Chapter published in:
When Data Challenges Theory: Unexpected and paradoxical evidence in information structure
Edited by Davide Garassino and Daniel Jacob
[Linguistik Aktuell/Linguistics Today 273] 2022
► pp. 115–146

How alternatives are created

Specialized background knowledge affects the interpretation of clefts in discourse

| University of Freiburg | KU Leuven
| University of Freiburg Center for Cognitive Science
| University of Freiburg Center for Cognitive Science

Standard theories of focus expressed by cleft structures, for instance (Beaver & Clark 2008; Krifka 2007), assume that the motivation for the use of focus is discourse relevance: focus establishes an answer to the question under discussion (Roberts 2004: 216). This account, however, lacks a theory of how alternative sets are generated in real discourse. We present a study in the non-cumulative self-paced reading moving-window paradigm that tackles this problem by measuring how manipulating the context preceding German es-clefts influences alternative generation. Our results illustrate the interplay between discourse relevance and individual relevance in this process, in that cleft sentences only receive a contrastive focal reading in contexts where the readers are in a position to previously generate an alternative set.

Keywords: information structure, clefting, focus, German, background knowledge
Article outline
  • 1.Introduction
  • 2.Focus and alternatives
    • 2.1What is focus?
    • 2.2The anaphoric character of alternative sets
    • 2.3How are alternatives generated in discourse?
    • 2.4Hypotheses
  • 3.Methods
    • 3.1Participants
    • 3.2Design
  • 4.Results
    • 4.1Data elimination procedures
    • 4.2Analysis
    • 4.3Description of results
  • 5.Discussion
  • 6.Conclusions
  • Acknowledgements
  • Notes
  • References
Published online: 22 February 2022
https://doi.org/10.1075/la.273.04ros
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