Generative Grammar Research Articles

The Rise and Decline of the Liberal World Order and the Multilateral Trade System: A Critical-Constructivist Synthesis to International Regime Analysis

This article devises an analytical framework that synthesizes neo-Gramscian and social constructivist perspectives to dissect international regimes amid global hegemonic shifts. It portrays regimes as intersubjective constructs with unique social purposes within the broader hegemonic fabric, shaped by dominant ideologies and power distributions. The study examines the transition of the trade regime from General Agreement on Tariffs and Trade (GATT) to World Trade Organization (WTO) through the Uruguay Round (1986-1994) and the Doha Round’s deadlock since 2001. The article posits that the Uruguay Round marked a pivotal hegemonic transformation, transitioning the regime from embedded liberalism to neoliberalism by transforming its social purpose, norms, and generative grammar. Yet, this shift, which precipitated a legitimacy crisis within the WTO and was exacerbated by the Doha Round’s failure to regenerate neoliberal hegemony with a fresh synthesis of free trade and sustainable development, arguably rendered the WTO directionless and contributed to the fragmentation of global trade governance amidst emerging regional pacts and varied ideological visions of economic liberalism.

L2 cognitive construal and morphosyntactic acquisition of pseudo-passive constructions

Abstract Discussion of the theoretical underpinning of pseudo-passive constructions abounds in generative linguistics and comparative typology. However, the cognitive construal of and morphosyntactic acquisition of (un)grammatical English pseudo-passive constructions by Chinese-speaking L2-English users with different proficiency levels have never been investigated. It is worth examining whether proficiency level modulates constructional acceptability and cognitive construal, which would allow us to infer L2-English users’ morphosyntactic acquisition stages of pseudo-passive constructions. To fill this research gap, the study recruited 120 L2-English speakers with different levels of proficiency and 40 native English speakers to complete a grammaticality judgment test with an acceptance judgment scale from −2 to 2 for 40 ungrammatical pseudo-passive sentences and 40 fillers. Proficiency level significantly correlates with a firmer rejection of ungrammatical pseudo-passive sentences and cognitive construal which is more target-like. Significantly asymmetrical acceptance levels between two types of target ungrammatical constructions are also revealed for low (p = 0.002) and medium proficiency (p = 0.000) groups, demonstrating the type effect on grammaticality judgment and morphosyntactic acquisition.

Combining formal and functional approaches to variation in (morpho)syntax: Introduction to the special issue

Abstract This special issue examines the question of how both formal(ist) and functional(ist) accounts or elements of theorizing can contribute to the explanation of (morpho)syntactic variation. Are formal and functional approaches really irreconcilable with each other, as often seems to be taken for granted by their respective advocates? It will be argued instead that they are rather complementary and that both can make a valuable contribution to explaining linguistic variation, in synchronic as well as diachronic respects. The integration of ways of looking at a certain phenomenon or problem from the respective other camp is proven to provide a significant added value and should not be excluded. The volume focuses on several Germanic languages and dialects, more specifically on German, Dutch, and Swedish varieties. It unites different formal and functional perspectives and, not least, it considers also semantic and phonological factors. The models covered include different versions of generative grammar, information-based morphology, construction grammar/construction morphology, natural morphology, and sociolinguistics.

Learners restrict their linguistic generalizations using preemption but not entrenchment: Evidence from artificial-language-learning studies with adults and children.

