Sprache im 20. Jahrhundert. Gegenwartssprache
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Co-development of action, conceptualization and social interaction mutually scaffold and support each other within a virtuous feedback cycle in the development of human language in children. Within this framework, the purpose of this article is to bring together diverse but complementary accounts of research methods that jointly contribute to our understanding of cognitive development and in particular, language acquisition in robots. Thus, we include research pertaining to developmental robotics, cognitive science, psychology, linguistics and neuroscience, as well as practical computer science and engineering. The different studies are not at this stage all connected into a cohesive whole; rather, they are presented to illuminate the need for multiple different approaches that complement each other in the pursuit of understanding cognitive development in robots. Extensive experiments involving the humanoid robot iCub are reported, while human learning relevant to developmental robotics has also contributed useful results.
Disparate approaches are brought together via common underlying design principles. Without claiming to model human language acquisition directly, we are nonetheless inspired by analogous development in humans and consequently, our investigations include the parallel co-development of action, conceptualization and social interaction. Though these different approaches need to ultimately be integrated into a coherent, unified body of knowledge, progress is currently also being made by pursuing individual methods.
Within cognitive linguistics, there is an increasing awareness that the study of linguistic phenomena needs to be grounded in usage. Ideally, research in cognitive linguistics should be based on authentic language use, its results should be replicable, and its claims falsifiable. Consequently, more and more studies now turn to corpora as a source of data. While corpus-based methodologies have increased in sophistication, the use of corpus data is also associated with a number of unresolved problems. The study of cognition through off-line linguistic data is, arguably, indirect, even if such data fulfils desirable qualities such as being natural, representative and plentiful. Several topics in this context stand out as particularly pressing issues. This discussion note addresses (1) converging evidence from corpora and experimentation, (2) whether corpora mirror psychological reality, (3) the theoretical value of corpus linguistic studies of ‘alternations’, (4) the relation of corpus linguistics and grammaticality judgments, and, lastly, (5) the nature of explanations in cognitive corpus linguistics. We do not claim to resolve these issues nor to cover all possible angles; instead, we strongly encourage reactions and further discussion.
High word frequency and neighborhood density contribute to the accuracy and speed of word production in English adults (e.g., Vitevitch & Sommers 2003), and characterize early words in child English (e.g., Storkel 2004). The present study investigated a speech corpus of child German (ages 2;00-3;00) to further the understanding of the influence of frequency and density on production. Results for four children suggest that, contrary to English, words produced early are not from denser neighborhoods in an adult lexicon than later words. As in English, frequent words are produced before less frequent words. Implications on theory and methodology are discussed.
This paper deals with the creation of the first morphological treebank for German by merging two pre-existing linguistic databases. The first of these is the linguistic database CELEX which is a standard resource for German morphology. We build on its refurbished and modernized version. The second resource is GermaNet, a lexical-semantic network which also provides partial markup for compounds. We describe the state of the art and the essential characteristics of both databases and our latest revisions. As the merging involves two data sources with distinct annotation schemes, the derivation of the morphological trees for the unified resource is not trivial. We discuss how we overcome problems with the data and format, in particular how we deal with overlaps and complementary scopes. The resulting database comprises about 100,000 trees whose format can be chosen according to the requirements of the application at hand. In our discussion, we show some future directions for morphological treebanks. The Perl script for the generation of the data from the sources will be made publicly available on our website.
Language attitudes may be differentiated into attitudes towards speakers and attitudes towards languages. However, to date, no systematic and differentiated instrument exists that measures attitudes towards language. Accordingly, we developed, validated, and applied the Attitudes Towards Languages (AToL) scale in four studies. In Study 1, we selected 15 items for the AToL scale, which represented the three dimensions of value, sound, and structure. The following studies replicated and validated the three-factor structure and differential mean profiles along the three dimensions for different languages (a) in a more diverse German sample (Study 2), (b) in different countries (Study 3), and (c) when participants based their evaluations on speech samples (Study 4). Moreover, we investigated the relation between the AToL dimensions and stereotypic speaker evaluations. Results confirm the reliability, validity, and generalizability of the AToL scale and its incremental value to mere speaker evaluations.
This paper investigates emergent pseudo-coordination in spoken German. In a corpus-based study, seven verbs in the first conjunct are analyzed regarding the degree of semantic bleaching and the development of subjective or aspectual meaning components. Moreover, it is shown that each verb shows distinct tendencies for co-ocurrences, especially with deictic adverbs in the first conjunct and with specific verbs and verb classes in the second conjunct. It is argued that pseudo-coordination is originally motivated by the need for ‘chunking’ in unplanned speech and that it is still prominently used in this function in German, in contrast to languages in which pseudo-coordination is grammaticalized further.
This paper is concerned with relative constructions in non-standard varieties of European languages, which will be analyzed on the basis of three typological parameters (word order, relative element, syntactic role of the relativized item). The validity of claims raised in studies on the areal distribution of relative constructions in Europe will be checked against the results of the analysis, so as to ascertain whether they still hold when non-standard varieties are examined.
This paper describes work in progress on I5, a TEI-based document grammar for the corpus holdings of the Institut für Deutsche Sprache (IDS) in Mannheim and the text model used by IDS in its work. The paper begins with background information on the nature and purposes of the corpora collected at IDS and the motivation for the I5 project (section 1). It continues with a description of the origin and history of the IDS text model (section 2), and a description (section 3) of the techniques used to automate, as far as possible, the preparation of the ODD file documenting the IDS text model. It ends with some concluding remarks (section 4). A survey of the additional features of the IDS-XCES realization of the IDS text model is given in an appendix.
This article is concerned with the use of speech variation in a classroom in south-west Germany. It shows how a teacher uses dialect-standard variation as a resource for carrying out different tasks. An analysis of the variational practices of the teacher reveals two different code-alternating procedures with different functional scopes. On the one hand, the teacher uses code-shifting along a continuum of standard forms, especially to draw attention to relevant aspects of the instructional activities, and to guide participation in the unfolding discourse. On the other hand, she uses the context-cueing function of code-switching between standard and dialect, especially to locally manage the key of interaction (interaction modalities). It is shown that, for the teacher analysed, switching to dialect is a methodological resource which matches the intricate pedagogical tasks involved in the evaluation moves which follow pupils' 'troublesome' answers.