Discourse Context and Word Order Preferences in Hindi

2004 ◽  
pp. 113-128
Author(s):  
Shravan Vasishth
Keyword(s):  
Word Order ◽  
Discourse Context

The influence of discourse context on children's provision of auxiliary BE

2008 ◽  
Vol 35 (1) ◽  
pp. 129-158 ◽  
Author(s):  
ANNA L. THEAKSTON ◽  
ELENA V. M. LIEVEN
Keyword(s):  
Language Acquisition ◽  
Word Order ◽  
Current Paper ◽  
Discourse Context ◽  
Linguistic Representations ◽  
Prior Use ◽  
Single Child ◽  
Pass Through ◽  
Children's Speech

ABSTRACTChildren pass through a stage in development when they produce utterances that contain auxiliary BE (he's playing) and utterances where auxiliary BE is omitted (he playing). One explanation that has been put forward to explain this phenomenon is the presence of questions in the input that model S-V word order (Theakston, Lieven & Tomasello, 2003). The current paper reports two studies that investigate the role of the input in children's use and non-use of auxiliary BE in declaratives. In Study 1, 96 children aged from 2 ; 5 to 2 ; 10 were exposed to known and novel verbs modelled in questions only or declaratives only. In Study 2, naturalistic data from a dense database from a single child between the ages of 2 ; 8 to 3 ; 2 were examined to investigate the influence of (1) declaratives and questions in the input in prior discourse, and (2) the child's immediately previous use of declaratives where auxiliary BE was produced or omitted, on his subsequent use or non-use of auxiliary BE. The results show that in both the experimental and naturalistic contexts, the presence of questions in the input resulted in lower levels of auxiliary provision in the children's speech than in utterances following declaratives in the input. In addition, the children's prior use or non-use of auxiliary BE influenced subsequent use. The findings are discussed in the context of usage-based theories of language acquisition and the role of the language children hear in their developing linguistic representations.

Cue conflicts in context: interplay between morphosyntax and discourse context in Danish preschoolers' semantic role assignment

2015 ◽  
Vol 42 (6) ◽  
pp. 1237-1266 ◽  
Author(s):  
DITTE BOEG THOMSEN ◽  
MADS POULSEN
Keyword(s):  
Word Order ◽  
Sentence Comprehension ◽  
First Language ◽  
Semantic Role ◽  
Contextual Cues ◽  
Semantic Roles ◽  
Role Assignment ◽  
Discourse Context ◽  
Context Sensitive ◽  
Basic Task

AbstractWhen learning their first language, children develop strategies for assigning semantic roles to sentence structures, depending on morphosyntactic cues such as case and word order. Traditionally, comprehension experiments have presented transitive clauses in isolation, and cross-linguistically children have been found to misinterpret object-first constructions by following a word-order strategy (Chan, Lieven & Tomasello, 2009; Dittmar, Abbot-Smith, Lieven & Tomasello, 2008; Hakuta, 1982; McDonald, 1989; Slobin & Bever, 1982). In an act-out study, we replicated this finding with Danish preschoolers. However, object-first clauses may be context-sensitive structures, which are infelicitous in isolation. In a second act-out study we presented OVS clauses in supportive and unsupportive discourse contexts and in isolation and found that five- to six-year-olds' OVS comprehension was enhanced in discourse-pragmatically felicitous contexts. Our results extend previous findings of preschoolers' sensitivity to discourse-contextual cues in sentence comprehension (Hurewitz, 2001; Song & Fisher, 2005) to the basic task of assigning agent and patient roles.

The word order myth

1983 ◽  
Vol 10 (1) ◽  
pp. 97-106 ◽  
Author(s):  
Richard M. Weist
Keyword(s):  
Word Order ◽  
Sentence Comprehension ◽  
Final Position ◽  
Discourse Context ◽  
New Information ◽  
Comprehension Process

ABSTRACTThe purpose of this research was to investigate the function of word order, inflections and discourse context in the sentence comprehension process. Ten 2; 6 and ten 3; 6 Polish children acted out sentences with toys. The target sentences were either inflected or uninflected, and given inflectional information sentences were ordered SVO or OVS. Context sentences established given information which was in initial or final position in the target sentences. When inflectional information was available, all the children used it effectively with very little interference from OVS and new–given arrangements. In spite of the fact that word order distributes given and new information in adult Polish, children could utilize word order to recover semantic functions with uninflected sentence problems.