A central goal of research into language acquisition is explaining how, when learners generalize to new cases, they appropriately restrict their generalizations (e.g., to avoid producing ungrammatical utterances such as *the clown laughed the man; "*" indicates an ungrammatical form). The past 30 years have seen an unresolved debate between statistical preemption and entrenchment as explanations. Under preemption, the use of a verb in a particular construction (e.g., *the clown laughed the man) is probabilistically blocked by hearing that other verb constructions with similar meanings only (e.g., the clown made the man laugh). Under entrenchment, such errors (e.g., *the clown laughed the man) are probabilistically blocked by hearing any utterance that includes the relevant verb (e.g., by the clown made the man laugh and the man laughed). Across five artificial-language-learning studies, we designed a training regime such that learners received evidence for the (by the relevant hypothesis) ungrammaticality of a particular unattested verb/noun + particle combination (e.g., *chila + kem; *squeako + kem) via either preemption only or entrenchment only. Across all five studies, participants in the preemption condition (as per our preregistered prediction) rated unattested verb/noun + particle combinations as less acceptable for restricted verbs/nouns, which appeared during training, than for unrestricted, novel-at-test verbs/nouns, which did not appear during training, that is, strong evidence for preemption. Participants in the entrenchment condition showed no evidence for such an effect (and in 3/5 experiments, positive evidence for the null). We conclude that a successful model of learning linguistic restrictions must instantiate competition between different forms only where they express the same (or similar) meanings. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

VERBALIZATION OF THE CONCEPT OF ABSENСE IN MODERN ENGLISH

The article is devoted to the study of the ways of expressing and representing the concept of ABSENCE in modern English. The article analyses how this concept is reflected in different linguistic forms and contexts, studies the lexical means by which the concept of absence is verbalised in English. The purpose of the proposed study is to determine the peculiarities of verbalisation of the universal concept of ABSENCE. The object of the analysis is the concept of ABSENCE, the subject of the study is its semantic and axiological features. The research material was based on 5 well-known English-language explanatory dictionaries. The methods of etymological analysis, which made it possible to identify the primary semantic characteristics of the ABSENCE concept; analysis of lexicographic sources, which allowed to form the first idea of the concept and the means of its expression; the method of semantic analysis, which helped to identify the conceptual features of the studied concept were used. The study examines the etymology of the English lexical unit nominating the ABSENCE concept, analyses the interpretation of the words representing the ABSENCE concept on the basis of dictionaries of the modern English language, identifies the main conceptual meanings and axiological characteristics of the analysed concept. It has been established that the universal, abstract concept ABSENCE in modern English is a multifaceted, semantically voluminous concept; it is verbalised with the help of the noun absence and the adjective absent. According to its etymological meaning, it developed as the absence or lack of presence. The ABSENCE concept is cognitively more negatively labelled. Based on the analysis of dictionary entries, the following features of the ABSENCE concept have been identified: existential absence, temporary absence, spatial absence, inaccessibility (unattainability), lack, lack of possession. We see the prospect of further research in the comparative analysis of the verbalisation of the concept of ABSENCE/ABSENSE in Ukrainian and English languages. The practical value of the research results lies in the possibility of using its materials and results in the development of theoretical and practical courses on the problems of general linguistics, cognitive linguistics, discourse studies, linguistic and cultural studies. The materials of the study can be reflected in lexicography in the compilation of cognitive dictionaries of basic concepts.

The morpho-syntax of question particles in Standard Arabic.

Unlike wh-question questions in Standard Arabic (SA), which received much attention in the past decades in different approaches within generative grammar, question particles (yes-no questions) in SA have not yet been studied thoroughly in minimalist syntax, and less attention has been paid to them. There is a need to analyze SA question articles and explore their syntactic behavior within minimalism. The reason why this topic has been selected for study is that SA question particles have not been investigated in detail yet in Chomsky's Phase Theory; it has not been analyzed how question particles are derived and represented morpho-syntactically in a clause structure. Therefore, this study aims to investigate the morpho-syntax of SA question particles and provide satisfactory answers to the following questions: (i) Do question particles in SA undergo any syntactic movement to [Spec-CP] in the derivation of yes-no questions? If not, why?, (ii) Are question particles based-generated in [Spec-CP]?, and (iii) How can question particles be accounted for neatly in Chomsky's Phase-based Theory? The paper adopts Chomsky's Phase Theory to examine the interaction between the assumptions of this theory and the SA data on question particles. The study findings reveal that, unlike English, question particles in SA do not undergo any syntactic movement while deriving yes-no questions and are assumed to be base-generated in [Spec-CP]. Such question particles are not part of the verb morphology and are merely morphological affixes used as devices to mark interrogativity in the syntax; they do not carry any agreement and tense features that trigger syntactic movement to the clause-initial position.

