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This essay analyses English linguistic imperialism (Phillipson, 1992, 46) in the Philippines and identifies the features of linguistic neo-imperialism in the current era. The study rethinks and investigates how English linguistic imperialism plays a dual role in promoting and destroying the Filipino linguistic ecology. The present situation of English imperialism analyzed in this essay shows that the new stage of English linguistic imperialism embodies language hegemony mainly driven by political influence and business interests. At present, English linguistic neo-imperialism is not confined within post-colonial territories but maintains and expands both the language's positive and negative influences as the world's lingua franca. The authors also discuss the Filipino ownership of English and whether linguistic imperialism is entirely applicable to the Philippine context. Evidence shows that the continuing use of English, to a great extent, is Filipinos' choice, not only for the benefit of the United States. [ABSTRACT FROM AUTHOR]

The paper proposes a methodology for analyzing the syllabic structure of Tatar words using fiction text data. Syllable construction rules are unique for each language as they are determined by the laws that govern its specific internal structure. However, the issue of the syllable finds a rather superficial description in Tatar grammars. Thus, possible correlations of the syllable structure with morphological features of the language will be examined in this paper. We analyze the distribution of syllable types in Tatar texts and represent their ranked frequencies and theoretical values fitted by means of the Zipf-Mandelbrot distribution. The main part of the study is devoted to inquiry into the structure of initial and final syllables. We proceed from the hypothesis that distributions of syllable structures in word-initial and word-final positions should be marked by statistically important differences due to discriminative structural features of stems and affixal chains. The study is based on a selection of obstruent and sonorant consonants. To evaluate statistical significance of these differences, the well-known ² test is applied. [ABSTRACT FROM AUTHOR]

Final consonant cluster simplification, or what variationists have traditionally labelled (t, d)-deletion, remains one of the most well studied variables in the analysis of English (e.g. Labov, 2001: 13). In this body of work, (t, d)-deletion refers to the process whereby /t/ or /d/ can be omitted in word final Ct or Cd coda clusters (e.g. last, mind). However, despite the attention paid to this feature of connected speech, very little (if any) focus has been dedicated to the complementary distribution of the coronal stops /t/ and /d/ in monomorphemic final clusters, as well as other phonological influences, such as the effect of intonational boundaries (IBs) on deletion patterns. This has led to a consistent practice of analysing (t, d) as a single linguistic variable, instead of considering the value of their separation, based on both sound linguistic reasoning and empirical evidence. After a brief review of current literature on multivariate analyses of (t, d)-deletion, this paper presents a socio-phonologically oriented research design that has been used to gather data from a peripheral southeastern variety of English. We martial these data to illustrate how (t) and (d) can be modelled as distinct dependent variables that are sensitive to particular factor groups: we focus in particular on the role of IBs in the deletion process. [ABSTRACT FROM AUTHOR]

Linguistic landscape (LL), a concept which first emerged in the field of language planning, refers to '[t]he language of public road signs, advertising billboards, street names, place names, commercial shop signs, and public signs on government buildings' (Landry & Bourhis, 1997: 25). There are two functions attached to the linguistic landscape of a given territory: an informational function and a symbolic function. The informational function serves to inform people of 'the linguistic characteristics, territorial limits and language boundaries' of a specific region; whereas the symbolic function serves as an indicator of the status, power relations, and cultural identity of the inhabitants, affecting how individuals feel about their community (Landry & Bourhis, 1997). [ABSTRACT FROM AUTHOR]

Copyright of Domínios de Lingu@gem is the property of Dominios de Lingu@gem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines for the first time a very large set of psychological verbs and their derived adjectives in English. To determine whether an item is an adjective or not, we take the standard structural criteria of morphological (-ly or un-), morpho-syntactic (very, -er/-est or more/most) and syntactic (seem, look, or feeel) characteristics. As for the data, we selected three data bases and gathered those containing certain items in specific contexts, such as whether the item in question takes a -ly or un- affix, or a comparative or superlative form, or follows seem, look or feel. We took dictionaries as our source of criteria in checking whether an item was perceived to be an adjective. As a result, we found some hierarchy within adjectives as to whether they take morphological, morpho- syntactic, or syntactic characteristics. The most powerful determinant of adjectives is the morphological characteristic -ly. [ABSTRACT FROM AUTHOR]

This paper has examined and compared the imperative constructions in Early Modern English (EME) and Present Day English. The structural differences that are found in the word order of imperatives in EME and PDE brought some theoretical interest on the part of the author of this paper in the sense that these differences are assumed to be associated with properties of functional heads in Principles and Parameter (P&P) Theory developed by Chomsky (1993). In the P&P theory, EME imperatives are assumed to have tense position of the verb phrase determined by the strength of the properties of such heads. Lack of movement of verb to tense position in PDE is attributable to weak properties of the same type of heads. Previous studies that worked on EME have not given attention to the comparison of EME and Present Day English. The tendency for them has always been to focus on word order on EME and the earlier versions of English. The purpose of the present study is to compare the syntax of imperatives in EME and PDE, focusing on the movement from the verb phrase to the inflectional and then into the complement position. The movement in imperative expressions has a lot of bearing on the status of morphology in EME. [ABSTRACT FROM AUTHOR]

