Form-function Mappings Research Articles

A Typology of Tonal Exponence

This paper presents a typology of tonal exponence. Couched within an ive Word-and-Paradigm approach to morphology, the present study builds on previous studies on exponence typology and morphological organization by extending it to the study of tone. About half the languages of the world have tone systems, and tone is an important dimension in the morphologies of numerous languages. Tone is therefore a necessary part of a comprehensive typology of exponence. This paper shows that like segmental exponents, tonal exponents may be involved in a diversity of form-function mappings, but they also pose unique challenges due to their autosegmental nature. This study aims to advance our understanding of the role of tone in the organization of morphological systems by addressing deviations from form-function isomorphism, polyfunctionality, morphomic distributions, paradigmatic layers, and inflectional class organization. It is argued that the attested diversity of form-function mappings constitutes an empirical argument for a paradigm-based view of morphology, where the attested diversity is taken at face value and the range of encoding strategies are treated as equivalent, as opposed to choosing form-function isomorphism as the theoretical ‘ideal’.

Acquisition of modal readings of the Imperfect tense in L2 Spanish

ABSTRACT The Imperfect/Preterite aspectual contrast is one of the most studied topics in Spanish as a second language research. However, there are few works focused on describing the acquisition of modal uses of the Imperfect by L2 speakers. This paper investigates the L1 Russian L2 Spanish speakers’ mastery of politeness, evidential and nonfactual modal values of the Imperfect. Based on a Timed Acceptability Judgments Task (TAJT), this study examines the degree of acceptability of Imperfect forms in modal contexts in three groups of advanced level L2 Spanish learners. The results show that only the Imperfect of politeness achieves acceptance rates similar to those of native speakers at the most advanced levels of proficiency. The high degree of lexicalization of some imperfect forms, which function as pragmatic routines in certain communicative situations, is alleged to facilitate this tendency. In contrast, the evidential and nonfactual Imperfect forms present greater challenges for the L2 Spanish speakers. The results of our study indicate that (i) the imperfect forms are not recognized as legitimate alternatives for marking evidentiality and nonfactuality and (ii) reflect a partial form-function mapping of learners’ knowledge of the Imperfect and its associated values.

The acquisition of English modal constructions: a corpus-based analysis.

The English modal system is complex, exhibitingmany-to-one, and one-to-many, form-function mappings. Usage-based approaches emphasise the role of the input in acquisition but rarely address the impact of form-function mappings on acquisition. To test whether consistent form-function mappings facilitate acquisition,we analysed two dense mother-child corpora at age 3 and 4. We examined the influence on acquisition of input features including form-function mapping frequency and the number of functions a modal signifies, using innovative methodological controlsfor other aspects of the input (e.g., form frequency) and child characteristics (e.g., age as a proxy for socio-cognitive development). The children weremore likely to produce the frequent modals and form-function mappings of their input but modals with fewer functions in caregiver speech did not promote acquisition of these forms. Our findings support usage-based approaches to language acquisition and demonstrate the importance of applying appropriatecontrols when investigating relationships between input and development.

The acquisition of contrastive focus during online sentence-comprehension by children learning mandarin Chinese.

Contrastive focus, conveyed by prosodic cues, marks important information. Studies have shown that 6-year-olds learning English and Japanese can use contrastive focus during online sentence comprehension: focus used in a contrastive context facilitates the identification of a target referent (speeding up processing), whereas focus used inappropriately in a noncontrastive context misleads listeners to predict an incorrect referent, hindering the identification process (Ito et al., 2012, 2014). In Mandarin Chinese, the mapping between prosodic form and contrastive focus is less transparent, potentially delaying the acquisition of contrastive focus. This study assessed the online processing of contrastive focus by 196 Mandarin-speaking 4-10-year-olds and 34 adults in China, using the visual world paradigm. Stimuli contained a target NP in a mini discourse, with focus being used in contrastive (Experiment 1) versus Noncontrastive contexts (Experiment 2). Experiment 1 showed that the appropriate use of prosodic form for contrastive focus facilitated the identification of a target referent for 7-10-year-olds and adults, though not younger children. Experiment 2 showed that the inappropriate use of prosodic form for contrastive focus slowed the identification process only for 10-year-olds and adults. Thus, whereas 7-10-year-olds are sensitive to prosodic form for contrastive focus, only 10-year-olds use it as a primary cue to predict an upcoming referent like adults. The acquisition of contrastive focus in Mandarin is therefore a gradual process, with children showing sensitivity to contrastive focus during the early school years, and developing adult-like form-function mapping between prosody and focus until the end of primary school. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Organismal form constrains the evolution of complex lever systems in Neotropical cichlid four-bar linkages.