A cross-cultural analysis of the gestural pattern of surprise and surprise-disapproval questions

Abstract In this article, we address the issue concerning the gestural patterns in expressing surprise and disapproval across various languages and cultures. The results obtained so far point to an interesting, and in a sense rather surprising, uniformity. We consider two types of special questions: counter-expectational questions expressing surprise and surprise-disapproval questions, i.e., sentences expressing surprise with a negative orientation, and adopt an experimental design involving sentence repetition and spontaneous production. We focus on the realization of these sentences in Vietnamese, Korean and Japanese, which we compare with the results previously obtained for Italian and replicated for Neapolitan, Spanish and German. Our research is based on the Minimalist theoretical framework developed by Chomsky and scholars in the tradition of generative grammar.

Cognitive linguistics-inspired language instruction

Second language acquisition (SLA) or second/foreign language teaching has been influenced to various degrees by key linguistic theories, including structural linguistics (Bloomfield, 1933; Saussure, 1959), generative linguistics (Chomsky, 1957, 1965), systemic functional linguistics (Halliday, 1973), and, more recently, contemporary Cognitive Linguistics (CL; Goldberg, 1995; Lakoff, 1987, 1993; Langacker, 1987, 1991; Talmy, 1988, 2000), a theory composed of several related linguistic approaches often viewed as a response or complement to generative linguistics. While structural linguistics, generative linguistics, and systemic functional linguistics have each provided a theoretical impetus for one or more of the prominent language teaching methods or approaches over the past century (such as the Audiolingual method, the Natural method, and the Communicative Language Teaching method), CL, as a newcomer, has begun to exert a growing influence since the early 1990s. Given that the purpose of this research timeline article is to present a historical overview of the key thoughts and studies on CL-inspired approaches to instructed second language acquisition (ISLA),1 a brief discussion of CL's main differences from the other linguistic theories and its key theoretical tenets is in order.

Exploring Repeated Linguistic Translations in Contemporary Arab Culture: Revisiting Generative Linguistics Translated Works

Exploring Repeated Linguistic Translations in Contemporary Arab Culture: Revisiting Generative Linguistics Translated Works

The Characteristics of Korean Artists in Pronouncing English Words on Korean Reality Shows: A Generative Phonology Perspective

The Characteristics of Korean Artists in Pronouncing English Words on Korean Reality Shows: A Generative Phonology Perspective

Advancing semantic and pragmatic theoretical frameworks through an analysis of Taylor Swift's "Look What You Made Me Do"

Semantics and pragmatics, as theoretical frameworks, continue to prove their appropriateness in the examination of literary texts and conversations, as well as in songs and music. This denotes that the two theoretical frameworks cannot solely be constricted within the parameters of general linguistics; instead, they are applicable to other disciplines or subject areas. In view of this fact, this article aims to uncover the covert meanings in Taylor Swift's "Look What You Made Me Do" lyrical song. To do this, semantic and pragmatic theoretical frameworks are applied, while the song itself is acknowledged as a primary source of data. The objective of this article is to demonstrate the development of semantics and pragmatics, as theoretical perspectives, and the ways in which meaning can be explicated using these theoretical perspectives in the chosen song and other areas of interest. Ultimately, the overall objective is to demonstrate how words, phrases and sentences may be understood differently by language users. The results and discussions validate that Taylor Swift uses different linguistic techniques, as well as metaphorical expressions to communicate her message to her audience. Nevertheless, such abilities of this singer and songwriter may not always be clear to everyone, hence the necessity to apply semantic and pragmatic theoretical lenses. The closing remarks underline the importance of continuing to develop the two theoretical perspectives beyond the limitations of general linguistics. In addition to this, the closing remarks underscore the synergetic relationship that exists between language and music.

