Formulaic Language, Vol. 2: Acquisition, Loss, Psychological Reality, and Functional Explanations

Formulaic Language......Page 2
Editorial page
......Page 3
Title page
......Page 4
LCC data
......Page 5
Dedication......Page 6
Table of contents......Page 8
Preface......Page 10
1. What are formulae?......Page 12
2. Research questions......Page 16
3.1 Structure and distribution......Page 18
3.2 Historical change......Page 19
3.3 Acquisition and loss......Page 20
3.4 Psychological reality......Page 22
3.5 Explanations......Page 23
4. Conclusions......Page 24
References......Page 25
Part I Acquisition and loss......Page 26
1. What is a speech formula and why?......Page 28
1.2 Segmentation, data compression and efficiency through redundancy......Page 31
1.3 Children learn chunks from what they hear......Page 35
2. Chunks may become analyzed......Page 36
2.2 Productivity and creativity......Page 37
2.3 The \'traceback\' method......Page 38
2.3.1 Results using the traceback method......Page 41
4. Learning chunks and making errors......Page 45
5. Typological differences......Page 46
6. Conclusion......Page 47
References......Page 48
Formulaic language from a learner perspective......Page 52
1. Introduction......Page 53
2. Formulaic language – some voices......Page 54
3. Collocations – general......Page 55
4.1 Collocations and nativelike selection......Page 56
4.3 The phraseologist\'s view......Page 57
4.4 Collocations in Mel\'čuk\'s framework......Page 58
4.5 The learner in focus......Page 59
5.1 Psychological, social and cultural aspects of collocations......Page 60
5.2 The notion of a keyword......Page 61
5.3 Collocations and fusion of meaning......Page 62
5.4 Collocations in terms of Lexical Functions......Page 63
5.4.1 Verbal Lexical Functions......Page 64
5.5 Socio-culturally motivated collocations......Page 65
5.6 Collocations in frames induced by topic......Page 67
6.1 Aim and procedure......Page 69
6.3 Collocations and \'Free\' combinations over the N and NN data......Page 70
6.4 Attempts by learners......Page 72
8. Overall discussion and implications for teaching......Page 73
References......Page 74
Abstract......Page 76
1. Introduction......Page 77
2.1 Data......Page 80
2.2 Coding......Page 81
3.1 Utterances containing wa......Page 82
3.2.1 How the mothers use NP-wa?......Page 87
3.2.2 How children use NP-wa?......Page 90
3.3.1 Joint attention and the use of NP-wa?......Page 95
3.3.2 Development of a sentential structure......Page 98
4. Conclusion......Page 100
References......Page 101
1. Introduction......Page 104
2. Methodology......Page 106
3. Analysis......Page 108
4. Results......Page 110
5. Discussion......Page 112
6. Conclusion......Page 113
References......Page 114
1. Background and assumptions......Page 116
2. Evidence of unpacking......Page 119
3. Forming pragmatic and semantic connections......Page 122
4. Unpacking directional semantics......Page 124
5. Unscrambling phonology and morphosyntax: The case of whatta......Page 126
6. More phonology and morphosyntax: Unpacking didja......Page 127
7. Conclusions......Page 131
References......Page 132
1. Introduction......Page 134
2. Acquiring formulaic constructions......Page 137
4.1 Participants......Page 139
4.2.2 Treatment conditions......Page 140
4.3 Analysis and scoring......Page 141
5. Results......Page 142
6. Discussion and conclusion......Page 144
7. Limitations......Page 147
Appendix B......Page 148
References......Page 150
Abstract......Page 152
1. Introduction: Rule learning vs. Item learning......Page 153
2. Inherent aspect and the Japanese tense-aspect markers......Page 155
3.1 Participants......Page 157
3.2.1 Acceptability judgment test......Page 158
4. Analysis and results......Page 160
4.1 Lower proficiency learners......Page 161
4.2 Higher proficiency learners......Page 162
5. Discussion......Page 163
5.1 Why is there more verb-specific use for resultative use of -te i-ru?......Page 164
5.2 Distributional bias: What kind?......Page 165
5.3 Verb-specific pattern vs. rule-based learning in L2 acquisition 
of tense-aspect......Page 168
6. Conclusion......Page 169
References......Page 170
Abstract......Page 174
2.1. Definitions and description......Page 175
2.2. How many are there?......Page 178
2.4. Are they processed differently? Neurological localization 
of automatic speech......Page 179
2.5. Other speech production studies......Page 186
3.1. Summary of neurolinguistic studies: The dual process model......Page 188
3.2. Dual process model and schemata......Page 189
3.3. Comparison of formulaic expressions with schemata......Page 191
Appendix II. Selected schemata......Page 194
