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Bert Le Bruyn, Henriëtte de Swart, and Joost Zwarts
Bare nominals (also called “bare nouns”) are nominal structures without an overt article or other determiner. The distinction between a bare noun and a noun that is part of a larger nominal structure must be made in context: Milk is a bare nominal in I bought milk, but not in I bought the milk. Bare nouns have a limited distribution: In subject or object position, English allows bare mass nouns and bare plurals, but not bare singular count nouns (*I bought table). Bare singular count nouns only appear in special configurations, such as coordination (I bought table and chairs for £182).
From a semantic perspective, it is noteworthy that bare nouns achieve reference without the support of a determiner. A full noun phrase like the cookies refers to the maximal sum of cookies in the context, because of the definite article the. English bare plurals have two main interpretations: In generic sentences they refer to the kind (Cookies are sweet), in episodic sentences they refer to some exemplars of the kind (Cookies are in the cabinet). Bare nouns typically take narrow scope with respect to other scope-bearing operators like negation.
The typology of bare nouns reveals substantial variation, and bare nouns in languages other than English may have different distributions and meanings. But genericity and narrow scope are recurring features in the cross-linguistic study of bare nominals.
Since the start of the Islamic conquest of the Maghreb in the 7th century
Linguistic influence is found on all levels: phonology, morphology, syntax, and lexicon. In those cases where only innovative patterns are shared between the two language groups, it is often difficult to make out where the innovation started; thus the great similarities in syllable structure between Maghrebian Arabic and northern Berber are the result of innovations within both language families, and it is difficult to tell where it started. Morphological influence seems to be mediated exclusively by lexical borrowing. Especially in Berber, this has led to parallel systems in the morphology, where native words always have native morphology, while loans either have nativized morphology or retain Arabic-like patterns. In the lexicon, it is especially Berber that takes over scores of loanwords from Arabic, amounting in one case to over one-third of the basic lexicon as defined by 100-word lists.
Tej K. Bhatia
Bilingualism/multilingualism is a natural phenomenon worldwide. Unwittingly, however, monolingualism has been used as a standard to characterize and define bilingualism/multilingualism in linguistic research. Such a conception led to a “fractional,” “irregular,” and “distorted” view of bilingualism, which is becoming rapidly outmoded in the light of multipronged, rapidly growing interdisciplinary research. This article presents a complex and holistic view of bilinguals and multilinguals on conceptual, theoretical, and pragmatic/applied grounds. In that process, it attempts to explain why bilinguals are not a mere composite of two monolinguals. If bilinguals were a clone of two monolinguals, the study of bilingualism would not merit any substantive consideration in order to come to grips with bilingualism; all one would have to do is focus on the study of a monolingual person. Interestingly, even the two bilinguals are not clones of each other, let alone bilinguals as a set of two monolinguals. This paper examines the multiple worlds of bilinguals in terms of their social life and social interaction. The intricate problem of defining and describing bilinguals is addressed; their process and end result of becoming bilinguals is explored alongside their verbal interactions and language organization in the brain. The role of social and political bilingualism is also explored as it interacts with individual bilingualism and global bilingualism (e.g., the issue of language endangerment and language death).
Other central concepts such as individuals’ bilingual language attitudes, language choices, and consequences are addressed, which set bilinguals apart from monolinguals. Language acquisition is as much an innate, biological, as social phenomenon; these two complementary dimensions receive consideration in this article along with the educational issues of school performance by bilinguals. Is bilingualism a blessing or a curse? The linguistic and cognitive consequences of individual, societal, and political bilingualism are examined.
Cedric Boeckx and Pedro Tiago Martins
All humans can acquire at least one natural language. Biolinguistics is the name given to the interdisciplinary enterprise that aims to unveil the biological bases of this unique capacity.