Copyright of Chinese Journal of Applied Linguistics (De Gruyter) is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

English makes use of a wide-spread pattern of word class alternation known as 'zero-derivation.' This involves pairs of homophonous forms which are semantically related, yet differ in part-of-speech (e.g. a knot vs. to knot). Many theories have been proposed to describe the relationship between these forms, with some proposing that to knot is covertly derived from a knot in the same way as government is from govern; an alternative view is that these pairs are instead two forms of a single lexeme with no inherent word class. We explore these claims in the context of morphological processing, using three delayed priming lexical decision tasks. The results suggest that some pairs are in a covert derivational relationship, in which the derived form is morphologically more complex than the base. However, not all such pairs are related this way, as some instead behave like inflectional relatives belonging to a single, underspecified lexical entry. Together, the experiments offer support for a mixed model, in which the grammar distinguishes between different kinds of zero-related pairs based on their underlying morphological relationships -- a covert distinction to which morphological processing may be sensitive. [ABSTRACT FROM AUTHOR]

In alphabetic writing systems, the most consistent correspondences hold between written and spoken segments. Although English spelling uses the Roman alphabet and is thus largely phonographic, it also encodes non-phonological distinctions such as those among homophonic words (e.g., pair, pare, pear). We review evidence that English spelling is to some extent morphographic at the level of suffixes: some suffixes (e.g. -s and -ed) have a single constant spelling (‹-s› and ‹-ed›), despite the fact that they vary in phonological realization (-s is realized as [z], [s], or [əz], depending on the preceding segment); while other suffixes (e.g. -ic) are spelled differently from homophonous word-final phonological sequences (e.g. ‹relic› vs. ‹relick›). We explore the implications of our research for psycholinguistic findings on morphological processing of written English, with a special focus on 'affix stripping' processes. Psycholinguistic research has largely assumed the straightforward linguistic validity of morphographic spelling, without appreciating either its typologically unusual nature or the subtle and complex relation that it bears to morphology, phonology, and semantics. [ABSTRACT FROM AUTHOR]

This paper addresses the interaction between morphology and syntax in cases where the morphological realization of a structure appears to determine its grammaticality. The empirical focus of the discussion is the go get construction (Zwicky ; et seq.), a construction which in English is subject to a strict morphological restriction, only being possible with 'bare' morphology. It is proposed that this kind of surface-oriented restriction can be accounted for within the morphological component on the assumption that the syntax can place multiple sets of features on a verb: these multiple feature sets will be interpretable within the morphology only when all sets of features converge on a single realization. The analysis developed for English is then generalized to analogues of the go get construction in languages that show morphological restrictions different from the one seen in English: Marsalese (Cardinaletti and Giusti ), Modern Greek, and Modern Hebrew, and an outline is given for its extension to other phenomena in which morphological syncretism is able to resolve cases of syntactic feature conflicts. [ABSTRACT FROM AUTHOR]

This study tries to identify, classify, describe and find out the causes of the morphological errors made by the fourth year university students majoring in English in Jordan. The students who participated in the study were 20 students from Al-Zaytoonah Private University of Jordan. The procedure followed was essay writing. After analyzing the errors, the study shows that (a) the students' competence in English morphology is poor and (b) The errors are caused by some factors such as the inconsistency in English as well as misapplication of rules. Interference and overgeneralization are also other causes. Since the course of morphology is selective in the university plan, it is also considered as an important cause. In order to reduce their errors, the researcher has suggested some remedies. [ABSTRACT FROM AUTHOR]

Substantial biliteracy research on two alphabetic languages has indicated that, once it is fostered in the first language (L1) literacy experience, morphological awareness can transfer and facilitate second language (L2) reading. It is still unclear, however, whether L1 metalinguistic awareness transfers in the same manner across typologically different languages, and to what extent and under what conditions transfer occurs. This paper synthesises eight studies on the transfer of morphological awareness between Chinese and English. Three questions guided this research: (1) how was morphological awareness defined and measured in prior work; (2) what are the patterns of transfer between the two languages; and (3) what are the factors that affect such transfer effects? The findings have shown a lack of consistency in measuring morphological awareness in existing studies; there were small-to-moderate correlations between L1 and L2 morphological awareness in Chinese–English bilingual reading development; and L2 exposure and task demands were shown to have notable impacts on the cross-linguistic transfer. It is suggested that much needs to be done to expand our understanding of how morphological awareness functions as a sharable resource in bilingual reading development. [ABSTRACT FROM PUBLISHER]

