The grammar network: How linguistic structure is shaped by language use. By Holger Diessel. Cambridge: Cambridge University Press, 2019. Pp. xviii, 290. ISBN 9781108671040. $110 (Hb).

Usage-based linguists and psychologists have produced a large body of empirical results suggesting that linguistic structure is derived from language use. However, while researchers agree that these results characterize grammar as an emergent phenomenon, there is no consensus among usage-based scholars as to how the various results can be explained and integrated into an explicit theory or model. Building on network theory, the current paper outlines a structured network approach to the study of grammar in which the core concepts of syntax are analyzed by a set of relations that specify associations between different aspects of a speaker’s linguistic knowledge. These associations are shaped by domain-general processes that can give rise to new structures and meanings in language acquisition and language change. Combining research from linguistics and psychology, the paper proposes specific network analyses for the following phenomena: argument structure, word classes, constituent structure, constructions and construction families, and grammatical categories such as voice, case and number. The article builds on data and analyses presented in Diessel (2019; The Grammar Network. How Linguistic Structure is Shaped by Language Use) but approaches the topic from a different perspective.

Review of:] H. Diessel. The grammar network. How linguistic structure is shaped by language use. Cambridge: Cambridge University Press, 2019

This research was intended to (1) describe the development of telling experience skill of the students of class VII E SMP Negeri 5 Negara through the implementation of pragmatic approach (principles of language use) accompanied by pair correction technique and correction by Teacher, (2) describe the steps of learning and teaching activities in the implementation of pragmatic approach (principles of language use) accompanied by pair correction technique and correction by Teacher to develop the skill of telling experiences by the students of VII E SMP Negeri 5 Negara, and (3) describe students’ response about the implementation of pragmatic approach (principles of language use) accompanied by pair correction technique and correction by teacher. The subjects of this research were students and teacher of bahasa Indonesia in SMP Negeri 5 Negara. This research used the two-cycle classroom action research. The data about the skill of telling experiences was gathered through test method analyzed by qualitative description method. The data about students’ response was gathered through questionnaire method analyzed by qualitative description and quantitative description. The result of the research showed that the implementation of pragmatic approach (principles of language use) accompanied by pair correction technique and correction by teacher can (1) develop the skill of telling experience by students, (2) be done through 19 appropriate learning steps, and (3) develop students’ positive response in telling experience. Bahasa Indonesia’s teachers is hoped to implement the pragmatic approach (principles of language use) accompanied by pair correction technique and correction by teacher to develop the skill of telling students’ experiences that make the teaching-learning activity can run conducive, creative, and innovative.

A Logical Framework for Grounding-based Dialogue Analysis

This article reviews The grammar network: How linguistic structure is shaped by language use 9781108671040

Sociolinguistic competence (henceforth SC)refers to the understanding ,or organization of the principles of language use that are determined by the features of the specific language use context ; it enables us to present language functions in ways that are appropriate to that context. The ability to adjust one's speech to fit the situation in which it is said is called sociolinguistic competence, and without this ability, even the most perfectly grammatical utterances can convey a meaning entirely different from that which the speaker intended. Post-graduate students (henceforth PGSs) find it difficult to communicate freely in the target language. The ‘de-emphasized’ status of this competence in educational practice has to do with the fact that it is closely related to the sociocultural part of acquiring a foreign language sociolinguistic confusion can make learners seem so inappropriate as to cause misunderstanding . For nonnative speakers, the misunderstandings they are often faced within the cross-cultural realization of communicative acts usually arise from their failure in appropriate use of pragmalinguistic and sociopragmatic competence. Without attempting to identify and discuss the features of the language use circumstances that determine the principles of language use. Cross cultural differences , results in misunderstandings between the speech participants, and can cause serious breakdowns in communication. These rules of speaking can be slowly acquired by the language learner as he/she is immersed in the target language culture; however, learning these rules through immersion is a time consuming process, with many rules going unnoticed for years, or even worse, never being acquired at all. important area of difficulty that PGSs face is communication. This study will focus on SC because it seems to be the most neglected aspect among the four categories of communicative competence in foreign language curriculum. When engaged in authentic communicative situations, they often lack some of the vocabulary or language items they need to get their meaning across. The study also aims at measuring SC of EFL Post Graduate Students and finding out whether there is significant differences between male and female students′ performance which leads to the level of sociolinguistics competence . A test has been constructed and its validity and reliability have been ascertained to measure SC among PGSs. Bachman and Palmer (1990:328) scale used to measure SC. The sample of this study applied 60 PGSs in Tikrit, Babel , Baghdad and Salahaddin Universities. The results of this study indicate that it is due in the methods of language teaching and the learning environment, which are unsuitable for learning a foreign language. Find difficulties in using English for communication.

