376010925 03 01 01 JB John Benjamins Publishing Company 01 JB code AVT 30 Pb 15 9789027231734 BC 01 AVT 02 0929-7332 Linguistics in the Netherlands 30 <TitleType>01</TitleType> <TitleText textformat="02">Linguistics in the Netherlands 2013</TitleText> 01 avt.30 01 https://benjamins.com 02 https://benjamins.com/catalog/avt.30 1 B01 Suzanne Aalberse Aalberse, Suzanne Suzanne Aalberse University of Amsterdam / Radboud University Nijmegen 2 B01 Anita Auer Auer, Anita Anita Auer Utrecht University 01 eng 217 iv 213 LAN009000 v.2006 CF 2 24 JB Subject Scheme LIN.THEOR Theoretical linguistics 06 01 The 44th annual meeting of the Linguistic Society of the Netherlands took place in Utrecht on February 9th, 2013. The annual meetings provide members with the opportunity to report on their ongoing research.At this year's meeting, 83 papers were presented, of which 25 were submitted to the present volume. The volume contains a selection of these papers, which may be considered representative of current research in various fields of linguistics. 04 09 01 https://benjamins.com/covers/475/avt.30.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027231734.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027231734.tif 06 09 01 https://benjamins.com/covers/1200_front/avt.30.pb.png 07 09 01 https://benjamins.com/covers/125/avt.30.png 25 09 01 https://benjamins.com/covers/1200_back/avt.30.pb.png 27 09 01 https://benjamins.com/covers/3d_web/avt.30.pb.png 10 01 JB code avt.30.01art Section header 1 <TitleType>01</TitleType> <TitleText textformat="02">Articles</TitleText> 10 01 JB code avt.30.01ber 1 12 12 Article 2 <TitleType>01</TitleType> <TitleText textformat="02">Children’s ability to use speaker certainty in learning novel words</TitleText> 1 A01 Myrthe Bergstra Bergstra, Myrthe Myrthe Bergstra Utrecht University 2 A01 Hannah N.M. De Mulder De Mulder, Hannah N.M. Hannah N.M. De Mulder 3 A01 Peter Coopmans Coopmans, Peter Peter Coopmans 20 speaker certainty 20 Theory of Mind 20 word learning strategies 01 One of the cues that children might use in learning words is the level of certainty that speakers demonstrate in their naming of a novel object. This study presented 52 4–5 year old Dutch children with a word-learning task in which two puppets each used the same label for a different novel object. In three conditions, puppets expressed their level of speaker certainty lexically (e.g.<i> ‘I know this is a mit’ </i>vs.<i> ‘I think this is a mit’), </i>they used discourse means to convey certainty (e.g. <i> <i>‘I play with this a lot. Yes, a mit’</i>, vs. </i> <i>‘I’ve never played with this. Well, a mit’</i>) or they combined the two. In all conditions, children were more likely to pick the object referred to by the more certain puppet as the referent of the new word, demonstrating that speaker certainty is a relevant cue in the word learning process. 10 01 JB code avt.30.02ber 13 27 15 Article 3 <TitleType>01</TitleType> <TitleText textformat="02">Velar variation in French</TitleText> 1 A01 Janine Berns Berns, Janine Janine Berns Radboud University Nijmegen 20 French 20 palatalization 20 sociolinguistics 20 velars 01 It is commonly noted that French velar plosives tend to take a fronted realization when followed by a front vowel. These observations are generally not accompanied by representative data, and consequently, little is known about the actual characteristics and spread of the phenomenon. This study provides a corpus analysis of velar palatalization in contemporary French, and addresses the potential linguistic and sociolinguistic factors involved. Moreover, the synchronic results are considered in the light of the palatalization processes that took place in the history of French. 