Formulaic Language

Name: Formulaic Language | Volume 2. Acquisition, loss, psychological reality, and functional explanations
Brand: John Benjamins Publishing Company
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Volume 2. Acquisition, loss, psychological reality, and functional explanations

Roberta Corrigan Edith A. Moravcsik Hamid Ouali Kathleen Wheatley(Editor)

John Benjamins Publishing Company

1st Edition

Published on 20. May 2009

XXIV, 361 pages

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978-90-272-9016-8 (ISBN)

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Formulaic Language
Editorial page
Title page
LCC data
Dedication
Table of contents
Preface
Introduction. Approaches to the study of formulae
1. What are formulae?
2. Research questions
3. Synopsis of the book
3.1 Structure and distribution
3.2 Historical change
3.3 Acquisition and loss
3.4 Psychological reality
3.5 Explanations
4. Conclusions
References
Part I Acquisition and loss
Repetition and reuse in child language learning
Abstract
1. What is a speech formula and why?
1.1 Repetition and analogy
1.2 Segmentation, data compression and efficiency through redundancy
1.3 Children learn chunks from what they hear
2. Chunks may become analyzed
2.1 Slots provide the basis for developing more general categories
2.2 Productivity and creativity
2.3 The 'traceback' method
2.3.1 Results using the traceback method
3. Experimental evidence for multiword storage
4. Learning chunks and making errors
5. Typological differences
6. Conclusion
Acknowledgements
References
Formulaic language from a learner perspective
Abstract
1. Introduction
2. Formulaic language - some voices
3. Collocations - general
4. Collocations - some definitions
4.1 Collocations and nativelike selection
4.2 Frequency-based definitions
4.3 The phraseologist's view
4.4 Collocations in Mel'cuk's framework
4.5 The learner in focus
5. An alternative view of collocations
5.1 Psychological, social and cultural aspects of collocations
5.2 The notion of a keyword
5.3 Collocations and fusion of meaning
5.4 Collocations in terms of Lexical Functions
5.4.1 Verbal Lexical Functions
5.4.2 Adjectival Lexical Functions
5.5 Socio-culturally motivated collocations
5.6 Collocations in frames induced by topic
6. Results of the native speaker/English language learner corpus study
6.1 Aim and procedure
6.2 Hypotheses
6.3 Collocations and 'Free' combinations over the N and NN data
6.4 Attempts by learners
7. Discussion of corpus study results
8. Overall discussion and implications for teaching
References
The acquisition and development of the topic marker wa in L1 Japanese
Abstract
1. Introduction
2. Method
2.1 Data
2.2 Coding
2.3 Data analysis
3. Results and discussion
3.1 Utterances containing wa
3.2 NP-wa? in mother-child interaction
3.2.1 How the mothers use NP-wa?
3.2.2 How children use NP-wa?
3.3 How the use of NP-wa? affects the overall process of language development
3.3.1 Joint attention and the use of NP-wa?
3.3.2 Development of a sentential structure
4. Conclusion
References
Formulaic expressions in intermediate EFL writing assessment
Abstract
1. Introduction
2. Methodology
3. Analysis
4. Results
5. Discussion
6. Conclusion
Acknowledgments
References
Connecting the dots to unpack the language
Abstract
1. Background and assumptions
2. Evidence of unpacking
3. Forming pragmatic and semantic connections
4. Unpacking directional semantics
5. Unscrambling phonology and morphosyntax: The case of whatta
6. More phonology and morphosyntax: Unpacking didja
7. Conclusions
References
The effect of awareness-raising on the use of formulaic constructions
Abstract
1. Introduction
2. Acquiring formulaic constructions
3. Research questions
4. Methodology
4.1 Participants
4.2 Materials
4.2.2 Treatment conditions
4.2.3 Target constructions
4.3 Analysis and scoring
4.4 Procedure
5. Results
6. Discussion and conclusion
7. Limitations
Appendices
Appendix A
Appendix B
References
Can L2 learners productively use Japanese tense-aspect markers?
Abstract
1. Introduction: Rule learning vs. Item learning
2. Inherent aspect and the Japanese tense-aspect markers
3. Method
3.1 Participants
3.2 Materials and procedure
3.2.1 Acceptability judgment test
3.2.2 Procedure
4. Analysis and results
4.1 Lower proficiency learners
4.2 Higher proficiency learners
5. Discussion
5.1 Why is there more verb-specific use for resultative use of -te i-ru?
5.2 Distributional bias: What kind?
5.3 Verb-specific pattern vs. rule-based learning in L2 acquisition of tense-aspect
6. Conclusion
Appendix
References
Formulaic and novel language in a 'dual process' model of language competence
Abstract
1.1. Background
2.1. Definitions and description
2.2. How many are there?
2.3. How can we show that people know formulaic expressions?
2.4. Are they processed differently? Neurological localization of automatic speech
2.5. Other speech production studies
3.1. Summary of neurolinguistic studies: The dual process model
3.2. Dual process model and schemata
