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Format: 160 S. , Graph. Darst.

ISBN: 9027907080

Series Statement: Ianua linguarum 83

Note: Literaturverz. S. [147] - 155

Language: English

Subjects: Comparative Studies. Non-European Languages/Literatures

Keywords: Kontrastive Linguistik ; Vergleichende Sprachwissenschaft ; Methode ; Historische Sprachwissenschaft

Author information: Katičić, Radoslav 1930-2019

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Format: 160 S.

Series Statement: Janua linguarum : Series minor 83

Language: English

Subjects: Comparative Studies. Non-European Languages/Literatures

Keywords: Kontrastive Linguistik ; Vergleichende Sprachwissenschaft ; Historische Sprachwissenschaft ; Methode

Author information: Katičić, Radoslav 1930-2019

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Format: 1 online resource (416 pages)

Edition: 1st ed. 2024.

ISBN: 9783031619090

Series Statement: Environmental Humanities: Transformation, Governance, Ethics, Law, 4

Content: Since the issues and discourses surrounding sustainable development entered its phase in our contemporary world, the political, social, economic, ecological, and cultural existence of our modern world has inevitably adopted varied measures to respond better to the demands of our time. This book contributes to the global call for transitions and transformations towards a more sustainable human society. This contribution is specific, dialogic and comparative and also has deep cultural and ethnological consciousness based on the Nigerian experiences and, by extension, the African experience. The research work presents as its background the hypothesis that varied forms of structures—socio-political, socio-economic, socio-ecological and socio-cultural—unite to constitute ‘structural sins’ (John Paul II) and, consequently, the banes to authentic and sustainable development. These dysfunctional structures were critically analysed and evaluated. Furthermore, the research work takes up the contemporary discourse on sustainable development, beginning with earlier development concepts, the impactful contribution of social documents of the church to development discourse, the timeline of the general global and sustainable development approach and governance, as well as the specifics of the twin documents of the year 2015, namely Agenda 2030 and Laudato Si. Again, an indigenised manuscript for development discourse known as Nigeria Vision 20:2020 was examined to delineate the fact that forms of indigenous efforts to discuss and administrate the development process are noticeable. However, such efforts have remained negatively exploited by both internal and external man-made corrupt factors. One such factors discussed in this book, among others, is the failure of Nigeria since independence to stabilise its power and energy sector.

Note: Intro -- Foreword -- Acknowledgements -- Objective, Hypotheses and Methodology -- Objective of the Research Work -- Research Hypotheses/Question -- Methodology -- Contents -- About the Author -- Definition of Terms -- Abbreviations -- 1 Nigeria and the People: Issues, Facts and Figures -- 1.1 Introduction -- 1.2 Nigeria: An Overview -- 1.2.1 Pre-colonial and Colonial Nigeria -- 1.2.2 Post-colonial and Independent Nigeria -- 1.3 The Journey to Nationhood: The Independent Nigeria and Its Republics -- 1.3.1 The First Republic (1963-1966) -- 1.3.2 The Second Republic (1979-1983) -- 1.3.3 The Third Republic (1992-1993) -- 1.3.4 The Fourth Republic (1999 till Date) -- 1.4 Four Cardinal Socio-Political and Socio-Economic Factors in Understanding Nigeria's Fragile Polity -- 1.4.1 Protracted Military Presence and Control of Power -- 1.4.2 Oil, Eco-Disaster, Corruption and Planned Inhumanity -- 1.4.3 Geopolitical and Geo-Structural Imbalances: Towards a New Developing Anthem Called Restructuring -- 1.4.4 Fanatic De-secularisation, Religions Fundamentalism and Sectional/Regional Insurgencies -- 1.5 Nigeria and Socio-Economic Development: How Developed? How Sustainable? -- 1.5.1 Thesis 1: Nigeria's Economy Lacks Diffusion and Suffers a "Missing Middle" -- 1.5.2 Thesis 2: Nigeria's Economy Wrestles Imperial Exogenous Tracks -- 1.5.3 Thesis 3: Nigeria Operates Non-inclusive Economic and Development Governance -- 1.6 The Special Case of Endemic Corruption in Nigeria -- 1.6.1 Corruption: An Overview of Schools of Thought and Definitions -- 1.6.2 The Two Spheres of Corruption: Public (Political) and Private -- 1.6.3 Basic Allied Forms of Public/Private Corruption -- 1.6.4 Corruption in Nigeria: A Positivistic Seven-Thesis Approach -- 1.6.5 Corruption: Issues of Interculturality in Approach. , 1.6.6 Corruption: The Need for Conceptual Confluence Amidst Intercultural Differences -- 1.6.7 Fight Against Corruption: The Lingering Ethical Dilemma in the Nigerian Case -- 1.6.8 Ethics and Corruption: The Socio-Ethical Normative Approach -- 1.6.9 Integrationsprävention as a "Missing Link" in the Nigerian Fight Against Corruption -- References -- 2 Socio-Political and Theological Focus of the Research Work -- 2.1 The Social Structures: Socio-Economic, Political and Ecological Nigerian Geo-Polity -- 2.1.1 The General Concept of a Structure -- 2.1.2 Social Structures and the Three Levels of Classification -- 2.2 The Three Levels of Social Structures and the Nigerian Polity -- 2.2.1 The Macro-Nigerian Society -- 2.2.2 The Meso-Nigerian Society -- 2.2.3 The Micro-Nigerian Society -- 2.3 The State of the Nation: Appraising the Current Nigerian Social Structure -- 2.3.1 The Socio-Political Structure -- 2.3.2 The Socio-Economic Structure -- 2.3.3 The Socio-Cultural Structure -- 2.3.4 The Socio-Religious Structure -- 2.3.5 The Socio-Ecological Structure -- 2.4 Internal Structural Weaknesses in the Nigerian System as "Structures of Sin" -- 2.4.1 The Concept "Structures of Sin": A Moral and Theological Explication -- 2.4.2 Understanding the General Theology of Sin: Hamartiology -- 2.4.3 The Hamartiological Trio: The "Why-How-Consequence" Approach -- 2.4.4 Other (Anti-)Deontological Concepts Associated with Hamartia -- 2.4.5 Structures of Sin: A Brief Reflection on the Use and Application of the Term -- 2.5 The Social Teachings in Relation to Structures of Sin -- 2.5.1 The Originality of the Concept "Structures of Sin" in John Paul II -- 2.5.2 Reconciliatio et Penitentiae: On Reconciliation and Penance in the Mission of the Church -- 2.5.3 Solicitudo rei Socialis: On the Twentieth Anniversary of Populorum Progressio. , 2.5.4 The Place and Limits of Law in the Normative Approach to the Concept "Structures of Sin": Interpretation in the Light of John Paul II -- 2.6 Structures of Sin with Reference to the Concept of Sustainability -- 2.7 Structures of Sin and the Nigerian Polity -- 2.7.1 Nigeria: The Socio-Politically Related Structures of Sin -- 2.7.2 Socio-Economically Related Structures of Sin: Nigeria @ Over 60 Years After Independence, Yet with Persistent Youth Unemployment Indices -- 2.7.3 Infrastructural-Related Structures of Sin: The General Problem of Economically Related Facilities in Nigeria -- 2.7.4 Techno-Infrastructural Structures of Sin -- 2.8 Structures of Sin in the Nigerian Polity: A Capability Approach -- 2.8.1 Understanding Capability Approach -- 2.8.2 The Three Angles of Applying the Capability Approach to the Nigerian Situation -- 2.8.3 The Relevance of "Functionings" in the Nigerian Context -- 2.8.4 The Fieldwork: Proving the Nigeria's Fragile Structure -- References -- 3 Sustainable Development and the Nigerian State -- 3.1 The General Concept of Development -- 3.1.1 The Post-War Period and the Development Theory -- 3.1.2 The Catholic Church's Social Reflections on the General Development Processes -- 3.1.3 Development Indices Within the Global South -- 3.2 Sustainability as the Modern Correlation to the Concept of Development -- 3.2.1 Sustainable Development Strategies: Historical and Literary Appraisal -- 3.3 The Three Dimensions of Sustainable Development -- 3.3.1 Economic Sustainability -- 3.3.2 Social Sustainability -- 3.3.3 Environmental Sustainability -- 3.3.4 Two Basic Inherent Challenges of Sustainability Discourses -- 3.4 The Principle of Sustainability: Towards a New Social Principle on Development -- 3.4.1 Globalisation and Inherent Challenges in Understanding Sustainability. , 3.4.2 The Challenging "Sings of the Time" in a Globalised Modern World -- 3.4.3 The Principle of Sustainability: Making a Case with Nigeria -- 3.5 The Global Goals and the Planned Prospects -- 3.5.1 The 17 Sustainable Development Goals: An Appraisal Within the Nigerian State -- 3.5.2 New Strategic Management for the SDGs: Breaking the Chains of Colonial Development Thoughts -- 3.6 Sustainability Ethics: Towards a Functional Socio-Ethical Approach to Development -- 3.6.1 Ethics: Its Objectives and Goals -- 3.6.2 The Role of Christian Social Ethics as a Research Tool -- 3.6.3 Sustainability Ethics: General Understanding -- 3.6.4 The Normative Value Orientations: Investing in the Core Values for Sustainability -- 3.7 "Abundantia Vitae in Legatione Christi" (Jn. 10:10): Towards Social Sustainability and the Freedom of Mmadụ -- 3.7.1 The Mission of Christ -- 3.7.2 The Method of Christ -- 3.7.3 The Message of Christ -- References -- 4 The Socio-Cultural Approach to the Moral Agent of Sustainable Development-The Mmadụ -- 4.1 Introduction -- 4.2 The Place of Mmadụ as a Moral Agent of Development -- 4.2.1 Mmadụ-The Human Person-in a Trans-Cultural Worldview: The Western and African Comparative Analysis -- 4.3 Contextualising Mmadụ and His Essence in the African-Igbo Cosmology: The Constitutive Elements -- 4.3.1 Mmadụ: The Semantic Nuances -- 4.3.2 The African-Igbo Mmadụ: The Enculturated Status -- 4.3.3 The Critique of Ùgwú-Mmadụ in the Contemporary Nigerian Situation: A Capability Approach -- 4.3.4 The Status of Ùgwú-Mmadụ Within the Socio-Cultural Contemporary Nigeria -- 4.4 The Unfortunate "Divide": Loss of Human Ecology as Loss of Ùgwú-Mmadụ -- 4.4.1 The Consequences of Lost Sense of Human Ecology in the Nigerian Context -- 4.4.2 Setting the Pace Towards Restoration: Human Ecology and the Socio-Theological Contributions of the Social Teachings. , 4.5 "From Human Ecology to Ecological Humanity": Evaluating the 10-Thesis Approach Towards Ethical Regeneration in Human Ecological Discourses -- 4.5.1 Transition -- 4.5.2 (En)corporation -- 4.5.3 Complementation -- 4.5.4 Decimation -- 4.5.5 Summation -- 4.5.6 Administration -- 4.5.7 Diplomacy -- 4.5.8 Assimilation -- 4.5.9 Identity-Renaissance -- 4.5.10 Implementation -- 4.6 The Place of Human Ecological Ethics Within the Nigerian Proposed Vision 20:2020: A Critique -- References -- 5 Practical Inroads: The Normative Pathways to Integral Socio-Ethical Transformations-Four Propositional Normative Steps -- 5.1 Proposition I: The Normative Steps as Approach and Method -- 5.1.1 Principle of Reflection -- 5.1.2 Criteria of Judgement -- 5.1.3 Directives (Guidelines) for Action -- 5.2 Critical Premonitions: Assessment of the Critical Precluding Factors in the General Nigerian Structure -- 5.2.1 The Restructuring Saga: Nigeria's Geopolitical Conspiracy Theory -- 5.2.2 The Parable of a Fraudulent Federalism -- 5.2.3 Resource Control -- 5.2.4 Imposition of Affinities and Affiliations -- 5.2.5 Ethno-Linguistic Conundrum -- 5.2.6 Interreligious Conflicts -- 5.2.7 Incongruent Population Growth and Development Indices -- 5.3 Proposition II: The Need for the Assimilation of a "Fourth Norm" -- 5.3.1 "The Future is Now": Critical Scientific Reports and Observations About the Fourth Norm-The Sustainability Principle-in Connection with the SDGs, 2030 Agenda -- 5.4 Proposition III: Systemic Exnovations as First Transitional Innovations -- 5.4.1 A Systemic Model of Approach -- 5.4.2 The Normative Power (Factors) of Exnovation -- 5.4.3 Resistance and Coalitions in Exnovation Governance -- 5.4.4 The Socio-Ethical Interpretation of Exnovation -- 5.4.5 The Three Evaluative Criteria for Systemic Policy Remediation. , 5.5 Proposition IV: Presenting a Five-Key-Area Scheme of Policy Remediation for Transformative Socio-Ethical Recovery.

