Languages and Cultures in Contrast and Comparison

Languages and Cultures in Contrast and Comparison......Page 2
Editorial page......Page 3
Title page......Page 4
LCC data......Page 5
Table of contents......Page 6
Contributors......Page 8
1. Information structure......Page 16
2. Lexis in contrast......Page 19
3. Contrastive perspectives on SLA......Page 20
4. Acknowledgements and concluding remarks......Page 22
Part I: 
Information Structure......Page 24
1. Introduction......Page 26
2. Thematic structure in context......Page 29
2.1 Initial position, subjecthood, multiple Themes and extended multiple Themes......Page 30
2.2 Congruence and incongruence, and congruity and incongruity......Page 32
3. Political interviews......Page 35
4. Themes in the British data......Page 37
4.1 [[textual theme] [interpersonal theme] [topical theme]]......Page 38
4.2 [[textual theme] [topical theme]]......Page 41
4.3 [[interpersonal theme] [topical theme]]......Page 42
4.4 [topical theme]......Page 43
5. Themes in the German data......Page 44
5.1 [topical theme]......Page 45
5.2 [[textual theme] [topical theme]]......Page 46
5.3 [[textual theme] [interpersonal theme] [topical theme]]......Page 48
5.4 [[interpersonal theme] [topical theme]]......Page 49
6. Conclusions......Page 50
References......Page 52
1. Introduction......Page 56
2. Constituent ordering in FDG......Page 58
3.1 An overview of constructions......Page 61
3.2 The functional patterns of Spanish......Page 64
3.3 The VXS construction and a reconsideration of the functional patterns......Page 67
4.1 An overview of constructions......Page 72
4.2 Postposed objects in English......Page 74
4.3 Implications for the functional patterns of English......Page 78
5. A comparison of Spanish and English......Page 80
6. Modelling clause-final phenomena in FDG......Page 82
7. Conclusions......Page 86
References......Page 88
1. Introduction......Page 92
2.1 Relational givenness-newness......Page 93
2.2 Referential givenness/newness......Page 94
3.1 Previous work. Clefts in English and Norwegian.......Page 96
3.2 Clefts in Spanish.......Page 100
4. Discussion......Page 104
References......Page 109
1. Introduction......Page 112
2.1 French......Page 115
2.2 Dutch......Page 117
3.1 Potential focus domain......Page 119
3.2 The pragmatic organization of the sentence in French......Page 121
3.3 The pragmatic organization of the sentence in Dutch......Page 122
4.1 Classification......Page 124
4.2 Pragmatic status......Page 126
5. Empirical study......Page 128
6. Results......Page 129
6.1.1 Positions of adverbials in a sentence......Page 130
6.1.2 Correlation between adverbial types and sentence positions in French......Page 133
6.1.3 Conclusion......Page 135
6.2 Dutch......Page 136
6.2.1 Positions of adverbials in a sentence......Page 137
6.2.2 Correlation between adverbial types and sentence positions in Dutch......Page 138
6.2.3 Conclusion......Page 140
7. Conclusion......Page 141
References......Page 142
Part II: 
Lexis in Contrast......Page 144
1. The typological framework......Page 146
2. Corpus-based contrastive analysis......Page 150
3. Meaning distinctions between the major visual verbs......Page 151
3.1 Activity versus Experience......Page 153
3.2 Phenomenon-based uses of se......Page 156
4.1 Direct and indirect perception......Page 158
4.2.1 Understanding......Page 161
4.2.2 Categorization......Page 163
4.3 Social contact......Page 164
4.4 The monitoring causative......Page 166
4.5 Prefixed forms of se with an abstract meaning......Page 168
5.1 Listen and hear as perceptual verbs......Page 169
5.2 Verbal communication......Page 172
5.3 Social contact......Page 174
5.4 Part/Whole and Possession......Page 175
5.5  Höra as a discourse marker......Page 176
5.7 Phenomenon-based auditory verbs......Page 177
6. Taste and Smell......Page 181
7. Feeling and bodily sensations......Page 184
8. Pain and other bodily sensations......Page 188
9. Sentential complementation: Phenomenon-based verbs......Page 190
10. Summary and discussion......Page 193
References......Page 194
1. Introduction......Page 196
2.1 "Abroad"......Page 198
2.2 "Foreigners"......Page 206
2.3 The antonymic "at home"......Page 208
3. The Akan situation......Page 209
Acknowledgement......Page 213
1. Introduction......Page 216
2. Children's emotive development and the role of fairy tales......Page 217
3. The linguistic analysis of emotive expression......Page 218
4. Choice of fairy tales and corpus considered......Page 220
5. The analysis of the emotive content of fairy tales......Page 221
6. Examples of analysis from the Three Little Pigs (English and Italian corpora)......Page 223
7. General findings from the analysis and similarities between the corpora......Page 225
8. The main differences between the English and Italian corpora......Page 227
9. The significance of the educational context......Page 231
10. Value of the research presented and concluding remarks......Page 232
1. Introduction......Page 244
2.1 Femininity and homosexuality......Page 245
2.2 Allusions to women......Page 246
2.3 Colour......Page 247
2.4 Flowers......Page 249
2.6 Youth......Page 250
2.7 Psychological and moral qualities......Page 251
2.9 Occupations and professions......Page 252
2.10 Prostitution......Page 253
2.11 Clothing......Page 254
2.12 Gestures and manners......Page 255
3.1 Non-verbal language......Page 256
3.2 Phonetic variation......Page 257
3.4 Morpho-syntax: feminine language......Page 259
4. Final remarks......Page 263
1. Introduction......Page 270
2. Movie narratives: Previous research......Page 272
3. The Long Beach-Giessen project......Page 277
4.1 Narrative episodes and tense......Page 281
4.2 Introduction of characters......Page 286
4.3 Reported speech and thought......Page 289
5. Conclusion......Page 294
References......Page 295
Appendix......Page 297
1. Introduction......Page 298
2. Simultaneous bilingualism: L1 English + L1 Spanish......Page 300
2.2 The experimental data......Page 301
2.3 Code-mixing within the DP: spontaneous and experimental data from children and adults......Page 302
2.4 Null and explicit subjects......Page 305
3.1 Code-mixing within the DP: experimental data......Page 309
3.2 Spanish definite articles and accusative clitics......Page 311
3.3 Deverbal compounds......Page 314
4. Conclusions......Page 317
References......Page 318
1. Introduction......Page 322
2.1 Participants......Page 327
2.2 Target form and learning difficulties......Page 328
2.3 Experimental design......Page 330
2.3.1 Treatment conditions......Page 331
2.3.2 Test instrument, administration and scoring......Page 333
3.1 Hypothesis 1......Page 334
3.3 Hypothesis 3......Page 335
References......Page 341
1. Introduction......Page 350
2. Theoretical framework......Page 351
3. Tonality in English and Spanish......Page 352
4. Onset placement, information focus and tonicity in English and Spanish......Page 356
4.2 Information focus and tonicity......Page 357
5. On tonality and tonicity errors......Page 360
7.3 Procedure......Page 363
8. Discussion of results......Page 364
8.1 Results relating to tonality......Page 365
8.2 Results relating to onset......Page 367
8.3 Results relating to tonicity......Page 370
9. Conclusions......Page 373
References......Page 375
Appendix......Page 376
Author index......Page 378
Index of languages......Page 382
Index of terms......Page 384
The Pragmatics & Beyond New Series......Page 388