The diversification of functional traits may be limited by the intrinsic constraints of organismal form (i.e., constructional constraints), owing to the differential investment in different anatomical structures. In this study, we test whether overall organismal form impacts the evolution of shape and function in complex lever systems. We examined the relationship between four-bar shape and overall head shape in two four-bar linkage systems: the oral-jaw and hyoid-neurocranium systems in Neotropical cichlids. We also investigated the strength of form-function mapping in these four-bar linkages and the impact of constraining head shape on these correlations. We quantified the shape of the head and two four-bar linkages using geometric morphometrics and compared these with the kinematic transmission coefficient of each linkage system. The shapes of both linkages were strongly correlated with their mechanical properties, and head shape appears to constrain the shape of both four-bar linkages. Head shape induced greater integration between the two linkages, was associated with stronger form-function correlations and higher rates of evolution in biomechanically important features. Head shape constraints may also contribute to a weak but significant trade-off in linkage kinematics. Elongation of the head and body, in particular, appears to minimize the impact of this trade-off, possibly through maximizing anterior-posterior space availability. However, the strength of relationships between shape and function, and the impact of head shape differed between the two linkages, with the hyoid four-bar in general showing stronger form-function relationships despite being more independent from head shape constraints.

Testing the effects of congruence in adult multilingual acquisition with implications for creole genesis

Linguists from across sub-disciplines have noted that congruence (i.e., form-function mapping) across languages in contact seems to affect acquisition and play a role in language emergence (e.g. Creole genesis). However, because congruence is often confounded with other variables (e.g., frequency, language type, speakers' proficiency levels, perceptual salience, semantic transparency), it remains unclear whether congruence per se benefits learners. In this paper, we provide an experimental test of the effects of congruence on acquisition through an artificial language-learning experiment involving English (L1) and two artificial languages (Flugerdu and Zamperese). English-speakers who identified as “native” (i.e., first-language) speakers (N = 163) were randomly assigned to one of four conditions, varying which of the three languages expressed negation with congruent forms: all three languages; only Flugerdu and Zamperese; only English and Flugerdu; or none. Our findings show that participants better acquired the negation morpheme when the form was congruent with negation in English but not when the two artificial languages alone shared a congruent form. We likewise found unanticipated spillover effects in which participants better acquired the vocabulary and grammar of the artificial languages when all three languages had congruent negation forms. These findings provide insight into the effects of congruence on language acquisition in multilingual environments and Creole language formation.

Polyfunctional argument markers in Ket

Polyfunctionality refers to cases in which the same formal material is systematically reused with different functions. It represents a type of complexity of exponence, wherein there is a non-one-to-one mapping between function and form. Much recent work in morphology has emphasized the role of implicative structure in resolving the communicative challenges associated with complex form-function mappings. However, previous work has focused almost entirely on complexity of exponence as a challenge for the speaker predicting novel forms (knowing how to encode information), and very little on the challenge for the listener in decoding novel forms. It also has focused almost exclusively on inflectional paradigms, and has not explored how other types of implicative structure might be important in languages with diverse morphological systems. This paper investigates the role of syntagmatic (i.e. word-internal) implicative structure in Ket (Yeniseian, Siberia), a polysynthetic language with numerous polyfunctional markers. It is shown that such markers are organized into networks of implicative relations with one another, wherein less polyfunctional markers along a scale of polyfunctionality disambiguate the function of more polyfunctional markers. This allows uncertainty with regard to their function in any particular instance to remain low. The Ket data make wider typological predictions for the relationship between complexity of exponence and implicative structure.

