Author Archives: BRL

UIC TiL: Luis López

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Join us tomorrow, February 19th, for another installment of UIC Talks in Linguistics.  Our own Luis López will be presenting a talk entitled, “Indefinite objects: Differential object marking, scrambling and choice functions.”

The talk will take place different time than usual, starting at 2pm in 1750 University Hall (601 S. Morgan Street, Chicago, IL 60607).  Join us there for the talk and as always, light refreshments are provided.

Luis López (University of Illinois at Chicago)
Indefinite objects: Differential object marking, scrambling and choice functions

The polyvalent behavior of indefinites has always been a matter of curiosity among linguists. For instance, in (1), the indefinite object ‘a philosopher’ takes scope outside the conditional, suggesting that the scope of indefinites depends on a semantic operation rather than QR (Reinhart 1997, among many others). In (2) we do not know if Mary is looking for any individual that has the properties of being a secretary and speaking German or whether Mary is looking for a specific individual – known to Mary or to the speaker – who we happen to identify by using these properties:

(1) If Bert invites a philosopher, Lud will be angry.
(2) Mary is looking for a secretary that speaks German.

There have been three traditions that have approached the grammar of indefinites. The scholars working in Differential Object Marking (henceforth DOM, see Bossong 1985, Aissen 2003) have connected a piece of morphology
with a specific interpretation. Other linguists (Diesing 1992 in particular) have linked specificity with scrambling. Finally, Reinhart (1997) and many others have argued that indefinite DPs obtain wide scope by means of choice
functions, implicitly denying any role for syntax. Of particular interest for our purposes are the proposals in Chung and Ladusaw (2004), according to which indefinite nominal phrases may combine by means of Restrict (simple
conjunction) or Satisfy (an operation that turns an indefinite object into a choice function variable.). Restrict leads to narrow scope while Satisfy allows a variety of scopes dependent on where the function variable is existentially closed.

In this paper I synthesize the three traditions. The gist of my proposal is shown as follows:

(3)  [vP EA v [aP Obj.dom a [VP V Obj]]]
Satisfy             Restrict

That is, DOM and wide scope of indefinites entail scrambling. The paper will substantiate this claim using data from Spanish, Hindi-Urdu and Persian (Farsi).

The main theoretical contribution of this research project is that it allows us to develop a more nuanced view of the syntax-semantics interface. Diesing and many others argued that syntactic positions are linked to semantic interpretations. I argue that syntactic configuration limits the range of possible modes of semantic composition, which eventually limits the range of possible semantic representations.

UIC TiL: Kenneth Konopka

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Tomorrow, February 5th, we will have another session of UIC Talks in Linguistics from 3 PM to 5 PM in 1750 University Hall (601 S. Morgan Street 60607). This week we will have a talk from Kenneth Konopka of Northwestern University. As always, light refreshments will be served. The talk is entitled, “Vowels of Mexican Heritage English: Beyond the static.”

Kenneth Konnopka (Northwestern University)
Vowels of Mexican Heritage English: Beyond the static

Mexican Heritage English (MHE) speakers are first generation Mexican-Americans who are native speakers of English living in communities characterized by the general presence of the Spanish language. In this talk I compare the vowel structure of MHE to that of the regional Anglo dialect in the Albany Park community of Chicago. Analyses of vowel formant trajectories and durations provide evidence for a Spanish influence that is not captured in traditional static vowel plots.

The participants in the study comprise four groups: Anglo speakers of the regional dialect characterized by the Northern Cities Vowels (N=12F); MHE speakers who are life-long community residents with varying Spanish proficiency (N=14F); late learners of English (L2E) who are native Mexican Spanish speakers (N=12F); and native Mexican Spanish speakers (N=7F). Speakers from the first three groups were recorded responding in English to a variety of materials. From CVC wordlist productions eleven English vowels were analyzed. These vowels, from a range of consonantal contexts, were analyzed for duration and first and second formant values at .20, .50 and .80 of the duration. Mexican Spanish speakers were also recorded reading tokens from a Spanish wordlist for a corresponding analysis.

In this talk I will show how temporal cues reveal clear distinctions between the vowels of the regional dialect, MHE, and L2E. In addition, I will provide evidence from Spanish for the origins of these cues. I will discuss the resultant vowel structure of MHE and how it provides insight into the interaction of the two disparate vowel systems. In addition to their relevance for the study of language contact, we will see how features normally considered secondary in vowel production may provide a basis for systematically evaluating vowel structure resulting from language contact.