Additional Edition: Print version: Nwosu, Chijioke Francis Systemic Remediation Cham : Springer,c2024 ISBN 9783031619083

Language: English

DOI: 10.1007/978-3-031-61909-0

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Format: Online-Ressource

Edition: Elsevier e-book collection on ScienceDirect

ISBN: 044451791X , 9780444517913

Series Statement: A practical logic of cognitive systems v. 2

Content: Acknowledgements. -- Preface. -- -- A Practical Logic of Cognitive Systems -- 1. Introduction -- 2. Practical Logic -- Conceptual Models of Abduction -- 3. The Structure of Abduction -- 4. Explanationist Abduction -- 5. Non-Plausibilistic Abduction -- 6. Diagnostic Abduction in AI -- 7. The Characteristic and the Plausible -- 8. Relevance and Analogy -- 9. Interpretation Abduction -- Formal Models of Abduction -- 10. A Glimpse of Formality -- 11. A General Theory of Logical Systems -- 12. A Base Logic -- 13. An Abductive Mechanism for the Base Logic -- Bibliography. -- Index

Content: The present work is a continuation of the authors' acclaimed multi-volume A Practical Logic of Cognitive Systems. After having investigated the notion of relevance in their previous volume, Gabbay and Woods now turn to abduction. In this highly original approach, abduction is construed as ignorance-preserving inference, in which conjecture plays a pivotal role. Abduction is a response to a cognitive target that cannot be hit on the basis of what the agent currently knows. The abducer selects a hypothesis which were it true would enable the reasoner to attain his target. He concludes from this fact that the hypothesis may be conjectured. In allowing conjecture to stand in for the knowledge he fails to have, the abducer reveals himself to be a satisficer, since an abductive solution is not a solution from knowledge. Key to the authors' analysis is the requirement that a conjectured proposition is not just what a reasoner might allow himself to assume, but a proposition he must defeasibly release as a premiss for further inferences in the domain of enquiry in which the original abduction problem has arisen. The coverage of the book is extensive, from the philosophy of science to computer science and AI, from diagnostics to the law, from historical explanation to linguistic interpretation. One of the volume's strongest contributions is its exploration of the abductive character of criminal trials, with special attention given to the standard of proof beyond a reasonable doubt. Underlying their analysis of abductive reasoning is the authors' conception of practical agency. In this approach, practical agency is dominantly a matter of the comparative modesty of an agent's cognitive agendas, together with comparatively scant resources available for their advancement. Seen in these ways, abduction has a significantly practical character, precisely because it is a form of inference that satisfices rather than maximizes its response to the agent's cognitive target. The Reach of Abduction will be necessary reading for researchers, graduate students and senior undergraduates in logic, computer science, AI, belief dynamics, argumentation theory, cognitive psychology and neuroscience, linguistics, forensic science, legal reasoning and related areas. Key features: - Reach of Abduction is fully integrated with a background logic of cognitive systems. - The most extensive coverage compared to competitive works. - Demonstrates not only that abduction is a form of ignorance p ...

Note: Includes bibliographical references (p. 443-472) and index , Acknowledgements. -- Preface. -- -- A Practical Logic of Cognitive Systems -- 1. Introduction -- 2. Practical Logic -- Conceptual Models of Abduction -- 3. The Structure of Abduction -- 4. Explanationist Abduction -- 5. Non-Plausibilistic Abduction -- 6. Diagnostic Abduction in AI -- 7. The Characteristic and the Plausible -- 8. Relevance and Analogy -- 9. Interpretation Abduction -- Formal Models of Abduction -- 10. A Glimpse of Formality -- 11. A General Theory of Logical Systems -- 12. A Base Logic -- 13. An Abductive Mechanism for the Base Logic -- Bibliography. -- Index. , The present work is a continuation of the authors' acclaimed multi-volume A Practical Logic of Cognitive Systems. After having investigated the notion of relevance in their previous volume, Gabbay and Woods now turn to abduction. In this highly original approach, abduction is construed as ignorance-preserving inference, in which conjecture plays a pivotal role. Abduction is a response to a cognitive target that cannot be hit on the basis of what the agent currently knows. The abducer selects a hypothesis which were it true would enable the reasoner to attain his target. He concludes from this fact that the hypothesis may be conjectured. In allowing conjecture to stand in for the knowledge he fails to have, the abducer reveals himself to be a satisficer, since an abductive solution is not a solution from knowledge. Key to the authors' analysis is the requirement that a conjectured proposition is not just what a reasoner might allow himself to assume, but a proposition he must defeasibly release as a premiss for further inferences in the domain of enquiry in which the original abduction problem has arisen. The coverage of the book is extensive, from the philosophy of science to computer science and AI, from diagnostics to the law, from historical explanation to linguistic interpretation. One of the volume's strongest contributions is its exploration of the abductive character of criminal trials, with special attention given to the standard of proof beyond a reasonable doubt. Underlying their analysis of abductive reasoning is the authors' conception of practical agency. In this approach, practical agency is dominantly a matter of the comparative modesty of an agent's cognitive agendas, together with comparatively scant resources available for their advancement. Seen in these ways, abduction has a significantly practical character, precisely because it is a form of inference that satisfices rather than maximizes its response to the agent's cognitive target. The Reach of Abduction will be necessary reading for researchers, graduate students and senior undergraduates in logic, computer science, AI, belief dynamics, argumentation theory, cognitive psychology and neuroscience, linguistics, forensic science, legal reasoning and related areas. Key features: - Reach of Abduction is fully integrated with a background logic of cognitive systems. - The most extensive coverage compared to competitive works. - Demonstrates not only that abduction is a form of ignorance p ...

Additional Edition: ISBN 044451791X

Additional Edition: Erscheint auch als Druck-Ausgabe Gabbay, Dov M., 1945- Reach of abduction Amsterdam ; San Diego, Calif : Elsevier, 2005 ISBN 044451791X

Additional Edition: ISBN 9780444517913

Language: English

Subjects: Philosophy

Keywords: Abduktion ; Kognition ; Abduktion ; Kognition ; Electronic books ; Electronic books

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Author information: Gabbay, Dov M. 1945-

Author information: Woods, John 1937-

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Format: 1 online resource (42 illus., 35 illus. in color. eReference.)

Edition: 1st ed. 2018.

ISBN: 1-78785-241-5 , 3-319-44694-0

Series Statement: Springer International Handbooks of Education,

Content: This volume covers the multidimensional and international field of Heritage Language Education, including concepts, practices, and the correlation between culture and language from the perspectives of pedagogy and research. Heritage Language Learning is a new dimension in both the linguistic and pedagogic sciences, and is linked to processes of identity negotiation and cultural inheritance. It is a distinct pedagogical and curricular domain that is not exhausted within the domains of bilingualism and second or foreign language education. A heritage language is not a second or foreign language, it is the vehicle whereby cultural memory is transmitted over time, across distances, communities, and generations. Heritage languages play an important role ensuring the balance between coherence and pluralism in contemporary societies that have come to realize that diversity is an advantage for social, cultural, and economic reasons. The volume includes topics like First Nation indigenous languages, languages in diaspora, immigrant and minority languages, and contributions from North, central and South America, Europe, Africa, Asia, and Australia. It addresses the social, linguistic, and cultural issues in educational contexts in a new way by taking up questions of globalization, difference, community, identity, democracy, ethics, politics, technology, language rights and cultural policies through the evolving field of Heritage Language Education.

