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Academic literature on the topic 'Utterances pairing'
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Journal articles on the topic "Utterances pairing"
1
Du Bois, John W. "Towards a dialogic syntax." Cognitive Linguistics 25, no. 3 (August 1, 2014): 359–410. http://dx.doi.org/10.1515/cog-2014-0024.
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AbstractThis paper argues for the need to recognize a new order of syntactic phenomena, and for a theory of syntax capable of addressing it. Dialogic syntax encompasses the linguistic, cognitive, and interactional processes involved when speakers selectively reproduce aspects of prior utterances, and when recipients recognize the resulting parallelisms and draw inferences from them. Its most visible reflex occurs when one speaker constructs an utterance based on the immediately co-present utterance of a dialogic partner. Words, structures, and other linguistic resources invoked by the first speaker are selectively reproduced by the second. The alignment of utterances yields a pairing of patterns at varying levels of abstraction, ranging from identity of words and affixes, to parallelism of syntactic structures, to equivalence of grammatical categories and abstract features of form, meaning, and function. This mapping generates dialogic resonance, defined as the catalytic activation of affinities across utterances. The key unit of analysis is the diagraph, recognized as a higher-order, supra-sentential syntactic structure that emerges from the structural coupling of two or more utterances. Dialogic syntax goes beyond traditional linear syntax to recognize as integral to the task of syntactic analysis a new kind of structural relation that arises between otherwise independent sentences.
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Özyürek, Asli. "How children talk about a conversation." Journal of Child Language 23, no. 3 (October 1996): 693–714. http://dx.doi.org/10.1017/s0305000900009004.
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ABSTRACTThis study investigates how children of different ages talk about a conversation that they have witnessed. 48 Turkish children, five, nine and thirteen years in age, saw a televised dialogue between two Sesame Street characters (Bert and Ernie). Afterward, they narrated what they had seen and heard. Their reports were analysed for the development of linguistic devices used to orient their listeners to the relevant properties of a conversational exchange. Each utterance in the child's narrative was analysed as to its conversational role: (1) whether the child used direct or indirect quotation frames; (2) whether the child marked the boundaries of conversational turns using speakers' names and (3) whether the child used a marker for pairing of utterances made by different speakers (agreement-disagreement, request-refusal, questioning-answering). Within pairings, children's use of (a) the temporal and evaluative connectivity markers and (b) the kind of verb of saying were identified. The data indicate that there is a developmental change in children's ability to use appropriate linguistic means to orient their listeners to the different properties of a conversation. The development and use of these linguistic means enable the child to establish different social roles in a narrative interaction. The findings are interpreted in terms of the child's social-communicative development from being a ‘character’ to becoming a ‘narrator’ and ‘author’ of the reported conversation in the narrative situation.
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Khotimah, Kusnul, Sumarlam, and FX. Sawardi. "Impoliteness in the Talk Show Catatan Demokrasi on YouTube TvOne." International Journal of Linguistics, Literature and Translation 6, no. 12 (November 30, 2023): 35–43. http://dx.doi.org/10.32996/ijllt.2023.6.12.5.
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Catatan Demokrasi has a unique color in its use of language. In this talk show, two different camps are presented to discuss current issues. From these two camps, there will be differences of opinion that trigger the emergence of forms of language impoliteness. The use of language impoliteness in the event occurs spontaneously and naturally so that the utterances that appear occur naturally. The purpose of this study is to describe and analyze the most common impoliteness strategy in the data source, namely the bald on record impoliteness strategy. The research method used in this research is descriptive qualitative. The data sources in this study are 9 videos of the talk show Catatan Demokrasi downloaded from Youtube TvOne. The data of this research are the utterances in the videos that contain language impoliteness, especially the bald on record impoliteness strategy. The data were collected using the listening method with the download technique and the note-taking technique. The data were analyzed using the pragmatic pairing method and contextual analysis method. The conclusion of this analysis is that the use of language impoliteness is mostly found in the data source. The most widely used strategy is the bald on record strategy. Of the 9 themes that have been studied, the strategy of impoliteness bald on record is the most widely used, and the substrategy of expressing annoyance is the most dominant. This strategy tends to be used by speakers who have power, so it is very potential to attack the face of speech partners. In addition, the factor that influences the emergence of the impoliteness strategy is the desire of the speaker, who deliberately does not want to keep the face of the speech partner caused of a conflict of interest.
