Die Präposition „auf” als Verkettungskomponente

The article presents the idea of examining the preposition auf ‘on’ from the generative perspective, in which the preposition is understood as an elementary unit of the mental lexicon (lexical array) without a syntactic category. The unit auf ‘on’ is treated as a phonological segment to which a corresponding syntactic category is assigned in the selected syntactic context. The syntactic processing system ensures the correct assignment through correct decoding from auf ‘on’ by concatenating various grammatical features with different functions and meanings. The article analyses the unit auf ‘on’ in terms of concatenation properties in the syntactic process of sentence generation in German.

Verbal reduplication in Mandarin Chinese: An HPSG account

The current study presents an HPSG analysis for verbal reduplication in Mandarin Chinese. After discussing its interaction with Aktionsarten and aspect markers, we argue that it is a morphological rather than syntactic process. We put forward a lexical rule for verbal reduplication in Mandarin Chinese and the different forms of reduplication are captured in an inheritance hierarchy. The interaction between verbal reduplication and aspect marking is handled by multiple inheritance. This analysis covers all forms of verbal reduplication in Mandarin Chinese and has none of the shortcomings of the previous analyses.

Markedness relation, identity avoidance, and clausal recursion in Mandarin Chinese

This paper uses optimality theory (OT) to account for the phenomenon of identity occurrence resulting from clausal recursion, which we argue is derived from syntactic embedding and syntactic adjunction. This paper shows that the interaction between faithfulness and economy constraints allows for the optional deletion of functional morphemes that occur repetitively. The syntactic process of deletion is sensitive to the concept of markedness in a few ways. First, the marked, rather than the unmarked, pattern is the trigger for deletion; second, unmarked constructions have priority over marked constructions as the target for deletion. All of these ideas are integrated into the OT model that involves self-conjoined constraints, the mechanism of harmonic alignment, and the competition between faithfulness and economy constraints.

Reduplication and repetition from a constructionist perspective

In the typological literature, a distinction is often drawn between reduplication (as a morphological process) and repetition (as a syntactic process) (Gil 2005). This squib reconsiders this distinction from the perspective of Construction Morphology (Booij 2010, 2018; Masini and Audring 2019). Drawing upon previously understudied phenomena in Tagalog, an Austronesian language of the Philippines, this paper demonstrates that the Construction Morphology approach provides a suitable framework for analyzing reduplication and repetition. It makes it possible to account for both similarities and differences between reduplication and repetition: both processes create a lexical unit with an iterative form and a conventionalized meaning, although they differ in the size and complexity of the lexical unit they create. Furthermore, this paper makes a strong case for the basic tenets of constructionist approaches, including a hierarchical lexicon and a lexicon-grammar continuum.

DIGITAL CULTURE AS AN OBJECT OF CULTURAL STUDIES: THE PROBLEM OF METHODOLOGICAL ALTERNATIVES

Modern domestic research of digital culture, according to the author, is mainly based on scientific approaches developed by the Euro-American philosophical and scientific thought. This position seems counterproductive, as it condemns Russian scientists to eternal lag. The article offers a number of alternative approaches to the study of digital culture. The author presents some subject areas and methods of studying digital culture, which are on the periphery of scientific interests. It offers a number of steps away from established research traditions. First, the author shares phenomenal and noumenal aspects of digital culture. The emphasis on the nominal aspect opens up the possibility of analyzing the value-semantic content of digital culture, identifying the specifics of “digital creativity” as a semantic and syntactic process. Secondly, the author expands the ideas about the genealogy of digital culture. In particular, the role of philosophy in the formation of a new digital method of culture coding is explicated, the way some ideas of structuralism, axiology, phenomenology legitimized the formation of this method is demonstrated. Third, the author falsifies (in the sense of Popper) the tradition of identifying postmodern culture with digital culture. Based on comparative analysis it is proved that the value-semantic content of these cultures do not coincide, that digital culture is a synthesis of the ideals of modernism and postmodernism. Fourth, the author attempts to determine the ontological status of digital culture. He argues that the inherent ability of this culture to reproduce itself makes a person from the subject of cultural production to its object. This non-anthropocentric turn generates an unprecedented alienation of culture. Digital culture is turning into a force that dominates man, turns man into a being not just controlled, manipulated, but also devoid of authenticity. At the same time, non-anthropocentric turn creates unprecedented participation person to the culture. The growing dependence of man on artificial technologies puts culture at the epicenter of human existence. Changing the ontological status of culture entails the need for a radical revision of the conceptual apparatus of its research. The concept of “culture” is spontaneously replaced by the concept of “postculture”. In conclusion, the article emphasizes the vital importance of studying digital culture, the need for theoretical study of ideas about digital culture as a post-culture.