Generative SLA Workshop

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On January 29th, 2010 UIC will be hosting a Generative Second Language Workshop featuring:

  • Tania Ionin, University of Illinois at Urbana-Champaign
    “Production and interpretation of articles in second language acquisition”
  • Silvina Montrul, University of Illinois at Urbana-Champaign
    “Morphological Errors in L2 Learners and Heritage Language Learners: Missing Surface Inflection or simply experience?”
  • Roumyana Slabakova, University of Illinois
    “The Bottleneck Hypothesis: What is easy and what is hard to acquire in a second language”

The workshop will take place from 3 PM to 6 PM in Grant Hall 207 (703 South Morgan Street, 60607).

Tania Ionin (University of Illinois at Urbana-Champaign)
Production and interpretation of articles in second language acquisition

Among the learning tasks faced by second language (L2) learners is to map linguistic form to its corresponding meaning. Recent investigations into L2-acquisition at the syntax/semantics interface have shown that learners face particular difficulties when the form-meaning mappings in the learners’ first language (L1) are different from those in the L2; at the same time, these difficulties are not insurmountable, and L2-learners have been found to exhibit sensitivity to subtle syntax-semantics mappings that are not present in their L1 and not subject to explicit instruction (see Slabakova 2008 for an overview).  The domain of article semantics is one area in which L2-learners have to acquire subtle form-meaning mappings. For example, L2-English learners coming from an article-less L1 (such as Russian or Korean) have to acquire the contrasts between definite, indefinite, and bare (article-less) noun phrases; and L2-English learners coming from an L1 which has articles (such as Spanish) have to reconfigure some aspects of article semantics, for example in the area of generic reference. This talk will report on several experiments probing how L2-English learners from different L1s use and interpret English articles a variety of semantic environments; these experiments aim to tease apart L1-influence from learners’ sensitivity to semantic universals.  The findings show that (i) L1-transfer plays a role in how L2-English learners use and interpret English articles; and (ii) L2-learners are sensitive to subtle contrasts in meaning which are not morphologically marked in their L1, and not subject to (much) classroom instruction, such as the contrasts between specific and non-specific indefinites, and between definite and indefinite generics. It is argued that L2-learners, regardless of their L1, have access to semantic universals through Universal Grammar. Errors with article choice are shown to be due to L1-transfer and to difficulties acquiring language-specific form-meaning mappings, but not to lack of semantic knowledge. Implications of these findings for both semantic theories and theories of L2-acquisition are discussed.

Silvina Montrul (University of Illinois at Urbana-Champaign)
Morphological Errors in L2 Learners and Heritage Language Learners: Missing Surface Inflection or simply experience?

Morphological variability and the source of these errors have been hotly debated in generative approaches to L2 acquisition. A recurrent finding is that postpuberty L2 learners often omit or use the wrong affix for nominal and verbal inflections in oral production, but less so in written tasks. According to the Representational Deficit View (Hawkisn & Chan 1997, Tsimpli and 2007), morphological errors arise from deficits at the level of linguistic representation due to maturational effects. But for the Missing Surface Inflection Hypothesis (Prévost & White 1999, 2000), L2 learners have intact functional projections and their parameterized features, but errors stem from problems during production only (a mapping or processing problem). Interestingly, inflectional morphology is also a problem area for heritage language speakers, who were exposed to the language earlier in life than the L2 learners. In this talk I compare knowledge of Spanish nominal and verbal morphology in L2 learners and heritage speakers and examine whether these theoretical accounts can be extended to explain the patterns of morphological variability observed in many heritage language learners. The results suggest that while the Missing Surface Inflection Hypothesis correctly characterizes the performance patterns observed in L2 acquisition, it does not correctly describe the performance of the heritage language learners tested in this study. I argue that morphological errors in the two populations seem to be related to the type of experience.