3.3. Comparison of formulaic expressions with schemata
Appendices
Appendix I. Some categories of formulaic language with German counterparts.
Appendix II. Selected schemata
References
Part II Psychological reality
The psycholinguistic reality of collocation and semantic prosody (2)
Abstract
1. Introduction
2. Experiment: The effects of a verb's semantic prosody on semantic processing
2.1 Method
2.1.1 Participants
2.1.2 Materials
2.2 Procedure
2.3 Results
2.3.1 The relationship between semantic prosody and conceptual meaning
2.3.2 The effect of semantic prosody on affective priming
2.3.3 The effects of conceptual meaning upon affective priming
2.3.4 Direct comparisons of conceptual meaning and semantic priming
3. Conclusions
Acknowledgements
References
Frequency and the emergence of prefabs
Abstract
1. Introduction
2. Methods
2.1 Materials
2.2 Subjects and procedure
2.3 Measurement of frequency and duration
3. Results
3.1 p/ as a particle
3.2 Word-internal /^p/
3.3 Summary of the results
4. Discussion
4.1 Theoretical interpretation
4.2 The facilitatory effect of word frequency on phoneme monitoring in word lists
5. Conclusion
References
Part III Functional explanations
Formulaic argumentation in scientific discourse
Abstract
1. Introduction
2. The abstract as a genre of scientific discourse
3. Formulaic language in the linguistic realization of scientific argumentation
3.1 Four reporting strategies
3.2 Effects produced by the paper construction
4. Formulaic language with paper-like subjects in scientific English: Two corpus studies
4.1 Synchronic study
4.1.1 Corpus information
4.1.2 Reporting across academic disciplines
4.1.3 Formulaic language across the disciplines
4.2 Diachronic study
4.2.1 Corpus information
4.2.2 Reporting constructions in historical scientific English
5. Discussion of results
5.1 Politeness concerns
5.2 Changes in the rhetoric of scientific discourse
6. Conclusion
References
Accepting responsibility at defendants' sentencing hearings
Abstract
1. Introduction
2. Plan for the paper
3. Background on the right of allocution
4. Data
5. Federal sentencing hearings and "acceptance of responsibility"
6. Formulaic statements of acceptance of responsibility
7. Pros and cons of formulaic statements of acceptance of responsibility
8. Less formulaic statements of acceptance of responsibility
9. Pros and cons of less formulaic statements of acceptance of reponsibility
10. Conclusions and implications
Appendix A
References
Cases Cited
Decorative symmetry in ritual (and everyday) language
Abstract
1. Introduction: Galumphing, non-referential bulking and decorative symmetry in Khmer
2. The primacy of phonetic motivation for decorative servant words
2.1 Compounding by conscription
2.2 Compounding by prosthesis
2.3 Compounding via the "Adam's rib" strategy
2.4 Rhyme-swapping
2.5 Recursion: Decorative symmetry run wild
2.5.1 Synonym + Servant word compound
2.5.2 Etymological Doublets + Servant word compound
2.5.3 Synonym + Adam's Rib Compound
3. Non-referential bulking is not pragmatically motivated elsewhere
3.1 Baby talk/doggerel
3.2 Game trash talk
3.3 Aggressive" reduplication
3.4 Agreement
3.5 Structural priming
4. Conclusion
4.1 Style
4.2 Ritualization
References
Time management formulaic expressions in English and Thai
Abstract
0. Introduction
1. Idea/image transfer' and 'time management formulaic expression (TMF)'
2. Time managing formulae in English
2.1 Fillers, hedges and discourse markers in English
2.2 A working definition of time-management formulaic expressions
2.3 Complement-taking predicates and TMF
2.4 Pseudo-cleft and TMF
2.5 An interim summary
3. Time managing formulae in Thai
3.1 Fillers, hedges and discourse markers
3.2 Time-management formula: The /__ nîa/construction
3.3 Challengeable" information and /nîa/
3.4 An interim summary
4. Conclusion
References
Routinized uses of the first person expression for me in conversational discourse
Abstract
1. Introduction to the study
2. Routinized expressions ~ routine functions
3. For me as a first person singular expression
3.1 Studies of first person elements and prepatterned expression
3.2. Distribution of for me compared to for + non-first person singular pronouns
4. Data and methods
4.1 Data sources
4.2 Classification and coding of data
5. Classifying for me
5.1 How "grammatical" is for me?
5.2 For me as discourse marker?
5.3 Classification of for me utterances in the database
6. Declarative utterances with benefactive for me
6.1 Benefaction
6.2 Verbs with benefactive for arguments in the conversational data
7. Directives and requests with benefactive for me
7.1 For me as a component of a formulaic speech act
7.2 For me directives and requests in the conversational data
8. Copular predicates with evaluative for me
8.1 Formal properties of copular constructions with for me in the conversational data
8.2 Evaluative properties
8.3 Evaluative and metapragmatic functions in conversations
9. Summaries and conclusions
Corpora
References
Author index
Subject index
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