TY - GEN A1 - Tristram, Hildegard L.C. T1 - Wie weit sind die inselkeltischen Sprachen (und das Englische) analytisiert? T1 - How far have the Insular Celtic languages (and the English language) been analyticised? N2 - Der gemeinsame Wandel der inselkeltischen Sprachen wie auch des Englischen vom vorwiegend synthetischen Typus zum vorwiegend analytischen Typus läßt sich vermutlich auf einen ca. 1500 Jahre dauernden intensiven Sprachenkontakt zwischen diesen Sprachen zurückführen. Heute ist das Englische die analytischste Sprache der Britischen Inseln und Irlands, gefolgt vom Walisischen, Bretonischen und Irischen. Letzteres ist von den genannten Sprachen noch am weitesten morphologisch komplex. N2 - I discuss the joint shift of the Insular Celtic languages and of the English language from, typologically speaking, predominantly synthetic languages c. 1500 years ago to predominantly analytical languages today. The demise of the inflectional morphology is most advanced in Present Day English. Welsh follows suit. Then come Breton and Irish. Intensive linguistic interaction across the boundaries of the Germanic and the Insular Celtic languages are proposed to have been instrumental for this type of linguistic convergence. T3 - Zweitveröffentlichungen der Universität Potsdam : Philosophische Reihe - 35 KW - Irisch KW - Walisisch KW - Bretonisch KW - Englisch KW - Sprachwandel KW - Sprachkontakt KW - Sprachkonvergenz KW - Typologie KW - Morphologie KW - Komplexität KW - Quantifizierun KW - Irish KW - Welsh KW - Breton KW - English KW - Language Change KW - Language Contact KW - Convergence KW - Morphology KW - Complexity KW - Quantification Y1 - 2009 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-41251 ER - TY - GEN A1 - Rubertus, Elina A1 - Noiray, Aude T1 - On the development of gestural organization BT - A cross-sectional study of vowel-to-vowel anticipatory coarticulation T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - In the first years of life, children differ greatly from adults in the temporal organization of their speech gestures in fluent language production. However, dissent remains as to the maturational direction of such organization. The present study sheds new light on this process by tracking the development of anticipatory vowel-to-vowel coarticulation in a cross-sectional investigation of 62 German children (from 3.5 to 7 years of age) and 13 adults. It focuses on gestures of the tongue, a complex organ whose spatiotemporal control is indispensable for speech production. The goal of the study was threefold: 1) investigate whether children as well as adults initiate the articulation for a target vowel in advance of its acoustic onset, 2) test if the identity of the intervocalic consonant matters and finally, 3) describe age-related developments of these lingual coarticulatory patterns. To achieve this goal, ultrasound tongue imaging was used to record lingual movements and quantify changes in coarticulation degree as a function of consonantal context and age. Results from linear mixed effects models indicate that like adults, children initiate vowels' lingual gestures well ahead of their acoustic onset. Second, while the identity of the intervocalic consonant affects the degree of vocalic anticipation in adults, it does not in children at any age. Finally, the degree of vowelto-vowel coarticulation is significantly higher in all cohorts of children than in adults. However, among children, a developmental decrease of vocalic coarticulation is only found for sequences including the alveolar stop /d/ which requires finer spatiotemporal coordination of the tongue's subparts compared to labial and velar stops. Altogether, results suggest greater gestural overlap in child than in adult speech and support the view of a non-uniform and protracted maturation of lingual coarticulation calling for thorough considerations of the articulatory intricacies from which subtle developmental differences may originate. