bluuebunny/crossref_metadata_2025_split huggingface dataset:
Chapter 11. The expression of finiteness by L1 and
L2 learners of Dutch, French, and German
Authors: Perdue Clive 
Published: March 2014

Finiteness is traditionally associated with the morpho-syntactic categories of person and tense. The notion of finiteness has however much wider, semantic and pragmatic ramifications, a fact which has led several researchers to make a distinction between M(orphological) and S(emantic) finiteness. We follow this distinction here.	Over the last decade language acquisition researchers have analyzed the expression of finiteness from different theoretical standpoints, mainly analyzing learners’ verbal production in comparable tasks, ranging from spontaneous conversation to more guided complex verbal tasks. With the same methodology, we will examine the acquisition of finiteness by adult learners of French L2 in cross-linguistic comparison with learners of Germanic L2s. The adult acquisition process will also be compared to the child’s acquisition of finiteness in the L1 for the same target languages. All languages in the sample mark finiteness by means of verbal morphology. We will describe the acquisitional paths towards the TL system and the various stages learners pass through on the way. Finally, we ask whether the difference in mastery of the target system by these two types of learner – children achieve mastery of the relevant verbal morphology whereas adults often do not – can throw light on the organisation and functioning of finiteness in language in general.
Chapter 13. The development of person-number verbal morphology
in different types of learners
Authors: Schlyter Suzanne 
Published: March 2014

In this chapter, the acquisition of French subject-verb agreement (in form of verbal inflections) in different types of learners is discussed. Different studies, essentially case studies on corpora of spontaneous spoken vs written adult L2 French (L1 Swedish), and on simultaneous bilingual Swedish-French children, are presented and compared.	The results suggest that the 3rd person plural (3p pl) marking in written adult L2 French is acquired relatively earlier than the corresponding marking in spoken adult L2 French. It is argued that this is related to the frequency and regularity of the written 3p pl inflection (always -nt) in contrast to the irregular and different markings in spoken French (zero marking or different consonants). It is further argued that the same markings in the bilingual children (2L1) are not quite as early and easily acquired as in French monolinguals (L1) of corresponding age and linguistic development. This may also be related (differently from agreement in form of subject clitics) to the frequency of the 3p pl inflection in the spoken input of these children, since their French input is reduced and 3p pl is not marked in Swedish.
Le complément indirect en de
Authors: Ogata Kozué 
Published: March 2014

We discuss the syntactic properties of N0 V de N1 of changer, in opposition to N0 V N1, from a corpus analysis. In N0 V N1 (Max a changé sa voiture), the referent of N1, direct object, changes, whether modified or replaced. In N0 V de N1 (Max a changé de voiture), on the other hand, N1, which does not admit a determiner, does not refer to a specific entity and indicates a category. Thus the referent of N1 is not affected by the change. The indirect object de N1 of changer is distinguished from de N1 of other verbs which admits determiners and answers the question: “De quoi V N0 ?”, such as parler, traiter, servir, etc
La description morphosyntaxique à l’épreuve des textes
Authors: Tronci Liana 
Published: March 2014

This paper deals with Italian impersonal constructions featured by the clitic si, such as Si è scoperto (gli untori) ‘one has found out the plague-spreaders’, Si sono scoperti (gli untori) ‘the plague-spreaders have been found out’, Si è scoperti (come untori) ‘they have been found to be plague-spreaders’, and suggests a description of them from the point of view of both their argumental configurations, and their syntactic processes. At the surface, these constructions appear to have a non-argumental, unspecified and human subject (“dummy” or “null” final subject). This subject, however, correlates with an initial function which (a) may be a subject or a direct object, (b) may belong to a transitive or intransitive level. The verb morphology reflects both the paradigmatic and the syntagmatic relationships of the final subject.
Chapter 2. Acquiring second language vocabulary through the use of images and words
Authors: Altarriba Jeanette , Knickerbocker Hugh 
Published: March 2014

Two experiments explored the relative benefits of learning vocabulary in a second language by varying the learning formats both within and between participants. English monolingual speakers were taught vocabulary words in Spanish by pairing those words with their English translations, black-and-white pictures, or color pictures. Testing of those newly acquired words occurred via the use of a Lexical Decision Task (LDT) wherein participants were shown letter strings and were asked to identify them as either real words or nonwords in English (i.e., a word priming procedure). Letter strings were paired with either their correct Spanish translations or an unrelated Spanish word. In Experiment 1, all three learning conditions produced significant priming effects indicating that all the methods used to teach these words yielded similar success in their retrieval. Additionally, the black-and-white picture condition speeded up responses, as compared to the color picture condition. Experiment 2 presented the three learning conditions within subjects and revealed significant priming in the word-word condition and the black-and-white image condition. However, response times were significantly faster in the word-word condition overall supporting the notion of transfer appropriate processing. Results are discussed with regards to this theory of processing.
Chapter 10. Exploring the learning potential of writing development in heritage language education
Authors: Hedgcock John , Lefkowitz Natalie 
Published: March 2014

