By Hanne Gram Simonsen, Rolf Theil Endresen
The publication incorporates a choice of papers from the convention The Verb in Cognitive Linguistics, held at Gran, Norway in June, 1998. The papers during this e-book are all written inside of a cognitive linguistics framework, targeted round various linguistic points of the verb. the 2 keynote papers (by Richard A. Hudson and Ronald W. Langacker) function an creation to this major subject matter, delivering a wide standpoint and a common, theoretical heritage from note grammar and cognitive grammar, respectively. the rest ten papers are extra heavily aiming at addressing morphological, syntactic and semantic elements of the verb, illustrated via numerous languages and learn components, together with, i.a., grownup language processing, language acquisition, connectionist modelling, and typology. A majority of the papers describe assorted features of Norwegian - a language now not prior investigated at one of these scale inside of cognitive linguistics. Norwegian deals invaluable contributions via being heavily on the topic of English, but differing in sure vital and fascinating methods. additionally, information from a number of different languages are incorporated, between others Italian, Russian, and diversified African languages, supplying a much wider typological diversity.
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Extra resources for A Cognitive Approach to the Verb: Morphological and Constructional Perspectives
G. You have to worry about continued financial support). Consider next a sentence-level topic: (26) a. Jack, when I go to see him, he's never home, and he's always complaining that his friends ignore him. b. Jack, he's always complaining. The comment sentence may be complex, as in (26a), in which case a number of propositions are integrated in its dominion. Or it may be monoclausal, as in (26b), in which case the target consists of just a single proposition. Either way, the nominal establishing the topic is 40 Ronald W.
The difference emerges more clearly in sentences describing class membership: (21) a. A lynx is a feline. b. * A feline is a lynx. I analyze these expressions also as profiling the identity of two individuals. e. 5 Given that the lynx class is a proper subset of the feline class, the well-formedness contrast between (2la) and (21b) can be seen as a consequence of the subject functioning as point of access for interpreting the profiled identity relation. In (2la), we initially focus on a lynx and describe it as coinciding with a feline; in view of the subset relationship, this will always be valid.
In a conventional form-meaning pairing, the form is an initial point of access, hence a reference point. It prompts the listener to evoke a certain domain of knowledge—the conceptual base, which we can identify as the reference point's dominion—and focus attention on a particular element within it, the profile, which is thus a target accessible via the reference point. In the case of a metonymic interpretation, the expression's profile (its usual referent) functions in turn as a reference point affording mental access to its intended referent.