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Vowel Length From Latin to Romance

By Michele Loporcaro

This book "draws on extensive empirical data, including from lesser known varieties" and "puts forward a new account of a well-known diachronic phenomenon."


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Letter Writing and Language Change

Edited By Anita Auer, Daniel Schreier, and Richard J. Watts

This book "challenges the assumption that there is only one 'legitimate' and homogenous form of English or of any other language" and "supports the view of different/alternative histories of the English language and will appeal to readers who are skeptical of 'standard' language ideology."


Academic Paper


Title: Optional elements and variant structures in the productions of bei2 ‘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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