Morpheme Analysis Associated with German Noun Plural Endings among Second Language (L2) Learners Using Event-Related Potentials (ERPs)

This paper aims to examine the morpho-syntactic process of noun plural endings, “-n” and “-s”, in adult second language (L2) learners using event-related potentials (ERPs). German noun plural endings consist of many inflectional forms. They are one of the difficulties faced by German L2 learners. We recorded an electroencephalogram (EEG) study of German L2 learners by dividing study subjects into low and high L2 learners according to the learning level. We examined what ERP components were associated with L2 language processing. All participants were Korean German L2 learners who had achieved varying levels of proficiency. As a result of our analysis, we confirmed different morpho-syntactic processing between the two groups. First, N400 was detected at any learning level. It confirmed language processing supportive of the Full-Listing Model for irregular endings. Second, we confirmed left anterior negativity (LAN), as detected in both low and high proficiency L2 learners. LAN is supportive of a Full-Parsing Model for regular endings, as it was detected in both low and high proficiency L2 learners. However, P600 was detected in highly proficient L2 learners only. It implies that high proficiency learners differ from low proficiency L2 learners. P600 is processed in a reparsing process after recognition of grammatical errors. Based on this result, more active use of a Dual Mechanism Model is possible as learning levels improve. It confirms that improvement in L2 learners results in an approach to cognitive processing similar to that of German first language (L1) speakers.

Verb-based restrictions on noun incorporation across languages

Although some characteristics of incorporating verbs and non-incorporating verbs have been proposed in previous studies, little systematic cross-linguistic research has been done on restrictions on the types of verbs that incorporate nouns. Knowledge about possible verb-based restrictions on noun incorporation may, however, provide important insights for theoretical approaches to noun incorporation, in particular regarding the question to what extent incorporation is a lexical or a syntactic process, and whether and how languages may vary in this respect. This paper therefore investigates to what extent languages restrict noun incorporation to particular verbs and what types of restrictions appear to be relevant cross-linguistically. The study consists of two parts: an explorative typological survey based on descriptive sources of 50 incorporating languages, and a more detailed investigation of incorporating verbs in corpus data from a sample of eight languages, guided by a questionnaire. The results demonstrate that noun incorporation is indeed restricted in terms of which verbs allow this construction within and across languages. The likelihood that a verb can incorporate is partly determined by its degree of morphosyntactic transitivity, but the attested variation across verbs and across languages shows that purely lexical restrictions play an important role as well.

Bilinguals, Monolinguals and their Choices of Metacognitive Strategies in Reading, Writing, Listening and Speaking

The purpose of this explorative study is to compare the choices of metacognitive strategies made by bilinguals and monolinguals in reading, writing, listening, and speaking. Kovelman, Baker & Petitto (2008) compare bilingual and monolingual brains and observe that there is a differential activation in the syntactic process between bilinguals and monolinguals. Could there be a difference between monolinguals and bilinguals in the choice of metacognitive strategies too? The data, collected in three private institutions, one in Quebec, and two in Alberta, consists of 144 students, 72 monolinguals, and 72 bilinguals. The instrument of research is a questionnaire. The results of this study show that 63.8% of all participants are unaware of the concept of metacognition. This lack of awareness is found not only in high school students but also in senior university students. In the category of bilinguals, the students acknowledge being bilinguals, but the percentage of those who feel comfortable in both languages is only 47.2%. Regarding the choices of metacognitive strategies, there are more similarities than differences between bilinguals and monolinguals. The implications of these results could lead educators to be intentional in bringing awareness of the concept of metacognition in a more efficient manner. Further research is needed to determine if the choice of specific metacognitive strategies would improve the four language skills.

Struktur Analisis Sintesis dalam Contextual Teaching pada Pembelajaran Bahasa Inggris di SDN Cibubur 10 Jakarta Timur

Tujuan dari penelitian ini adalah untuk mengeksplorasi proses belajar mengajar Bahasa Inggris yang sukses dengan metode Structural, Analytic and Syntactic Process (SAS) dalam pendekatan Contextual Teaching Learning (CTL) di SDN 10 Cibubur Jakarta Timur. Proses structural adalah membaca kalimat dengan bantuan gambar, kemudian, kalimat-kalimat itu dipisahkan menjadi kata-kata dan juga suku kata sebagai bagian dari Analytic. Syntactic Process adalah untuk menggabungkan suku kata menjadi kata-kata dan kalimat. Selanjutnya, CTL adalah pendekatan teknik pembelajaran yang mencakup beberapa tahap proses yang dimulai dengan pengaktifan pengetahuan yang sudah dikuasai, pembelajaran dalam rangka memperoleh dan mengembangkan pengetahuan baru, Pemahaman pengetahuan yang tidak hanya menghafalnya tetapi dipahami dan diyakini, menerapkan atau mempraktekan pengetahuan untuk mengetahui perubahan perilaku sebagai pengalaman perilaku dan melakukan refleksi pengetahuan. Penelitian ini menggunakan metode etnografi terhadap siswa kelas II Sekolah Dasar Negeri 10 Cibubur Jakarta Timur. Strategi penyelidikan penelitian melibatkan domain, taksonomi, komponen dan budaya.Hasil dari penelitian adalah pertama, guru sebagai konsep tor mampu lebih kreatif untuk menstranfer materi topik pelajaran menggunakan beragam peralatan mengajar untuk membuat siswa tertarik dan termotivasi untuk mengekspresikan apa yang ada dalam fikiran mereka seperti dalam target bahasa. Kedua, Kurikulum dikembangkan berdasarkan kebutuhan siswa yang kontekstual dari beberapa sumber buku, kartu bergambar dan ensiklopedia. Ketiga, proses belajar mengajar tidak hanya dilakukan di kelas tetapi di ruang lain seperti perpustakaan, laboratorium bahasa, akses multimedia bahkan dikantin untuk mendukung kontektual topik materi pelajaran.