THE ROLE OF LEGAL DISCOURSE IN MODERN LINGUISTICS

In this article, the role of legal discourse in modern linguistics and its connection with other areas of linguistics is highlighted. Although the concept of legal discourse is not new in science, it is important to study it deeply from the linguistic point of view. Because it is one of the types of discourse that has not been thoroughly studied in linguistics, despite the fact that it is separated from political discourse. Based on the definitions given in the article, we can say that recently, the development of internal statehood in the world civilization, the rule of law in society is increasing, the demand for legal language and legal literacy is also increasing. Sometimes universally recognized concepts are updated and refined over the years in the process of globalization. This means the task of gaining a deep understanding of legal discourse, including legal discourse. Based on this, it should be said that the history of discourse, its origin, and the role of legal discourse in general linguistics are covered in detail in this study. It is noted that this type of discourse is closely related to many aspects of the linguist, so it is stated that the task of studying it is also important. In addition, special features of the legal discourse are also discussed.

A Psycholinguistic Study of the Language of Under-Five Users of English

This research is a psycholinguistic study of the language of Nigerian children under the age of five years. The purpose of this investigation is to explore the process through which the under-five children acquire and use language including their cognitive development. A review of related materials formed the basis of our procedure. Data was collected from informants through spontaneous speeches, personal interviews and oral tests. Two nursery schools provided the data for this study. They are Delta State University Staff School, Abraka and Awaike Primary School, Abraka. The theoretical framework adopted for this study is Chomsky’s Transformational Generative Grammar. Data collected was grouped and built into tables for analysis based on the hypotheses tested. The results of the analysis revealed that both innate and environmental factors are responsible for the acquisition of language by children under five years of age. The research, therefore, recommends that since language acquisition by children is greatly influenced by adults’ utterances, adults should be mindful of how words are pronounced since children learn by imitation.

Phonological Processes Triggered by Means of Verbs Conjugation in Bantu Languages

This study explores the complex relationship between phonological processes and verb extensions, focusing on the concept of word elasticity, which describes the transformations words undergo based on linguistic contexts. Anchored in the Generative Phonology Theory, which postulates a transition from underlying representation to surface structure, the research aims to understand the phonological outcomes stemming from verb extension morphology, particularly in Bantu languages. Employing a qualitative approach through a documentary systematic review of peer-reviewed literature and academic articles across diverse languages, findings reveal multiple phonological processes, such as elision, assimilation, and palatalization, demonstrating the dynamic shifts induced by verb conjugations. The study concludes that understanding the interplay between morphology and phonology is fundamental, emphasizing the transformative nature of verb extensions in shaping phonological processes across languages.

MUSA ADİLOVUN TƏDQİQATLARINDA NƏZƏRİ DİLÇİLİYİN METODOLOJİ ƏSASLARI

Methodological Foundations of Theoretical Linguistics in Studies of Musa Adilov Summary As a result of the conducted research, we can see that Musa Adilov was a linguist-scientist with invaluable services in the study of theoretical linguistics. He started his research on general linguistics with the oldest history of the language and brought a number of scientific innovations to the language. The author's scientific articles published in the book "Linguistic Problems" are considered to be successful linguistic materials, both linguistically and methodologically. In the book, various concepts existing in the language are presented to the readers together with the scientific experience of the author. These materials are also considered important examples in the development of various fields of linguistics. Key words: Musa Adilov, theoretical linguistics, language, general linguistics, linguistic problems

CONCEPTUAL FUNDAMENTALS OF THE CATEGORY OF TAXIS

The article comprises the analysis of various standpoints on conceptual bases of taxis category in general linguistics, particularly in functional grammar. Different descriptions and definitions of available approaches towards the taxis phenomenon and their synthesis in language theory are also discussed in the paper.