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 478 KW - Catalan VCV Sequences KW - Speech Motor Control KW - Vocal-Tract KW - Acoustic Analysis KW - Locus Equations KW - Lingual Coarticulation KW - Children KW - Ultrasound KW - English KW - Resistance Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-419753 IS - 478 ER - TY - JOUR A1 - Rubertus, Elina A1 - Noiray, Aude T1 - On the development of gestural organization BT - A cross-sectional study of vowel-to-vowel anticipatory coarticulation JF - PLoS ONE N2 - In the first years of life, children differ greatly from adults in the temporal organization of their speech gestures in fluent language production. However, dissent remains as to the maturational direction of such organization. The present study sheds new light on this process by tracking the development of anticipatory vowel-to-vowel coarticulation in a cross-sectional investigation of 62 German children (from 3.5 to 7 years of age) and 13 adults. It focuses on gestures of the tongue, a complex organ whose spatiotemporal control is indispensable for speech production. The goal of the study was threefold: 1) investigate whether children as well as adults initiate the articulation for a target vowel in advance of its acoustic onset, 2) test if the identity of the intervocalic consonant matters and finally, 3) describe age-related developments of these lingual coarticulatory patterns. To achieve this goal, ultrasound tongue imaging was used to record lingual movements and quantify changes in coarticulation degree as a function of consonantal context and age. Results from linear mixed effects models indicate that like adults, children initiate vowels' lingual gestures well ahead of their acoustic onset. Second, while the identity of the intervocalic consonant affects the degree of vocalic anticipation in adults, it does not in children at any age. Finally, the degree of vowelto-vowel coarticulation is significantly higher in all cohorts of children than in adults. However, among children, a developmental decrease of vocalic coarticulation is only found for sequences including the alveolar stop /d/ which requires finer spatiotemporal coordination of the tongue's subparts compared to labial and velar stops. Altogether, results suggest greater gestural overlap in child than in adult speech and support the view of a non-uniform and protracted maturation of lingual coarticulation calling for thorough considerations of the articulatory intricacies from which subtle developmental differences may originate. KW - Catalan VCV Sequences KW - Speech Motor Control KW - Vocal-Tract KW - Acoustic Analysis KW - Locus Equations KW - Lingual Coarticulation KW - Children KW - Ultrasound KW - English KW - Resistance Y1 - 2018 U6 - https://doi.org/10.1371/journal.pone.0203562 SN - 1932-6203 VL - 13 IS - 9 SP - 1 EP - 21 PB - Public Library of Science CY - San Francisco ER - TY - JOUR A1 - Patterson, Clare A1 - Trompelt, Helena A1 - Felser, Claudia T1 - The online application of binding condition B in native and non-native pronoun resolution JF - Frontiers in psychology KW - pronoun resolution KW - binding KW - sentence processing KW - eye-movement monitoring KW - bilingualism KW - English Y1 - 2014 U6 - https://doi.org/10.3389/fpsyg.2014.00147 SN - 1664-1078 VL - 5 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Lago, Sol A1 - Sloggett, Shayne A1 - Schlüter, Zoe A1 - Chow, Wing Yee A1 - Williams, Alexander A1 - Lau, Ellen A1 - Phillips, Colin T1 - Coreference and Antecedent Representation Across Languages JF - Journal of experimental psychology : Learning, memory, and cognition KW - coreference KW - German KW - English KW - sentence comprehension KW - eye-tracking Y1 - 2017 U6 - https://doi.org/10.1037/xlm0000343 SN - 0278-7393 SN - 1939-1285 VL - 43 SP - 795 EP - 817 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Lago, Sol A1 - Garcia, Anna Stutter A1 - Felser, Claudia T1 - The role of native and non-native grammars in the comprehension of possessive pronouns JF - Second language research N2 - Previous studies have shown that multilingual speakers are influenced by their native (L1) and non-native (L2) grammars when learning a new language. But, so far, these studies have mostly used untimed metalinguistic tasks. Here we examine whether multilinguals’ prior grammars also affect their sensitivity to morphosyntactic constraints during processing. We use speeded judgment and self-paced reading tasks to examine the comprehension of German possessive pronouns. To investigate whether native and non-native grammars differentially affect participants’ performance, we compare two groups of non-native German speakers with inverse L1–L2 distributions: a group with L1 Spanish – L2 English, and a group with L1 English – L2 Spanish. We show that the reading profiles of both groups are modulated by their L1 grammar, with L2 proficiency selectively affecting participants’ judgment