This chapter examines writing-to-learn practices in a U.S. university foreign language (FL) setting that serves both Anglophone learners of Spanish as a FL and heritage language (HL) students. The HL participants in this study, adults with biliterate knowledge in Spanish and English, exhibit skills, needs, and expectations that diverge considerably from those of their (monolingual) FL counterparts. Evidence gathered from interviews with instructors, student surveys, and instructional materials points toward an approach in which writing serves merely as a means of enhancing language proficiency (a writing-to-learn approach). Findings suggest that traditional writing-to-learn practices are ill-suited to addressing HL students’ literacy needs, which include developing rhetorical skills and genre knowledge that have currency beyond the FL classroom. Accordingly, the chapter adds to the theme explored in the book with its analysis of the potential misalignments between the learning-to-write and writing-to-learn dimensions of L2 writing that may exist in a given instructional setting.
Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing
Authors: Ortega Lourdes 
Published: March 2014

This final chapter explores main themes in the book and offers readers some critical points to ponder. I first highlight the intellectual and disciplinary influences which converge into the three dimensions that motivate the book – learning to write (LW) and writing to learn content (WLC) or language (WLL) – and which also cohere with broad professional and contextual locations for each. I then turn to possible interconnections among the three dimensions. In some cases, LW, WLC, and WLL can become dividing lines that feed into compartmentalized professional or scholarly cultures and create misalignments between teacher and student understandings of the value and roles of second language (L2) writing. More often than not, however, the present collection demonstrates that the three views of LW, WLC, and WLL are closely related and can synergistically support instruction as well as enhance research insights. I then reflect on the importance of authenticity, needs, and writerly selves in the conceptualizations of LW, WLC, and WLL offered by authors across chapters. I close my reflections with some questions that are likely to spur future research capable of deepening our understanding of capable of deepening our understanding of the roles that L2 writing instruction plays in uniquely supporting the synergistic learning of writing, content, and language.
Wanting the impossible
Authors: Evans Dylan 
Published: March 2014

In a recent book entitled Love and Sex with Robots, the British scholar David Levy has argued that relationships with robot Companions might be more satisfying than relationships with humans, a claim which I call “the greater satisfaction thesis” (GST). The main reason Levy provides in support of GST is that people will be able to specify the features of robot Companions precisely in accordance with their wishes (which I call the total specification argument or TSA). In this paper, I argue that TSA is wrong. In particular, the argument breaks down when we consider certain behavioral characteristics that we desire in our partners. I illustrate my argument with a thought-experiment involving­ two kinds of robot – the FREEBOT, which is capable of rejecting its owner permanently, and the RELIABOT, which is not
On being a Victorian Companion
Authors: Wilks Yorick 
Published: March 2014

I have argued or suggested: –	English Common Law already, in dogs, has a legal category of entities that are not human but are in some degree responsible for their actions and have “characters” that can be assessed. –	Users may not want Companions prone to immediately expressed emotions and a restrained personality, like a Victorian Lady’s Companion, might provide a better model. –	Language behavior is a complex repository of triggers for emotion, both expressed and causal, and this is often under-rated in the world of ECA and theories of emotion based on them. –	Companion-to-Companion communications will be important and helpful to a user, and there is nothing in principle to make one believe that “secrets” cannot be handled sensitively in such an environment. –	It is easy to underestimate the role of a user’s preference in selecting the personality appropriate to a Companion: it is not even clear that users want Companions to be polite or agreeable – it may depend on personal choice or their functional role. –	For many it may be appropriate for a Companion to become progressively more like its owner in voice, face, personality, memories etc. – exaggerating the way dogs are believed to adapt to owners – and if and when this becomes possible, for the Companion to become a self-avatar of its owner, there may well be other unseen consequences after the owner’s death
The neglected listener
Authors: Erickson Frederick 
Published: March 2014

How phenomena are arranged in a transcript always incorporates a theory of the phenomena represented by it. The playscript transcripts of conversation analysis embody a logocentric view of interaction: they arrange interaction around the sequential progress of talk and obscure relations of mutual influence between the speaking behavior of speakers and the listening behavior of listeners. A transcription system that adapts musical scores is better able to capture the embeddedness of talk in interaction and the coordinated timing of instrumental acts that provides an independent resource of interactional organization. In this way it contributes to a renewed effort toward the study of space, time, and visual phenomena in social interaction. The chapter includes examples of quasi-musical transcription whose notation shows both the sequential and the simultaneous occurrence of verbal and nonverbal actions of speakers and listeners.
Chapter 8. Creative confession
Authors: Worthington Kim 
Published: March 2014

