporters, Naira land_ and others published between 2015 and 2021. The data (...) from online sources were complemented by focused group discussions, unstructured interviews and participant’s observation method. The study adopted a qualitative research design and a random sampling method in selecting a total of hundred respondents from the five states that make up the southeast zone in Nigeria. The paper anchored its analyses on the conceptual model of Sapir-Whorf relativity framework and the analyses were done using interpretative textual analysis model. Findings from the study reveal that using words, phrases and expressions which are reflected in coinages, code-mixing, reduplication, metonymy, metaphor, slang, borrowing, pidginization, lexical reversals and creative usages to mask corruption have far-reaching effects on national development. The paper recommends that in considering the fight against corruption, the government should pay attention to the linguistic embellishments that act as the lifeline of the negative practice. (shrink)

Feedback plays a crucial role in the writing processes. However, in the literature on foreign language writing, there is a dearth of studies that compare the effects of teacher feedback and automated feedback on both cognitive and psychological aspects of FL writing. To fill this gap, the current study compared the effects of teacher feedback and automated feedback on both revision quality and writing proficiency development, and perceived usefulness and perceived ease of use of the feedback in English writing (...) among English learners as an FL in China. It also investigated students’ perceptions of the strengths and weaknesses of the two types of feedback. The study adopted a mixed-methods design. The quantitative method collected the data through a pre-test and a post-test, which measured the participants’ English writing proficiency development; a writing task, which received either teacher feedback or automated feedback; and a close-ended questionnaire, which examined students’ perceived usefulness and perceived ease of use of the feedback. The qualitative method collected the data through an open-ended questionnaire, which examined the participants’ perceptions of the strengths and weaknesses of teacher feedback or automated feedback depending on the type of feedback they received. Chinese university EFLs in two English classes taught by the same English teacher participated in the study: one class received teacher feedback while the other received automated feedback using Pigaiwang. While the students in the two classes did not differ significantly on the pre-test of students’ writing proficiency, students who received teacher feedback scored significantly higher on revision than those who received automated feedback. Students in the teacher feedback class also had significantly higher ratings on perceived usefulness and perceived ease of use of the feedback than those in the automated feedback class. However, students in the automated feedback class obtained significantly higher scores on the post-test of the writing proficiency. The qualitative results identified three themes of strengths and two themes of weaknesses for the teacher feedback and the automated feedback, respectively. The results suggest that while teacher feedback has a more positive effect on the psychological aspect of FL writing, automated feedback may be more effective in developing FL writing proficiency in the long run. (shrink)

Jackendoff's position with respect to categories is unclear. Positing categories is implausible in several respects; it makes the binding problem in language seem more massive than it actually is; and it makes it difficult to explain language acquisition. Waiting for connectionism to fulfill its promise, a different track is sketched which is residually symbolic, exemplarist, and analogy-based.

In this paper I present a linguistic investigation of the literary style known as free indirect discourse within the framework of formal semantics. I will argue that a semantics for free indirect discourse involves more than a mechanism for the independent context shifting of pronouns and other deictic elements. My argumentation is fueled by literary examples of free indirect discourse involving what I call language shifts: -/- Most of the great flame-throwers were there and naturally, handling Big John de (...) Conquer and his works. How he had done everything big on earth, then went up tuh heben without dying atall. Went up there picking a guitar and got all de angels doing the ring-shout round and round de throne...that brought them back to Tea Cake. How come he couldn’t hit that box a lick or two? (Hurston 1937, Their Eyes Were Watching God) -/- Free indirect discourse combines elements of both, but it seems decidedly closer to direct discourse. I examine the reigning semantic analysis of free indirect discourse, a variant of the demonstrative account of direct discourse featuring “double context dependence” (Banfield 1982,Schlenker 2004). After showing that this type of account has fundamental difficulties with language shift data like (1), I close with a brief sketch of an alternative analysis based on “mixed quotation.”. (shrink)