Morphological awareness facilitates many reading processes. For this reason, L1 and L2 learners of English are often directly taught to use their knowledge of English morphology as a useful reading strategy for determining parts of speech and meaning of novel words. Over time, use of morphological awareness skills while reading develops into an automatic process for L1 readers called morphological decomposition. While the practice of explicitly teaching morphological awareness skills is prevalent in ESL classes, more research is needed to establish what is known about gains in L2 morphological awareness, and its relationship to the development of automatic morphological decomposition processes in English language learners. The present study seeks to shed light on the nature of this relationship across growth in L2 proficiency. Two experimental measures were used: a masked priming paradigm with a lexical decision task to explore priming evidence for morphological decomposition and a paper and pencil test of morphological awareness which required subjects to derive the base of a morphologically complex word. These tasks were administered to L1 (N = 43) and L2 groups (intermediate N = 16, advanced N = 16) of university-aged subjects. Results indicated that all subjects show repetition priming effects. However, despite a significant gain in explicit knowledge of English morphology across proficiency levels, L2 learners don't develop an ability to morphologically decompose words in the unconscious, automatic way that native English speakers do, as evidenced by a lack of morphological priming. Implications for L2 pedagogy and L2 word storage in the mental lexicon are discussed. [ABSTRACT FROM AUTHOR]

The article examines the forms of written English used in what is known as the Taunton Fragment (TF) and explores the possibility that this illustrates a transition between Old and Early Middle English. Topics discussed include the morphological, lexical, and syntactic aspects of the TF, author Mechthild Gretsch's research into the TF, and the various English language dialects represented in the TF.

Individual verb differences in L2 acquisition of English unaccusatives have been neglected by previous studies. This study focuses on such differences by investigating Chinese learners through the combined use of a written production task, an acceptability judgment task, interviews and a textbook corpus survey. It finds that there are significant individual verb differences in Chinese learners' acquisition of English non-alternating unaccusatives. It suggests that the differences are mainly caused by varied lexical frequencies and teachers' explicit instructions. [ABSTRACT FROM AUTHOR]

This study seeks to determine the relative position of derivational affixes on the lexicon-grammar continuum in English. Its major claim is that the set of prefixes is rather more lexical and the set of suffixes rather more grammatical in nature. This hypothesis is supported by a battery of ten tests (nine linguistic and one psycholinguistic). All tests converge to the point where we can raise the possibility of a unified explanation. A theoretical account is offered which is grounded in both language structure and processing. It is erected on a temporal asymmetry between prefixes and suffixes and a logical (relational) asymmetry between stems and affixes. In conjunction with the immediacy-of-processing assumption, these asymmetries lead to a temporal precedence of (more) lexical over (more) grammatical material, hence the higher lexicalness of prefixes and the higher grammaticalness of suffixes. An extended focus on inflectional morphology locates inflectional suffixes at the grammatical end of the spectrum. Inflectional prefixes in languages other than English may find a place either between derivational prefixes and derivational suffixes or between derivational and inflectional suffixes. [ABSTRACT FROM AUTHOR]

During the first years of language development, toddlers coordinate multiple cues in order to acquire the plural form. The aim of this study was to manipulate object similarity as well as set size in order to determine whether these variables impact children’s comprehension of plurality. One-hundred-and-fifty children ranging in age from 22 to 36 months were provided puzzles with pieces containing arrays of similar or identical objects. Each puzzle was composed of pieces displaying sets of two, four, six, or eight items familiar to two-year-olds (e.g., chairs, dogs, shoes) alongside puzzle pieces depicting the singular form of the objects. It was predicted that large set sizes of identical objects would increase children’s comprehension of plurality. The results establish that smaller set sizes, not similarity, boost children’s comprehension of the plural form. [ABSTRACT FROM PUBLISHER]

Morphologically motivated spellings in English are usually thought to be restricted to cases like ≺electric - electrician - electricity≻, where the stem final letter ≺c≻ is kept constant in spelling although the corresponding phoneme varies in spoken language. However, there are many more - and fundamentally different - spellings that refer to morphological information. We will show this by systematically going through the three major parts of morphology: inflection, derivation, and compounding. In each area, we will identify spellings that can best be explained with reference to morphology. As a result, we will present an overview of formal and functional means of morphological spellings which goes far beyond the ubiquitous example cited above. [ABSTRACT FROM AUTHOR]

The focus of this paper is on the design, administration, and scoring of a dynamically administered elicited imitation test of L2 English morphology. Drawing on Vygotskian sociocultural psychology, particularly the concepts of zone of proximal development and dynamic assessment, we argue that support provided during the elicited imitation test both reveals and promotes the continued growth of emerging L2 capacities. Following a discussion of the theoretical and methodological background to the study, we present a single case analysis of one advanced L2 English speaker (L1 Korean). First, we present overall scores, which include three types: an “actual” score, based on first responses only; a “mediated” score, which is weighted to account for those abilities that become possible only with support; and a learning potential score, which may be used as a predictor of readiness to benefit from further instruction. Second, we illustrate how an item analysis can be useful in developing a detailed diagnostic profile of the learner that accounts for changes in the learner’s need for, and responsiveness to, support over the course of the task. In concluding, we consider the implications of our approach to dynamically assessing elicited imitation tasks and directions for further research. [ABSTRACT FROM PUBLISHER]

The article discusses Professor Heidi Harley's theory “On the identity of roots" and its usage in linguistics. Topics include phonological features, semantics, morphological exponence of roots associated with morphemes, idiomaticity in human languages, domains of interpretation, rule of thumb, use of linguistic morphology and roots in Hebrew and English language.