10 01 JB code avt.30.03bre 28 45 18 Article 4 <TitleType>01</TitleType> <TitleText textformat="02">Modeling metrical stress acquisition through alignment constraint induction</TitleText> 1 A01 Jeroen Breteler Breteler, Jeroen Jeroen Breteler Utrecht University 20 acquisition modeling 20 alignment 20 layered feet 20 metrical stress 20 prosodic hierarchy 01 The paper models the acquisition of quantity insensitive metrical stress through constraint induction. A single constraint format is specified that regulates the alignment of prosodic categories. A binary and ternary foot-based prosodic hierarchy are compared in their conduciveness to learning a range of stress patterns, with clear advantages for the latter. The paper also points out the interaction between grammatical modeling and acquisition modeling with regards to the typological predictions of the grammar formalization. 10 01 JB code avt.30.04bot 46 60 15 Article 5 <TitleType>01</TitleType> <TitleText textformat="02">A fraction too much friction</TitleText> <TitlePrefix>A </TitlePrefix> <TitleWithoutPrefix textformat="02">fraction too much friction</TitleWithoutPrefix> <Subtitle textformat="02">The phonological status of voiced fricatives</Subtitle> 1 A01 Bert Botma Botma, Bert Bert Botma Leiden University 2 A01 Marijn van 't Veer Veer, Marijn van 't Marijn van 't Veer 20 Element Theory 20 fricatives 20 intervocalic voicing 20 lenition 20 markedness 20 sonorants 01 Typological work shows that voiced fricatives like /β ð/ occur more often without their voiceless counterparts than with them, contrary to what would be expected on the basis of markedness relations between voicing and obstruents. This paper suggests that many of the offending fricatives are more appropriately viewed as sonorants, whose unmarked status is to be voiced. This view has an important consequence for the interpretation of intervocalic voicing (e.g. <i>a</i>f<i>a</i> &#62; <i>a</i>v<i>a</i>), which we suspect is the diachronic origin of most of the fricatives in our corpus. We propose that intervocalic voicing is sonorization, formalized in terms of the suppression of melodic material. 10 01 JB code avt.30.05bui 61 72 12 Article 6 <TitleType>01</TitleType> <TitleText textformat="02">Verbal inflection errors in child L1</TitleText> <Subtitle textformat="02">Syntax or phonology?</Subtitle> 1 A01 Simone Buijs Buijs, Simone Simone Buijs University of Amsterdam 2 A01 Sabine van Reijen Reijen, Sabine van Sabine van Reijen 3 A01 Fred Weerman Weerman, Fred Fred Weerman 20 L1 acquisition 20 phonology 20 V2 20 verbal inflection 01 Song, Sundara &#38; Demuth (2009) find an asymmetrical pattern for verbal inflection errors in child English: They observe more errors in sentence medial position than in sentence final position. To account for this asymmetry, they point towards the surface differences of both sentence positions. A similar asymmetry in Dutch, in which embedded clauses cause fewer problems for verbal inflection than main clauses, has been related to V2 (van Kampen 1997; Bastiaanse &#38; van Zonneveld 1998; Weerman, Duinmeijer &#38; Orgassa 2011). The present study disentangles both explanations (sentence position, i.e. ‘phonology’ vs. V2, i.e. ‘syntax’), and aims to provide a unified account for both the patterns found in English and Dutch. The inclusion of PP-over-V constructions in a sentence repetition task with monolingual Dutch children (aged 4;0 to 6;2) enables us to show that the phonological account proposed for English can account for the Dutch pattern as well. 10 01 JB code avt.30.06van 73 88 16 Article 7 <TitleType>01</TitleType> <TitleText textformat="02">On the acquisition of <i>daar</i> and <i>er</i></TitleText> 1 A01 Chantal van Dijk Dijk, Chantal van Chantal van Dijk Utrecht University 2 A01 Peter Coopmans Coopmans, Peter Peter Coopmans 20 discourse anaphora 20 expletives 20 order of acquisition 20 syntactic trigger 01 Schafer &#38; Roeper (2000) have traced the acquisition order of the various occurrences of <i>there</i> in English monolingual children. One of their claims is that expletive <i>there</i> triggers the emergence of <i>there</i> as a discourse anaphor. Taking their approach as a starting point, we report here on a similar search that we have carried out on files from Dutch corpora in CHILDES, focussing on the two Dutch counterparts <i>daar</i> and <i>er</i>. Dutch children face a particular acquisition puzzle in having to deal with both of these equivalents for ‘<i>there</i>’. Our results show that discourse anaphoric <i>daar</i> and <i>er</i> emerge prior to expletive <i>er</i>. This clearly contradicts Schafer &#38; Roeper’s claim for the need of an expletive trigger. We argue instead that the discrepancy between the English and Dutch findings is caused by the much larger variety of discourse anaphoric constructions with <i>daar</i> and <i>er</i> in Dutch. 