Note: Intro -- Contents -- About the Editors -- Contributors -- Part I: Introduction -- 1 Heritage and Language: Cultural Diversity and Education -- References -- Part II: Heritage Language Learners -- 2 Developing Metacognition and Interculturality in Heritage Language Learners -- Introduction -- Literature Review -- The Nature of Heritage Language Learners of Chinese -- Understanding Motivation in Chinese HL Learners -- Understanding Autonomous and Intercultural Learning for Chinese HL Learners -- Understanding Metacognitive Beliefs and Strategies for Chinese HL Learners -- Methodology -- The Project -- Participants -- Data Analysis -- Findings -- Quantitative Data -- Qualitative Data -- Qualitative Data Set 1: Students´ Learning Logs -- Qualitative Data Set 2: Reflective Essays -- The Metacognitive Value of Reflection in Learning -- Ability and Appetite for Opportunities in Autonomous Learning -- Enthusiasm in Intercultural Enquiry -- Findings from Data Set 3: Focus Group Interviews -- Discussion -- Conclusion -- Appendix 1 -- Appendix 2 -- References -- 3 Heritage Language Speakers in the University Classroom, Doing Research -- Introduction -- Context of the Course -- The City -- The University -- The HLVC Research Project -- Overview of the Course: Exploring Heritage Languages -- Pedagogical Outcomes of the Course -- Course Concepts -- Skill Development -- Description of Pedagogical Activities -- Group Assignments -- Wikipedia Assignment: Macrosociolinguistic Description of HLs -- Primary Research Project #1: Analyzing Linguistic Structure -- Primary Research Project #2 (HL): Changing Complexity of a HL -- Primary Research Project #3 (Non-HL): Ethnic Orientation Survey -- Primary Research Project #2 (Non-HL): Neighborhood Profile -- Individual Assignments -- Evaluating Course Outcomes -- Outcome 1: Train Students in Aspects of Research. , Outcome 2: Develop Digital Information Literacy -- Outcome 3: Provide Opportunities to Write for a Real Audience -- Outcome 4: Connect Research, Teaching, and the Community -- Outcome 5: Develop General Academic Skills -- Outcome 6: Increased Ethnolinguistic Pride Leading to Increased Language Use -- Pedagogical Contributions to Globalizing Variationist Sociolinguistics -- Conclusion and Future Directions -- Cross-References -- References -- 4 Heritage Language Learners in Mixed University Classes: Language Skills, Attitudes, and Implications for Curriculum Developm... -- Introduction -- Research Objectives -- The Sample -- Research Methodology -- The Background for Teaching Modern Greek in Canada -- Data Analysis -- Social and Cultural Characteristics of the Students -- Educational Parameters: Previous Greek Language Experience -- Academic Orientation -- Assessment of Language Skills -- Listening and Speaking -- Reading and Writing -- Comparative Findings in Developed Skills -- Teaching Parameters: Attitudes, Preferences, Challenges -- Reasons for Choosing the Program and Learning Motivation -- Educational Needs, Aspirations and Learning Particularities -- Course Organization and Planning -- Language and the Modern Greek Culture Course -- Discussion-General Conclusions -- Conclusion and Future Directions -- Cross-References -- References -- Bibliography in Greek -- 5 Unacknowledged Negotiations: Bilingual Students Report on How They Negotiate Their Languages Within the Monolingual Primary ... -- Introduction -- The Cypriot Educational System and Bilingual Education -- Bilingual Students in a Monolingual School System -- The Study -- State Primary Schools in Cyprus -- Findings -- Lack of Recognition -- Keep Languages Separate -- Relying on Others for Help -- Parents Report Children Need Help with Greek -- Rationale for the Lack of Acknowledgment. , Conclusion -- References -- 6 Cultural, Linguistic Knowledge and Experiences Among Learners of Chinese Origin in Spain -- Introduction -- Short History and Some Data on the Chinese Immigrant Community in Spain -- Review of the Literature and Research on Chinese Immigrant Community and Their Descendants in Spain -- Heritage Language Learning and Teaching and Complementary Community-Based School -- Conclusions -- References -- 7 Russian Heritage Learners´ Goals and Motivation -- Theoretical Background -- Description of the Study -- Discussion of the Results -- Self-Perception of HL Learners -- Cultural Identity and Integrative Orientation of HL Learners -- Self-Reported Strengths, Challenges, and Learning Strategies of the HL Learners -- Personal Long-Term Goals and Motivation of HL Learners -- What Are Your Goals in Studying Your HL? -- Conclusion and Curriculum Implications -- References -- 8 Identity and Motivation Among Heritage Language Learners of Italian in New Zealand: A Social Constructivist Perspective -- Introduction -- Laying Out a Theoretical Framework -- Heritage Languages, Identity, and Motivation -- Social Constructivist Perspectives on Language Learning Motivation -- The Sociolinguistic Context: Languages in New Zealand -- Italian Language in New Zealand -- Overview of the Study -- Discussion of Findings -- Stage 1: Italianità and Reasons for Studying the HL -- Stage 2: Italianità and Deciding to Study the HL -- Stage 3: Italianità and Sustaining Motivation -- Conclusions and Future Directions -- Cross-References -- References -- Part III: Teaching Heritage Languages -- 9 Why Should Formal Linguistic Approaches to Heritage Language Acquisition Be Linked to Heritage Language Pedagogies? -- General Introduction -- Understanding HS Linguistic Outcomes: Cognitive-Based Approaches to HS Studies. , From the Wild to the Classroom: Pedagogical Approaches to HL Teaching -- Minding and Bridging the Gaps -- Conclusion Final Section -- References -- 10 Plurilingualism: Vision, Conceptualization, and Practices -- Introduction -- Plurilingualism: The Historical Perspective -- Categorization, Frontiers, and Borders -- From Bilingualism to Multilingualism to Plurilingualism -- Plurilingualism and Complexity: Towards a New Theoretical Framework -- Use of Different Languages and Metalinguistic Awareness -- Mediation -- The Action-Oriented Approach -- Conclusion and Future Directions -- References -- 11 The Multiplicity Framework: Potential Applications for Heritage Language Education and Pedagogy -- Introduction -- The Communicative Repertoire -- The Framework -- The Threads Across Each Dimension -- The Elements Within the Dimensions -- Modes -- Mediations -- Varieties -- Purposes -- Conclusion -- Implications for Teachers -- Cross-References -- References -- 12 Culturally Responsive Pedagogy: Modeling Teachers´ Professional Learning to Advance Plurilingualism -- Introduction: Cosmopolitanization and Heritage Languages -- Culturally Responsive Pedagogy -- Culturally Responsive Instruction -- Culturally Responsive and Competent Teachers -- Teachers´ Intercultural Competence and Responsiveness -- Intercultural Training Implications -- Conclusion and Future Directions -- References -- 13 Professional Development of Heritage Language Instructors: Profiles, Needs, and Course Evaluation -- The Context -- Significance and Outline of the Study -- Situating the Study and Methodological Remarks -- Greek HL Teachers: Profile and Practice -- Studies, Teaching Experience, and Working Conditions -- Educational Challenges and Recommendations -- Technological Profile -- Professional Development Needs and Challenges: The Administrators´ Perspective. , Organization and Evaluation of a Professional Development Course -- Discussion and Conclusions -- References -- 14 Language Teachers´ Ideologies in a Complementary Greek School in Montreal: Heteroglossia and Teaching -- Introduction -- Language Teachers´ Ideologies in Complementary Greek Schools -- Contexts for the Study: Montreal and Complementary Schools -- Research Design and Methodology -- Results -- Being Multilingual in Montreal: The Four Teachers -- Being a Greek Teacher in Multilingual Montreal -- Anna: The Nonmultilingual Gardener -- Fotis: The Multilingual Greek Social Actor -- Evi: The Cross-linguistic Greek-Canadian Multilingual Model and Thinker -- Kostas: The Global Translanguaging Companion and Pragmatist -- Conclusion and Future Directions -- References -- 15 A Language Contact Perspective on Heritage Languages in the Classroom -- The Importance of Variation Awareness in the Heritage Classroom -- Possible Outcomes of Language Contact -- Stability/Absence of Change (Box 1) -- A Subset of Options (Box 2) -- Crosslinguistic Influence (Box 3) -- Contact-Induced Additive Complexity (Box 4) -- Universal Principles (Box 5) -- References -- 16 Linguistic and Cultural Diversity in Language Education Through Plurilingualism: Linking the Theory into Practice -- Introduction -- The Theory of Plurilingualism -- Plurilingualism and Multilingualism -- The Practice of Plurilingualism -- France -- France and Germany -- Spain -- Portugal -- Greece -- United Kingdom and Australia -- Australia -- Canada -- Uganda -- Mexico -- Considerations and Challenges -- Conclusion and Future Directions -- References -- Part IV: Educational Systems, Policies, and Resources -- 17 Encouraging the Use and Activation of Heritage Languages in the Broader Educational System -- Introduction -- Context: Heritage Language Education in Research. , Empirical Studies of Heritage Language Education.

Additional Edition: ISBN 3-319-44692-4

Language: English

DOI: 10.1007/978-3-319-44694-3

UID:

Format: 1 online resource (555 pages) : , illustrations, tables.

Edition: First edition.

ISBN: 1-317-38534-9 , 1-315-67649-4 , 1-317-38533-0

Series Statement: Routledge Handbooks in Linguistics

Content: This is the first comprehensive overview of language awareness, comprising up-to-date reviews of both established and innovative themes by experts and organized around the 3 different perspectives of language awareness: language teaching & teachers; language learning & learners; and areas less directly concerned with language instruction.