Mapping out the disciplinary variation of syntactic complexity in student academic writing

This study investigated disciplinary variation with respect to syntactic complexity in students' written academic texts from the British Academic Written English (BAWE) corpus. We measured syntactic complexity using the Tool for Automatic Analysis of Syntactic Sophistication and Complexity and then conducted quantitative and qualitative analyses to examine the disciplinary differences across four disciplinary groups and 31 disciplines. The analyses identified statistically significant variation in length, subordination, coordination, phrasal sophistication, and overall sentence complexity among the disciplinary groups as well as disciplines, which was discussed from a form-function mapping perspective. This study also revealed the systematic variation and form-function mappings of syntactic complexity in discipline-specific academic writing in both disciplinary groups and disciplines. Pedagogically, these findings can be incorporated into the curriculum design and class instruction to cultivate students’ discipline-specific academic literacy.

The features and factors in the acquisition of English existential constructions at the syntax-pragmatics interface by Chinese learners.

This study adopted a mixed-method study design to investigate the acquisitional features of English existential constructions at the syntax-pragmatics interface by Chinese learners, and explore the factors for non-native performance from the perspective of the Interface Hypothesis. A questionnaire was administered online to 300 Chinese learners of English and 20 English natives at a university in China, which included a picture description test and a context-matching test. Follow-up interviews were conducted with 30 Chinese learners. The experimental data were conducted using comparing means and generalized linear mixed model. Results showed that Chinese learners overproduced existential constructions and reached a native-like level until the advanced stage. Moreover, Chinese learners displayed different preference patterns for existential constructions from English natives, and basically reached a native-like level by the intermediate stage. The qualitative data provided possible explanations for non-native performance. The analysis revealed that non-native performance in production attributed to L1 negative transfer and input frequency, while that in comprehension resulted from underspecification of form-function mapping, input frequency and contexts. Based on the findings, some implications on syntax-pragmatics teaching and L2 interface studies are provided.

Developing spoken requests during UK study abroad

Abstract The present study tracks the longitudinal pragmatic development of spoken requests by Japanese, adult learners of English during an academic year abroad, and aims to examine whether and how their requestive performance develops over time in high and low-imposition situations. Data were collected at three points of the academic year using oral, virtual role plays, and semi-structured group interviews. Data analysis examined the type and frequency of request strategies and modification devices employed by the group over time. Findings revealed that there were only some pragmatic gains (e.g., a slight drop in the use of want statements) as learners were very slow in adopting a new form-function mapping and expanding their pragmalinguistic repertoire. They relied on (and overused) a limited set of request sequences and had clear preferences for particular ways to express (in)directness, confirming that pragmatic gains might often be small, and development may follow a non-linear trajectory.

What’s Wrong with “What is your name?” > “Quel est votre nom?”:Teaching Responsible Use of MT through Discursive Competence and Metalanguage Awareness

In this article, a learner-centered pedagogical process for scaffolding a deliberate use of MT is presented with the goal of promoting student agency and personal expression. By developing awareness that translations entail contextually-sensitive options, students learn to critically assess different forms while actively engaging with translation software. Grounded within SLA research on interaction and negotiation of meaning, our meta-translation feedback circuit supports form-function mappings whereby students analyze and potentially adjust machine-generated translations. Within this functional approach, each component involves a series of questions adaptable to varying proficiency levels and languages. The first set invites students to situate the speech activity within its sociopragmatic context and to make explicit connections with recently studied topics. The second set helps students investigate MT’s output through a formal language analysis of referents within and across sentences. The third focuses on integration by checking for adequacy of fit between forms and situated meaning. The feedback circuit is illustrated in the context of a 3rd semester French course and is followed by pedagogical strategies applicable to any foreign language classroom. Embedding computer-aided translation into an otherwise traditional L2 task represents an opportunity to foster dialogue on MT, create a teacher-mediated metalinguistic analysis of MT output, connect with the language learners’ ‘toolbox’, and support intentional engagement with the activity itself.

DO L1-L2 DIFFERENCES IN DISCOURSE PROCESSING REFLECT PROCESSING DEMANDS OR DIFFICULTY OF FORM-FUNCTION MAPPING?