Roumyana Slabakova (University of Iowa)
The Bottleneck Hypothesis: What is easy and what is hard to acquire in a second language

In recent years, the modular view of the L2 acquisition experience and the interlanguage grammar has been gaining in importance. It is no longer controversial to argue that the different components of the L2 grammar may have different sensitive periods of acquisition. This argument is supported by evolving views of the language architecture (Minimalism, Jackendoff 2002). The current emphasis is on the relative difficulty of linguistic features and constructions, as well as on how the language architecture, input properties, and speakers’ processing resources affect developmental sequences. Based on comparison of findings on the L2 acquisition of inflectional morphology, syntax, the syntax-semantics and the syntax-context/discourse interface, the Bottleneck Hypothesis argues that the functional (inflectional) morphemes and their features are the bottleneck of L2 acquisition; acquisition of syntax and semantics (and maybe even the syntax-discourse interface) flows smoothly (Slabakova, 2006, 2008). I will present recent experimental studies supporting this view. I will also discuss a pedagogical implication of this model, namely, that an enhanced focus on practicing grammar in language classrooms will be beneficial to learners.

UIC TiL: Marina Teroukafi

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Join us this Friday, January 22nd for TiL’s first talk of the semester: a talk by Marina Terkourafi from the University of Illinois at Urbana-Champaign.  Her talk is entitled, “What is said from different points of view” and will take place in 1750 University Hall (601 South Morgan Street 60607) at 3 PM.

Marina Terkourafi (University of Illinois at Urbana-Champaign)
What is said from different points of view

What is said as a theoretical notion was first proposed by Paul Grice in his William James lectures as a way of drawing the line between what a hearer would know upon hearing an utterance based on her knowledge of the language, and what she could further infer based on the fact that an utterance had been uttered in context. Understood as a distinction between truth-conditional and non truth-conditional content, the distinction between ‘what is said’ and ‘what is implicated’ has met with increasing skepticism over the years and with reactions ranging from reformulation (Bach 2001, Camp 2006) to rejection (Carston 1999, Jaszczolt 2005). In this talk, I go over theoretical and empirical arguments that support the need for a neo-Gricean, minimal notion of ‘what is said’.

UIC TiL: Brad Hoot & Álvaro Recio

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Tomorrow we will have a student session of TiL featuring our own Brad Hoot (UIC PhD student) and visiting student Álvaro Recio (University of Salamanca PhD student).  Brad Hoot will present, “An Optimality Theoretic Analysis of Focus in Spanish and English.” His presentation will be conducted in English. Álvaro Recio will present, “Las propiedades argumentales de los complementos del nombre en español,” and his presentation will be given in Spanish.

As always the talk will be at 3 PM in 1750 University Hall with light refreshments provided.

Álvaro Recio (University of Salamanca)
Las propiedades argumentales de los complementos del nombre en español

Son muchos los autores que en las últimas décadas han puesto de relieve el paralelismo existente entre la estructura interna del sintagma nominal y del sintagma verbal. No todos los modificadores realizan la misma aportación al significado de un sintagma, ni tienen idénticas propiedades formales ni gozan del mismo estatuto sintáctico.

De la misma manera que el verbo posee una red argumental que le permite seleccionar determinado tipo de complementos, ciertos sustantivos, bien por herencia deverbal, bien por su propia semántica interna, seleccionan igualmente complementos argumentales. En consecuencia, en el interior de los grupos nominales, de forma paralela a las oraciones, también es preciso distinguir entre argumentos y adjuntos. Si bien en otras lenguas, fundamentalmente inglés, italiano y francés, se han dedicado  numerosos estudios al respecto, en el ámbito hispánico apenas se han esbozado unas pautas generales de clasificación de estos complementos, por lo que se revela necesario un análisis exhaustivo y profundo aplicado al español.

El objetivo de esta charla es presentar las características generales de un proyecto que trata de ahondar en la estructura interna del sintagma nominal en castellano, en los llamados complementos argumentales del sustantivo. Para ello, se expondrán los rasgos fundamentales que permiten determinar qué clases de sustantivos pueden seleccionar argumentos en español, cuál es la estructura de estos y qué tipo de vínculo los enlaza con el núcleo nominal, pues parece que no todos los argumentos tienen el mismo peso dentro del sintagma: el de mayor relieve temático podría ser considerado el “sujeto” del sintagma nominal.

Especial atención se dedicará a las subordinadas sustantivas que se vinculan a un nombre a través de una preposición (por ejemplo, la idea de comprar un coche o el problema de que los alumnos no estudien), ya que muchos aspectos de su funcionamiento están todavía desatendidos. Una rigurosa descripción de los modificadores del sustantivo no puede ignorar este tipo de construcciones y requiere analizar las características de los núcleos que las aceptan, el carácter argumental o no de la oración, así como la elección del modo correspondiente en el verbo subordinado.