accuracy but not their reading times. We propose that reading comprehension is mainly influenced by multilinguals’ native grammar, but that knowledge of an L2 grammar can further increase sensitivity to morphosyntactic violations in an additional language. KW - comprehension KW - English KW - gender agreement KW - German KW - multilingualism KW - Spanish Y1 - 2019 U6 - https://doi.org/10.1177/0267658318770491 SN - 0267-6583 SN - 1477-0326 VL - 35 IS - 3 SP - 319 EP - 349 PB - Sage Publ. CY - London ER - TY - JOUR A1 - Jessen, Anna A1 - Felser, Claudia T1 - Reanalysing object gaps during non-native sentence processing BT - Evidence from ERPs JF - Second language research N2 - The present study used event related potentials (ERPs) to investigate how native (L1) German-speaking second-language (L2) learners of English process sentences containing filler-gap dependencies such as Bill liked the house (women) that Bob built some ornaments for __ at his workplace. Using an experimental design which allowed us to dissociate filler integration from reanalysis effects, we found that fillers which were implausible as direct objects of the embedded verb (e.g. built the women) elicited similar brain responses (an N400) in L1 and L2 speakers when the verb was encountered. This confirms findings from behavioral and eye-movement studies indicating that both L1 and L2 speakers immediately try to integrate a filler with a potential lexical licensor. L1/L2 differences were observed when subsequent sentence material signaled that the direct-object analysis was in fact incorrect, however. We found reanalysis effects, in the shape of a P600 for sentences containing fillers that were plausible direct objects only for L2 speakers, but not for the L1 group. This supports previous findings suggesting that L2 comprehenders recover from an initially plausible first analysis less easily than L1 speakers. KW - English KW - ERPs KW - filler-gap dependency KW - L2 processing KW - reanalysis Y1 - 2018 U6 - https://doi.org/10.1177/0267658317753030 SN - 0267-6583 SN - 1477-0326 VL - 35 IS - 2 SP - 285 EP - 299 PB - Sage Publ. CY - London ER - TY - THES A1 - Green, Antony Dubach T1 - Phonology limited N2 - Phonology Limited is a study of the areas of phonology where the application of optimality theory (OT) has previously been problematic. Evidence from a wide variety of phenomena in a wide variety of languages is presented to show that interactions involving more than just faithfulness and markedness are best analyzed as involving language-specific morphological constraints rather than universal phonological constraints. OT has proved to be a highly insightful and successful theory of linguistics in general and phonology in particular, focusing as it does on surface forms and treating the relationship between inputs and outputs as a form of conflict resolution. Yet there have also been a number of serious problems with the approach that have led some detractors to argue that OT has failed as a theory of generative grammar. The most serious of these problems is opacity, defined as a state of affairs where the grammatical output of a given input appears to violate more constraints than an ungrammatical competitor. It is argued that these problems disappear once language-specific morphological constraints are allowed to play a significant role in analysis. Specifically, a number of processes of Tiberian Hebrew traditionally considered opaque are reexamined and shown to be straightforwardly transparent, but crucially involving morphological constraints on form, such as a constraint requiring certain morphological forms to end with a syllabic trochee, or a constraint requiring paradigm uniformity with regard to the occurrence of fricative allophones of stop phonemes. Language-specific morphological constraints are also shown to play a role in allomorphy, where a lexeme is associated with more than one input; the constraint hierarchy then decides which input is grammatical in which context. For example, [ɨ]/[ə] and [u]/[ə] alternation found in some lexemes but not in others in Welsh is attributed to the presence of two inputs for the lexemes with the alternation. A novel analysis of the initial consonant mutations of the modern Celtic languages argues that mutated forms are separately listed inputs chosen in appropriate contexts by constraints on morphology and syntax, rather than being outputs that are phonologically unfaithful to