The present study examines the acquisition of double object constructions (DOCs) (Susan gave Peter an apple) by 90 Basque/Spanish learners of English as a third language (L3). The aim of this study was to explore whether (i) learners established a distinction when accepting DOCs vs. prepositional phrase constructions (PPCs) (Susan gave an apple to Peter), (ii) they were sensitive to the morphological and semantic constraints found in English DOCs and (iii) proficiency effects could be observed. Results from a self-paced reading task and an auto-paced reading task showed that Basque/Spanish learners were more accurate in morphosyntactic properties than in semantic ones. Even though learners showed difficulties in both morphological and semantic constraints, these seem to be overcome by increasing proficiency. [ABSTRACT FROM AUTHOR]

The article presents discussion regarding vocabulary instruction and development for adolescents, asserting the need to foster morphological awareness in students. The potential application of an undergraduate-level morphological vocabulary program in secondary schools is then explored. The study utilizes references from the Harry Potter book series. Further discussion is given discussing the project's alignment with the U.S. Common Core standards.

There is an extensive body of research concerning the second language (L2) acquisition of tense-aspect morphology in relation to an inherent aspectual property of verb predicates (Andersen and Shirai 1994, 1996; Shirai 2009). Specifically, it has been well documented that in an emergent use of tense-aspect morphology, L2 learners tend to use each tense-aspect form according to the inherent semantic aspectual property of verbs (Andersen and Shirai 1994, 1996). Although this phenomenon has been extensively attested in studies examining L2 learners' use of the simple past tense form, the progressive marker, and the present tense form (Andersen and Shirai 1994, 1996; Shirai 2004, 2009), relatively few studies have investigated the use of the English present perfect form in relation to the inherent semantic aspectual property of verbs. This is unfortunate in view of the unique aspectual characteristic the form exhibits (Leech 1970; McCord 1978; Smith 1991). In order to address this issue, the present study examines the L2 use of the present perfect form in relation to the inherent semantic aspectual property of verbs. A cloze test was administered to 29 Japanese learners of English. The results showed that learners associated the present perfect form with particular semantic aspectual properties of verbs, suggesting that L2 use of the present perfect form is constrained by such aspects. This study proposes multiple factors to account for this finding: perceptual saliency (Slobin 1985), cognitive processing principles, (Andersen 1993; Bybee 1985) and learners' prototype formation in the early use of tense-aspect morphology (Shirai and Andersen 1995). [ABSTRACT FROM AUTHOR]

Various accounts of overpassivization errors in the L2 acquisition of English unaccusative verbs have been proposed, but different studies have examined different factors (movement, transitivization, discourse, L1 influence) and some findings are in conflict. This study examines the factors of discourse (external causation), semantics (animacy) and L1 morphological influence (verb alternation), which were tested on 99 Chinese and 117 Korean students of English at four proficiency levels. The study shows that the effect of each factor varies depending on the L1s and the proficiency levels of L2 learners. An L1 morphological factor is the most strong and persistent for L2 English learners when their L1 morphology differs from the target language, and the discourse factor is stronger than animacy. Taken together, the findings suggest that a multi-faceted approach to SLA provides a broader perspective on SLA research and leads to a deeper understanding of SLA. [ABSTRACT FROM AUTHOR]

This study explored subprocesses of reading for 157 fifth grade Spanish-speaking English language learners (ELLs) by examining whether morphological awareness made a unique contribution to reading comprehension beyond a strong covariate-phonological decoding. The role of word reading and reading vocabulary as mediators of this relationship was also explored. Results showed that fourth grade morphological awareness did not make a significant unique direct effect on fifth grade reading comprehension, controlling for phonological decoding, word reading, and reading vocabulary. Fourth grade morphological awareness did, though, make a unique moderate total contribution to fifth grade reading comprehension with reading vocabulary, but not word reading, mediating the relationship when controlling for phonological decoding. In contrast, phonological decoding made a nonsignificant total contribution to reading comprehension with neither word reading nor reading vocabulary mediating the relationship when controlling for morphological awareness. Alternative models were also explored, showing the importance of including both predictors in a model of ELL reading comprehension, primarily to include the support of phonological decoding to word reading and the support of morphological awareness to reading comprehension via reading vocabulary. Results highlighted the importance of morphological awareness in facilitating reading comprehension via improving reading vocabulary knowledge, and also the potential of interventions involving morphological instruction to support reading achievement for Spanish-speaking ELLs. [ABSTRACT FROM AUTHOR]

The article discusses the role of Common Core State Standards (CCSS) in providing support for teachers to educate students in the U.S. about English morphology. It says that morphology is the combination of morphemes in constructing words, which integrates phonology, semantics, and orthography. It also mentions several learning tools which teachers can use in literacy instruction such as an orthographic word sum, and matrix.