References......Page 196
Part II Psychological reality......Page 200
Abstract......Page 202
1. Introduction......Page 203
2.1.1 Participants......Page 209
2.1.2 Materials......Page 210
2.2 Procedure......Page 212
2.3.1 The relationship between semantic prosody and conceptual meaning......Page 215
2.3.2 The effect of semantic prosody on affective priming......Page 217
2.3.3 The effects of conceptual meaning upon affective priming......Page 220
3. Conclusions......Page 221
References......Page 223
Abstract......Page 228
1. Introduction......Page 229
2.1 Materials......Page 234
2.2 Subjects and procedure......Page 235
2.3 Measurement of frequency and duration......Page 236
3.1 p/ as a particle......Page 237
3.2 Word-internal /^p/......Page 239
3.3 Summary of the results......Page 244
4.1 Theoretical interpretation......Page 245
4.2 The facilitatory effect of word frequency on phoneme monitoring in word lists......Page 246
References......Page 247
Part III 
Functional explanations......Page 250
Abstract......Page 252
1. Introduction......Page 253
2. The abstract as a genre of scientific discourse......Page 254
3. Formulaic language in the linguistic realization of scientific argumentation......Page 256
3.1 Four reporting strategies......Page 257
3.2 Effects produced by the paper construction......Page 259
4.1.1 Corpus information......Page 260
4.1.2 Reporting across academic disciplines......Page 261
4.1.3 Formulaic language across the disciplines......Page 262
4.2.1 Corpus information......Page 264
4.2.2 Reporting constructions in historical scientific English......Page 265
5.1 Politeness concerns......Page 266
5.2 Changes in the rhetoric of scientific discourse......Page 267
6. Conclusion......Page 270
References......Page 271
1. Introduction......Page 274
3. Background on the right of allocution......Page 276
4. Data......Page 277
5. Federal sentencing hearings and \"acceptance of responsibility\"......Page 278
6. Formulaic statements of acceptance of responsibility......Page 282
7. Pros and cons of formulaic statements of acceptance of responsibility......Page 284
8. Less formulaic statements of acceptance of responsibility......Page 287
9. Pros and cons of less formulaic statements of acceptance of reponsibility......Page 288
10. Conclusions and implications......Page 289
Appendix A......Page 291
References......Page 293
Cases Cited......Page 295
Abstract......Page 296
1. Introduction: Galumphing, non-referential bulking and decorative symmetry in Khmer......Page 297
2. The primacy of phonetic motivation for decorative servant words......Page 300
2.2 Compounding by prosthesis......Page 303
2.3 Compounding via the \"Adam\'s rib\" strategy......Page 304
2.4 Rhyme-swapping......Page 305
3. Non-referential bulking is not pragmatically motivated elsewhere......Page 306
3.2 Game trash talk......Page 307
3.4 Agreement......Page 308
4.1 Style......Page 311
4.2 Ritualization......Page 312
References......Page 313
0. Introduction......Page 318
1. \'Idea/image transfer\' and \'time management formulaic expression (TMF)\'......Page 320
2.1 Fillers, hedges and discourse markers in English......Page 322
2.2 A working definition of time-management formulaic expressions......Page 324
2.3 Complement-taking predicates and TMF......Page 326
2.4 Pseudo-cleft and TMF......Page 330
3.1 Fillers, hedges and discourse markers......Page 331
3.2 Time-management formula: The /__ nîa/construction......Page 334
3.3 \"Challengeable\" information and /nîa/......Page 337
3.4 An interim summary......Page 339
4. Conclusion......Page 340
References......Page 341
Abstract......Page 344
1. Introduction to the study......Page 345
2. Routinized expressions ~ routine functions......Page 346
3.1 Studies of first person elements and prepatterned expression......Page 347
3.2. Distribution of for me compared to for + non-first person singular pronouns......Page 348
4.1 Data sources......Page 349
5.1 How \"grammatical\" is for me?......Page 351
5.3 Classification of for me utterances in the database......Page 352
6.2 Verbs with benefactive for arguments in the conversational data......Page 354
7.2 For me directives and requests in the conversational data......Page 356
8.1 Formal properties of copular constructions with for me in the conversational data......Page 358
8.2 Evaluative properties......Page 359
8.3 Evaluative and metapragmatic functions in conversations......Page 360
9. Summaries and conclusions......Page 363
References......Page 365
Author index......Page 368
Subject index......Page 378
The series Typological Studies in Language......Page 388