Blocking can be defined as the non-occurrence of some linguistic form, whose existence could be expected on general grounds, due to the existence of a rival form. *Oxes, for example, is blocked by oxen, *stealer by thief. Although blocking is closely associated with morphology, in reality the competing “forms” can not only be morphemes or words, but can also be syntactic units. In German, for example, the compound Rotwein ‘red wine’ blocks the phrasal unit *roter Wein (in the relevant sense), just as the phrasal unit rote Rübe ‘beetroot; lit. red beet’ blocks the compound *Rotrübe. In these examples, one crucial factor determining blocking is synonymy; speakers apparently have a deep-rooted presumption against synonyms. Whether homonymy can also lead to a similar avoidance strategy, is still controversial. But even if homonymy blocking exists, it certainly is much less systematic than synonymy blocking.
In all the examples mentioned above, it is a word stored in the mental lexicon that blocks a rival formation. However, besides such cases of lexical blocking, one can observe blocking among productive patterns. Dutch has three suffixes for deriving agent nouns from verbal bases, -er, -der, and -aar. Of these three suffixes, the first one is the default choice, while -der and -aar are chosen in very specific phonological environments: as Geert Booij describes in The Morphology of Dutch (2002), “the suffix -aar occurs after stems ending in a coronal sonorant consonant preceded by schwa, and -der occurs after stems ending in /r/” (p. 122). Contrary to lexical blocking, the effect of this kind of pattern blocking does not depend on words stored in the mental lexicon and their token frequency but on abstract features (in the case at hand, phonological features).
Blocking was first recognized by the Indian grammarian Pāṇini in the 5th or 4th century
Andrej L. Malchukov
Languages from at least five genetically unrelated families are spoken in the Caucasus, but there are only three endemic linguistic families belonging to the region: Kartvelian, West Caucasian, and Northeast Caucasian. These families are rather heterogeneous in terms of the number of languages and the distribution of the speakers across them. The Caucasus represents a situation where languages with millions of speakers have coexisted with one-village languages for hundreds of years, and where multilingualism has always been the norm. The richness of Caucasian languages on every linguistic stratum is dazzling: here we find some of the largest consonant inventories, inflectional systems where the mere number of word forms strains credibility (one of the Caucasian languages, Archi, is claimed to have over a million and a half word forms), and challenging syntactic structures. The typological interest of the Caucasian languages and the challenges they present to linguistic theory lie in different areas. Thus, for Kartvelian languages, the number of factors at play in the verbal system make the task of the production of a correct verbal form far from trivial. West Caucasian languages represent an instance of polysynthetic polypersonal verb inflection, which is unusual not only for Caucasus but for Eurasia in general. East Caucasian languages have large systems of non-finite forms which, unusually, retain the ability to realize agreement in gender and number while their non-finite nature is determined by the inability to head an independent clause and to express certain morpho-syntactic categories such as illocutionary force and evidentiality. Finally, all Caucasian languages are ergative to some extent.
Child phonology refers to virtually every phonetic and phonological phenomenon observable in the speech productions of children, including babbles. This includes qualitative and quantitative aspects of babbled utterances as well as all behaviors such as the deletion or modification of the sounds and syllables contained in the adult (target) forms that the child is trying to reproduce in his or her spoken utterances. This research is also increasingly concerned with issues in speech perception, a field of investigation that has traditionally followed its own course; it is only recently that the two fields have started to converge. The recent history of research on child phonology, the theoretical approaches and debates surrounding it, as well as the research methods and resources that have been employed to address these issues empirically, parallel the evolution of phonology, phonetics, and psycholinguistics as general fields of investigation. Child phonology contributes important observations, often organized in terms of developmental time periods, which can extend from the child’s earliest babbles to the stage when he or she masters the sounds, sound combinations, and suprasegmental properties of the ambient (target) language. Central debates within the field of child phonology concern the nature and origins of phonological representations as well as the ways in which they are acquired by children. Since the mid-1900s, the most central approaches to these questions have tended to fall on each side of the general divide between generative vs. functionalist (usage-based) approaches to phonology. Traditionally, generative approaches have embraced a universal stance on phonological primitives and their organization within hierarchical phonological representations, assumed to be innately available as part of the human language faculty. In contrast to this, functionalist approaches have utilized flatter (non-hierarchical) representational models and rejected nativist claims about the origin of phonological constructs. Since the beginning of the 1990s, this divide has been blurred significantly, both through the elaboration of constraint-based frameworks that incorporate phonetic evidence, from both speech perception and production, as part of accounts of phonological patterning, and through the formulation of emergentist approaches to phonological representation. Within this context, while controversies remain concerning the nature of phonological representations, debates are fueled by new outlooks on factors that might affect their emergence, including the types of learning mechanisms involved, the nature of the evidence available to the learner (e.g., perceptual, articulatory, and distributional), as well as the extent to which the learner can abstract away from this evidence. In parallel, recent advances in computer-assisted research methods and data availability, especially within the context of the PhonBank project, offer researchers unprecedented support for large-scale investigations of child language corpora. This combination of theoretical and methodological advances provides new and fertile grounds for research on child phonology and related implications for phonological theory.