This study investigated the effect of explicit morphological practice on improving reading comprehension ability of Iranian intermediate level language learners. Participants in this study were sixty Iranian EFL learners in English institutes of Amol, Mazandaran, Iran. Students were administered a TOFL proficiency test adapted from Sharpe (2010) and thirty homogeneous students were selected as the main participants of the study. These students were randomly assigned to one experimental group and one control group. First of all, students in both groups took a reading comprehension test as pretest. This test was designed to measure morphological knowledge of students and its effects on their total reading comprehension of passages. Then, the treatment of the researcher started and all students in both groups received a six- sessions reading comprehension training, but the experimental group also received explicit morphological practice during reading comprehension classes. After finishing the treatment, all the participants took a post test that was designed so as to be the parallel form of the pretest. The changes, if any, in the performance of both groups were calculated by SPSS and mean of the scores and t value and covariance of the scores were reported. The results indicate that students in experimental group showed a progress in their reading comprehension ability from pretest to posttest. This demonstrates that explicit morphological practice is effective in improving reading comprehension skills of Iranian intermediate level EFL students. [ABSTRACT FROM AUTHOR]

While African American English (AAE) and Standard American English (SAE) share many features, there are also differences that could affect comprehension. This article examines how 1st and 2nd grade AAE- and SAE-speaking children interpret sentences containing shared lexical and morphological (i.e., plural –s) forms as compared to sentences containing forms that do not regularly occur in AAE (past tense –ed, 3rd person present –s, future contracted –’ll). Using a picture-choice task the study found that while all children correctly interpreted shared forms, only the SAE-speakers, but not the AAE-speakers, successfully interpreted SAE tense morphology. In addition, the AAE-speakers showed no grade-related changes in performance. This suggests that linguistic differences may impact educational access for AAE-speaking students. These, and other implications, are discussed. [ABSTRACT FROM AUTHOR]

Mass migration characterizes the current moment of globalization. Constituting a particular subset of this global migration are Korean-American male English teachers who use the linguistic capital of English, commodified as the language of international communication, to exit from the United States and to return to South Korea as linguistic migrants, where they reassert their patriarchal privilege as Korean men. In the highly gendered and racialized Korean English language market, however, they must prove their 'native English speaker' status. Remaining oriented towards the U.S. as their proper home, they also continually defer leaving South Korea as it means giving up the privileges of being a male English speaker and become stuck in a life of leisure and aimlessness. As the shadow of neoliberal globalization deepens and their linguistic capital becomes devalued with the return of more Koreans from abroad, their feelings of being stuck turn into global fatigue. 일반 대중들의 대규모 이동은 오늘날 지구화/세계화의 특징적 현상이다. 이러한 전지구적 이주의 한 부분을 구성하는 집단으로 이 연구는 특별히 남성 재미교포 영어교사들에 주목한다. 지구화 시대의 국제 언어로 상품화된 영어 자본은 이들이 미국으로부터 탈출하여 남성으로서 가부장적 특권을 누릴 수 있는 한국사회로 언어적인 이주자로 되돌아 갈 수 있는 기회를 제공해준다. 그러나 성별, 인종 별로 고도로 세분화되고 차등화된 산업구조를 발달시켜온 한국의 영어교육 시장 안에서 이들은 '영어 모국어 사용자'로서의 지위를 다시금 증명해야만 한다. 언제고 다시 되돌아 가야 할 자신들의 진정한 고향은 미국이라고 주장하면서도, 계속해서 미국으로의 귀환을 미루는 이면에는 한국사회에서 남성이자 영어모국어 사용자로서 누려온 특권을 포기하지 못한 채, 유흥과 목적 없는 한국생활에 갇혀 버린 현실이 있다. 그러나 신자유주의적 세계화의 그늘이 점점 깊어가고, 외국에서 교육받고 한국으로 되돌아오는 영어에 능통한 한국인들이 늘어나면서 자신들의 영어자본의 가치가 점점 떨어지는 것을 지켜보며, 이들이 느끼는 정체감은 다시 세계화에 대한 불안과 피로감으로 바뀌게 된다. [Korean] [ABSTRACT FROM AUTHOR]