their unmutated inputs. Finally, static irregularities and lexical exceptions are examined and shown to be attributable to language-specific morphological constraints. In American English, the distribution of tense and lax vowels is predictable in several contexts; however, in some contexts, the distributions of tense [ɔ] vs. lax [a] and of tense [æ] vs. lax [æ] are not as expected. It is shown that clusters of output-output faithfulness constraints create a pattern to which words are attracted, which however violates general phonological considerations. New words that enter the language first obey the general phonological considerations before being attracted into the language-specific exceptional pattern. T3 - Linguistics in Potsdam - 27 KW - Allomorphy KW - English KW - Hebrew KW - Irish KW - language-specific constraint Y1 - 2007 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-15512 SN - 978-3-939469-93-3 SN - 1616-7392 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - THES A1 - Ganzer, Carolin T1 - Sprachvernetzende Inhalte in den Französischlehrwerken Découvertes und À plus als Baustein der Mehrsprachigkeitsförderung T1 - Language-linking elements in the French textbooks Découvertes and À plus as a component for promoting plurilingualism N2 - Die vorliegende Masterarbeit widmet sich der Frage, inwiefern die neuesten Lehrwerke für den gymnasialen Französischunterricht, Découvertes 1 (Klett) und À plus 1 (Cornelsen) aus dem Jahr 2020, sprachvernetzende Inhalte nutzen, um auf vorgelernte Sprachen und frühere Spracherwerbsprozesse hinzuweisen oder darauf zurückzugreifen. Der Fokus liegt dabei auf der Schul- und/oder Erstsprache Deutsch sowie der ersten Fremdsprache Englisch, wobei auch andere auftretende Sprachen in die Untersuchung einbezogen werden. Die Arbeit leistet einen Beitrag zum fachdidaktischen Diskurs bezüglich mehrsprachigkeitsdidaktischer Inhalte in Fremdsprachenlehrwerken. Darüber hinaus kann sie Lehrkräften aufzeigen, wie diese aktuellen Lehrwerke ihren mehrsprachigkeitsorientierten Unterricht begleiten können. Die Einleitung betont die Relevanz der Sprachvernetzung für den Fremdsprachenunterricht, insbesondere im Hinblick auf die individuelle Mehrsprachigkeit der Schüler*innen. Es wird auf das Potenzial des interlingualen Transfers hingewiesen, das u. a. in einer Lernerleichterung sowie der Förderung der Sprachbewusstheit und der Sprachlernbewusstheit besteht. In Kapitel 2 werden die theoretischen Grundlagen für die Analyse gelegt, indem Mehrsprachigkeit und Mehrsprachigkeitsdidaktik, Sprachvernetzung und ihr Potenzial näher betrachtet werden. Zudem wird anhand des Deutschen und Englischen aufgezeigt, welches sprachliche Transferpotenzial im Anfangsunterricht Französisch eingebracht werden könnte. Auch die Bedingungen dafür, dass Schüler*innen den interlingualen Transfer in ihrem Spracherwerb einsetzen, werden besprochen. Kapitel 3 gibt einen Überblick über den Forschungsstand zu Sprachvernetzung und Mehrsprachigkeit in Fremdsprachenlehrwerken und identifiziert die Forschungslücke, die diese Arbeit zu schließen versucht. In Kapitel 4 werden die Forschungsfrage und ihre Unterfragen formuliert, die untersuchten Lehrwerke beschrieben und die Auswahl der Lehrwerke und der untersuchten Lehrwerkskomponenten begründet. Zudem wird die Methodik der vergleichenden Lehrwerkanalyse erläutert. Die Ergebnisse der Analyse werden in Kapitel 5 ausführlich dargestellt. Es wird aufgezeigt, welche sprachvernetzenden Inhalte in den jeweiligen Lehrwerken vorkommen – in welcher Form und unter Einbezug welcher Sprachen und sprachlichen Ebenen. In Kapitel 6 werden die Ergebnisse diskutiert und analysiert, wobei auf die Mehrsprachigkeitskonzepte der Lehrwerke und die Trends bei den sprachvernetzenden Inhalten eingegangen wird. Im abschließenden Kapitel 7 wird zusammenfassend betont, dass beide Lehrwerke viele sprachvernetzende Inhalte anbieten, die das Potenzial haben, mehrsprachigkeitsdidaktisches Arbeiten zu unterstützen. Insbesondere auf der Produktionsebene werden jedoch noch zu wenige Transferprozesse initiiert. Zudem wird aufgezeigt, welche weiteren Untersuchungen ergänzend möglich sind, z. B. hinsichtlich des Einsatzes der sprachvernetzenden Inhalte im Unterricht. N2 - This master's thesis examines the extent to which the latest German textbooks for secondary school French, Découvertes 1 (Klett) and À plus 1 (Cornelsen), published in 2020, use language-linking content to refer to or draw