Assimilation of the Batak Angkola Language in Pintu Padang, North Sumatra, Indonesia

The objective of this research is to describe the assimilation process in the Toba Batak language, specifically as it is spoken in Pintu Padang Village, located in North Sumatra, Indonesia. Assimilation is a type of sound change that is not the same to become the same or almost the same. This process can occur between segments in a word and between components in compound words. So, it is essential to formalize it by describing the sound features that undergo these changes. The data was gathered through observation and interviews. Listening to Batak Angkola speakers communicate with one another allowed for observations. Simultaneously, interviews were conducted by directly interviewing informants who were chosen based on particular criteria. Three individuals were interviewed using a structured interview format. In addition, a set of unstructured interviews was carried out with several other speakers. For this purpose, a generative phonology approach is used. Data analysis was carried out by the distributional method with the segmenting immediate constituents technique. After that, the distinctive features of the sound are explained. The results of this research show that assimilation took place in nasal consonants [m], [n], and [ŋ], which met the consonants [k], [p], [s], [t], [l], and [c]. The sounds [m], [n], and [ŋ] appear in the forms [p], [t] and [k], respectively. Then, the sound [n] appears in the form [l] and [c] when it meets the sounds [l] and [c] too. Generally, it can be inferred that sound modifications in the form of assimilation are homorganic.

A PRAGMATICALLY ORIENTED APPROACH TO GENERATIVE LINGUISTICS

The annotated paper examines the possibility of creating an original grammatical system when teaching a new language. The pragmatic approach to generative linguistics was the methodology of language acquisition using a unified model of the Russian sentence. The article discusses algorithms of sentence modelling at two levels: external and internal, based on the theories of N.Chomsky and L.Teniers. The external level includes the construction of a unified sentence structure from the deep structure to the surface structure according to N.Chomsky. And the internal level includes the structural correlation of model elements as the content of the unified sentence structure itself -according to L.Tenier. The theories of N.Chomsky and L.Teniers defined all models as a union of components and reflected in the same models the relations of hierarchy between the components. The study demonstrates a way of teaching foreign speakers the language with the help of the author’s theory of algorithmic syntax.

Phonological processes triggered by means of verbs conjugation

This study explores the complex relationship between phonological processes and verb extensions, focusing on the concept of word elasticity which describes the transformations words undergo based on linguistic contexts. Anchored in the Generative Phonology Theory, which postulates a transition from underlying representation to surface structure, the research aims to understand the phonological outcomes stemming from verb extension morphology, particularly in Bantu languages. Employing a qualitative approach through a documentary systematic review of peer-reviewed literature and academic articles across diverse languages, findings reveal multiple phonological processes, such as elision, assimilation, and palatalization, demonstrating the dynamic shifts induced by verb conjugations. The study concludes that understanding the interplay between morphology and phonology is fundamental, emphasizing the transformative nature of verb extensions in shaping phonological processes across languages.

Investigating Syntactic Transfer from English to Korean in Neural L2 Language Models

This paper investigates how the grammatical knowledge obtained in the initial language (English) of neural language models (LMs) influences the learning of grammatical structures in their second language (Korean). To achieve this objective, we conduct the now well- established experimental procedure, including (i) pre-training transformer-based GPT-2 LMs with Korean and English datasets, (ii) further fine-tuning them with a specific set of Korean data as L1 or L2, and (iii) evaluating them with the test data of KBLiMP while analyzing their linguistic generalization in L1 or L2. We have found negative transfer effects in the comparison between English as L1 and Korean as L2. Furthermore, in the trajectory analysis, the second language-learning LM has captured linguistic features of Korean including syntax, syntax-semantics interface, and morphology during the progressive training step. Our study of second language learning in LMs contributes to predicting potential syntactic challenges arising from the interference by the L1 language during the learning of Korean as a foreign language.