If, as many historians and theorists now believe, narrative is the form proper to historical explanation, this raises the problem of the terms in which such narratives are to be evaluated. Without a clear account of evaluation, the status of historical knowledge remains obscure. Beginning with the view, found in Hayden White and others, that historical narrative constitutes a meaning not reducible to the factual content it engages, this essay argues that such meaning can arise only through a synthesis of (...) cognitive and normative discourses. Narrative combines "heterogeneous" language games in such a way that neither appeal to "truth content" nor to "justice" suffices to decide the question of which of two competing historical explanations is, as a whole, superior. Examining in critical detail the opposed positions on this issue articulated by two recent theorists-Frank Ankersmit and David Carr -the paper concludes that the debate between those who hold that historical narratives should be judged in essentially cognitive terms and those who hold that they should be judged in essentially political terms cannot be resolved and that a philosophical view of historical narrative that is neither realist nor idealist needs to be developed. (shrink)

Vacillating and mixed emotional experiences are often difficult to explore and understand because they confront the limits of our language's ability to capture private experiences in extreme or abnormal circumstances. In this paper, we build upon remarks by Wittgenstein (1953) to present a conceptual-discursive perspective based on naturalistic examples of individuals vacillating between pride and other emotions. This perspective is used to show how relevant emotion theories contain conceptual errors of the sort identified by Wittgenstein. The “assembled reminders” (...) of shifts between pride and other emotions are presented in contrast to analyses that focus on people's identification of causes of emotions, an approach which leads to theoretical speculation about underlying appraisal set changes or discussion of the empirical justification of cognitive ontology. We bypass a direct confrontation on these issues by examining how people's talk about the content of vacillating and mixed emotional experiences (i.e., aspect shifts) augments a shared “emotionology” with creative expressions and poetic comparisons. This last point is illustrated by the emotional instability experienced by individuals with Borderline Personality Disorder (BPD). Support for the conceptual-discursive perspective is provided by the success of a particular therapeutic approach, the Conversational Model, in ameliorating the developmental disruption of BPD by encouraging participation in empathic conversations. We conclude that a conceptual-discursive perspective undermines the cognitive appraisal “picture” of vacillating emotions and adds to our understanding. (shrink)

The article develops a critique of John Deely’s ontological realism, specifically in its relevance for the project of global semiotics. Deely, whose theorizations rely heavily on the pre-modern philosophical systems of Thomas Aquinas and the Latin scholastics, has made the most sustained attempt to give philosophical grounding to Charles Peirce’s famous intuition that “all this universe is perfused with signs, if it is not composed exclusively of signs”. The critique developsalong two main lines. Firstly, I contend that Deely’s account of (...) onto logical relations is unsatisfactory, for it assumes the very fact it promises to demonstrate: the identity between patterns of physical events, on one hand, and patt erns of thought, on the other. As it is never adequately explained what it means for the former to be identical with the latter, the mediating term – “ontological relation” – remains highly problematic. Secondly, I argue that even if this ontological paradigm is allowed to stand as proposed, it still fails to bridge the gap between the so-called “natural” signs and human-specific, language-based signification; for, as it posits a unity between the stipulable and the non-stipulable sign, the argument falls into a performative contradiction. (shrink)

Simon Blackburn’s supervenience argument—focusing on the mysterious “ban on mixed worlds”—is still subject to a variety of conflicting interpretations. In this paper, I hope to provide a defense of the argument that clarifies both the argument and the objections it must overcome. Many of the extant objections, I will argue, fail to engage the argument in its true form. And to counter the more compelling objections, it will be necessary to bring in additional argumentation that Blackburn himself does not (...) clearly provide. One important upshot of this discussion is that moral realism is not the only target of the argument: it raises trouble for a variety of metaethical views wed to realist-friendly construals of moral evaluation. Rightly understood, this argument not only survives the prominent responses, but turns out to be more powerful than his critics and Blackburn himself have recognized. (shrink)