on previously learned languages and earlier language acquisition processes. The focus is on the school and/or first language German and the first foreign language English. However, other emerging languages are also included in the study. The study contributes to the didactic discourse on multilingual didactic content in foreign language textbooks. It can also show teachers how these current textbooks can support their multilingual teaching. The introduction emphasizes the relevance of language linking for foreign language teaching, especially with regard to students' individual plurilingualism. It points out the potential of interlingual transfer, which includes facilitating learning and promoting language awareness and language learning awareness. Chapter 2 lays the theoretical foundations for the analysis by taking a closer look at pluri- and multilingualism and multilingual didactics, language linking and its potential. In addition, German and English are used to illustrate the potential for interlingual transfer that could be introduced in the teaching of French to beginners. The conditions for students to use interlingual transfer in their language acquisition are also discussed. Chapter 3 provides an overview of the current state of research on language linking and plurilingualism in foreign language textbooks and identifies the research gap that this thesis seeks to fill. Chapter 4 formulates the research question and its sub-questions, describes the textbooks studied and justifies the selection of the textbooks and the textbook components to be analyzed. The methodology of the comparative textbook analysis is explained. The results of the analysis are presented in detail in Chapter 5. It is shown which language-related content occurs in the respective textbooks – in which form and including which languages and linguistic levels. Chapter 6 discusses and analyzes the results, focusing on the textbooks' approaches to plurilingualism and trends found in the language-linking content. In the concluding chapter 7, it is summarized that both textbooks offer a lot of language-linking content that has the potential to support multilingual didactic teaching. However, too few transfer processes are initiated, especially at the production level. In addition, it is shown which further studies are possible, e.g. with regard to the use of language-linking content in the classroom. KW - Mehrsprachigkeit KW - Sprachvernetzung KW - Französisch KW - Englisch KW - Lehrwerk KW - Transfer KW - Sprachbewusstheit KW - Sprachlernbewusstheit KW - Fremdsprachendidaktik KW - Mehrsprachigkeitsdidaktik KW - multilingualism KW - plurilingualism KW - French KW - English KW - textbook KW - teaching material KW - transfer KW - language awareness KW - language learning awareness KW - multilingual didactics KW - foreign language teaching Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623188 ER - TY - JOUR A1 - Felser, Claudia A1 - Patterson, Clare A1 - Cunnings, Ian T1 - Structural constraints on pronoun binding and coreference: Evidence from eye movements during reading JF - Frontiers in psychology N2 - A number of recent studies have investigated how syntactic and non-syntactic constraints combine to cue memory retrieval during anaphora resolution. In this paper we investigate how syntactic constraints and gender congruence interact to guide memory retrieval during the resolution of subject pronouns. Subject pronouns are always technically ambiguous, and the application of syntactic constraints on their interpretation depends on properties of the antecedent that is to be retrieved. While pronouns can freely corefer with non-quantified referential antecedents, linking a pronoun to a quantified antecedent is only possible in certain syntactic configurations via variable binding. We report the results from a judgment task and three online reading comprehension experiments investigating pronoun resolution with quantified and non-quantified antecedents. Results from both the judgment task and participants' eye movements during reading indicate that comprehenders freely allow pronouns to corefer with non-quantified antecedents, but that retrieval of quantified antecedents is restricted to specific syntactic environments. We interpret our findings as indicating that syntactic constraints constitute highly weighted cues to memory retrieval during anaphora resolution. KW - pronoun resolution KW - memory retrieval KW - quantification KW - eye movements KW - reading KW - English Y1 - 2015 U6 - https://doi.org/10.3389/fpsyg.2015.00840 SN - 1664-1078 VL - 6 IS - 840 PB - Frontiers Research Foundation CY - Lausanne ER - TY - GEN A1 - Felser, Claudia A1 - Patterson, Clare A1 - Cunnings, Ian T1 - Structural constraints on pronoun binding and coreference: Evidence from eye movements during reading T2 - Frontiers in psychology N2 - A number of recent studies have investigated how syntactic and non-syntactic constraints combine to cue memory retrieval during anaphora resolution. In this paper we investigate how syntactic constraints and gender congruence interact to guide memory retrieval during the resolution of subject pronouns. Subject pronouns are always technically ambiguous, and the application of syntactic constraints on their interpretation depends on properties of the antecedent that is to be retrieved. While pronouns can freely corefer with non-quantified referential antecedents, linking a pronoun to a quantified antecedent is only possible in certain syntactic configurations via variable binding. We report the results from a judgment task and three online reading comprehension experiments investigating pronoun resolution with quantified and non-quantified antecedents. Results from both the judgment task and participants' eye movements during reading indicate that comprehenders freely allow pronouns to corefer with non-quantified antecedents, but that retrieval of quantified antecedents is restricted to specific syntactic environments. We interpret our findings as indicating that syntactic constraints constitute highly weighted cues to memory retrieval during anaphora resolution. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 277 KW - pronoun resolution KW - memory retrieval KW - quantification KW - eye movements KW - reading KW - English Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-78650 ER - TY - THES A1 - De Veaugh-Geiss, Joseph P. T1 - Cleft exhaustivity T1 - Exhaustivität in Spaltsätzen BT - a unified approach to inter-speaker and cross-linguistic variability BT - ein einheitlicher Erklärungsansatz für die individuelle und cross-linguistische Variabilität N2 - In this dissertation a series of experimental studies are presented which demonstrate that the exhaustive inference of focus-background it-clefts in English and their cross-linguistic counterparts in Akan, French, and German is neither robust nor systematic. The inter-speaker and cross-linguistic variability is accounted for with a discourse-pragmatic approach to cleft exhaustivity, in which -- following Pollard & Yasavul 2016 -- the exhaustive inference is derived from an interaction with another layer of meaning, namely, the existence presupposition encoded in clefts. N2 - In dieser Dissertation wird eine Reihe von experimentellen Studien vorgestellt, die zeigen, dass die Exhaustivitätsinferenz englischer 'it'-Spaltsätze mit Fokus-Background-Gliederung und ihrer Gegenstücke in den Sprachen Akan, Französisch und Deutsch weder robust noch systematisch ist. Die individuelle und cross-linguistische Variabilität wird mit einer diskurspragmatischen Analyse der Spaltsatz-Exhaustivität erklärt, in der -- nach Pollard & Yasavul 2016 -- die Exhaustivitätsinferenz aus einer Interaktion mit einer anderen Bedeutungsebene abgeleitet wird, und zwar mit der in Spaltsätzen enthaltenen Existenzpräsupposition. KW - experimental studies KW - German KW - French KW - English KW - Akan KW - clefts KW - definite pseudoclefts KW - exhaustive inference KW - anaphoric existence presupposition KW - predicate interpretation (distributive vs. non-distributive) KW - variability KW - experimentelle Studien KW - Deutsch KW - Französisch KW - Englisch KW - Akan KW - Spaltsätze KW - definite Pseudospaltsätze KW - Exhaustivitätsinferenz KW - anaphorische Existenzpräsupposition KW - Prädikatsinterpretation (distributiv vs. nicht-distributiv) KW - Variabilität Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-446421 ER - TY - JOUR A1 - Cunnings, Ian A1 - Patterson, Clare A1 - Felser, Claudia T1 - Structural constraints on pronoun binding and coreference: evidence from eye movements during reading JF - Frontiers in psychology N2 - A number of recent studies have investigated how syntactic and non-syntactic constraints combine to cue memory retrieval during anaphora resolution. In this paper we investigate how syntactic constraints and gender congruence interact to guide