Livro resenhado:DIESSEL, H. The Grammar Network: How language structure is shaped by language use. Cambridge: University Press, 2019.

Multi-Dimensional Summarization in Cyber-Physical Society

Martin Hilpert combines construction grammar and advanced corpus-based methodology into a new way of studying language change. Constructions are generalizations over remembered exemplars of language use. These exemplars are stored with all their formal and functional properties, yielding constructional generalizations that contain many parameters of variation. Over time, as patterns of language use are changing, the generalizations are changing with them. This book illustrates the workings of constructional change with three corpus-based studies that reveal patterns of change at several levels of linguistic structure, ranging from allomorphy to word formation and to syntax. Taken together, the results strongly motivate the use of construction grammar in research on diachronic language change. This new perspective has wide-ranging consequences for the way historical linguists think about language change. It will be of particular interest to linguists working on morpho-syntax, sociolinguistics and corpus linguistics.

Linguistics has drawn on the large quantities of authentic data contained in language corpora for several decades now. While debates continue regarding the nature and interpretation of such data, it is generally accepted that corpus methodologies offer a valuable perspective on language, one that complements the introspective and elicited data used in different sub-fields of linguistics. Increasingly, language corpora can be searched or downloaded over the Internet, and are now therefore very readily accessible. Many also include demographic or textual metadata that make them invaluable as data for sociolinguistics. While existing corpora may have some drawbacks (e.g. where the corpus design is not ideally suited to the study in hand, or available corpora do not have appropriate mark-up), they offer great savings in time and effort compared to creating a new corpus. Moreover, especially given the increasing availability of spoken texts in corpora, they constitute excellent resources for students of different levels, for teachers looking for a quick way to demonstrate a feature of language, and for researchers testing linguistic hypotheses.

Keeping track of who knows what in multiparty conversation despite severe memory impairment

Comparing Japanese and American interaction, Language, Social Structure, and Culture argues that language use is instrumental in the construction of social structure and culture. In order to ground the work in empirical evidence, verbal interaction in similar situations – Japanese and American cooking classes – is compared. Unlike other studies of verbal interaction, a genre analysis approach is used to examine regular patterns at three levels of language use: interaction, discourse, and grammar. Collectively, these patterns exhibit both similarities and differences across the classes in the two cultures, creating the unique event that has been institutionalized as a cooking class in each culture. In concluding, the author suggests that genre analysis is a useful approach for cross-cultural research in that it provides information about situation-specific language use, but also information about what aspects of linguistic structure are likely to become conventionalized across languages and cultures, across situations, and across time.

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Semantics is one of the core disciplines of philosophy of language. There are basically two strands of established theories: use-based and truth-conditional, with the latter being the dominant variety. This dominance has been questioned recently by linguists who embrace a research paradigm that is known as construction grammar. As construction grammar is use-based, it seems natural to suppose that its success is indirect support for use-based semantics in philosophy. This is true. But there's still a lot to do. Although there are use-based theories that fit quite well with current research in linguistics, they are far from being perfect. In particular, the most popular theory in that area is still tied to some of the main motivations behind truth-conditional semantics. ‘Constructions in Use’ offers an alternative by proposing to let this legacy go. Instead, it argues that philosophical semantics is best off if it goes for an entirely use-based theory. This series explores issues of mental representation, linguistic structure and representation, and their interplay. The research presented in this series is grounded in the idea explored in the Collaborative Research Center ‘The structure of representations in language, cognition and science’ (SFB 991) that there is a universal format for the representation of linguistic and cognitive concepts.

6 - Characteristics and principles of understanding and representation