AbstractWe examined what causes L1-L2 differences in sensitivity to prominence cues in discourse processing. Participants listened to recorded stories in segment-by-segment fashion at their own pace. Each story established a pair of contrasting items, and one item from the pair was rementioned and manipulated to carry either a contrastive or presentational pitch accent. By directly comparing the current self-paced listening data to previously obtained experimenter-paced listening data, we tested whether reducing online-processing demands allows L2 learners to show a nativelike behavior, such that contrastive pitch accents facilitate later ruling out the salient alternative. However, reduced time pressure failed to lead even higher proficiency L1-Korean learners of English to reach a nativelike level, suggesting that L2 learners’ nonnativelike processing and representation of the prominence cue in spoken discourse processing can be due to the inherent difficulty of fully learning a complex form-function mapping rather than to online-processing demands.

Investigation of L2/Ln Pragmatic Competence: Its Core and Route Map.

How to use language properly and acquire the capacity for language use has become the focus of linguists and philosophers for centuries. Therefore, pragmatic competence underlying language use arouses enormous interests of language acquisition practitioners. This study reveals the core properties of various models or theories of pragmatic competence, such as the communicative componential models, the form-function mapping proposal of the functionalist, the tripartite cognitive model, and the current integrated model of pragmatic competence. The common core includes (but not limited to) integration of thought and communication, one uniform pragmatic mechanism, dynamic form-function mapping, and complementarity between grammatical and pragmatic competences. With the findings as a departure, a brief outline for further investigation of pragmatic competence is proposed finally, including pathological and neurobiological examination of pragmatic competence.

Constructivist Approaches to First Language Acquisition

Constructivist approaches to language acquisition predict that form-function mappings are derived from distributional patterns in the input, and their contextual embedding. This requires a detailed analysis of the input, and the integration of information from different contingencies. Regarding the acquisition of morphology, it is shown which types of information leads to the induction of (lexical) categories, and to paradigm building. Regarding the acquisition of word order, it is shown how languages with fixed or variable word order profit from stable syntactic hyperschemas, but require a more detailed analyses of the form-function contingencies to identify the underlying, more specific semantic, syntactic and morphological patterns. At a theoretical level, it is shown how findings from acquisition and processing converge into new linguistic theories that aim to account for regular as well as irregular phenomena in language.

The Online Processing of Causal and Concessive Relations: Comparing Native Speakers of English and German

ABSTRACT This article presents a self-paced reading study comparing the online processing of interclausal discourse relations in native speakers of English and German. The study aims to contribute to two overarching questions: First, it puts to the test the so-called causality-by-default hypothesis, which states that causality is a default assumption, whereas concession is less inferable and thus cognitively inherently more complex. Second, it explores the hypothesis that native speakers of English rely more strongly on online inference than native speakers of German. This hypothesis derives from the well-established description of English as exhibiting looser form-function mappings than German. The results of three self-paced reading experiments (one lab-based, two crowdsourced) confirm that readers of German benefit significantly more from the presence of interclausal connectives than readers of English. Moreover, as expected, concessive connectives provide greater processing advantages than causal ones in both languages. Finally, the bias to take causality for granted is only found in English, whereas readers of German do benefit from the presence of causal connectives. It is argued that an account inspired by typological and information-theoretic perspectives is best suited to accommodate these results.

Future or Movement? The L2 Acquisition of Aller + V Forms

This study aims to advance the understanding of the impact of the discursive context in the form-function mappings of aller + V forms by native speakers (NSs) and learners of French (NNSs), and to further knowledge about the developmental patterns of use of such forms at three proficiency levels (lower intermediate, upper intermediate, and advanced). While aller + V is often referred to as a periphrastic future form, i.e., a way to express temporal reference, it also takes a range of diverse semantic values (including spatial, aspectual, and modal values), and discursive functions. We therefore set out to examine data from a cross-sectional oral narrative and a longitudinal semi-guided interview task to find out to what extent aller + V forms are used by NSs and NNSs in a study abroad context. Our main results show that at lower intermediate level, spatial values dominate, while temporal and modal values emerge at upper intermediate and advanced levels. As regards the discursive functions of aller + V, learners make context appropriate choices (among others, narrative function in oral narratives, and stance-marking in interviews), but even at advanced level, their range of semantic values and discursive functions is more restricted than native speakers’.