A large body of psycholinguistic research demonstrates that both language processing and language acquisition are sensitive to the distributions of linguistic constructions in usage. Here we investigate how statistical distributions at different linguistic levels – morphological and lexical (Experiments 1 and 2), and phrasal (Experiment 2) – contribute to the ease with which morphosyntax is processed and produced by second language learners. We analyze Chinese ESL learners’ knowledge of four English inflectional morphemes:-ed,-ing, and third-person-son verbs, and plural-son (...) nouns. In Elicited Imitation Tasks, participants listened to length- and difficulty-matched sentences each containing one target morpheme and typed the whole sentence as accurately as they could after a short delay. Experiment 1 investigated lexical and morphemic levels, testing the hypotheses that a morpheme is expected to be more easily processed when it is (1) highlyavailable(i.e., occurring in frequent word-forms), and (2) highlyreliable(i.e., occurring in lemma words that are consistently conjugated in the form containing this morpheme). Thirty sentences were made for each morpheme, divided into three Availability-Reliability Distribution (ARD) groups on the basis of corpus analysis in the Corpus of Contemporary American English (COCA;Davies, 2008-): 10 target words high in availability, 10 high in reliability, and 10 low in both reliability and availability. Responses were scored on whether the target morpheme was accurately reproduced given the provision of the correct lemma. A generalized linear mixed-effects logit model (GLMM) revealed fixed effects of morpheme type, availability, and reliability on the accuracy of morpheme provision. There were no effects of lemma frequency. Experiment 2 successfully replicated these results and extended the investigation to explore phrasal formulaicity by manipulating the frequency of the four-word strings in which the morpheme was embedded. GLMMs replicated the effects of word-form availability and reliability and additionally revealed independentphrase-superiority effectswhere morphemes were better reproduced in contexts of higher string-frequency. Taken together, these findings demonstrate that morpheme acquisition reflects the distributional properties of learners’ experience and the mappings therein between lexis, morphology, phraseology, and semantics. These conclusions support an emergentist view of the statistical symbolic learning of morphology where language acquisition involves the satisfaction of competing constraints across multiple grain-sizes of units. (shrink)

In Plato's Philebus the last section of the discussion on the falseness of pleasure is dedicated to those pleasures intrinsically mixed with pain. This paper focuses specifically on bodily mixed pleasures, an analysis that extends from 44d to 47c, while its focal point is 46-47c. By adopting the anti-hedonists' methodology, Socrates cunningly transforms his entire analysis of bodily mixed pleasures into a discourse on human disease, in which medical terminology prevails. Two major points are made in the (...) reading suggested here. Despite Socrates' quasi-medical language, a substratum of poetic discourse is underlying his analysis. Thus, a network of poetic associations—probably promptly recalled by Plato's audience—not only reveals the intertextual encounter between medical, philosophic and poetic discourses but also contributes to the interpretation of Socrates' analysis. Hence, the pathology of love as expressed through poetry illuminates the meaning, questionable in straightforward medical terms, of passage 46c6-d2, while it also reveals the unfolding unity underlying Socrates' analysis, otherwise thought to comprise three distinct medical cases. Ancient medical lore is important for the understanding of passage 46d7-47a1 on the affliction of knêsis and psôra, not only because it confirms the analogy between the physiology of knêsis and that of sexual arousal and climax, but also because it illuminates the specific medical treatment Socrates is describing. Thus, in the crucial debate about whether Plato uses the term aporiais or pyriais in 46e2, medical evidence seems to support the latter. The reading pyriais makes this complicated paragraph more comprehensible in terms of meaning and syntax, while stressing the importance of heat in the processes of both the curing of knêsis and of human orgasm. Besides, it further confirms the intertextual encounter between the Phaedrus and the Philebus. (shrink)

In the literature, the term code-mixing/switching refers to instances of language mixing in which speakers/signers combine properties of two or more languages in their utterances. Such a linguistic behavior is typically discussed in the context of multilinguals, and experts commonly focus on the form of language mixing/switching and its cross-linguistic commonalities. Not much is known, however, about how the knowledge of code-mixing comes about. How come any speaker/signer having access to more than one externalization channel (spoken or signed) (...) code-mixes spontaneously? Likewise, why do both neurotypical speakers/signers and certain neuro-atypical speakers/signers produce structurally similar mixing types? This paper offers some answers to these questions arguing that the cognitive process underlying code-mixing is a basic property of the human learning device: recombination, a fully automated cognitive process. Recombination is innate: it allows learners to select relevant linguistic features from heterogeneous inputs, and recombine them into new syntactic objects as part of their mental grammars whose extensions, arguably individual idiolects, represents what Aboh (2015b, a, 2019b) characterizes as hybrid grammars. (shrink)