10 01 JB code avt.30.07hub 89 101 13 Article 8 <TitleType>01</TitleType> <TitleText textformat="02">The effect of prescriptivism on comparative markers in spoken Dutch</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">effect of prescriptivism on comparative markers in spoken Dutch</TitleWithoutPrefix> 1 A01 Ferdy Hubers Hubers, Ferdy Ferdy Hubers Radboud University Nijmegen 2 A01 Helen de Hoop Hoop, Helen de Helen de Hoop 20 comparatives 20 Dutch 20 education 20 prescriptivism 20 Spoken Dutch Corpus 01 Dutch prescriptive grammar rules dictate that the complementizer <i>dan</i> ‘than’ should be used in comparative constructions of inequality. This has been an issue for grammarians from the sixteenth century onwards when <i>als</i> ‘as’ started to be used as an alternative form in this type of context. In order to find out why and when people choose one comparative marker over the other, we examined the use of these markers in the Spoken Dutch Corpus (CGN). We found that the use of <i>dan</i> is overall more common than <i>als</i> in comparative constructions of inequality, even though from a linguistic point of view <i>als</i> might be favoured. The choice between <i>als</i> and <i>dan</i> turns out to be strongly correlated with the level of education. Although this factor has been assumed to be of influence for a long time, as far as we know it has never been quantitatively tested before. We conclude that the effect of the level of education we found reflects the strong influence of the prescriptive rule taught in schools, repressing the use of <i>als</i> in comparatives of inequality. 10 01 JB code avt.30.08lip 102 118 17 Article 9 <TitleType>01</TitleType> <TitleText textformat="02">Sluicing inside relatives</TitleText> <Subtitle textformat="02">The case of Gungbe</Subtitle> 1 A01 Anikó Lipták Lipták, Anikó Anikó Lipták Leiden University 2 A01 Enoch O. Aboh Aboh, Enoch O. Enoch O. Aboh University of Amsterdam 20 ellipsis licensing 20 Gungbe 20 Hungarian 20 relative clauses 20 sluicing 01 This paper contributes to current advances in the cross-linguistic variation of syntactic contexts that allow sluicing. We investigate a relatively rare sluicing strategy: TP-ellipsis inside relative clauses. We analyse this phenomenon in Gungbe based on Van Craenenbroeck and Lipták’s (2006) implementation of the [e]-feature characteristic of sluicing. 10 01 JB code avt.30.09nye 119 130 12 Article 10 <TitleType>01</TitleType> <TitleText textformat="02">Rethinking the distribution of English finite clausal complements</TitleText> <Subtitle textformat="02">Evidence from complementiser-<i>how</i> clauses</Subtitle> 1 A01 Rachel Nye Nye, Rachel Rachel Nye Ghent University 20 clausal complementation 20 English 20 factivity 20 interpretive type 20 wh. 01 This paper advocates a new conception of the properties which determine the distribution of finite clausal complements (FCCs) in English. I argue against the orthodox view that FCCs are selected by matrix predicates on the basis of their interpretive type (Grimshaw 1979; Rizzi 1997; Ginzburg &#38; Sag 2000), and propose that distribution rather depends on the specification of the FCC in terms of the syntactically encoded properties [+/-<i>wh</i>, +/-factive]. This proposal is motivated by new distributional patterns which emerge when the typology of English FCCs is expanded to take into account complementiser-<i>how</i> clauses (CHCs) (Legate 2010; Nye 2012). CHCs have their own unique interpretation, yet, strikingly, have exactly the same distribution as embedded exclamatives. This is unexpected under the traditional view of FCC selection, but is explained if CHCs and exclamatives are selected on the basis of a common [+<i>wh</i>, +factive] syntactic specification. 