Mass migration characterizes the current moment of globalization. Constituting a particular subset of this global migration are Korean-American male English teachers who use the linguistic capital of English, commodified as the language of international communication, to exit from the United States and to return to South Korea as linguistic migrants, where they reassert their patriarchal privilege as Korean men. In the highly gendered and racialized Korean English language market, however, they must prove their 'native English speaker' status. Remaining oriented towards the U.S. as their proper home, they also continually defer leaving South Korea as it means giving up the privileges of being a male English speaker and become stuck in a life of leisure and aimlessness. As the shadow of neoliberal globalization deepens and their linguistic capital becomes devalued with the return of more Koreans from abroad, their feelings of being stuck turn into global fatigue. 일반 대중들의 대규모 이동은 오늘날 지구화/세계화의 특징적 현상이다. 이러한 전지구적 이주의 한 부분을 구성하는 집단으로 이 연구는 특별히 남성 재미교포 영어교사들에 주목한다. 지구화 시대의 국제 언어로 상품화된 영어 자본은 이들이 미국으로부터 탈출하여 남성으로서 가부장적 특권을 누릴 수 있는 한국사회로 언어적인 이주자로 되돌아 갈 수 있는 기회를 제공해준다. 그러나 성별, 인종 별로 고도로 세분화되고 차등화된 산업구조를 발달시켜온 한국의 영어교육 시장 안에서 이들은 '영어 모국어 사용자'로서의 지위를 다시금 증명해야만 한다. 언제고 다시 되돌아 가야 할 자신들의 진정한 고향은 미국이라고 주장하면서도, 계속해서 미국으로의 귀환을 미루는 이면에는 한국사회에서 남성이자 영어모국어 사용자로서 누려온 특권을 포기하지 못한 채, 유흥과 목적 없는 한국생활에 갇혀 버린 현실이 있다. 그러나 신자유주의적 세계화의 그늘이 점점 깊어가고, 외국에서 교육받고 한국으로 되돌아오는 영어에 능통한 한국인들이 늘어나면서 자신들의 영어자본의 가치가 점점 떨어지는 것을 지켜보며, 이들이 느끼는 정체감은 다시 세계화에 대한 불안과 피로감으로 바뀌게 된다. [Korean] [ABSTRACT FROM AUTHOR]

This article makes use of Perfetti's Lexical Quality Hypothesis as a perspective for thinking about vocabulary instruction in terms of semantics (meaning), phonology (pronunciation), orthography (spelling), morphology (meaningful word parts), and syntax (how words function in sentences). Examples are presented of how these aspects of vocabulary instruction can be addressed in lessons related to reading, decoding, spelling, and grammar. [ABSTRACT FROM AUTHOR]

In adding syntax to statistical machine translation, there is a tradeoff between taking advantage of linguistic analysis and allowing the model to exploit parallel training data with no linguistic analysis: translation quality versus coverage. A number of previous efforts have tackled this tradeoff by starting with a commitment to linguistically motivated analyses and then finding appropriate ways to soften that commitment. We present an approach that explores the tradeoff from the other direction, starting with a translation model learned directly from aligned parallel text, and then adding soft constituent-level constraints based on parses of the source language. We argue that in order for these constraints to improve translation, they must be fine-grained: the constraints should vary by constituent type, and by the type of match or mismatch with the parse. We also use a different feature weight optimization technique, capable of handling large amount of features, thus eliminating the bottleneck of feature selection. We obtain substantial improvements in performance for translation from Arabic to English. [ABSTRACT FROM AUTHOR]

Morphologically rich languages pose a challenge for statistical machine translation (SMT). This challenge is magnified when translating into a morphologically rich language. In this work we address this challenge in the framework of a broad-coverage English-to-Arabic phrase based statistical machine translation (PBSMT). We explore the largest-to-date set of Arabic segmentation schemes ranging from full word form to fully segmented forms and examine the effects on system performance. Our results show a difference of 2.31 BLEU points averaged over all test sets between the best and worst segmentation schemes indicating that the choice of the segmentation scheme has a significant effect on the performance of an English-to-Arabic PBSMT system in a large data scenario. We show that a simple segmentation scheme can perform as well as the best and more complicated segmentation scheme. An in-depth analysis on the effect of segmentation choices on the components of a PBSMT system reveals that text fragmentation has a negative effect on the perplexity of the language models and that aggressive segmentation can significantly increase the size of the phrase table and the uncertainty in choosing the candidate translation phrases during decoding. An investigation conducted on the output of the different systems, reveals the complementary nature of the output and the great potential in combining them. [ABSTRACT FROM AUTHOR]

A challenging aspect of Statistical Machine Translation from Arabic to English lies in bringing the Arabic source morpho-syntax to bear on the lexical as well as word-order choices of the English target string. In this article, we extend the feature-rich discriminative Direct Translation Model 2 (DTM2) with a novel linear-time parsing algorithm based on an eager, incremental interpretation of Combinatory Categorial Grammar. This way we can reap the benefits of a target syntactic enhancement that leads to more grammatical output while also enabling dynamic decoding without the risk of blowing up decoding space and time requirements. Our model defines a mix of model parameters, some of which involve DTM2 source morpho-syntactic features, and others are novel target side syntactic features. Alongside translation features extracted from the derived parse tree, we explore syntactic features extracted from the incremental derivation process. Our empirical experiments show that our model significantly outperforms the state-of-the-art DTM2 system. [ABSTRACT FROM AUTHOR]

Abstract: This paper examines the modification of nominal compounds by attributive adjectives in English. It draws on a distinction between compound-external (i.e. syntactic) and compound-internal (i.e. morphological) modification. An analysis is presented of more than 1000 pertinent cases, which are roughly equally divided into two-, three- and four-noun compounds. Irrespective of their positions, all constituents of all compound sizes are found to be susceptible to modification. Modification is subject to two major parameters—functional role and depth of embedding. Major heads are much more accessible than minor heads which in turn are more accessible than modifiers. The greater the structural depth of a constituent, the lower the probability of it being modified. This pattern of results suggests that the adjective in compound-internal modification has access to the structure of the full compound. That is, morphological modification has a curious syntactic ring to it. This unexpected behaviour of the adjective blurs the distinction between syntactic and morphological modification and argues against the strict separation of syntax and morphology. [Copyright &y& Elsevier]