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MAOUENE, JOSITA C., NITYA SETHURAMAN, MOUNIR M. MAOUENE, and SANGO OTIENO. "Contingencies between verbs, body parts, and argument structures in maternal and child speech: a corpus study." Language and Cognition 8, no. 2 (March 3, 2015): 237–82. http://dx.doi.org/10.1017/langcog.2014.48.
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abstractPrior work on argument structure development has shown connections between abstract verb meaning and argument structure; neuroimaging and behavioral studies have shown connections between verb meaning and body effectors. Here we examine the contingencies between verbs, their most likely body region pairing, and argument structure. We ask whether the verbs used in six common syntactic frames are specifically linked to one of three main regions of the body:head, arm, leg.The speech of 20-month-olds (N= 67), 28-month-olds (N= 27), and their mothers (N= 54) (CHILDES: MacWhinney, 2000) was examined for the use of early-learned verbs (MCDI: Fenson, Dale, Reznick, Bates, Thal, & Pethick, 1994). In total, 89 verb types in 3321 utterances were coded for their associations with thehead, arm, andlegbody regions (associations taken from Maouene, Hidaka, & Smith, 2008). Significant non-random relations are found both overall and for each age group in analyses using multiple chi-square tests of independence and goodness-of-fit. These results are discussed in terms of their relevance for both argument structure development and embodied cognition, as evidence supporting a developmental path that has not been previously examined, in which the infant can use early and concrete perception-action information to learn later abstract syntactic achievements.
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Paris, Marie-Claude. "Where has the new information gone? The Chinese case." ZAS Papers in Linguistics 20 (January 1, 2000): 71–83. http://dx.doi.org/10.21248/zaspil.20.2000.79.
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In this paper I would like to show that the principles which have been proposed so far to account for the relationship between the informational level and the syntactic level in a Chinese utterance are unable to predict some interesting and regular facts of that language.
To my mind, the form and the position of the question operator in an interrogative utterance provide two distributional tests which univocally indicate where the new information lies. Hence, the pairing of affirmative and interrogative sentences might be a better approach to locate where the new information lies in a Chinese utterance.
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Frank, Michael C., Noah D. Goodman, and Joshua B. Tenenbaum. "Using Speakers' Referential Intentions to Model Early Cross-Situational Word Learning." Psychological Science 20, no. 5 (May 2009): 578–85. http://dx.doi.org/10.1111/j.1467-9280.2009.02335.x.
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Word learning is a “chicken and egg” problem. If a child could understand speakers' utterances, it would be easy to learn the meanings of individual words, and once a child knows what many words mean, it is easy to infer speakers' intended meanings. To the beginning learner, however, both individual word meanings and speakers' intentions are unknown. We describe a computational model of word learning that solves these two inference problems in parallel, rather than relying exclusively on either the inferred meanings of utterances or cross-situational word-meaning associations. We tested our model using annotated corpus data and found that it inferred pairings between words and object concepts with higher precision than comparison models. Moreover, as the result of making probabilistic inferences about speakers' intentions, our model explains a variety of behavioral phenomena described in the word-learning literature. These phenomena include mutual exclusivity, one-trial learning, cross-situational learning, the role of words in object individuation, and the use of inferred intentions to disambiguate reference.
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Barron, Benjamin, and Emi Nakamura. "Producing Tomorrow's Producers: Audio Engineering as a Tool for Facilitation." Undergraduate Journal of Service Learning & Community-Based Research 1 (November 12, 2012): 1–7. http://dx.doi.org/10.56421/ujslcbr.v1i0.69.
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“Ideal teachers are those who use themselves as bridges over which they invite theirstudents to cross, thenhaving facilitated their crossing, joyfully collapse, encouragingthem to create bridges of their own.”–Nikos Kazantzakis
In a makeshift rehearsal space and sound studio, tucked away in a Brooklynapartment that might have seemed dingy were it not for the brightly colored artwork onthe walls and the assortment of instruments scattered around, thirty adults stood in acircle playing a name game. Each person took a turn saying his or her name in a sonicallyunique way, pairing the utterance with an exaggerated action. Some raised their arms andsang their name in an operatic falsetto, others experimented with syncopated rhythms andanimated dances, and still others simply stepped forward and declared their name in astern monotone. After each miniature performance, the rest of the group would imitatethe sound and action.