Note: Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Table of contents -- Dedication -- Illustrations -- Contributors -- Acknowledgements -- 1 Language Awareness: Opening Up the Field of Study -- Exploring the Scope of Language Awareness -- 1992 and Since -- The Handbook Chapters -- Part 1 -- Part 2 -- Part 3 -- Conclusion -- References -- Part I Focus on Language Teaching and Teachers -- 2 Language Awareness, Language Diversity and Migrant Languages in the Primary School -- Why Does Language Awareness Matter in the Primary School? -- Upholding Language Rights and Developing Citizenship Education in Primary Schools -- Teachers as Language Awareness Arbiters -- Language Awareness Lost: The Untapped Potential of Home-Grown Diversity -- Identifying Institutionalized, Discriminatory Practices Rooted in Misconceptions About Language -- Tackling Linguistic Parochialism and Prejudice through LA Activities in Schools -- Promoting Inclusive Language Education Policies at School: Challenges and Opportunities -- The Role of Research in Language Education: From Policy to Practice -- Nurturing Teacher Language Awareness and Cultivating Linguistic Ecologies in Schools -- Related Topics -- References -- 3 Form-Focused Instruction -- Introduction -- Background -- Types of Form-Focused Instruction -- Proactive FFI -- Input Enhancement -- Metalinguistic Explanations -- Consciousness-Raising Tasks -- Practice -- Reactive FFI -- Corrective Feedback -- Integration of FFI in Content-Based Lessons -- FFI and Language Awareness -- Concluding Comments -- Related Topics -- Note -- References -- 4 Language Awareness and Teacher Development -- Introduction -- What is TLA and Why is it Important for Teachers in L2 Contexts to be 'Language-Aware'? -- The Origins of Initiatives to Develop L2 Teachers' LA. , Approaches to the Development of TLA Adopted in Pre-Service and In-Service Programmes for L2 Teachers -- TLA in the Context of CLIL and LAC: Challenges and Approaches -- LA and Teacher Development in CLIL Contexts -- Concluding Remarks -- Related Topics -- References -- 5 Teachers' Beliefs and Classroom Practices -- Introduction -- Defining Beliefs -- Why Study Beliefs and Practices? -- Insights from the Literature -- Methodological Issues -- Studying Teachers' Beliefs and Practices -- Key Points -- Guidelines -- Define a Clear Rationale -- Problematize 'Belief' -- Problematize the Beliefs/Practice Relationship -- Maximize Methodological Rigour -- Conclusion -- Related Topics -- References -- 6 Language Awareness and the Teaching of Listening and Speaking -- Introduction -- Awareness about the Nature of Speech -- Comparing Speech and Writing -- Features of Spoken Discourse -- Genres of Speech -- Spoken Grammar -- Lexical Items in Speech -- Discourse Intonation -- Metacognitive Awareness -- Metacognition and Instruction -- Conclusion -- Related Topics -- References -- 7 Language Awareness in the Teaching of Reading and Writing -- Introduction -- Review of Prior Research -- Models of the Reading Process -- Models of the Writing Process -- Reading and Writing in Different Languages: Bi- and Multilingual Perspectives -- Relationships Between Reading and Writing -- Types of Awareness Relevant for Reading -- Types of Awareness Relevant for Writing -- Domains of Language Awareness and their Relevance for Reading and Writing -- Methods Used -- Practical Applications: Awareness-based Reading and Writing Approaches -- Directions for Future Research -- Related Topics -- References -- 8 Teaching Critical Literacy and Language Awareness -- Literacy and Critical Pedagogy -- Literacy -- Critical Pedagogy -- The Contribution of Foucault -- A Marxist Position. , Habermas and Communicative Action: the Linguistic Turn -- Critical Literacy: the Work of Freire -- Applications of Theory: Dilemmas in Practical Critical Literacy -- Whose Opinion? -- Whose Empowerment? -- Whose Awareness? -- Whose Interpretation? -- The Role of Language Awareness in a Critical Literacy Pedagogy -- Hallidayan Systemic Functional Grammar -- The LINC Materials: Application of a Systemic Functional Model -- Critical Discourse Analysis and Critical Language Awareness -- Teaching Critical Literacy -- Examples of Teaching Critical Literacy and Language Awareness: From Consciousness-Raising to Textual Analysis -- Mother's Day -- Romeo and Juliet -- Men's Health -- The Childminder -- Summarizing Points -- Related Topics -- References -- 9 Literature, Creativity and Language Awareness -- Definitions and Delimiting the Field -- Literature -- Language Awareness -- Creativity -- Literary and Linguistic Creativity -- Literary Linguistic Creativity in Education -- Stylistics and Linguistic Approaches to Literature in Education -- Creative Writing Programmes and Methodologies -- New Departures -- Related Topics -- References -- 10 Raising Teachers' Awareness about English and English as a Lingua Franca -- Introduction -- Teacher Language Awareness (TLA) -- NNS Teachers' Awareness -- Raising ELF-awareness among Expanding Circle Teachers -- What is ELF-Awareness? -- Exemplifying ELF-Awareness -- Awareness of Language and Language Use -- Awareness of Instructional Practice -- Awareness of Learning -- Conclusion -- Acknowledgement -- Related Topics -- Notes -- References -- 11 English-medium Instruction in Multilingual University Settings: An Opportunity for Developing Language Awareness -- EMI in Europe: General Overview -- Drivers of EMI in Europe -- Road-Mapping as a Synthesizing Framework -- Roles of English -- Academic Disciplines (AD). , (Language) Management -- Agents -- Practices and Processes -- Internationalization and Glocalization -- Current Research Methods in EMI -- Future Trajectories in EMI Research, Policies and Language Awareness -- Related Topics -- References -- 12 Language Awareness and Assessment -- Introduction: Language Awareness and Language Assessment, the Story So Far -- Language(s) Learning and Education -- Assessment and Learning -- Assessment or Testing? -- Language Assessment and Language Awareness, Whys and Hows -- Autonomy, Self-Assessment and Peer Assessment -- Learning Visibility -- Exams and Tests -- Challenges -- Conclusions -- Related Topics -- References -- Part II Focus on Language Learning and Learners -- 13 The Study of Metalinguistic Constructs in Second Language Acquisition Research -- Definition of Metalinguistic Constructs -- Metalinguistic Knowledge -- Metalinguistic Awareness -- Metalinguistic Reflection and Activity -- Metalinguistic Ability -- Metalanguage -- Synthesis -- Overview of the Metalinguistic Research in SLA -- Correlational Studies -- Descriptive Studies -- Developmental Studies -- Synthesis -- Conclusion: Future Research on Metalinguistic Constructs -- Related Topics -- Notes -- References -- 14 Revisiting Research on L2 Learner Beliefs: Looking Back and Looking Forward -- Looking Back -- The Beginnings -- Traditional Approach -- Contextual Approach(es) -- Looking Forward -- More Recent Twists and Turns -- Discursive Turn, Research Continued -- Sociocultural/Dialogical Turn, Research Continued -- Affective Turn, Beginnings -- Complexity/Ecological Turn, Beginnings -- Suggestions for Further Studies and Raising Learners' Awareness of their Beliefs -- Related Topics -- References -- 15 Language Awareness and the Development of Learners' Plurilingual Competence -- Introduction. , Plurilingualism and Plurilingual Competence: From an Acknowledged Reality to an Established Didactic Goal -- Language Awareness and the Development of Plurilingual Competence -- Possible Interconnections between the Development of Learner's Plurilingual Competence and Language Awareness: An Overview -- Which PC Dimensions Have Been Tackled by Researchers/Practitioners? -- What Domains of LA do the PC Dimensions Relate to? -- Which Teaching Approaches/Practices Are Used to Encourage Learners' LA Within the Scope of the Development of their PC? -- Final Considerations -- Related Topics -- References -- 16 Language Awareness in Multilingual Learning and Teaching -- Introduction -- Strands of Research on Metalinguistic Awareness -- Linguistics -- Psychology -- Education -- The Complexity and Dynamics of Multilingualism and Multilingual Development -- Terminology -- Crosslinguistic Influence in TLA and the L2 Status -- Forms of Multilingual Learning -- Multilingual Use -- Applying Dynamic Systems and/or Complexity Theory to Multilingualism -- Relating the Socio- to the Psycholinguistic Level of Multilingualism -- Holistic Thinking as a DCT-Based Principle -- The Butterfly Effect or Sensitive Dependence on Initial Conditions -- Multilingual Awareness: Emergent Property of the Multilingual System -- The Role of MLA in DMM -- Components of Multilingual Awareness -- Exploring and Testing Metalinguistic Awareness -- The Relationship Between Bilingualism and Third Language Learning -- Artificial Language Learning -- Learning an Unknown Language -- Strategy Use in Multilingual Learning -- Focus on Multilingual Awareness in Multilingual Teaching -- Multicompetence Approaches -- Choice of Languages and Order of Acquisition in a School Context -- Teaching Material -- Future Perspectives -- Related Topics -- References. , 17 The Role of Language Awareness in a Study Abroad Context.

Additional Edition: ISBN 1-138-93704-5

Language: English

UID:

Format: 1 online resource.

Edition: 1st ed.

Content: This book launches a new approach to creole studies founded on phylogenetic network analysis. Phylogenetic approaches offer new visualisation techniques and insights into the relationships between creoles and non-creoles, creoles and other contact varieties, and between creoles and lexifier languages. With evidence from creole languages in Africa, Asia, the Americas, and the Pacific, the book provides new perspectives on creole typology, cross-creole comparisons, and creole semantics. The book offers an introduction for newcomers to the fields of creole studies and phylogenetic analysis. Using these methods to analyse a variety of linguistic features, both structural and semantic, the book then turns to explore old and new questions and problems in creole studies. Original case studies explore the differences and similarities between creoles, and propose solutions to the problems of how to classify creoles and how they formed and developed. The book provides a fascinating glimpse into the unity and heterogeneity of creoles and the areal influences on their development. It also provides metalinguistic discussions of the “creole” concept from different perspectives. Finally, the book reflects critically on the findings and methods, and sets new agendas for future studies. Creole Studies has been written for a broad readership of scholars and students in the fields of contact linguistics, biolinguistics, sociolinguistics, language typology, and semantics.