In the present study, we use a training design in two experiments to examine whether bilingual language switching facilitates two components of cognitive control, namely monitoring and inhibitory control. The results of Experiment 1 showed that training in language switching reduced mixing costs and the anti-saccade effect among bilinguals. In Experiment 2, the findings revealed a greater decrease of mixing costs and a smaller decrease of the anti-saccade effect from pre- to post-training for the language switching training (...) group compared to the L2 training group. Overall, the results suggest that extensive exercise in monitoring and inhibitory control among languages in an experimental setting may enhance the corresponding components of cognitive control. We discuss these findings in the context of the relationship between bilingual language control and executive control. (shrink)

After the recent “cognitive turn” it is commonly assumed that the domain of the cognitive is much broader than the domain of the linguistic. Consequently, the quickly decreasing appeal of “linguistic idealism” is now totally clouded by the view that language is not necessary for thought. I here highlight how the target paper is fully attuned to this mainstream view, which originally and fundamentally rejects any linguistic idealist claim. Furthermore, I propose a new formulation of an “old” methodological concern (...) about psychological explanations, which potentially challenges the efficacy of any argumentative strategy hinging on higher order cognitive capacities. (shrink)

Indonesia is a multicultural country with a variety of different cultures and ethnicities. The cultural diversity that exists in Indonesia makes language as an identity of an ethnic group different. When moving to a new environment, of course, adaptation is needed, especially language adaptation to rejuvenate migrants and residents in interaction as happened in Bayur Hamlet, Balik Bukit District, West Lampung Regency. The purpose of this study itself is to analyze how the adaptation process that occurs between Javanese (...) ethnic migrants and Lampung natives also analyzes communication patterns that occur in the process of language adaptation. In this study, researchers used a qualitative type of research with a descriptive approach. The informants of this research amounted to five people who were traditional stakeholders, two ethnic residents of Lampung and two ethnic transmigrants of Java. The theory used is speech code. The results of this study show that the adaptation that occurs between Javanese ethnic transmigrants and indigenous Lampung ethnic is cultural hybridity or cultural mixing, especially in terms of language and the communication pattern that occurs in the process of language adaptation is circular. (shrink)

Quotation exhibits characteristics of both use and mention. I argue against the recently popular pragmatic reductions of quotation to mere language use (Recanati 2001), and in favor of a truly hybrid account synthesizing and extending Potts (2007) and Geurts and Maier (2005), using a mention logic and a dynamic semantics with presupposition to establish a context-driven meaning shift. The main advantages are an account of error neutralization and shifted indexicality under quotation. The current paper addresses the problematic data involving (...) quoted non-constituents. (shrink)

Languages spoken in larger populations are relatively simple. A possible explanation for this is that languages with a greater number of speakers tend to also be those with higher proportions of non‐native speakers, who may simplify language during learning. We assess this explanation for the negative correlation between population size and linguistic complexity in three experiments, using artificial language learning techniques to investigate both the simplifications made by individual adult learners and the potential for such simplifications to influence (...) group‐level language characteristics. In Experiment 1, we show that individual adult learners trained on a morphologically complex miniature language simplify its morphology. In Experiment 2, we explore how these simplifications may then propagate through subsequent learning. We use the languages produced by the participants of Experiment 1 as the input for a second set of learners, manipulating (a) the proportion of their input which is simplified and (b) the number of speakers they receive their input from. We find, contrary to expectations, that mixing the input from multiple speakers nullifies the simplifications introduced by individuals in Experiment 1; simplifications at the individual level do not result in simplification of the population's language. In Experiment 3, we focus on language use as a mechanism for simplification, exploring the consequences of the interaction between individuals differing in their linguistic competence (as native and non‐native speakers might). We find that speakers who acquire a more complex language than their partner simplify their language during interaction. We ultimately conclude that adult learning can result in languages spoken by more people having simpler morphology, but that idiosyncratic simplifications by non‐natives do not offer a complete explanation in themselves; accommodation—by comparatively competent non‐natives to less competent speakers, or by native speakers to non‐natives—may be a key linking mechanism. (shrink)

The term `code-switching' is used to describe the mixing of different language varieties which often results from language contact. This book is the first full-length study of code-switching in a European context.

