By Arne Zeschel
How do audio system differ demonstrated styles of language use and adapt them to novel contexts of program? This examine offers a usage-based method of linguistic creativity: combining specific qualitative with large-scale quantitative analyses of corpus info, it strains the emergence of partial productiveness in clusters of traditional collocations. Synthesising insights from examine on language acquisition, version and alter, it's argued that artistic extensions of linguistic conventions are intrinsically sure up with facets of reminiscence and repetition.
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Additional info for Incipient Productivity
Still, also in construction-based approaches to language acquisition, the way in which children acquire the phraseology of their first language is a much less investigated topic than the acquisition of ‘core’ syntax. e. semantically more tangible) earlier uses of the same structure. Johnson argues that ‘interpretational overlap’ between distinct uses of a construction helps learners to bootstrap abstract ‘pragmatic’ uses of a construction (to do with the speech act scenario and interlocutors’ construal of the designated state of affairs) from more concrete/‘perceptually transparent’ source uses of the pattern (to do with properties of the designated external situation) in a way that directly mirrors principles of diachronic semantic change.
More comprehensive coverage is provided by review articles like Ellis (2002), Diessel (2007) and Boyd and Goldberg (2009). To begin with, usage-based models of construction learning assume that learners retain memory for concrete constructional exemplars and re-use these representations for later linguistic categorisations. This idea is not new. g. more + X, allgone + X). Since the idea of repetition and re-use is crucial for the overall approach, my review will first cover empirical evidence in its favour (from studies of child and adult language processing) before moving on to construction learning proper.
From the perspective of usage-based construction grammar with its emphasis on formmeaning pairings, it seems most natural to expect that children’s early schematisations take both formal and semantic properties into account: assuming that children start out from sets of item-specific ‘verb islands’ (Tomasello 1992) or ‘mini-grammars’ (Morris et al. g. kick and hit) that are only later connected to ever less similar items (know) until they have arrived at a fully schematic, adult-like construction (Goldberg 1999; Tomasello 2000b; cf.
Incipient Productivity by Arne Zeschel