Note: Intro -- Creole Studies - Phylogenetic Approaches -- Title page -- LCC data -- Table of contents -- Preface -- Chapter 1. Introduction -- Chapter 2. Key concepts in the history of creole studies -- 2.1 Introduction -- 2.2 Creole studies -- 2.3 Issues in creole studies -- 2.3.1 General characteristics -- 2.3.2 Sociohistory of creoles and creolization -- 2.3.3 Development: Pidgin stage or not -- 2.3.4 Influences from input languages -- 2.3.5 Complexity of Creoles -- 2.3.6 Creators of creoles -- 2.3.7 Gradual or quick -- 2.3.8 Location -- 2.3.9 Reasons for perceived similarities -- 2.3.10 Semantics -- 2.4 Research on creole languages and the contributions to this book -- References -- Chapter 3. Phylogenetics in biology and linguistics -- 3.1 Origin of phylogenetics in biology and linguistics -- 3.2 Phylogenetic studies in linguistics -- 3.3 Dated language phylogenies -- 3.4 Is linguistic evolution tree-like? -- 3.5 Other lateral influences between biology and linguistics -- 3.6 Creoles, stable features and their substrates and lexifiers -- 3.7 Creoles and genetic affiliation: Stammbaum, convergence, contact -- 3.8 A cognitive account of creole genesis -- 3.9 Conclusions -- References -- Chapter 4. Methods: On the use of networks in the study of language contactOn the use of networks in the study of language contact -- 4.1 Introduction -- 4.2 Steps of analysis: Encoding, representation, and interpretation -- 4.3 Data types -- 4.3.1 Lexical data -- 4.3.2 Typological data -- 4.4 Data coding -- 4.5 Networks and trees -- 4.6 Interpreting the results -- Notes -- References -- Chapter 5. Creole typology I: Comparative overview of creole languages -- 5.1 Introduction -- 5.2 Phonology -- 5.2.1 Creole segmental inventories -- 5.2.2 Creole phonotactics -- 5.2.3 Creole suprasegmentals -- 5.2.4 Summary of Creole phonology -- 5.3 Creole morphology. , 5.3.1 Inflectional morphology -- 5.3.2 Compounding and derivational morphology, reduplication, compounding, suppletion -- 5.3.3 Creole morphology: summary -- 5.4 Creole constituent order -- 5.4.1 Sentential constituent order -- 5.4.2 Verb phrase word order -- 5.4.3 Serial verbs -- 5.4.4 Ditransitive constructions -- 5.4.5 Noun phrase word order -- 5.4.6 Attributive possession -- 5.4.7 Predicative possession -- 5.4.8 Summary: Creole constituent order -- 5.5 The creole lexicon -- 5.5.1 The lexicon: Mixedness -- 5.5.2 The lexicon: Quantity of roots and words -- 5.5.3 Expansion of the lexicon -- 5.5.4 Substrate -- 5.6 Conclusions -- References -- Chapter 6. Creole typology II: Typological features of creoles: From early proposals to phylogenetic approaches and comparisons with non-creolesTypological features of creoles: From early proposals to phylogenetic approaches and comparisons with non-creol -- 6.1 Introduction -- 6.2 Claims about typological properties of creoles, 1950s-2000s -- 6.2.1 Taylor (1971) -- 6.2.2 Markey (1982) -- 6.2.3 Bickerton (1981, 1984) -- 6.2.4 Baker (2001) -- 6.2.5 Muysken & -- Law (2001) -- 6.2.6 Holm & -- Patrick (2007) -- 6.2.7 Szmrecsanyi & -- Kortmann (2009) -- 6.2.8 Cysouw (2009) -- 6.2.9 Mauritian Creole and proposed creole features (Grant & -- Guillemin 2012) -- 6.2.9 Mauritian Creole and proposed creole features (Grant & -- Guillemin 2012) -- 6.2.10 Summary of structural overviews and conclusions -- 6.3 Mass comparisons of creoles and non-creoles -- 6.3.1 Holm & -- Patrick's creole sample among the languages of the world -- 6.3.2 WALS features: Non-creoles and creoles -- 6.3.3 WALS features and APiCS features compared -- 6.3.4 The four WALS features that set creoles apart from non-creoles -- 6.3.5 Surinamese creoles, the lexifiers and the Gbe and Kikongo substrates -- 6.3.6 Summary mass comparisons. , 6.4 Diachrony and creoles -- 6.4.1 Pidgins -- 6.4.2 Grammaticalization -- 6.4.3 Phonological processes -- 6.4.4 Speed of change -- 6.4.5 Summary: Change -- 6.5 Conclusions -- Note -- References -- Chapter 7. West African languages and creoles worldwide -- 7.1 Introduction -- 7.2 Stable features -- 7.3 Methods and sampling -- 7.4 African languages and their connections -- 7.5 West African languages and Atlantic creoles -- 7.6 West African languages and Asian creoles -- 7.7 Creoles and their lexifiers -- 7.8 Transmission of stable features in creoles and non-creoles -- 7.9 Conclusions -- Acknowledgements -- Note -- References -- Chapter 8. The typology and classification of French-based creoles: The typology and classification of French-based creoles: A global perspective -- 8.1 Introduction -- 8.2 Previous work on the classification of French-based creoles -- 8.3 Methods and sample -- 8.4 Classifying French-based creoles -- 8.5 Measuring radicalness -- 8.6 Discussion -- 8.7 Conclusions -- Notes -- References -- Chapter 9. The simple emerging from the complex: Nominal number in Juba Arabic creole -- 9.1 Introduction -- 9.2 Theoretical preliminaries -- 9.2.1 The Feature Pool Hypothesis -- 9.2.2 Creole distinctiveness -- 9.2.3 Hypotheses -- 9.3 Methodological preliminaries -- 9.3.1 Phylogenetic trees and linguistics -- 9.3.2 Sample -- 9.3.3 The data -- 9.4 The pool of features -- 9.4.1 Number affixing -- 9.4.2 Number and noun stems -- 9.4.3 Collectives -- 9.4.4 Other types of number inflection of nouns -- 9.4.5 Pronominal number -- 9.4.6 Number agreement -- 9.5 Phylogenetic analysis -- 9.6 Theoretical implications and questions for further research -- 9.7 Conclusions -- References -- Chapter 10. Dutch creoles compared with their lexifier -- 10.1 Introduction -- 10.2 18th-Century Virgin Islands Creole Dutch and 20th-Century Virgin Islands Creole Dutch. , 10.3 Berbice Creole -- 10.4 Skepi Dutch Creole -- 10.5 The Dutch creoles: Lexical comparison -- 10.5.1 Origin of the roots -- 10.5.2 Comparison of the Dutch roots -- 10.5.3 Phonotactics of Dutch and Ijo words in Dutch creoles -- 10.6 Typological comparison -- 10.6.1 Three varieties of Virgin Islands Creole Dutch and Berbice Creole -- 10.6.2 Skepi, Berbice, and 20th-Century Virgin Islands Creole Dutch: Grammatical traits -- 10.7 Conclusions -- Note -- Acknowledgments -- References -- Chapter 11. Similarities and differences among Iberian creoles: Similarities and differences among Iberian creoles -- 11.1 Introduction -- 11.2 Methods -- 11.3 Previous classifications -- 11.3.1 Early studies -- 11.3.2 Atlantic and Asian creoles -- 11.3.3 Local developments -- 11.4 Language sample -- 11.5 Feature data -- 11.6 Areal clusters -- 11.7 Shared features -- 11.8 Areal differences -- 11.9 Discussion -- 11.10 Conclusions -- Notes -- References -- Chapter 12. Afro-Hispanic varieties in comparison: New light from phylogeny -- 12.1 Introduction -- 12.2 The Afro-Hispanic varieties -- 12.3 Sample and methodology -- 12.4 Results of the phylogenetic network analysis -- 12.5 Discussion of classifications and characteristic traits -- 12.6 Reflections on the method -- 12.7 Conclusions -- Notes -- References -- Appendix 12.1 Feature lists -- Chapter 13. Cognitive creolistics and semantic primes: A phylogenetic network analysis -- 13.1 Introduction -- 13.2 Exponents of semantic primes across creole languages -- 13.2.1 Materials -- 13.3 Character coding and phylogenetic algorithm -- 13.4 Results -- 13.5 Discussion -- 13.6 Concluding remarks -- Acknowledgments -- Notes -- References -- Chapter 14. Lexicalization patterns in core vocabulary: A cross-creole study of semantic molecules -- 14.1 Introduction -- 14.2 Creoles, lexifiers, and semantic domains -- 14.3 Words and coding. , 14.4 Results -- 14.4.1 Abstract concepts -- 14.4.2 Social molecules -- 14.4.3 Body-part molecules -- 14.4.4 Environmental molecules -- 14.5 Discussion -- 14.6 Concluding remarks -- Notes -- Acknowledgements -- References -- Chapter 15. The semantics of Englishes and Creoles: Pacific and Australian perspectives -- 15.1 Introduction -- 15.2 The "language" concept and its critics -- 15.3 Words and coding -- 15.4 Results -- 15.4.1 The Australia-Pacific Network -- 15.4.2 A case study in 'people' -- 15.5 Discussion -- 15.6 Concluding remarks -- Acknowledgements -- Notes -- References -- Chapter 16. Feature pools show that creoles are distinct languages due to their special origin -- References -- Chapter 17. Complementing creole studies with phylogenetics: Complementing creole studies with phylogenetics -- References -- Chapter 18. From basic to cultural semantics: Postcolonial futures for a cognitive creolistics -- References -- Chapter 19. Linguistics and evolutionary biology continue to cross-fertilize each other and may do so even more in the future, including in the field of creolistics: Linguistics and evolutionary biology continue to cross-fertilize each other and may do so -- References -- Chapter 20. Epilogue: Of theories, typology and empirical data -- References -- Languages index -- People index -- Places index -- Subject index. , English

Additional Edition: ISBN 90-272-6573-9

Language: English

UID:

Format: 1 online resource.

Edition: 1st ed.

Content: This book launches a new approach to creole studies founded on phylogenetic network analysis. Phylogenetic approaches offer new visualisation techniques and insights into the relationships between creoles and non-creoles, creoles and other contact varieties, and between creoles and lexifier languages. With evidence from creole languages in Africa, Asia, the Americas, and the Pacific, the book provides new perspectives on creole typology, cross-creole comparisons, and creole semantics. The book offers an introduction for newcomers to the fields of creole studies and phylogenetic analysis. Using these methods to analyse a variety of linguistic features, both structural and semantic, the book then turns to explore old and new questions and problems in creole studies. Original case studies explore the differences and similarities between creoles, and propose solutions to the problems of how to classify creoles and how they formed and developed. The book provides a fascinating glimpse into the unity and heterogeneity of creoles and the areal influences on their development. It also provides metalinguistic discussions of the “creole” concept from different perspectives. Finally, the book reflects critically on the findings and methods, and sets new agendas for future studies. Creole Studies has been written for a broad readership of scholars and students in the fields of contact linguistics, biolinguistics, sociolinguistics, language typology, and semantics.