The influence of discourse context on children’s ordering of “new” and “old” information

2017 ◽  
Vol 4 (s1) ◽  
Author(s):  
Bhuvana Narasimhan ◽  
Christine Dimroth
Keyword(s):  
Word Order ◽  
Child Language ◽  
New Order ◽  
Discourse Context ◽  
Old Order ◽  
Connected Discourse ◽  
Information Status ◽  
Weight Number

AbstractAdult speakers typically order referents that have been previously mentioned in the discourse (“old” referents) before newly introduced referents (“new” referents). But 3–5-year-olds acquiring German exhibit a “new-old” preference in a task involving question-answer sequences (Narasimhan, Bhuvana and Christine Dimroth. 2008. Word order and information status in child language. Cognition 107. 317–329). Here we ask whether we can change 4–5-year-olds’ new-old preference by manipulating the context in order to encourage connected discourse. Findings show that discourse context changes children’s new-old preference. Children produce the new-old order in fluent utterances and the old-new order in non-fluent utterances. Adult controls overwhelmingly prefer the old-new order, even more so when the weight (number of syllables) of the old referent label is greater than that of the new referent label. Our study demonstrates that although cognitive and communicative biases may influence children’s ordering patterns in non-adult-like ways, such patterns are not categorical, but are flexibly influenced by factors such as discourse context.

scholarly journals The Syntax and Semantics of Cantonese Particles in the Left Periphery

2020 ◽  
Vol 41 (2) ◽  
pp. 109-138
Author(s):  
John C. Wakefield
Keyword(s):  
Word Order ◽  
Left Periphery ◽  
Discourse Context ◽  
Human Emotions ◽  
Split Cp ◽  
Final Particles

Abstract Adopting the cartographic approach, this paper proposes syntactic positions for all left-periphery particles above the tense phrase (TP) in Cantonese. These include both sentence-final particles and sentence-initial particles that can be used in isolation as interjections. Based on previous syntactic proposals for the left periphery, a modification of Rizzi’s (2001) split-complementizer phrase (Split-CP) structure is proposed. A Deictic Phrase (DeicP) is added above the finite phrase (FinP) for the Cantonese “tense” particles laa3 and lei4(ge3). Then, based on a number of proposals inspired by Speas and Tenny (2003), two functional phrases are added above the force phrase (ForceP) – a higher affect phrase (AffectP) for Cantonese sentence-initial particles and a lower discourse phrase (DiscourseP) for most of the sentence-final particles. The resulting structure is tentatively proposed to account for the word order of all left-periphery particles in Cantonese, bringing the description of their syntax closer in line with a number of proposals based on left-periphery particles in other languages. This proposal includes a three-way distinction of the functions and meanings of left-periphery particles: 1) particles that lie between ForceP and TP do not refer directly to the discourse context; 2) particles that head DiscourseP do refer directly to the discourse; and 3) particles that head AffectP refer to the discourse and express human emotions.

Processing cost and its consequences

2016 ◽  
Vol 39 ◽  
Author(s):  
William O'Grady
Keyword(s):  
Word Order ◽  
Proximity Effects ◽  
Processing Cost

AbstractI focus on two challenges that processing-based theories of language must confront: the need to explain why language has the particular properties that it does, and the need to explain why processing pressures are manifested in the particular way that they are. I discuss these matters with reference to two illustrative phenomena: proximity effects in word order and a constraint on contraction.

Phrase-Learning in Deaf and Hearing Subjects

1967 ◽  
Vol 10 (3) ◽  
pp. 600-605 ◽  
Author(s):  
Penelope B. Odom ◽  
Richard L. Blanton
Keyword(s):  
Word Order ◽  
Fifth Graders ◽  
English Word ◽  
Normal Hearing ◽  
Twelfth Graders ◽  
Memory Processes ◽  
Study Test ◽  
The Mean

Two groups each containing 24 deaf subjects were compared with 24 fifth graders and 24 twelfth graders with normal hearing on the learning of segments of written English. Eight subjects from each group learned phrasally defined segments such as “paid the tall lady,” eight more learned the same words in nonphrases having acceptable English word order such as “lady paid the tall,” and the remaining eight in each group learned the same words scrambled, “lady tall the paid.” The task consisted of 12 study-test trials. Analyses of the mean number of words recalled correctly and the probability of recalling the whole phrase correctly, given that one word of it was recalled, indicated that both ages of hearing subjects showed facilitation on the phrasally defined segments, interference on the scrambled segments. The deaf groups showed no differential recall as a function of phrasal structure. It was concluded that the deaf do not possess the same perceptual or memory processes with regard to English as do the hearing subjects.

Word Order

2012 ◽  
Author(s):  
Jae Jung Song
Keyword(s):  
Word Order
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