10 01 JB code avt.30.10pin 131 145 15 Article 11 <TitleType>01</TitleType> <TitleText textformat="02">Tracking reference with null subjects</TitleText> 1 A01 Manuela Pinto Pinto, Manuela Manuela Pinto Utrecht University 20 discourse interface 20 Italian/Dutch 20 mental representations. 20 null subjects 20 tracking reference 01 Null-subject languages are said to track reference and discourse-pragmatic information exploiting the array of specialized forms provided by their grammar. This argument is normally used as the baseline against which language acquisition and contact varieties (L1, 2L1, L2, L1-attrition) are evaluated. However, recent studies on Italian question the empirical validity of this pattern and call for an analysis of these issues from an empirical perspective. This paper presents the results of a study on mechanisms for introduction and tracking of reference in narratives (Frog Stories) in Italian L1/Dutch L2, Dutch L1/Italian L2, Italian/Dutch bilinguals and age-matched monolingual Italian controls. All utterances were scrutinized for form, antecedent, and discourse-pragmatic function. The results so far show an overextended use of null subjects, also in contexts of topic-shift, where overt subjects would be expected. These constructions are not ambiguous, as speakers make use of alternative devices for anaphora interpretation that exploit contextual cues. 10 01 JB code avt.30.11swa 146 159 14 Article 12 <TitleType>01</TitleType> <TitleText textformat="02">Do speakers of Dutch use their knowledge of German while processing written Danish words?</TitleText> 1 A01 Femke Swarte Swarte, Femke Femke Swarte University of Groningen 2 A01 Anja Schüppert Schüppert, Anja Anja Schüppert 3 A01 Charlotte Gooskens Gooskens, Charlotte Charlotte Gooskens 20 cross-linguistic influence 20 foreign language mode 20 mutual intelligibility 20 psycholinguistics 20 receptive multilingualism 01 This paper elaborates on a factor that plays a role in receptive multilingualism, namely the influence of a second language (L2). We investigated whether knowledge of German can help Dutch people to decode written Danish words when they do not know any Danish. We instructed 32 participants with Dutch as a native language (L1) and different levels of proficiency in German as an L2 to translate 42 written Danish words into Dutch. The results showed that participants with a higher level of German performed better on this translation task. Furthermore, our data provides evidence for the existence of a ‘foreign language mode’, i.e. the knowledge of German as an L2 seems to take over from the knowledge of the L1 if the participants’ proficiency in German is high. 10 01 JB code avt.30.12dev 160 172 13 Article 13 <TitleType>01</TitleType> <TitleText textformat="02">Locality and right-dislocation</TitleText> 1 A01 Mark de Vries Vries, Mark de Mark de Vries University of Groningen 20 A-bar movement 20 afterthoughts 20 ellipsis 20 locality 20 right-dislocation 01 Right-dislocation constructions, including backgrounding and specificational afterthoughts, are subject to various limitations. Dislocated phrases themselves are islands for extraction. Moreover, there are proximity effects between dislocated phrases and their correlate in the host clause. The main effect reduces to the regular constraints on A-bar movement. This is explained from the perspective of a biclausal analysis in which the dislocated phrase is fronted within its own, elliptical clause. As a result, right-dislocated phrases related to a deeply embedded correlate are only possible if the embedded clause is sentence-final. Otherwise, a dislocated constituent may surface in an intraposed position, next to the embedded clause. Finally, there is an additional prosodic constraint on backgrounding, which is irrelevant for afterthoughts; consequently, the latter must follow the former if they are combined in one sentence. 