This essay explores the act of self-authorising confession represented in Ian McEwan’s Atonement, and the ethical considerations that are raised in consequence. Drawing on the work of Peter Brooks, J. M. Coetzee, Jacques Derrida and Emmanuel Levinas (and others) I argue that in Atonement McEwan points up the impossibility of attaining either truth or self-forgiveness via acts of (confessional) self-writing. McEwan’s probing portrayal of the limitations of individual perspective result in ethical insights that extend beyond the realm of (fiction) writing and cut to the heart of interpersonal engagement. He invites readers to recognised the extent to which even our most empathetic attempts to imagine the interiority of others are always, and inevitably, acts of authoritative appropriation. At the same time, however, McEwan encourages recognition of the limits and consequences of (self) authority; he suggests the ongoing need, of the self-narrating self, for the re-cognition of (reading) others. Briony, the novel’s protagonist and narrator, ultimately realises the impossibility of herself writing the forgiveness she desires and acknowledges the authority of the others who will finally write her in their (retrospective) readings.
The problem of the typological classification of creoles
Authors: Lefebvre Claire 
Published: March 2014

This book contains 25 chapters bearing on detailed comparisons of some 30 creoles and their substrate languages. As the substrate languages of these creoles are typologically different, the detailed investigation of substrate features in the creoles leads to a particular answer to the question of how creoles should be classified typologically. The present chapter therefore introduces the material analysed in the chapters of this book from the point of view of language typology.	I begin with a discussion of the problem of the typological classification of creole languages, and of the aims and limitations of this chapter. The bulk of the chapter provides an overview of the results of the research contained in the various chapters. First, I outline the ways in which the typological features of the substrate languages are manifested in the creoles. Second, I lay out a global picture of the variation found among creoles for various subsystems of the grammar. To a great extent, this variation reflects that displayed by the substrate languages of the creoles. Third, based on each author’s proposals, I review the processes that led to such a situation and the constraints that are acting upon them. The chapter ends with my overall evaluation of the problem of the typological classification of creoles.
One substrate, two creoles
Authors: Brousseau Anne-Marie 
Published: March 2014

In this paper, I compare the segmental inventories of Haitian and St. Lucian with those of their contributing languages, in order to evaluate the impact of the substrate languages on the development of these systems. I show that the segmental inventories of the creoles display many features that were inherited from the Gbe languages through transfer, which suggests a massive impact of the substrate in the development of the segmental inventories of the creoles. In a nutshell, the phonological systems of Haitian and St. Lucian appear as a compromise between those of their contributing languages, Fongbe and other Gbe languages (the substrate), and French (the superstrate). While both creoles have essentially the same vowel inventory as the substrate, their consonantal inventory is closer to the superstrate. This hybrid character of the creoles is similar to what is found in an interlanguage, in the more canonical cases of second language acquisition.	I propose scenarios where the differences between the two creoles and their superstrate result from phonological and phonetic processes that are typical of interlanguages – e.g., segmental substitution under phonological equivalence, transfer of L1 allophonic rules. The scenarios assume that the emergence of a creole is a particular case of second language acquisition (Andersen 1983). They also assume the Full Transfer/Full Access model of Second Language Acquisition (Schwartz & Sprouse 1996; White 2000), according to which second language learners assume the grammar of L1 as a starting point – Full Transfer – and progressively restructure this initial grammar using principles and parameters of Universal Grammar – Full Access. It is shown that the features of the substrates have guided the acquisition (or non acquisition) of the segmental inventories of French, even in cases where Universal Grammar may have been at play.
Palenque(ro)
Authors: Schwegler Armin 
Published: March 2014

This article examines substratal influences in Palenquero (Colombia). It begins with an explanation of why research on the origins of Palenque and its language has been particularly challenging, and what these challenges mean in terms of how convincing the reigning hypothesis of a sole Kikongo substrate can (or cannot) be. The study then concentrates on relevant external and internal language data, as these are in many ways complementary. Language-internal features tied to Kikongo will be shown to come from all domains of grammar (phonology, morphology and syntax).	Three fundamental conclusions will be reached: (1) Kikongo speakers must indeed have been a dominant force in the early Palenque; (2) lacunae in our historical and linguistic knowledge are, however, so great that we should keep a guarded attitude toward the current substrate hypothesis; and (3) there are multiple reasons to be optimistic about future attempts to refine substratist investigations into the creole. Part of that optimism rests on ongoing DNA research (based on comparison of the DNA of Palenqueros and Central West Africans), as well as on an astonishing turnaround of sociolinguistic attitudes in twenty-first-century Palenque. This turnaround has prompted a rapid re-evaluation and never-before seen appreciation of local Africanisms. Local enthusiasm for Palenquero is currently bringing to the fore a corpus of hitherto undocumented ancestral words that may help us advance explorations into the origins of the language.
The Cantonese substrate in China Coast Pidgin
Authors: Ansaldo Umberto , Matthews Stephen , Smith Geoff P. 
Published: March 2014

