Download PDF by Ellen Contini-Morava, Yishai Tobin: Between Grammar and Lexicon
By Ellen Contini-Morava, Yishai Tobin
This quantity has its origins in a subject consultation entitled: “Lexical and Grammatical class: comparable or Different?” from the 5th overseas Cognitive Linguistics convention. It comprises topic consultation shows, extra papers from that convention, and a number of other invited contributions. the entire articles discover the connection among lexical and grammatical different types, either illustrating the shut interplay, in addition to wondering the stern dichotomy, among them. This quantity promotes a holistic view of type reflecting practical, cognitive, communique, and sign-oriented techniques to language that have been utilized to either the grammar and the lexicon.
The quantity is split into components. half I, quantity and Gender platforms throughout Languages, is extra subdivided into 3 sections: (1) Noun class; (2) quantity structures; and (3) Gender structures. half II, Verb platforms and components of Speech throughout Languages, is split into sections: (1) stressful and element and (2) elements of Speech. The analyses signify a various diversity of languages and language households: Bantu (Swahili), Guaykuruan (Pilagá), Indo-European (English, Russian, Polish, Bulgarian, Macedonian, Spanish) and Semitic (Hebrew).
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Additional info for Between Grammar and Lexicon
M-papai “papaya tree” [Cl. 3], Ø-papai “papaya fruit” [Cl. 5]). These two classes thus overlap partially in content. Despite the caveat, however, the majority of Swahili nominal stems do occur mainly in just one class (or pair of singular–plural classes), and the stems grouped together by virtue of their shared prefix (or in the case of prefixless Cl. 9/10, by virtue of their shared agreement pattern) form sets with varying degrees of internal semantic coherence. The most coherent set are the noun stems associated with Classes 1–2 (with prefixes m1- and wa- respectively), consisting entirely of nouns denoting animate beings, virtually all human.
387–394. Contini-Morava, Ellen. 1995. “Introduction: On Linguistic Sign Theory”. Contini-Morava and Sussman Goldberg 1995. 1–39. ——— and Barbara Sussman Goldberg. 1995. Meaning as Explanation: Advances in Linguistic Sign Theory. Berlin: Mouton de Gruyter. Dinneen, Francis P. 1967. An Introduction to General Linguistics. New York: Holt, Rinehart and Winston. Diver, William. 1995. “Theory”. Contini-Morava and Sussman Goldberg 1995. 43–114. Fillmore, C. , P. Kay, and C. O’Connor. 1988. 501–538. Goldberg, Adele E.
But there is also a set of u- prefixed nouns that can have plural counterparts in either Class 9/10 or Class 6, with a diﬀerence in semantic interpretation. These are illustrated in (5) below: (5) Class 11 nouns that have plurals in Classes 9/10 and 6, with diﬀerence in message: nyoya (9/10) “feathers/hairs” (a plurality) unyoya “feather, hair” manyoya (6) “feathers/hair” (a collectivity) nyuta13 (9/10) “bows” uta “bow” mata (6) “bow and arrows” (a set) shanga (9/10) “beads” ushanga “bead” mashanga (6) “string of beads” nyasi (9/10) “blades of grass” unyasi “blade of grass” manyasi (6) “grass” (collective) As shown by these examples, ma- plurals convey a collective message whereas Cl.
Between Grammar and Lexicon by Ellen Contini-Morava, Yishai Tobin