According to ontological pluralism there are several ways of being. This is so if there is an unrestricted quantifier that ranges over everything there is, and there are several semantically primitive, restricted quantifiers with possible meanings such that each restricted quantifier has a non-empty domain that is properly included in the domain of the unrestricted quantifier, the domains of the restricted quantifiers do not overlap, and the meaning of each restricted quantifier is at least as natural as the meaning of (...) the unrestricted quantifier. My long-standing interest in the debate concerning pluralism about truth has shaped my choice of focus in this piece. According to truth pluralism there are several ways of being true. Different properties are relevant to the truth of propositions concerning different domains. The problem of mixed compounds challenges truth pluralists to provide a principled account of the truth of mixed compounds, i.e. compounds whose constituents are true in different ways. My aim here is to present and articulate a corresponding issue facing ontological pluralists: the problem of mixed beings. The problem of mixed beings challenges ontological pluralists to provide a principled account of the way in which mixed beings exist, i.e. beings whose constituents exist in different ways. (shrink)

The term `code-switching' is used to describe the mixing of different language varieties which often results from language contact. This book is the first full-length study of code-switching in a European context.

This mixed methods research study investigated if explicit instruction could affect EFL teachers’ perceptions and practices of classroom justice considering its three-dimensional conceptualization based on the social psychology theories of justice, encompassing the distributive, interactional, and procedural justice. To this end, 77 Iranian English as a Foreign Language teachers, chosen through maximum variation sampling, attended a four-session online justice-training course. The data were collected both before and after the course intervention through close- and open-ended questionnaires. Quantitative data analysis (...) results, obtained through running paired samples t-tests and Wilcoxon signed ranks tests, indicated that except for the distributive component, the treatment was effective in significantly enhancing the Iranian EFL teachers’ procedural, interactional, and total classroom justice perceptions. Content analysis of the posttest qualitative data, done through MAXQDA, revealed that the participants approved the course usefulness, its significance, and uses of justice enactment strategies in their classroom. Furthermore, they confirmed positive changes in their conceptions and practices of justice because of attending the course and showed enthusiasm in attending more such courses in the future. The convergence of the quantitative and qualitative results in this study demonstrated the effectiveness of the justice-oriented training course for enhancing EFL teachers’ just classroom behaviors. Hence, the results would be fruitful for teacher educators aiming to promote the pre- and in-service EFL teachers’ professional effectiveness through explicit instruction on classroom justice and its use in teacher education programs. (shrink)

This volume brings together new research on fiction from the fields of philosophy and linguistics. Fiction has long been a topic of interest in philosophy, but recent years have also seen a surge in work on fictional discourse at the intersection between linguistics and philosophy of language. In particular, there has been a growing interest in examining long-standing issues concerning fiction from a perspective that is informed both by philosophy and linguistic theory. -/- Following a detailed introduction by the (...) editors, The Language of Fiction contains 14 chapters by leading scholars in linguistics and philosophy, organized into three parts. Part I, 'Truth, Reference, and Imagination', offers new, interdisciplinary perspectives on some of the central themes from the philosophy of fiction: What is fictional truth? How do fictional names refer? What kind of speech act is involved in telling a fictional story? What is the relation between fiction and imagination? Part II, 'Storytelling', deals with themes originating from the study of narrative: How do we infer a coherent story from a sequence of event descriptions? And how do we interpret the words of impersonal or unreliable narrators? Part III, 'Perspective Shift', focuses on an alleged key characteristic of fictional narratives, namely how we get access to the fictional characters' inner lives, through a variety of literary techniques for representing what they say, think, or see. The volume will be of interest to scholars from graduate level upwards in the fields of discourse analysis, semantics and pragmatics, philosophy of language, psychology, cognitive science, and literary studies. -/- Table of Contents 1:Introduction, Emar Maier and Andreas Stokke Part I: Truth, Reference, and Imagination 2:Fictional reference as simulation, François Recanati 3:Sharing real and fictional reference, Hans Kamp 4:Fictional truth: In defense of the reality principle, Nils Franzén 5:On the generation of content, Sandro Zucchi 6:Do the imaginings that fictions invite have a direction of fit?, Manuel García-Carpintero Part II: Storytelling 7:In search of the narrator, Regine Eckardt 8:Extracting fictional truth from unreliable sources, Emar Maier and Merel Semeijn 9:Narrative and point-of-view, Samuel Cumming 10:A puzzle about narrative progression and causal reasoning, Daniel Altshuler 11:Isomorphic mapping in fictional interpretation, Matthias Bauer and Sigrid Beck Part III: Perspective Shift 12:Metalinguistic acts in fiction, Nellie Wieland 13:Computing perspective shift in narratives, Márta Abrusán 14:Derogatory terms in free indirect discourse, Isidora Stojanovic 15:Protagonist projection, character-focus, and mixed quotation, Andreas Stokke. (shrink)