The “Chinese” character of Chinese Pidgin English, or China Coast Pidgin (CCP) has been debated in previous work. While some Chinese-based features such as the use of piece(e) as a classifier are widely acknowledged, the extent of substrate influence has remained unclear. This paper surveys the role of the Cantonese substrate based on a recently transcribed Chinese text, the Chinese English Instructor. Substrate influence is demonstrated in a wide range of grammatical domains including serial verbs, topiccomment structure, and placement of prepositional phrases. In certain domains such as placement of adverbs and in-situ wh-phrases, the Chinese sources show substrate influence which is rare or absent from the English language sources, a pattern which suggests systematic variation between Sinophone and Anglophone lects within CCP.
Sri Lanka Malay and its Lankan adstrates
Authors: Ansaldo Umberto 
Published: March 2014

Sri Lanka Malay is the vernacular language of the descendants of the Malay-Javanese diaspora of Sri Lanka. It is a restructured variety of Malay, which emerged from the prolonged contact between speakers of Malay varieties and speakers of Sinhala and Tamil varieties. The grammar shows a typological shift from the Austronesian to the Lankan type, a shift that can be explained by the typological pressure that the adstrates Sinhala and Tamil – which are highly congruent – exercise in the trilingual environment. This paper discusses the prevalent grammatical patterns of Sri Lanka Malay in terms of frequency, typological congruence and trilingual admixture. I show that, for a complete understanding of Sri Lanka Malay grammar, we must approach it by taking into full consideration the typological matrix in which it has developed, which includes a Malay-based lexifier and two adstrates, namely Sinhala and Tamil. This argues against a view of Sri Lanka Malay as the product of a bilingual admixture.
“On traduit la langue en français”
Authors: Sandeman Barbara 
Published: March 2014

Tayo is a French-lexified contact language spoken by the people of St-Louis, a village on the outskirts of Nouméa, New Caledonia. The formation period of Tayo occurred between 1860 and 1880. Its first generation of monolingual speakers was born in the early years of the twentieth century. Some of this generation was still living in St-Louis towards the end of the twentieth century. Their speech, recorded chiefly during the late 1980s, provides evidence of early forms of the language that is relatively free of any decreolising influence. Research carried out to date on Tayo indicates that many of its structures depart radically from what has been considered a “typical” creole pattern; instead, they appear to more closely resemble structures in the substrate languages.	This chapter presents a brief description of the sociohistorical background surrounding the formation of Tayo, and identifies and examines the structures that make up Tayo’s tense-modality-aspect (TMA) system. The main features of the TMA systems of Tayo’s major substrate languages, Cèmuhî, Drubéa and Xârâcùù, are then described in order to compare them with corresponding Tayo features and to identify congruent structures among the four languages. An explanation is offered for the presence of some substrate TMA features in Tayo and the absence of others.
Complex sentences in Uchumataqu in a comparative perspective with Chipaya
Authors: Hannss Katja 
Published: March 2014

The following article aims at providing an overview of complex sentences in Uchumataqu (Uru), including a brief comparison with subordination devices in the genetically related Chipaya language. The comparison seeks to provide an impression of the similarities and differences between subordination strategies in the two languages, and it will become apparent that there are some considerable differences which show that Uchumataqu and Chipaya represent different morphological types.
Improved transcript isoform discovery using ORF graphs
Authors: Majoros William H. , Lebeck Niel , Ohler Uwe , Li Song 
Published: March 2014

Abstract
Motivation: High-throughput sequencing of RNA in vivo facilitates many applications, not the least of which is the cataloging of variant splice isoforms of protein-coding messenger RNAs. Although many solutions have been proposed for reconstructing putative isoforms from deep sequencing data, these generally take as their substrate the collective alignment structure of RNA-seq reads and ignore the biological signals present in the actual nucleotide sequence. The majority of these solutions are graph-theoretic, relying on a splice graph representing the splicing patterns and exon expression levels indicated by the spliced-alignment process.
Results: We show how to augment splice graphs with additional information reflecting the biology of transcription, splicing and translation, to produce what we call an ORF (open reading frame) graph . We then show how ORF graphs can be used to produce isoform predictions with higher accuracy than current state-of-the-art approaches.
Availability and implementation : RSVP is available as C++ source code under an open-source licence: http://ohlerlab.mdc-berlin.de/software/RSVP/ .
Contact: bmajoros@duke.edu
Supplementary information: Supplementary data are available at Bioinformatics online.