Note: Intro -- Creole Studies - Phylogenetic Approaches -- Title page -- LCC data -- Table of contents -- Preface -- Chapter 1. Introduction -- Chapter 2. Key concepts in the history of creole studies -- 2.1 Introduction -- 2.2 Creole studies -- 2.3 Issues in creole studies -- 2.3.1 General characteristics -- 2.3.2 Sociohistory of creoles and creolization -- 2.3.3 Development: Pidgin stage or not -- 2.3.4 Influences from input languages -- 2.3.5 Complexity of Creoles -- 2.3.6 Creators of creoles -- 2.3.7 Gradual or quick -- 2.3.8 Location -- 2.3.9 Reasons for perceived similarities -- 2.3.10 Semantics -- 2.4 Research on creole languages and the contributions to this book -- References -- Chapter 3. Phylogenetics in biology and linguistics -- 3.1 Origin of phylogenetics in biology and linguistics -- 3.2 Phylogenetic studies in linguistics -- 3.3 Dated language phylogenies -- 3.4 Is linguistic evolution tree-like? -- 3.5 Other lateral influences between biology and linguistics -- 3.6 Creoles, stable features and their substrates and lexifiers -- 3.7 Creoles and genetic affiliation: Stammbaum, convergence, contact -- 3.8 A cognitive account of creole genesis -- 3.9 Conclusions -- References -- Chapter 4. Methods: On the use of networks in the study of language contactOn the use of networks in the study of language contact -- 4.1 Introduction -- 4.2 Steps of analysis: Encoding, representation, and interpretation -- 4.3 Data types -- 4.3.1 Lexical data -- 4.3.2 Typological data -- 4.4 Data coding -- 4.5 Networks and trees -- 4.6 Interpreting the results -- Notes -- References -- Chapter 5. Creole typology I: Comparative overview of creole languages -- 5.1 Introduction -- 5.2 Phonology -- 5.2.1 Creole segmental inventories -- 5.2.2 Creole phonotactics -- 5.2.3 Creole suprasegmentals -- 5.2.4 Summary of Creole phonology -- 5.3 Creole morphology. , 5.3.1 Inflectional morphology -- 5.3.2 Compounding and derivational morphology, reduplication, compounding, suppletion -- 5.3.3 Creole morphology: summary -- 5.4 Creole constituent order -- 5.4.1 Sentential constituent order -- 5.4.2 Verb phrase word order -- 5.4.3 Serial verbs -- 5.4.4 Ditransitive constructions -- 5.4.5 Noun phrase word order -- 5.4.6 Attributive possession -- 5.4.7 Predicative possession -- 5.4.8 Summary: Creole constituent order -- 5.5 The creole lexicon -- 5.5.1 The lexicon: Mixedness -- 5.5.2 The lexicon: Quantity of roots and words -- 5.5.3 Expansion of the lexicon -- 5.5.4 Substrate -- 5.6 Conclusions -- References -- Chapter 6. Creole typology II: Typological features of creoles: From early proposals to phylogenetic approaches and comparisons with non-creolesTypological features of creoles: From early proposals to phylogenetic approaches and comparisons with non-creol -- 6.1 Introduction -- 6.2 Claims about typological properties of creoles, 1950s-2000s -- 6.2.1 Taylor (1971) -- 6.2.2 Markey (1982) -- 6.2.3 Bickerton (1981, 1984) -- 6.2.4 Baker (2001) -- 6.2.5 Muysken & -- Law (2001) -- 6.2.6 Holm & -- Patrick (2007) -- 6.2.7 Szmrecsanyi & -- Kortmann (2009) -- 6.2.8 Cysouw (2009) -- 6.2.9 Mauritian Creole and proposed creole features (Grant & -- Guillemin 2012) -- 6.2.9 Mauritian Creole and proposed creole features (Grant & -- Guillemin 2012) -- 6.2.10 Summary of structural overviews and conclusions -- 6.3 Mass comparisons of creoles and non-creoles -- 6.3.1 Holm & -- Patrick's creole sample among the languages of the world -- 6.3.2 WALS features: Non-creoles and creoles -- 6.3.3 WALS features and APiCS features compared -- 6.3.4 The four WALS features that set creoles apart from non-creoles -- 6.3.5 Surinamese creoles, the lexifiers and the Gbe and Kikongo substrates -- 6.3.6 Summary mass comparisons. , 6.4 Diachrony and creoles -- 6.4.1 Pidgins -- 6.4.2 Grammaticalization -- 6.4.3 Phonological processes -- 6.4.4 Speed of change -- 6.4.5 Summary: Change -- 6.5 Conclusions -- Note -- References -- Chapter 7. West African languages and creoles worldwide -- 7.1 Introduction -- 7.2 Stable features -- 7.3 Methods and sampling -- 7.4 African languages and their connections -- 7.5 West African languages and Atlantic creoles -- 7.6 West African languages and Asian creoles -- 7.7 Creoles and their lexifiers -- 7.8 Transmission of stable features in creoles and non-creoles -- 7.9 Conclusions -- Acknowledgements -- Note -- References -- Chapter 8. The typology and classification of French-based creoles: The typology and classification of French-based creoles: A global perspective -- 8.1 Introduction -- 8.2 Previous work on the classification of French-based creoles -- 8.3 Methods and sample -- 8.4 Classifying French-based creoles -- 8.5 Measuring radicalness -- 8.6 Discussion -- 8.7 Conclusions -- Notes -- References -- Chapter 9. The simple emerging from the complex: Nominal number in Juba Arabic creole -- 9.1 Introduction -- 9.2 Theoretical preliminaries -- 9.2.1 The Feature Pool Hypothesis -- 9.2.2 Creole distinctiveness -- 9.2.3 Hypotheses -- 9.3 Methodological preliminaries -- 9.3.1 Phylogenetic trees and linguistics -- 9.3.2 Sample -- 9.3.3 The data -- 9.4 The pool of features -- 9.4.1 Number affixing -- 9.4.2 Number and noun stems -- 9.4.3 Collectives -- 9.4.4 Other types of number inflection of nouns -- 9.4.5 Pronominal number -- 9.4.6 Number agreement -- 9.5 Phylogenetic analysis -- 9.6 Theoretical implications and questions for further research -- 9.7 Conclusions -- References -- Chapter 10. Dutch creoles compared with their lexifier -- 10.1 Introduction -- 10.2 18th-Century Virgin Islands Creole Dutch and 20th-Century Virgin Islands Creole Dutch. , 10.3 Berbice Creole -- 10.4 Skepi Dutch Creole -- 10.5 The Dutch creoles: Lexical comparison -- 10.5.1 Origin of the roots -- 10.5.2 Comparison of the Dutch roots -- 10.5.3 Phonotactics of Dutch and Ijo words in Dutch creoles -- 10.6 Typological comparison -- 10.6.1 Three varieties of Virgin Islands Creole Dutch and Berbice Creole -- 10.6.2 Skepi, Berbice, and 20th-Century Virgin Islands Creole Dutch: Grammatical traits -- 10.7 Conclusions -- Note -- Acknowledgments -- References -- Chapter 11. Similarities and differences among Iberian creoles: Similarities and differences among Iberian creoles -- 11.1 Introduction -- 11.2 Methods -- 11.3 Previous classifications -- 11.3.1 Early studies -- 11.3.2 Atlantic and Asian creoles -- 11.3.3 Local developments -- 11.4 Language sample -- 11.5 Feature data -- 11.6 Areal clusters -- 11.7 Shared features -- 11.8 Areal differences -- 11.9 Discussion -- 11.10 Conclusions -- Notes -- References -- Chapter 12. Afro-Hispanic varieties in comparison: New light from phylogeny -- 12.1 Introduction -- 12.2 The Afro-Hispanic varieties -- 12.3 Sample and methodology -- 12.4 Results of the phylogenetic network analysis -- 12.5 Discussion of classifications and characteristic traits -- 12.6 Reflections on the method -- 12.7 Conclusions -- Notes -- References -- Appendix 12.1 Feature lists -- Chapter 13. Cognitive creolistics and semantic primes: A phylogenetic network analysis -- 13.1 Introduction -- 13.2 Exponents of semantic primes across creole languages -- 13.2.1 Materials -- 13.3 Character coding and phylogenetic algorithm -- 13.4 Results -- 13.5 Discussion -- 13.6 Concluding remarks -- Acknowledgments -- Notes -- References -- Chapter 14. Lexicalization patterns in core vocabulary: A cross-creole study of semantic molecules -- 14.1 Introduction -- 14.2 Creoles, lexifiers, and semantic domains -- 14.3 Words and coding. , 14.4 Results -- 14.4.1 Abstract concepts -- 14.4.2 Social molecules -- 14.4.3 Body-part molecules -- 14.4.4 Environmental molecules -- 14.5 Discussion -- 14.6 Concluding remarks -- Notes -- Acknowledgements -- References -- Chapter 15. The semantics of Englishes and Creoles: Pacific and Australian perspectives -- 15.1 Introduction -- 15.2 The "language" concept and its critics -- 15.3 Words and coding -- 15.4 Results -- 15.4.1 The Australia-Pacific Network -- 15.4.2 A case study in 'people' -- 15.5 Discussion -- 15.6 Concluding remarks -- Acknowledgements -- Notes -- References -- Chapter 16. Feature pools show that creoles are distinct languages due to their special origin -- References -- Chapter 17. Complementing creole studies with phylogenetics: Complementing creole studies with phylogenetics -- References -- Chapter 18. From basic to cultural semantics: Postcolonial futures for a cognitive creolistics -- References -- Chapter 19. Linguistics and evolutionary biology continue to cross-fertilize each other and may do so even more in the future, including in the field of creolistics: Linguistics and evolutionary biology continue to cross-fertilize each other and may do so -- References -- Chapter 20. Epilogue: Of theories, typology and empirical data -- References -- Languages index -- People index -- Places index -- Subject index. , English

Additional Edition: ISBN 90-272-6573-9

Language: English

UID:

Format: 1 online resource.