This journal article takes issue with the morphological structure of complex nouns in Old English. This stage of the language is characterised by a rich morphology and, with most of its lexemes being morphologically complex, Old English provides a fertile field of study for the kind of analysis here undertaken. The present study analyses the interaction between affixation, compounding, zero-derivation and inflection in terms of the feeding of the morphological processes, that is, the successive order in which they appear, thus allowing for the establishment of regular patterns of noun formation and generalizations on lexical creation. Overall, 119 different word structures have been identified, depending on the type and number of morphological processes involved. The conclusion is reached that non-basic nouns in Old English contain up to six levels of complexity, with the bulk of the formations consisting of three and four levels, that is, with three or four derivational steps taking place. [ABSTRACT FROM AUTHOR]

This paper takes issue with the general claim that clipping is a quite unpredictable und irregular derivational process in English. An analysis of 955 clippings is performed with a focus on the contrast between foreclipping and backclipping. The decision for or against backclipping is shown to be influenced by several factors - the stress pattern, the length and the lexical class (i.e. common or proper noun) of the base lexeme. A multifactorial analysis reveals that non-initial stress, a high number of syllables, and first-name status decrease the probability of backclipping, which is generally more frequent than for clipping. A combined psycholinguistic and pragmatic account is developed which relies on a productive constraint facilitating foreclipping and a perceptual constraint facilitating backclipping. Because first names are typically used in highly restrictive pragmatic contexts and are highly predictable, they tolerate even radical forms of clipping which under normal circumstances would strain listeners' word recognition capacity. By contrast, common nouns are less predictable and therefore support only less disruptive forms of clipping. [ABSTRACT FROM AUTHOR]

This article aims at assessing the productivity of type of the derivational paradigms of Old English strong verbs, with which it contributes to the field of study of Old English word-formation. As a general conclusion, this analysis supports Hinderling's (1967) and Seebold's (1970) claim that the strong verb has to be the starting point of any description of word-formation in the Germanic languages. Other conclusions of the analysis include: (i) lexical productivity in Old English is due to affixation more often than compounding, the number of prefixal derivatives being slightly higher than the one of suffixal derivatives; (ii) the evolution from stem-formation to word-formation is in progress in Old English and, as a result, the derivation from variable bases plays an active role in the derivational morphology of the language, which displays around 900 derivatives that alternate with the inflectional forms of the corresponding strong verb. [ABSTRACT FROM AUTHOR]

Abstract: This paper addresses the relationship between the frequency of morphological, lexical and syntactic forms in the input and children''s language acquisition. The problem of obtaining reliable frequency measures under different sampling regimes is discussed. Since children are not simple associationist processors onto which the frequency of hearing or producing a string maps directly, a number of factors that interact with frequency are reviewed: form-function mappings, neighbourhood relations and multiple cues. These factors raise the problem of the level of granularity at which we test for a frequency-based explanation which can only be established through empirical research. Studies showing a relationship between the relative frequency of forms in the input and children''s errors, including morphological errors, optional infinitive errors and accusative-for-nominative errors in English are discussed. The final section of the paper deals more briefly with some counter-arguments to the importance of frequency effects in the learning of grammar. [Copyright &y& Elsevier]

Differences between languages in count (e.g., cup) and mass (e.g., rice) nouns have been shown to impact cognition, but few studies have directly examined how the morphology associated with count and mass constructions is acquired and linked to differences in meaning. Two experiments examined the relation between English and Spanish plural morphology and the interpretation of nouns as individuated objects. In Experiment 1, English- and Spanish-speaking children and adults participated in two tasks. One task examined how participants produced plurals for nouns. Results from this task indicated that both language groups make a distinction in their use of plural morphology for count and mass nouns between 5 and 7 years of age. However, that morphological distinction was stronger and occurred earlier among English speakers. A second task examined whether the count (but not the mass) nouns in each language denoted individuated objects. Speakers of both languages tended to treat all nouns as referring to individuated objects at 5 years of age. Beginning at 7 years of age, English speakers made a reliable distinction between the referents of mass and count nouns. Speakers of Spanish however, treated both types of nouns as referring to individuated objects in this task throughout development. Experiment 2 examined the interpretation of nouns by adult speakers of both languages using a different task, and the results offer converging evidence that Spanish speakers are more likely than English speakers to interpret nouns as referring to individuated objects. The reason for the difference between English and Spanish is discussed in terms of the proportion of count and mass nouns acquired early in development and as a function of developing concepts. [ABSTRACT FROM AUTHOR]

