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Edited by Jacques Durand, Ulrike Gut, and Gjert Kristoffersen

Offers the first detailed examination of corpus phonology and serves as a practical guide for researchers interested in compiling or using phonological corpora


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The Languages of the Jews: A Sociolinguistic History

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A vivid commentary on Jewish survival and Jewish speech communities that will be enjoyed by the general reader, and is essential reading for students and researchers interested in the study of Middle Eastern languages, Jewish studies, and sociolinguistics.


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Indo-European Linguistics

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Academic Paper


Title: Optional elements and variant structures in the productions of <i>bei2</i> ‘to give’ dative constructions in Cantonese-speaking adults and three-year-old children
Author: Anita M. Y. Wong
Institution: University of Hong Kong
Author: Dorcas C. Chow
Institution: University of Hong Kong
Author: Catherine Mcbride-Cheng
Institution: Chinese University of Hong Kong
Author: Stephanie F. Stokes
Institution: University of Canterbury
Linguistic Field: Language Acquisition; Syntax
Subject Language: Chinese, Yue
Abstract: To express object transfer, Cantonese-speakers use a ‘ditransitive’ ([V–R–T] or [V–T–R] where V=Verb, T=Theme, R=Recipient), or a more complex prepositional/serial-verb (P/SV) construction. Clausal elements in Cantonese datives can be optional (resulting in ‘full’ versus ‘non-full’ forms) or appear in variant orders (full non-canonical and full canonical). We report on usage of dative constructions with the word bei2 ‘to give’ in 86 parents and 53 three-year-old children during conversations. The parents used more P/SV than ditransitive bei2-datives, and vice versa for the children. Both groups showed a similar usage pattern of optional elements and variant structures in their ditransitive and P/SV bei2-datives. The roles of multiple construction types, optional elements and variant structures in children's learning of bei2-dative constructions are described.

CUP at LINGUIST

This article appears in Journal of Child Language Vol. 37, Issue 1, which you can read on Cambridge's site or on LINGUIST .



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