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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: The Overgeneralization of Non-Finite Complements to Finite Contexts: The case of decide*
Author: Amanda Jean Owen
Email: click here to access email
Homepage: http://www.shc.uiowa.edu/wjshc/research/gal/index.html
Institution: University of Iowa
Author: Laurence B. Leonard
Institution: Purdue University
Linguistic Field: Language Acquisition; Psycholinguistics; Syntax
Abstract: Current views on the acquisition of PRO can roughly be divided into two areas: lexical and syntactic accounts. We present data on one verb, 'decide', that yields data that not only differs from the data for other similar verbs with the same children, but does not lend itself easily to either type of account. Data from a sentence elicitation task conducted with 20 typically-developing children (4;0 – 7;11), along with 3 case studies illustrate that children may not be assigning a referent for PRO in an adult-like manner for particular verbs. Instead they may be overgeneralizing the use of non-finite complements to finite contexts.

CUP at LINGUIST

This article appears in Journal of Child Language Vol. 34, Issue 3, which you can read on Cambridge's site or on LINGUIST .



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