10 01 JB code avt.30.13van 173 187 15 Article 14 <TitleType>01</TitleType> <TitleText textformat="02">Information structural transfer in advanced Dutch EFL writing</TitleText> <Subtitle textformat="02">A cross-linguistic longitudinal study</Subtitle> 1 A01 Sanne van Vuuren Vuuren, Sanne van Sanne van Vuuren Radboud University Nijmegen 20 advanced learners 20 clause-initial position 20 EFL 20 information structure 20 L1 transfer 20 second language acquisition 01 This article presents a case study on the role of L1 transfer of language-specific features of information structure in very advanced L2 learners. Cross-linguistic differences in the information status of clause-initial position in a V2 language like Dutch compared to an SVO language like English are hypothesized to result in overuse of clause-initial adverbials in the writing of advanced Dutch learners of English. This hypothesis was tested by evaluating advanced Dutch EFL learners’ use of clause-initial adverbials in a syntactically annotated longitudinal corpus of student writing, compared to a native reference corpus. Results indicate that Dutch EFL learners overuse clause-initial adverbials of place as well as addition adverbials that refer back to an antecedent in the directly preceding discourse. Although there is a clear development in the direction of native writing, transfer of information structural features of Dutch can still be observed even after three years of extended academic exposure. 10 01 JB code avt.30.14van 188 200 13 Article 15 <TitleType>01</TitleType> <TitleText textformat="02">Acquiring markedness constraints</TitleText> <Subtitle textformat="02">The case of French</Subtitle> 1 A01 Jeroen van de Weijer Weijer, Jeroen van de Jeroen van de Weijer Shanghai International Studies University 2 A01 Marjoleine Sloos Sloos, Marjoleine Marjoleine Sloos University of Groningen 20 constraints 20 frequency 20 grammar 20 innateness 20 L1 acquisition 20 Optimality Theory 20 Universal Grammar 20 usage 01 This paper questions the assumption made in classic Optimality Theory (Prince &#38; Smolensky 1993 [2004]) that markedness constraints are an innate part of Universal Grammar. Instead, we argue that constraints are acquired on the basis of the language data to which L1 learning children are exposed. This is argued both on general grounds (innateness is an assumption that should not be invoked lightly) and on the basis of empirical evidence. We investigate this issue for six general markedness constraints in French, and show that all constraints could be acquired on the basis of the ambient data. Second, we show that the order of acquisition of the marked structures matches the frequency of violations of the relevant constraints in the input quite well. This argues in favour of a phonological model in which constraints are acquired, not innate, i.e. a model in which grammatical notions such as constraints are derived from language use. 10 01 JB code avt.30.15yu 201 213 13 Article 16 <TitleType>01</TitleType> <TitleText textformat="02">Effects of immediate repetition at different stages of consecutive interpreting training</TitleText> <Subtitle textformat="02">An experimental study</Subtitle> 1 A01 Wenting Yu Yu, Wenting Wenting Yu Shanghai International Studies University 2 A01 Vincent J. van Heuven Heuven, Vincent J. van Vincent J. van Heuven Leiden University 20 consecutive interpreting training 20 effects of immediate repetition 20 training stages 01 The present study investigates whether immediate repetition improves consecutive interpreting performance during training. In addition, the study tries to shed light on whether the effects of immediate repetition differ between BA and MA interpreting trainees. In the experiment, ten raters judged six major quality measures of the accuracy and fluency of the interpreting output recorded from seven BA trainees and five MA trainees. The seventh quality measure expressed linguistic complexity as the number of clauses per AS-unit. The results show that the main effects of repetition and proficiency are both significant on accuracy and fluency, but the main effects are absent on linguistic complexity. Moreover, in terms of fluency BA trainees benefit significantly more from repetition than MA trainees. Accuracy improvement through repetition does not differ significantly between the two groups. 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