Children’s acquisition of language is an amazing feat. Children master the syntax, the sentence structure of their language, through exposure and interaction with caregivers and others but, notably, with no formal tuition. How children come to be in command of the syntax of their language has been a topic of vigorous debate since Chomsky argued against Skinner’s claim that language is ‘verbal behavior.’ Chomsky argued that knowledge of language cannot be learned through experience alone but is guided by a genetic component. This language component, known as ‘Universal Grammar,’ is composed of abstract linguistic knowledge and a computational system that is special to language. The computational mechanisms of Universal Grammar give even young children the capacity to form hierarchical syntactic representations for the sentences they hear and produce. The abstract knowledge of language guides children’s hypotheses as they interact with the language input in their environment, ensuring they progress toward the adult grammar. An alternative school of thought denies the existence of a dedicated language component, arguing that knowledge of syntax is learned entirely through interactions with speakers of the language. Such ‘usage-based’ linguistic theories assume that language learning employs the same learning mechanisms that are used by other cognitive systems. Usage-based accounts of language development view children’s earliest productions as rote-learned phrases that lack internal structure. Knowledge of linguistic structure emerges gradually and in a piecemeal fashion, with frequency playing a large role in the order of emergence for different syntactic structures.
Haihua Pan and Yuli Feng
Cross-linguistic data can add new insights to the development of semantic theories or even induce the shift of the research paradigm. The major topics in semantic studies such as bare noun denotation, quantification, degree semantics, polarity items, donkey anaphora and binding principles, long-distance reflexives, negation, tense and aspects, eventuality are all discussed by semanticists working on the Chinese language. The issues which are of particular interest include and are not limited to: (i) the denotation of Chinese bare nouns; (ii) categorization and quantificational mapping strategies of Chinese quantifier expressions (i.e., whether the behaviors of Chinese quantifier expressions fit into the dichotomy of A-Quantification and D-quantification); (iii) multiple uses of quantifier expressions (e.g., dou) and their implication on the inter-relation of semantic concepts like distributivity, scalarity, exclusiveness, exhaustivity, maximality, etc.; (iv) the interaction among universal adverbials and that between universal adverbials and various types of noun phrases, which may pose a challenge to the Principle of Compositionality; (v) the semantics of degree expressions in Chinese; (vi) the non-interrogative uses of wh-phrases in Chinese and their influence on the theories of polarity items, free choice items, and epistemic indefinites; (vii) how the concepts of E-type pronouns and D-type pronouns are manifested in the Chinese language and whether such pronoun interpretations correspond to specific sentence types; (viii) what devices Chinese adopts to locate time (i.e., does tense interpretation correspond to certain syntactic projections or it is solely determined by semantic information and pragmatic reasoning); (ix) how the interpretation of Chinese aspect markers can be captured by event structures, possible world semantics, and quantification; (x) how the long-distance binding of Chinese ziji ‘self’ and the blocking effect by first and second person pronouns can be accounted for by the existing theories of beliefs, attitude reports, and logophoricity; (xi) the distribution of various negation markers and their correspondence to the semantic properties of predicates with which they are combined; and (xii) whether Chinese topic-comment structures are constrained by both semantic and pragmatic factors or syntactic factors only.