Abstract: This paper revives the sociolinguistic notion of ‘variable rules’ (Labov, 1969; Cedergren and Sankoff, 1974; Guy, 1991) as a specific and restricted mechanism within the theoretical framework of Distributed Morphology (Halle and Marantz, 1993; Embick and Noyer, 2007). We propose that intra-individual paradigm ‘leveling’ variation (or, variable syncretism), can be effectively modeled as resulting from post-syntactic feature deletion rules that apply variably. In other words, variable rules enact a structural change only probabilistically, rather than deterministically, when their structural description is met. By hypothesis, morphological ‘Impoverishment’ operations (Bonet, 1991; Halle, 1997; Noyer, 1998) are induced by the inherent and universal markedness of particular morphosyntactic features or their combination (Greenberg, 1966; Croft, 2003). We examine markedness-driven variable Impoverishment through case studies of three English varieties: be-leveling in Monmouthshire (Orton, 1962–1971) induced by marked [+author], was-leveling in Buckie (Adger and Smith, 2005; Adger, 2006) induced by marked [+participant], and weren’t- and ain’t-leveling on Smith Island (Wolfram and Schilling-Estes, 2003; Mittelstaedt, 2006) induced by marked [+negation]. [Copyright &y& Elsevier]

Native English speakers tend to exclude regular plural inflection when producing English noun-noun compounds (e.g., rat-eater not rats-eater) while allowing irregular plural inflection within compounds (e.g., mice-eater) ( Clahsen, 1995 ; Gordon, 1985 ; Hayes, Smith & Murphy, 2005 ; Lardiere, 1995 ; Murphy, 2000 ). Exposure to the input alone has been considered insufficient to explain this dissociation between regular and irregular plurals in compounds because naturally occurring compounds in English rarely have plurals of any type included within them (e.g., Gordon, 1985 ). However, the constraint on the production of plural inflection in English compounds could be derived from the patterns in which regular plural and possessive morphemes occur in the input. To explore this idea, native adult English speakers and adult Chinese learners of English were asked to process a series of compounds containing different medial morphemes and phonemes. Comparisons were made across compounds with regular and irregular plurals and possessive [-s]. Native speakers (NS) of English processed compounds with medial possessive morphology faster than compounds with medial regular plural morphology. The second language learners did not show the same pattern as the NSs, which could be due to the fact that they had considerably less exposure to the relevant input patterns relative to the NSs. Regular plurals may be excluded before a rightmost noun in English because the pattern “Noun–[-s] morpheme–Noun” is more frequently used for marking possession in English. Irregular plurals do not end in the [-s] morpheme and therefore do not “compete” with the possessive marker and, consequently, may be optionally included in compounds. It is possible, therefore, that the input English learners receive could indeed be sufficient to constrain this aspect of English compound production. [ABSTRACT FROM AUTHOR]

One hundred twenty-one third-grade Chinese children were assessed with a new morphological awareness task involving open-ended lexical compounding, in addition to completing other measures. With children's age, nonverbal intelligence, phonological awareness, and previously established measures of morphological awareness statistically controlled, this compounding production task significantly explained unique variance in both Chinese character reading and vocabulary knowledge. Within this new task, subordinate and coordinative structures were significantly easier to compound than were subject-predicate and verb- object structures. Moreover, novel compounds that made use of verb morphemes were more difficult to manipulate than were those that did not contain verbs. This newly developed task of compounding production may be optimal for tapping older children's morphological awareness in the form of lexical compounding, in both Chinese and possibly other languages. In addition, these results demonstrate that linguistic manipulations within tasks of morphological awareness can influence their difficulty levels. [ABSTRACT FROM AUTHOR]

Any future dictionary work on the history of the English language will need to deal not only with the phonology and morphology of any Latin or French word from which an English term is presumed to have been adopted, but also with its sociological background and its semantic history. Not until the role played by the 'borrowed' word in the society which produced it is correctly understood can the reason for the borrowing and any subsequent development of the term on English soil be accurately assessed. [ABSTRACT FROM AUTHOR]

The article presents a discussion on teachers of Towson University, Maryland, U.S. misunderstanding of African American English (AAE) and Standard English (SE) while communicating with multilingual students and welcoming AAE later with clarification of its linguistics facts. It also talks about implementation of instructional approaches, comparison of AAE and SE, and history and linguistic features of AAE.

The article introduces various papers published within the issue, including on morphological distinctions in English orthography, another on priming effects from certain word forms and a paper on priming efects for inflection and derivation in Turkish.

The Miyako-Hirara dialect of Ryukyuan is a switch-adjective language, i.e. it employs both nominal and verbal strategies for its adjectival roots. The choice of the encoding option in the predicative position depends on the information structure of the sentence. If a predicative adjective is in the focus domain, the nominal strategies (adjectival root + munu, reduplicated forms) are used. If a predicative adjective belongs to the presupposition, the verbal strategy (-kaɨ forms) is employed. We argue that Miyako-Hirara employs a switch-adjective encoding in order to retain the functional distinction between the predicates in focus and those in the domain of presupposition, in the absence of other means of morphological marking for the informational status of constituents. [ABSTRACT FROM AUTHOR]