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First published in 1986, this book draws together analyses of English and German. It defines the contrasts and similarities between the two languages and, in particular, looks at the question of whether contrasts in one area of the grammar is systematically related to contrasts in another, and whether there is any ‘directionality’ or unity to contrast throughout grammar as a whole. It is suggested that there is, and that English and German can serve as a case study for a more general typology of languages than we now have. This volume will be of interest to a wide range of linguists, including students of Germanic languages; language typologists; generative grammarians attempting to ‘fix the parameters’ on language variation;’ historical linguists; and applied linguists.
Seminar paper from the year 2006 in the subject English Language and Literature Studies - Comparative Literature, grade: 1,7, http: //www.uni-jena.de/ (Institut für Anglistik/Amerikanistik), course: HpS Contrastive Linguistics, language: English, abstract: Introduction Since German and English both belong to the same family of languages, i.e. West Germanic, they are - at least, from an historical point of view - closely related languages. By investigating their respective grammatical structures it is to be discussed whether the existing structural contrasts between English and German grammar are related as well. Within this paper the most general and basic of the occurring differences will be summarised and analysed by taking John Hawkins' A Comparative Typology of English and German. Unifying the Contrasts as a basic source. Hawkins argues that where German and English contrast the latter tends to show less correspondence between form and meaning. This is due to his central hypothesis which says that it is possible to establish general principles which unite the major contrasts between both languages (cf. 4). Hawkins assumes that the differences within the grammatical structures are not accidental ones; they are rather systematic and can be traced back to one "ultimate trigger " (5) in the history of the English language - phonological changes which caused all further structural differences as either direct or indirect consequences of this process (cf. 5-7). The attempt of this paper is to draw conclusions from this knowledge of the common historical background and apply it to the modern "versions" of the German and English language and the major patterns of variation. To get a descriptive and lucid image of the contrasts between the two languages, we first start on the level of individual words by considering their morphological structure, i.e. we will examine the inflection of the verb and the case marking of noun phrases. This will lead us directly to questi
The present volume consists of nine articles dealing with the role of the constituent ‘phonological word’ (or ‘prosodic word’) in various typologically diverse languages. These languages and their respective families subsume Indo-European (Dutch, German, English, European Portuguese), Bantu (SiSwati, KiNande), Algonquian (Cree), Siouan (Dakota), and Salishan (Lushootseed). One contribution examines the phonological word in a sign language. The theoretical issues dealt with in the book include: evidence for the phonological word (e.g. rules, phonotactics, syllabification, stress patterns), the connection between morphosyntactic and prosodic structure (e.g. alignment phenomena in Optimality Theory), and the relationship between the phonological word and other prosodic constituents (e.g. the prosodic representation of clitics). The volume will be of interest to all linguists and advanced students of linguistics working on Prosodic Phonology, phonology-morphology and phonology-syntax interface and Optimality Theory.
Featuring the most complete and up-to-date description of the phonology of German presently available, this book applies recent models of phonological theory, putting particular emphasis on the interaction of morphology and phonology. It focuses on the present-day standard language, but includes discussions of other variants and registers.
O. THE CONTENTS OF THIS VOLUME AND THE FIELD OF COMPARATIVE GERMANIC SYNTAX Comparati ve synchronic and diachronic syntax has become an increasingly popular and fruitful research area over the past 10-15 years. A central reason for this is that recent developments in linguistic theory have made it possible to formulate explicit and testable hypotheses concerning syntactic universals and cross-linguistic varia- tion. Here we refer to the so-called "Principles-and-Parameters" approaches (see Chomsky 1981a, 1982, 1986a, and also Williams 1987, Freidin 1991, Chomsky and Lasnik 1993, and references cited in these works). It may even be fair to say that the Government-Binding framework (first outlined by Chomsky 1981b)-a spe- cific instantiation of the Principles-and-Parameters approach-has been more influential than any other theoretical syntactic framework. Since 1984, syntacticians investigating the formal properties of Germanic languages have, as an international effort, organized "workshops" on comparative Germanic syntax. The first was held at the University of Trondheim in Trondheim, Norway (1984), the second at the University of Iceland in Reykjavik, Iceland (1985), the third at the University of Abo in Abo, Finland (1986), the fourth at McGill University, Montreal, Canada (1987), the fifth in Groningen, The Nether- lands (1988), the sixth in Lund, Sweden (1989), the seventh in Stuttgart, Germany (1991), the eighth in Troms, Norway (1992), the ninth at Harvard University, Cambridge, USA (1994), the tenth at the Catholic University in Brussels, Belgium (1995), and the eleventh at Rutgers University, New Brunswick, USA (1995).
The purpose of this volume is to present recent research in the field of the acquisition of functional literacy and its precursors. The volume aims to capture the state of the art in this rapidly expanding field. An attempt is made to clarify the vague and often inconsistent definitions of functional literacy from the perspective of development. Cognitive, linguistic, educational, and social factors of literacy development are all taken into account. The volume consists of three subsequent parts. The first part goes into phonological precursors of literacy development. In this part the focus is on the development of early language precursors of of reading and writing. The cultural foundations of these precursors are explored, and their links with reading development are dealt with in detail. Different psycholinguistic approaches are also proposed to explain the occurrence of literacy problems. In the second part, the scope is on the constraints of reading and writing efficiency at the word level and beyond. The acquisition of reading and writing is seen as a result from the interaction between phonological, orthographic, and semantic processes. A crosslinguistic perspective is taken on the role of writing system factors in the acquisition of literacy skills. The final part deals with the role of social and educational factors in literacy acquisition. Starting from a crosscultural perspective, the central issue is how the attainment of functional literacy is dependent on sociocultural variation. The predictors of more advanced levels of literacy development are considered, including foreign language literacy and adult literacy.
One of the basic grammatical categories in linguistics is the phonological word. But how are words made up in terms of their sounds? And how is the information on the sound structure of words used in the processing of words? The multidimensionality of the phonological word relates it to semantics, morphology, phonology and syntax. It is nevertheless a category that has only been an object of serious study since the prosodic turn in phonology and thus cannot be considered an established category of grammatical description. This volume brings together scholars interested in the complex relations of the phonological word, applying different empirical approaches.
The unifying theme of this compilation of current speech science research is the relationship between phonological representations of grammatical structure and physical models of the production and perception of actual utterances.