Edition: 1st ed.

Content: This book launches a new approach to creole studies founded on phylogenetic network analysis. Phylogenetic approaches offer new visualisation techniques and insights into the relationships between creoles and non-creoles, creoles and other contact varieties, and between creoles and lexifier languages. With evidence from creole languages in Africa, Asia, the Americas, and the Pacific, the book provides new perspectives on creole typology, cross-creole comparisons, and creole semantics. The book offers an introduction for newcomers to the fields of creole studies and phylogenetic analysis. Using these methods to analyse a variety of linguistic features, both structural and semantic, the book then turns to explore old and new questions and problems in creole studies. Original case studies explore the differences and similarities between creoles, and propose solutions to the problems of how to classify creoles and how they formed and developed. The book provides a fascinating glimpse into the unity and heterogeneity of creoles and the areal influences on their development. It also provides metalinguistic discussions of the “creole” concept from different perspectives. Finally, the book reflects critically on the findings and methods, and sets new agendas for future studies. Creole Studies has been written for a broad readership of scholars and students in the fields of contact linguistics, biolinguistics, sociolinguistics, language typology, and semantics.

Note: Intro -- Creole Studies - Phylogenetic Approaches -- Title page -- LCC data -- Table of contents -- Preface -- Chapter 1. Introduction -- Chapter 2. Key concepts in the history of creole studies -- 2.1 Introduction -- 2.2 Creole studies -- 2.3 Issues in creole studies -- 2.3.1 General characteristics -- 2.3.2 Sociohistory of creoles and creolization -- 2.3.3 Development: Pidgin stage or not -- 2.3.4 Influences from input languages -- 2.3.5 Complexity of Creoles -- 2.3.6 Creators of creoles -- 2.3.7 Gradual or quick -- 2.3.8 Location -- 2.3.9 Reasons for perceived similarities -- 2.3.10 Semantics -- 2.4 Research on creole languages and the contributions to this book -- References -- Chapter 3. Phylogenetics in biology and linguistics -- 3.1 Origin of phylogenetics in biology and linguistics -- 3.2 Phylogenetic studies in linguistics -- 3.3 Dated language phylogenies -- 3.4 Is linguistic evolution tree-like? -- 3.5 Other lateral influences between biology and linguistics -- 3.6 Creoles, stable features and their substrates and lexifiers -- 3.7 Creoles and genetic affiliation: Stammbaum, convergence, contact -- 3.8 A cognitive account of creole genesis -- 3.9 Conclusions -- References -- Chapter 4. Methods: On the use of networks in the study of language contactOn the use of networks in the study of language contact -- 4.1 Introduction -- 4.2 Steps of analysis: Encoding, representation, and interpretation -- 4.3 Data types -- 4.3.1 Lexical data -- 4.3.2 Typological data -- 4.4 Data coding -- 4.5 Networks and trees -- 4.6 Interpreting the results -- Notes -- References -- Chapter 5. Creole typology I: Comparative overview of creole languages -- 5.1 Introduction -- 5.2 Phonology -- 5.2.1 Creole segmental inventories -- 5.2.2 Creole phonotactics -- 5.2.3 Creole suprasegmentals -- 5.2.4 Summary of Creole phonology -- 5.3 Creole morphology. , 5.3.1 Inflectional morphology -- 5.3.2 Compounding and derivational morphology, reduplication, compounding, suppletion -- 5.3.3 Creole morphology: summary -- 5.4 Creole constituent order -- 5.4.1 Sentential constituent order -- 5.4.2 Verb phrase word order -- 5.4.3 Serial verbs -- 5.4.4 Ditransitive constructions -- 5.4.5 Noun phrase word order -- 5.4.6 Attributive possession -- 5.4.7 Predicative possession -- 5.4.8 Summary: Creole constituent order -- 5.5 The creole lexicon -- 5.5.1 The lexicon: Mixedness -- 5.5.2 The lexicon: Quantity of roots and words -- 5.5.3 Expansion of the lexicon -- 5.5.4 Substrate -- 5.6 Conclusions -- References -- Chapter 6. Creole typology II: Typological features of creoles: From early proposals to phylogenetic approaches and comparisons with non-creolesTypological features of creoles: From early proposals to phylogenetic approaches and comparisons with non-creol -- 6.1 Introduction -- 6.2 Claims about typological properties of creoles, 1950s-2000s -- 6.2.1 Taylor (1971) -- 6.2.2 Markey (1982) -- 6.2.3 Bickerton (1981, 1984) -- 6.2.4 Baker (2001) -- 6.2.5 Muysken & -- Law (2001) -- 6.2.6 Holm & -- Patrick (2007) -- 6.2.7 Szmrecsanyi & -- Kortmann (2009) -- 6.2.8 Cysouw (2009) -- 6.2.9 Mauritian Creole and proposed creole features (Grant & -- Guillemin 2012) -- 6.2.9 Mauritian Creole and proposed creole features (Grant & -- Guillemin 2012) -- 6.2.10 Summary of structural overviews and conclusions -- 6.3 Mass comparisons of creoles and non-creoles -- 6.3.1 Holm & -- Patrick's creole sample among the languages of the world -- 6.3.2 WALS features: Non-creoles and creoles -- 6.3.3 WALS features and APiCS features compared -- 6.3.4 The four WALS features that set creoles apart from non-creoles -- 6.3.5 Surinamese creoles, the lexifiers and the Gbe and Kikongo substrates -- 6.3.6 Summary mass comparisons. , 6.4 Diachrony and creoles -- 6.4.1 Pidgins -- 6.4.2 Grammaticalization -- 6.4.3 Phonological processes -- 6.4.4 Speed of change -- 6.4.5 Summary: Change -- 6.5 Conclusions -- Note -- References -- Chapter 7. West African languages and creoles worldwide -- 7.1 Introduction -- 7.2 Stable features -- 7.3 Methods and sampling -- 7.4 African languages and their connections -- 7.5 West African languages and Atlantic creoles -- 7.6 West African languages and Asian creoles -- 7.7 Creoles and their lexifiers -- 7.8 Transmission of stable features in creoles and non-creoles -- 7.9 Conclusions -- Acknowledgements -- Note -- References -- Chapter 8. The typology and classification of French-based creoles: The typology and classification of French-based creoles: A global perspective -- 8.1 Introduction -- 8.2 Previous work on the classification of French-based creoles -- 8.3 Methods and sample -- 8.4 Classifying French-based creoles -- 8.5 Measuring radicalness -- 8.6 Discussion -- 8.7 Conclusions -- Notes -- References -- Chapter 9. The simple emerging from the complex: Nominal number in Juba Arabic creole -- 9.1 Introduction -- 9.2 Theoretical preliminaries -- 9.2.1 The Feature Pool Hypothesis -- 9.2.2 Creole distinctiveness -- 9.2.3 Hypotheses -- 9.3 Methodological preliminaries -- 9.3.1 Phylogenetic trees and linguistics -- 9.3.2 Sample -- 9.3.3 The data -- 9.4 The pool of features -- 9.4.1 Number affixing -- 9.4.2 Number and noun stems -- 9.4.3 Collectives -- 9.4.4 Other types of number inflection of nouns -- 9.4.5 Pronominal number -- 9.4.6 Number agreement -- 9.5 Phylogenetic analysis -- 9.6 Theoretical implications and questions for further research -- 9.7 Conclusions -- References -- Chapter 10. Dutch creoles compared with their lexifier -- 10.1 Introduction -- 10.2 18th-Century Virgin Islands Creole Dutch and 20th-Century Virgin Islands Creole Dutch. , 10.3 Berbice Creole -- 10.4 Skepi Dutch Creole -- 10.5 The Dutch creoles: Lexical comparison -- 10.5.1 Origin of the roots -- 10.5.2 Comparison of the Dutch roots -- 10.5.3 Phonotactics of Dutch and Ijo words in Dutch creoles -- 10.6 Typological comparison -- 10.6.1 Three varieties of Virgin Islands Creole Dutch and Berbice Creole -- 10.6.2 Skepi, Berbice, and 20th-Century Virgin Islands Creole Dutch: Grammatical traits -- 10.7 Conclusions -- Note -- Acknowledgments -- References -- Chapter 11. Similarities and differences among Iberian creoles: Similarities and differences among Iberian creoles -- 11.1 Introduction -- 11.2 Methods -- 11.3 Previous classifications -- 11.3.1 Early studies -- 11.3.2 Atlantic and Asian creoles -- 11.3.3 Local developments -- 11.4 Language sample -- 11.5 Feature data -- 11.6 Areal clusters -- 11.7 Shared features -- 11.8 Areal differences -- 11.9 Discussion -- 11.10 Conclusions -- Notes -- References -- Chapter 12. Afro-Hispanic varieties in comparison: New light from phylogeny -- 12.1 Introduction -- 12.2 The Afro-Hispanic varieties -- 12.3 Sample and methodology -- 12.4 Results of the phylogenetic network analysis -- 12.5 Discussion of classifications and characteristic traits -- 12.6 Reflections on the method -- 12.7 Conclusions -- Notes -- References -- Appendix 12.1 Feature lists -- Chapter 13. Cognitive creolistics and semantic primes: A phylogenetic network analysis -- 13.1 Introduction -- 13.2 Exponents of semantic primes across creole languages -- 13.2.1 Materials -- 13.3 Character coding and phylogenetic algorithm -- 13.4 Results -- 13.5 Discussion -- 13.6 Concluding remarks -- Acknowledgments -- Notes -- References -- Chapter 14. Lexicalization patterns in core vocabulary: A cross-creole study of semantic molecules -- 14.1 Introduction -- 14.2 Creoles, lexifiers, and semantic domains -- 14.3 Words and coding. , 14.4 Results -- 14.4.1 Abstract concepts -- 14.4.2 Social molecules -- 14.4.3 Body-part molecules -- 14.4.4 Environmental molecules -- 14.5 Discussion -- 14.6 Concluding remarks -- Notes -- Acknowledgements -- References -- Chapter 15. The semantics of Englishes and Creoles: Pacific and Australian perspectives -- 15.1 Introduction -- 15.2 The "language" concept and its critics -- 15.3 Words and coding -- 15.4 Results -- 15.4.1 The Australia-Pacific Network -- 15.4.2 A case study in 'people' -- 15.5 Discussion -- 15.6 Concluding remarks -- Acknowledgements -- Notes -- References -- Chapter 16. Feature pools show that creoles are distinct languages due to their special origin -- References -- Chapter 17. Complementing creole studies with phylogenetics: Complementing creole studies with phylogenetics -- References -- Chapter 18. From basic to cultural semantics: Postcolonial futures for a cognitive creolistics -- References -- Chapter 19. Linguistics and evolutionary biology continue to cross-fertilize each other and may do so even more in the future, including in the field of creolistics: Linguistics and evolutionary biology continue to cross-fertilize each other and may do so -- References -- Chapter 20. Epilogue: Of theories, typology and empirical data -- References -- Languages index -- People index -- Places index -- Subject index. , English

Additional Edition: ISBN 90-272-6573-9

Language: English

UID:

Format: viii, 476 p.