memory retrieval during the resolution of subject pronouns. Subject pronouns are always technically ambiguous, and the application of syntactic constraints on their interpretation depends on properties of the antecedent that is to be retrieved. While pronouns can freely corefer with non-quantified referential antecedents, linking a pronoun to a quantified antecedent is only possible in certain syntactic configurations via variable binding. We report the results from a judgment task and three online reading comprehension experiments investigating pronoun resolution with quantified and non-quantified antecedents. Results from both the judgment task and participants' eye movements during reading indicate that comprehenders freely allow pronouns to corefer with non-quantified antecedents, but that retrieval of quantified antecedents is restricted to specific syntactic environments. We interpret our findings as indicating that syntactic constraints constitute highly weighted cues to memory retrieval during anaphora resolution. KW - pronoun resolution KW - memory retrieval KW - quantification KW - eye movements KW - reading KW - English Y1 - 2015 U6 - https://doi.org/10.3389/fpsyg.2015.00840 SN - 1664-1078 VL - 6 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Coetzee-Van Rooy, Susan A1 - Peters, Arne T1 - A portrait-corpus study of language attitudes towards Afrikaans and English JF - Language matters : studies in the languages of Africa N2 - Language portraits are useful instruments to elicit speakers' reflections on the languages in their repertoires. In this study, we implement a "portrait-corpus approach" (Peters and Coetzee-Van Rooy 2020) to investigate the conceptualisations of the languages Afrikaans and English in 105 language portraits. In this approach, we use participants' reflections about their placement of the two languages on a human silhouette as a linguistic corpus. Relying on quantitative and qualitative analyses using WordSmith, Statistica and Atlas.ti, our study shows that Afrikaans is mainly conceptualised as a language that is located in more peripheral areas of the body (for example, the hands and feet) and, hence, is perceived as less important in participants' repertoires. The central location of English in the head reveals its status as an important language in the participants' multilingual repertoires. We argue that these conceptualisations of Afrikaans and English provide additional insight into the attitudes towards these languages in South Africa. KW - language attitudes KW - language portraits KW - portrait-corpus approach KW - multilingualism KW - South Africa KW - Afrikaans KW - English Y1 - 2021 U6 - https://doi.org/10.1080/10228195.2021.1942167 SN - 1022-8195 SN - 1753-5395 VL - 52 IS - 2 SP - 3 EP - 28 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Boxell, Oliver A1 - Felser, Claudia T1 - Sensitivity to parasitic gaps inside subject islands in native and non-native sentence processing JF - Bilingualism : language and cognition. KW - Parasitic gaps KW - island constraints KW - bilingual sentence processing KW - eye-movement monitoring KW - English Y1 - 2017 U6 - https://doi.org/10.1017/S1366728915000942 SN - 1366-7289 SN - 1469-1841 VL - 20 SP - 494 EP - 511 PB - Cambridge Univ. Press CY - New York ER - TY - JOUR A1 - Bevacqua, Luca A1 - Scheffler, Tatjana T1 - Form variation of pronominal it-clefts in written English BT - a corpus study in Twitter and iWeb JF - Linguistics vanguard N2 - Clefts are well-studied as a construction which induces emphasis on its clefted referent. However, little is known about the distribution of different stylistic forms of it-cleft variants. We report on a corpus study mining data from Twitter, targeting sentences clefting a pronoun in English. We examine the following features: case and syntactic role of the clefted pronoun, contraction of the copula, choice of complementiser and use of emphasis markers. The results show systematic associations between these features. A further comparison between the Twitter dataset and data from iWeb, a corpus of general-use web language, shows significant differences in levels of emphasis and formality, positioning Twitter language in the middle of the conceptual orality spectrum. KW - clefts KW - corpus study KW - English KW - emphasis KW - computer-mediated communication Y1 - 2020 U6 - https://doi.org/10.1515/lingvan-2019-0066 SN - 2199-174X VL - 6 IS - 1 PB - De Gruyter CY - Berlin ER -