A Correlative Study on Epistemic Modal Use and Tolerance of Ambiguity: Based on Functionalist Theories in Second Language Acquisition

Given the importance of epistemic modal use in academic writing, this study aims to investigate how well Chinese PhD students use English epistemic modals and whether their achievement in using English epistemic modals is correlated with their degree of Tolerance of Ambiguity (TOA) as a learning style. Fill-in-the-blank exercises were designed to test the participants’ use of epistemic modal verbs in English. Based on theories about matching, embedding and form-function mapping in second language learning, this study analyzed the errors that participants made when they chose modal forms in English to express epistemic functions/meanings conveyed by Chinese modal verb “会” (hui) in different syntactic contexts. A questionnaire survey was conducted to measure the participants’ degree of TOA and IBM SPSS 26.0 was used for statistical calculation of the correlation coefficient between the participants’ scores of TOA and their scores in using epistemic modal verbs. It was found that the degree of TOA is significantly correlated with epistemic modal use, i.e., the less tolerant of ambiguity a participant was, the less successfully he/she did in using epistemic modal verbs. The results of this study carry implications for language teaching and indicate the necessity of enhancing acquisition of epistemic modality and raising students’ tolerance of ambiguity.

Towards the Synergy of Genre- and Corpus-Based Approaches to Academic Writing Research and Pedagogy

This paper outlines the research agenda of a framework that integrates corpus- and genre-based approaches to academic writing research and pedagogy. This framework posits two primary goals of academic writing pedagogy, that is, to help novice writers develop knowledge of the rhetorical functions characteristic of academic discourse and become proficient in making appropriate linguistic choices to materialize such functions. To these ends, research in this framework involves 1) compilation of corpora of academic writing annotated for rhetorical functions, 2) analysis of the organization and distribution of such functions, 3) analysis of the linguistic features associated with different functions, 4) development of computational tools to automate functional annotation, 5) use of the annotated corpora in academic writing pedagogy, and 6) exploration of the role of form-function mappings in academic writing assessment. The implications of this framework for promoting consistent attention to form-function mappings in academic writing research, pedagogy, and assessment are discussed.

The Emergence of Second Language Categorisation of the English Article Construction

This study examines the emergent cognitive categorisation of the English article construction among second language (L2) learners. One hundred and fourteen Mandarin-L1 learners of English, divided into two L2 proficiency levels (low-to-intermediate and advanced), were measured by a computer-based cloze test for the accuracy and response time of appropriate use of English articles in sentential contexts. Results showed that when learners acquired the polysemous English article construction they demonstrated stronger competence in differentiating individual form-function mappings in the article construction. L2 learners’ patterns of article construction usage were shaped by semantic functions. Learners performed better on the definiteness category than on the non-definiteness categories, suggesting that learners were sensitive to the prototypicality of nominal grounding. Advanced learners demonstrated an increased sensitivity to semantic idiosyncrasy, but they lacked contextualised constructional knowledge. Competition among the functional categories and restructuring of functional categories are important ways of regularization that learners go through to acquire semantically complex systems such as articles.

How cool is that! A new \u2018construction\u2019 and its theoretical challenges

This paper deals with the controversial connection between sentence type and illocutionary force. I focus on wh-configurations of the form How cool is that! and demonstrate that this recent phenomenon presents some interesting challenges to approaches that are concerned with the illocutionary potential of sentence forms. In particular, the exclamation component of How cool is that! cannot be derived from features of exclamative syntax, but rather is a cumulative effect of exclamative intonation, the respective adjective, and the degree reading of how. However, the V-to-C-movement property results in a special pragmatics that proper exclamatives (i.e., without V-to-C movement: How cool that is!) lack. I claim that How cool is that! asks for affirmation or objection on the part of the addressee, and that this addressee-oriented component is signaled by a dedicated class of modal particles in the German version(s) of How cool is that! To analyze these addressee-oriented exclamations (A-EXCs), I adopt a syntactic approach to the connection between sentence types and their potential illocutionary uses and thus argue that this connection is by no means arbitrary and unrestricted. I show that both the special pragmatic function of How cool is that! and the corresponding distribution of modal particles in the German counterparts can be accounted for by referring to a compositional conception of sentence-type meanings, and I hence disagree with recent approaches that deal with How cool is that! and its counterparts in German as constructions (i.e., arbitrary form-function mappings) only.