The prosody of enhanced bias in Mandarin and Japanese negative questions

Lingua ◽  
2014 ◽  
Vol 150 ◽  
pp. 92-116 ◽  
Author(s):  
Yurie Hara ◽  
Shigeto Kawahara ◽  
Yuli Feng
Keyword(s):  
2021 ◽  
pp. 1-31
Author(s):  
Haoruo Zhang ◽  
Norbert Vanek

Abstract In response to negative yes–no questions (e.g., Doesn’t she like cats?), typical English answers (Yes, she does/No, she doesn’t) peculiarly vary from those in Mandarin (No, she does/Yes, she doesn’t). What are the processing consequences of these markedly different conventionalized linguistic responses to achieve the same communicative goals? And if English and Mandarin speakers process negative questions differently, to what extent does processing change in Mandarin–English sequential bilinguals? Two experiments addressed these questions. Mandarin–English bilinguals, English and Mandarin monolinguals (N = 40/group) were tested in a production experiment (Expt. 1). The task was to formulate answers to positive/negative yes–no questions. The same participants were also tested in a comprehension experiment (Expt. 2), in which they had to answer positive/negative questions with time-measured yes/no button presses. In both Expt. 1 and Expt. 2, English and Mandarin speakers showed language-specific yes/no answers to negative questions. Also, in both experiments, English speakers showed a reaction-time advantage over Mandarin speakers in negation conditions. Bilingual’s performance was in-between that of the L1 and L2 baseline. These findings are suggestive of language-specific processing of negative questions. They also signal that the ways in which bilinguals process negative questions are susceptible to restructuring driven by the second language.


2018 ◽  
Vol 19 (2) ◽  
pp. 243-264
Author(s):  
Jonathan Culpeper

Abstract This study examines the affirmatives yes, yea and ay in Early Modern English, more specifically in the period 1560 to 1760. Affirmatives have an obvious role as responses to yes/no questions in dialogues, and so this study demanded the kind of dialogical material provided by the Corpus of English Dialogues 1560–1760. I examine the meanings and contexts of usage of each affirmative: their distribution across time and text-types, their collocates and their occurrence after positive and negative questions. The results challenge a number of issues and claims in the literature, including when the “Germanic pattern” (involving yes and yea after positive or negative questions) dissolved, whether yea or ay were dialectal, and the timing of the rise of ay and the fall of yea.


1977 ◽  
Vol 13 (4) ◽  
pp. 387-394 ◽  
Author(s):  
Kenneth Cragg

A decent interval has elapsed since the publication, in Religious Studies, Vol. 11 (1975), pp. 167–79, of Professor R. C. Zaehner's article: ‘Why Not Islam?’ The question, an intriguing one, was answered there with such ambivalence that a cynic might be forgiven for thinking he was being trifled with, while a well-wisher could easily be lost in confusion. The Professor commended Islam from the angle least worthy to command credence or to merit acceptance. His case for Islam had about it an air of almost perverse pleading, identifying Islam's main asset as an authoritarian simplicity suited to simple minds. The writer appeared to be withholding his own position by the very form of his advocacy. The article could equally be read as a subtle dissuasive. ’Sadly, debate cannot now be joined. For the piece must have been among the very last the author published. Death, as with Dickens and the mystery of Edwin Drood, silences inquiry about the puzzle of his intentions. It would be unseemly to have pressed the issues too sharply or too soon. But, at this distance of time, it may be possible to wonder in print about what Professor Zaehner's purpose really was. ’Why not…?’ is a question which it is always well for us to ask about alternatives within the human, or the religious, scene. Negative questions, as the Latin grammarians have it, expect the answer Yes. ’Why not X,’ however, when it comes to grips, has to pass into reasons why in the affirmative. It is in doing so that Zaehner offers what, on many counts, would seem to be dubious, even un-Islamic, reasons for his pleas.


2003 ◽  
Vol 11 (2) ◽  
pp. 99-126 ◽  
Author(s):  
Kazuko Hiramatsu
Keyword(s):  

1980 ◽  
Vol 3 (1) ◽  
pp. 17-25
Author(s):  
Werner Hüllen

It is generally accepted that the aim of second or foreign language teaching is communicative competence; after a sequence of courses, students should be able to use the language (approximately and in certain fields of communication) as native speakers do. But how, for that matter,donative speakers use their language? An exhaustive answer to this question would certainly demand more than one paper. Attention will therefore be drawn to only two points that are important for the problem under discussion: correctness and communicative value.


2013 ◽  
Vol 13 (1) ◽  
pp. 71-104
Author(s):  
Evangelia K. Asproudi

The present paper investigates the use of oti, na and negation in wh-question production in L1 Greek. Children’s preference is explored for use of oti and na, and for use of the negation markers ðen and min. These elements have been extensively studied from a theoretical perspective, yet they remain poorly investigated from an acquisition perspective, hence the present study. In long-distance wh-questions na is predicted to be preferred over oti due to its stronger entrenchment as clause-introducing element and as mood marker; in short-distance questions, however, na is predicted to be less preferred than the indicative due to the enriched modal semantics it carries in matrix clause environments. In negative matrix questions ðen is expected to be the preferred choice, since min occurs with na, which carries an extra semantic/pragmatic load. To test these predictions, a group of ninety four-to-seven-year-old Greek children participated in elicited production tasks designed mainly along the methodological principles of Crain and Thornton (1998). The results were generally in line with initial expectations. Children resorted mostly to na in long-distance contexts and to the semantically simpler indicative questions in short-distance contexts. With negative questions, higher accurate use rates were attested for target ðen than for target min, reflecting the simpler semantics associated with the former. Overall, these findings provide evidence that children opt for economy, with semantic factors contributing to their economy-based choices.


1997 ◽  
Vol 17 (5) ◽  
pp. 1043-1059 ◽  
Author(s):  
KEITH BURNS ◽  
GABRIEL P. PATERNAIN

Let $M$ be a compact $C^{\infty}$ Riemannian manifold. Given $p$ and $q$ in $M$ and $T>0$, define $n_{T}(p,q)$ as the number of geodesic segments joining $p$ and $q$ with length $\leq T$. Mañé showed in [7] that \[ \lim_{T\rightarrow \infty}\frac{1}{T}\log \int_{M\times M}n_{T}(p,q)\,dp\,dq = h_{\rm top}, \] where $h_{\rm top}$ denotes the topological entropy of the geodesic flow of $M$.In this paper we exhibit an open set of metrics on the two-sphere for which \[ \limsup_{T\rightarrow\infty}\frac{1}{T}\log n_{T}(p,q)< h_{\rm top}, \] for a positive measure set of $(p,q)\in M\times M$. This answers in the negative questions raised by Mañé in [7].


Linguistica ◽  
2016 ◽  
Vol 56 (1) ◽  
pp. 127-142 ◽  
Author(s):  
Hana Gruet-Skrabalova

This paper deals with answers to negative yes-no questions, focusing on data from Czech. It is shown that answering particles can express both positive and negative answers to negative questions, but that their choice is not free. Several pieces of evidence are discussed in order to show that the use of the particles depends on the interpretation of negation in the question: expletive negation or true negation. This semantic distinction is furthermore tightly linked to the syntactic position of the negation, according to which we distinguish between negative interrogative clauses and negative declarative clauses used as questions. An analysis in terms of absolute and relative polarity is proposed to account for the mixed behaviour of answering particles: particles express absolute polarity in answers to interrogative questions, whose polarity is open, and relative polarity in answers to declarative questions, whose polarity has been already specified.


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