In 1578, the Anglo-Italian author, translator, and teacher John Florio wrote that English was 'a language that wyl do you good in England, but passe Dover, it is woorth nothing'. Learning Languages in Early Modern England is the first major study of how English-speakers learnt a variety of continental vernacular languages in the period between 1480 and 1720. English was practically unknown outside of England, which meant that the English who wanted to travel and trade with the wider world (...) in this period had to become language-learners. Using a wide range of printed and manuscript sources, from multilingual conversation manuals to travellers' diaries and letters where languages mix and mingle, Learning Languages explores how early modern English-speakers learned and used foreign languages, and asks what it meant to be competent in another language in the past. Beginning with language lessons in early modern England, it offers a new perspective on England's 'educational revolution'. John Gallagher looks for the first time at the whole corpus of conversation manuals written for English language-learners, and uses these texts to pose groundbreaking arguments about reading, orality, and language in the period. He also reconstructs the practices of language-learning and multilingual communication which underlay early modern travel. Learning Languages offers a new and innovative study of a set of practices and experiences which were crucial to England's encounter with the wider world, and to the fashioning of English linguistic and cultural identities at home. Interdisciplinary in its approaches and broad in its chronological and thematic scope, this volume places language-learning and multilingualism at the heart of early modern British and European history. (shrink)

In language learning, learners engage with their environment, incorporating cues from different sources. However, in lab‐based experiments, using artificial languages, many of the cues and features that are part of real‐world language learning are stripped away. In three experiments, we investigated the role of positive, negative, and mixed feedback on the gradual learning of language‐like statistical regularities within an active guessing game paradigm. In Experiment 1, participants received deterministic feedback (100%), whereas probabilistic feedback (i.e., 75% or (...) 50%) was introduced in Experiment 2. Finally, Experiment 3 explored the impact of mixed probabilistic feedback (33% positive, 33% negative, 33% no feedback). The results showed that cross‐situational learning of words was observed without feedback, but participants were able to learn structural regularities of the miniature language only when feedback was provided. Interestingly, the presence of positive feedback was particularly helpful for the learner, promoting more in‐depth learning of the artificial language. (shrink)

Proof-theoretic models of grammar are based on the view that an explicit characterization of a language comes in the form of the recursive enumeration of strings in that language. That recursive enumeration is carried out by a procedure which strongly generates a set of structural descriptions Σ and weakly generates a set of strings S; a grammar is thus a function that pairs an element of Σ with elements of S. Structural descriptions are obtained by means of Context-Free (...) phrase structure rules or via recursive combinatorics and structure is assumed to beuniform: binary branching trees all the way down. In this work we will analyse natural language constructions for which such a rigid conception of phrase structure is descriptively inadequate and propose a solution for the problem of phrase structure grammars assigning too much or too little structure to natural language strings: we propose that the grammar can oscillate between levels of computational complexity in local domains, which correspond to elementary trees in a lexicalised Tree Adjoining Grammar. (shrink)

There are many different views on what role language plays in ethnic identification. This article is focused on the given issue based on the sample of the Cuban minority living in Slovakia. The topic is analyzed on a sample of Cubans living in the territory of Slovakia in a time frame ranging from 1 to 37 years as well as their descendants who come from mixed Slovak-Cuban families. In this article I am dealing with the impact of the (...) Spanish, Slovak, Hungarian, and English language. (shrink)