Babies cry in their first language: Tränen, tears, o lágrimas?

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In the newest edition of the journal Current Biology an interesting article was published about the language in which babies cry.

Apparently infants have already begun acquiring phonology at such an early stage that long before they can speak, they already cry in their native language.  In fact, the authors suggest that fetuses can “memorize auditory stimuli from the external world by the last trimester of pregnancy, with a particular sensitivity to melody contour in both music and language.”  It is not surprising then that their first sounds be somewhat language-specific.  French infants, for example, were found to prefer rising intonations in their cries and German infants preferred falling tones.  Further, the suggested effect is that “adult-like processing of pitch intervals allows newborns to appreciate musical melodies and emotional and linguistic prosody.”

“Newborns’ cry melody is shaped by their native language”. Birgit Mampe, Angela D. Friederici, Anne Christophe, Kathleen Wermke. Current Biology 2009, Nov 5, doi 10.1016/j.cub.2009.09.064

Other publications have begun taking notice as well.  The University of Würzburg has a discussion of the implications in German and English. And Uruguay’s LR21 has posted an article in Spanish.

UIC TiL: Xuehua Xiang

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Tomorrow, October 30th, we’re having another UIC Talk in Linguistics.  This week we have the privilege of presenting another of UIC’s own linguistics, Xuehua Xiang.  The talk, entitled “Linguistic Representation of ‘Self’ and Narrative Co-Construction: A Comparative Discourse Analysis of Celebrity Interviews in American English and Mandarin Chinese” will take place in 1750 University Hall from 3 to 5, with light refreshments provided.

Abstract:

Drawing on 600-minutes of TV/radio interviews featuring celebrity guests, broadcast in Mandarin Chinese in China and American English in the U.S., respectively, this paper is a comparative discourse analysis of the interview as a form of narrative co-construction, as situated within the two cultures.

A preliminary analysis of six Mandarin interviews and six English interviews suggests that English speakers assume a parallel “you” vs.”I” dynamic in co-constructing the interviewee’s personal narrative; English interviewers tend to propel the narrative through mechanisms of A-Event and B-Event (Labov, 1972), i.e., the interviewer shares personal experience and/or reveals personal knowledge about the interviewee, which in effect elicits the interviewee’s autobiographical account. In contrast, the Mandarin interviews manifest a triangular structure whereby the interviewer assumes a mediating role between public consciousness and the
interviewee (cf. Xiang, 2003), i.e., the interviewer highlights the general public’s knowledge gaps, and frames the interviewee’s upcoming narration as being different from, and corrective of, public knowledge. Particularly, both the interviewer and interviewee in the Chinese data highlight the conflict between the interviewee as a social individual (e.g. wo ‘I’, ni ‘you’) and the interviewee as “private” self (e.g. wo/ni ziji “I myself” “you yourself”‘). This duality in the linguistic construction of “self” is not obvious in the English data. Continue reading →

E-Interview: Natascha Müller, Part 3 – Testable Assumptions

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In the final segment of our e-interview with Natascha Müller she presents some testable assumptions, which she has corroborated in her own research.

“The two assumptions for delay effects are testable, since they make different predictions. In my research I have argued against Serratrice, Sorace & Paoli (2004) and I have assumed that the presence and direction of the influence is not a question of MORE-or-LESS constraints, but a question of whether pragmatics decides on syntactic options or not. The invasive function of pragmatics is complex (Italian, Spanish), non-invasiveness is derivationally neutral (English, German, French). If delay is not due to a default strategy (processing load in one language) but motivated by cross-linguistic influence where the linguistically more complex analysis of language A is avoided in favor of the less complex analysis of language B, we can make the following predictions which have been corroborated in the child data we have analyzed:

a)  The effect should only be observable in bilingual children with particular language combinations, i.e. it is not due to the fact that the children acquire two languages, one with more, the other with less constraints, generally speaking. Only an approach to delay effects which takes into account the structure of the two languages involved will be able to account for Continue reading →

E-Interview: Natascha Müller, Part 2 – Delay Effects in Bilingualism

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Continuing with our e-interview, Natascha Müller talks about delay effects in childhood bilingualism:

“Meanwhile, there is ample evidence for delay effects of early child bilingualism. Bilingualism can slow down the acquisition process with respect to age of acquisition and MLU; in other words, for some grammatical properties, bilingual children reach the adult norm later (age and/or MLU) than monolingual peers. There is also evidence which shows that delay effects are observable in balanced as well as in unbalanced children (Müller & Patuto 2009), which means that an uneven development of the two languages is not a prerequisite for delay. Furthermore, although unbalanced language development can slow down acquisition with respect to age, it does not necessarily lead to differences between bilinguals and monolinguals with respect to MLU in the weakly developed language (Müller & Pillunat 2008). It looks as if delay is related to complexity in the following sense: Language A and B exhibit different degrees of complexity for a particular grammatical property. In Hulk & Müller (2000) and Müller & Hulk (2001), complexity is defined as the coordination of information from different modules, pragmatics and syntax for example. Delay is indicative of target-deviant grammatical representations which, during the course of acquisition, have to be “corrected”. The child will use the less complex analysis of language A in relation to grammatical property X when using language A and language B. Müller & Patuto (2009) further refine the scenario for delay effects of cross-linguistic influence and conclude that in addition to complexity defined as the coordination of information from different modules, the surface strings of the two languages A and B have to be analyzable in terms of the syntactic derivation of language A (which is less complex). This prerequisite looks trivial at first sight, but it excludes the possibility that children come up with analyses for the more complex language B which are not also “supported” by the evidence from language B. Also, it makes the interesting prediction that if the more complex language B is acquired together with a language which encodes the respective grammatical property in such a radically different way than in language A (the less complex language), the derivation of language A would not be “supported” by the evidence of language B when used by the child while speaking language B. Continue reading →

E-Interview: Natascha Müller, Part 1 – Two Approaches to Bilingualism

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Along with our series on blogs around the world we are also featuring e-interviews with researchers in the field of bilingualism.  We have the privledge this week to present the thoughts of Natascha Müller of the Bergische Universität Wuppertal.  We asked her why the study of bilingualism in children is relevant:

Projekt121109

The Wuppertal research group on bilingual first language acquisition, funded by the DFG (Deutsche Forschungsgemeinschaft, German Science Foundation)

Row 1: Veronika Jansen, Natascha Müller, Elisa Turano, Mayte Jiménez Lopez, Laia Arnaus Gil
Row 2: Dunja Stachelhaus, Annette Pötzsch, Nadine Eichler, Vanessa Colado Miguel, Alban Beysson, Tobias Stallknecht, Marisa Patuto.

“Research in bilingual first language acquisition has been guided by two main approaches: Either it has been argued that bilingual children are not able to separate their two languages from early on since the two languages influence each other (Volterra & Taeschner 1978) or it has been shown that separation is possible from early on and that there is no evidence for cross-linguistic influence (Meisel 1989, Genesee 1989, Genesee, Nicoladis & Paradis 1995). Put differently, separation and cross-linguistic influence have been considered as being mutually exclusive in describing early child bilingualism. The main reason for the assumption of mutual exclusiveness is that most research has conceptualized separation and influence as involving whole language systems (or languages). Among the first to question this view were Gawlitzek-Maiwald & Tracy (1996). The main observation is that some grammatical domains develop separately in early child bilingualism while the bilingual child uses language A to bootstrap aspects of the syntactic system of language B for others.

 What does ‘bootstrap’ in this context mean? Gawlitzek-Maiwald & Tracy analyze the monolingual (containing only elements of the context language) and the mixed utterances of Hannah, a bilingual English-German child. On the basis of the respective monolingual utterances, they find that German is much more advanced than English with respect to lexical and syntactic aspects of temporal and modal auxiliary verbs. In order to ‘help herself out’ when speaking English, Hannah produces mixed utterances of the following type:

 (1) Kannst du move a bit                (Hannah, 2;4-2;9, Gawlitzek-Maiwald     
      Can you move a bit                                     &   Tracy 1996:915)

 In example (1), the left periphery comes from German, while the lexical verb and the adverb are in English. Until the English system of modal and temporal auxiliaries has been fully acquired by the child, she will fill in lexical material from German, a strategy which may also help the child to instantiate the English system: “Something that has been acquired in language A fulfils a booster function for language B.” (Gawlitzek-Maiwald & Tracy 1996: 903) The situation can be reversed for other grammatical phenomena

(Click to Read More and Stay Tuned for parts 2 and 3 with Nascha Müller)

Continue reading →