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Jost Gippert: Our Featured Linguist!

"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more



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What is English? And Why Should We Care?

By: Tim William Machan

To find some answers Tim Machan explores the language's present and past, and looks ahead to its futures among the one and a half billion people who speak it. His search is fascinating and important, for definitions of English have influenced education and law in many countries and helped shape the identities of those who live in them.


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Medical Writing in Early Modern English

Edited by Irma Taavitsainen and Paivi Pahta

This volume provides a new perspective on the evolution of the special language of medicine, based on the electronic corpus of Early Modern English Medical Texts, containing over two million words of medical writing from 1500 to 1700.


Academic Paper


Title: Explicit and implicit semantic processing of verb–particle constructions by French–English bilinguals
Author: Mary-Jane Blais
Institution: McGill University
Author: Laura M. Gonnerman
Institution: McGill University
Linguistic Field: Language Acquisition; Psycholinguistics; Semantics
Subject Language: English
French
Abstract: Verb–particle constructions are a notoriously difficult aspect of English to acquire for second-language (L2) learners. The present study investigated whether L2 English speakers are sensitive to gradations in semantic transparency of verb–particle constructions (e.g., finish up vs. chew out). French–English bilingual participants (first language: French, second language: English) completed an off-line similarity ratings survey, as well as an on-line masked priming task. Results of the survey showed that bilinguals’ similarity ratings became more native-like as their English proficiency levels increased. Results from the masked priming task showed that response latencies from high, but not low-proficiency bilinguals were similar to those of monolinguals, with mid- and high-similarity verb–particle/verb pairs (e.g., finish up/finish) producing greater priming than low-similarity pairs (e.g., chew out/chew). Taken together, the results suggest that L2 English speakers develop both explicit and implicit understanding of the semantic properties of verb–particle constructions, which approximates the sensitivity of native speakers as English proficiency increases.

CUP at LINGUIST

This article appears in Bilingualism: Language and Cognition Vol. 16, Issue 4, which you can read on Cambridge's site or on LINGUIST .



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