Edition: 1st ed.

ISBN: 90-272-9063-6

Series Statement: Linguistik Aktuell/Linguistics Today, v. 200

Content: This article contributes to a better understanding of the syntax-phonology interface. It offers a prosodic trigger for extraposition which accounts for the following asymmetry: While extraposition of subject, adjunct and attributive clauses is optional in German, object clauses must appear in the right periphery of the clause. It is argued that the constituents following an object clause in its preverbal base-position cannot be a parsed into phonological phrases. Such a configuration causes a defective prosodic clause structure. This deficiency is resolved by extraposition, which derives a structure where the formerly unparsed constituents now incorporate into the preceding prosodic constituent. Extraposition is thus considered a last resort strategy.

Note: Bibliographic Level Mode of Issuance: Monograph , Rightward Movement in a Comparative Perspective -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- Introduction by the editors -- 1. Introduction -- 2. Facts to be accounted for by a theory of relative clause extraposition -- 2.1 Construal -- 2.2 Locality -- 2.3 Binding -- 2.4 Further interpretive effects of relative clause extraposition -- 2.5 Generalizations about relative clause extraposition -- 3. Theories of relative clause extraposition -- 3.1 Core movement theories -- 3.2 Theories without core movement -- 4. Summary -- 5. Contributions of the articles in this volume -- Bader, Häussler & -- Schmid -- Strunk & -- Snider -- Walker -- Öztürk -- Geraci & -- Cecchetto -- Chesi -- Kluck & -- de Vries -- Gregoromichelaki -- Crysmann -- Göbbel -- Hartmann -- Acknowledgements -- References -- Part I. Empirical perspective -- Constraints on intra- and extraposition -- 1. Introduction -- 2. Infinitival complementation and word order -- 3. Infinitival complementation and hierarchical structure -- 3.1 Center-embedding and how to avoid it -- 3.2 The lexical basis of clause union -- 3.3 Summary -- 4. Verb (projection) raising -- 4.1 VPR: Corpus evidence -- 4.2 Experiment 1 -- 4.3 V(P)R: Summary -- 5. The third construction -- 5.1 The third construction: Corpus evidence -- 5.2 Experiment 2 -- 5.3 The third construction: Summary -- 6. Discussion: Constraints on intra- and extraposition -- References -- Subclausal locality constraints on relative clause extraposition -- 1. Introduction -- 2. Subclausal locality constraints on extraposition -- 2.1 Subjacency -- 2.2 Generalized Subjacency -- 2.3 Chomsky's Barriers approach -- 3. Counterexamples from corpora -- 3.1 Generalized Subjacency -- 3.2 Subjacency -- 3.3 Barriers approach -- 3.4 Summary -- 4. Systematic corpus study -- 5. Experiment 1 -- 5.1 Motivation. , 5.2 Experimental technique -- 5.3 Experimental design -- 5.4 English -- 5.5 German -- 5.6 Discussion -- 6. Experiment 2 -- 6.1 Motivation -- 6.2 Experimental technique -- 6.3 Experimental design -- 6.4 Predictions -- 6.5 Participants -- 6.6 Materials -- 6.7 Results -- 6.8 Discussion -- 7. Conclusion -- References -- Constraints on relative clause extraposition in English -- 1. Introduction -- 2. Eliciting judgment data -- 3. Restrictions on extraposition -- 3.1 The definiteness restriction -- 3.2 The predicate restriction -- 3.3 The grammatical function of the antecedent NP -- 4. The experiment -- 4.1 Predictions -- 4.2 Method -- 4.3 Results -- 5. Discussion -- 6. Conclusion -- References -- Part II. The Minimalist Perspective -- Rightward movement, EPP and specifiers -- 1. Introduction -- 2. Postverbal constituents in Uyghur: Is it rightward movement? -- 3. Postverbal constituents in Khalkha -- 4. EPP and specifier projection -- 5. Further evidence: Japanese, Turkish, Uzbek and Kirghiz -- 6. Conclusion -- Acknowledgements -- References -- Neglected cases of rightward movement -- 1. Introduction -- 2. Rightward movements in sign languages -- 2.1 Wh-phrases on the right -- 2.2 Negative quantifiers on the right -- 2.3 The distribution of non-manual markers -- 3. Why rightward? -- 4. When performance plays a role -- 5. When grammar plays a role -- 6. Conclusions -- References -- Rightward movement from a different perspective -- 1. Introduction -- 2. A case of rightward movement: Extraposition (EXT) -- 2.1 What -- 2.2 From where -- 2.3 Where -- 3. Another case of rightward movement: (Heavy) NP-Shift -- 3.1 What -- 3.2 Where and why -- 4. Some of the solutions proposed and their problems -- 4.1 Analysis 1: Classic rightward movement -- 4.2 Analysis 2: Base generation -- 4.3 Analysis 3: A modification based account -- 4.4 Analysis 4: A "mixed" account. , 5. The proposal: Changing the derivational perspective -- 5.1 Deriving phrase structures top-down, from left-to-right -- 5.2 Merge, movement, and phase projection at work: Nesting and the special status of the last selected argument -- 5.3 Right-hand adjuncts -- 5.4 Rightward Quantifier Raising -- 5.5 C-command and pronominal binding in a top-down left-right grammar -- 5.6 Extraposition from a left-right, top-down perspective -- 5.7 Heavy NP-Shift -- 5.8 Remaining issues -- 6. Discussion -- References -- Cumulative rightward processes -- 1. Introduction -- 2. Mutual feeding of rightward processes -- 2.1 Extraposition feeds right node raising -- 2.2 Right node raising feeds extraposition -- 2.3 Additional evidence from English and German -- 3. How to analyze right node raising and extraposition in isolation -- 3.1 Right node raising as multidominance -- 3.2 Extraposition as specifying coordination plus ellipsis -- 4. A syntax of cumulative rightward processes -- 5. Conclusion -- References -- Part III. Other Theoretical Perspectives -- A dynamic perspective on left-right asymmetries -- 1. Introduction -- 1.1 The phenomena: Clitic Left Dislocation (CLLD) and Clitic Doubling (CID) -- 2. Sketching a Dynamic Syntax model for Greek -- 2.1 Background -- 2.2 A language to talk about trees: LOFT -- 2.3 Anaphora in DS -- 2.4 The parsing process -- 2.5 Parsing bounded and unbounded dependencies -- 2.6 Parsing clitics in DS -- 2.7 Expletives and Extraposition -- 2.8 Clitic Left Dislocation -- 2.9 Clitic doubling -- 2.10 Quantification in DS and clitic doubling -- 3. Conclusion: clitics and left/right asymmetries in Dynamic Syntax -- Acknowledgements -- References -- On the locality of complement clause and relative clause extraposition -- 1. Introduction -- 2. Relative clause vs. complement clause extraposi­tion -- 2.1 Extraposition from adjunct islands. , 2.2 Extraposition from complex NPs -- 2.3 Generalised modification (Kiss, 2005) -- 2.4 Nonlocal complement extraposition (Müller 2004) -- 3. Nonlocal complement extraposition revisited -- 3.1 Adjunct islands -- 3.2 Bridging effects with complex NPs -- Synopsis -- 4. A synthesis -- 4.1 Relative clause extraposition -- 4.2 Complement clause extraposition -- 4.3 Intervention -- 5. Conclusion -- Acknowledgements -- References -- Part IV. The Prosodic Perspective -- Extraposition of defocused and light PPs in English* -- 1. Remarks on extraposition from NP -- 2. On the syntax-phonology correspondence -- 2.1 Derivation by phase and prosodic structure -- 2.2 PF movement -- 3. Extraposition in focus neutral contexts -- 4. Extraposition of defocused PPs -- 5. Extraposition of light PPs -- 5.1 The prosodic representation of light PPs -- 5.2 Rightward movement of light PPs -- 5.3 A prosodic trigger for cliticisation and extraposition -- 6. Conclusion -- References -- Appendix: Index of constraints -- Prosodic constraints on extraposition in German -- 1. Introduction -- 2. Prosodic structure -- 2.1 The prosodic hierarchy -- 2.2 The phonological phrase in German -- 2.3 The intonational phrase in German -- 2.4 Restrictions on P-structure -- 3. Extraposition as an effect of Nonrecursivity -- 3.1 Object clauses strive to the clausal peripheries -- 3.2 Prosodic coordination despite syntactic subordination -- 3.3 No ip-boundary between the matrix and the extraposed clause -- 4. Optional extraposition -- 4.1 Extraction from DP -- 4.2 Adverbial clauses -- 4.3 Subject clauses -- 4.4 Infinitives -- 4.5 Topicalized VPs -- 5. Extraposition and Exhaustivity -- 5.1 Theoretical assumptions -- 5.2 Empirical consequences -- 6. Conclusion -- References -- Index. , English

Additional Edition: ISBN 90-272-5583-0

Additional Edition: ISBN 1-299-71174-X

Language: English