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HOWE, CHRISTINE J. "The countering of overgeneralization." Journal of Child Language 29, no. 4 (November 2002): 875–95. http://dx.doi.org/10.1017/s0305000902005329.
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Commenting on Goldberg's (1995) ‘construction grammar’, Tomasello (1998) proposes a model of language acquisition in which children move from highly specific utterance–event pairings to abstract, verb-general structures. Despite their many strengths, models of this kind predict considerably more overgeneralization of the argument structures of verbs than seems to occur. In recognition of this, the paper explains (and supports with data from a previously unpublished study of 44 children aged 2;0 to 4;4) how processes which are side effects of the emergence of the verb form class could counter the overgeneralizing tendencies. It is argued that these processes are consistent not just with the model proposed by Tomasello but also (in large part) with the grammatical theory developed by Goldberg.
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Brône, Geert, and Elisabeth Zima. "Towards a dialogic construction grammar: Ad hoc routines and resonance activation." Cognitive Linguistics 25, no. 3 (August 1, 2014): 457–95. http://dx.doi.org/10.1515/cog-2014-0027.
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AbstractIn this paper, we take a Construction Grammar approach to Du Bois' concept of resonance activation. We suggest that the structural mapping relations between juxtaposed utterances in discourse, described in terms of diagraphs in dialogic syntax, can acquire the status of ad hoc constructions or locally entrenched form-meaning pairings within the boundaries of an ongoing conversation. We argue that the local emergence of these ad hoc constructions involves the same cognitive mechanism described for the abstraction of conventional grammatical constructions from usage patterns. Accordingly, we propose to broaden the scope of Construction Grammar to include not only symbolic units that are conventionalized in a larger speech community, but also a dimension of online syntax, i.e. the emergence of grammatical patterns at the micro-level of a single conversation. Drawing on dialogic data from political talk shows and parliamentary debates, we illustrate the spectrum of these ad hoc constructional routines and show their local productivity, which we take as an indication of their (micro-)entrenchment within a given conversation.
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Shang, Peizhu. "Cross-Linguistic Comparison of the Pitch and Temporal Profiles between L1 and Chinese L2 Speakers of Spanish." Loquens 9, no. 1-2 (June 9, 2023): e086. http://dx.doi.org/10.3989/loquens.2022.e086.
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Cross-linguistic studies between intonational languages suggest that there is a universal trend during the L2 learning process regarding pitch and temporal characteristics. We extend these hypotheses to Chinese learners of Peninsular Spanish-a new pairing of tone and non-tone languages. Using six pitch and temporal metrics, we examine how Chinese learners’ pitch and temporal profiles deviated from those of L1 native speakers and explore the factors that may contribute to L2 speech deviations. The Discourse Completion Task was conducted to elicit five question types produced by 37 participants, who were divided into three language groups. Consistent with previous literature, our study shows that Chinese L2 learners had a compression of pitch span (at both the utterance and syllable levels) and pitch variability, as well as a strong reduction of pitch change rate, speech rate, and articulation rate compared to L1 Spanish speakers. Most pitch and temporal deviations in L2 Spanish intonation are closely linked to psychological and cognitive attributes rather than being determined by physiological factors or L1 tonal transfer. Moreover, the lack of prosodic knowledge of the target intonation patterns concerning the different question types may also hinder L2 learners from approaching a native-like pitch and temporal profile.
Book chapters on the topic "Utterances pairing"
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Koo, Hyun Jung, and Seongha Rhee. "Chapter 8. Repetitive constructions and stance-marking." In Discourse Phenomena in Typological Perspective, 201–27. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/slcs.227.08koo.
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Korean has highly formulaic patterns of repeating a sentence two or more times with a variation of speech level indicated by the sentence-final particles. The repetition usually involves progressive downward modulation of the speech level from more formal to less formal. The repeated sentences occur within a single intonation contour, thus forming an utterance unit, and carry diverse intersubjective and interpersonal functions that are not available in the mere repetition of an identical sentence. By virtue of having the pairing of a syntactic pattern and a non-compositional meaning, these patterns are best considered a construction, named here as Multiply Juxtaposed Sentences (MJSs). MJSs encode the speaker’s subtle negative attitude toward the addressee.