No abstract

Link to this article: http://journals.cambridge.org/abstract_S1360674312000305How to cite this article: DANIEL WIECHMANN and ELMA KERZ (2013). The positioning of concessive adverbial clauses in English: assessing the importance of discourse-pragmatic and processing-based constraints.English permits adverbial subordinate clauses to be placed either before or after their associated main clause. Previous research has shown that the positioning is conditioned by various factors from the domains of semantics, discourse pragmatics and language processing. With the exception of Diessel (2008), these factors have never been investigated in concert, which makes it difficult to understand their relative importance. Diessel's study, however, discusses only temporal constructions and identifies iconicity of sequence as the strongest predictor of clause position. Since this explanation is, in principle, unavailable for other types of subordinate clauses, the generalizability of Diessel's findings is somewhat limited. The present study offers a multifactorial analysis of 2,000 concessive constructions from the written part of the BNC and assesses the variable importance of six factors for the ordering choice, showing that semantic and discoursepragmatic factors are much stronger predictors of clause position than processing-based, weight-related ones. On a methodological note, the study proposes that random forests using conditional inference trees constitute the preferred tool for the general type of problem investigated here.

An important account of linear ordering in syntax is John A. Hawkins' (2004) theory of cognitive efficiency and the principles of domain minimization formulated therein. In its latest formulation, the theory postulates syntactic and semantic minimization principles. With regard to the relative strength of these principles, prior research into the dynamics of these constraints has come to differing conclusions. Using the relative ordering of prepositional phrases (PPs) in English as a test phenomenon, the present study contributes to the further development of a theory of syntactic serialization through the multifactorial analysis of naturalistic data from a corpus of present-day British English. We find that lexical-semantic dependency constitutes the strongest constraint on serialization followed by the weight-related, syntactic one. More specifically, our results show that although syntactic minimization has much greater data coverageit applies to a much larger proportion of the datathe lexical-semantic factor has a much greater effect size, thus is more seldomly violated. In addition to assessing the relative importance of the two minimization principles, we also investigate the effects of other potential codeterminants of PP order, namely the MANNER . PLACE . TIME generalization and pragmatic information status. Our results suggest that these play statistically significant but tangential roles in PP ordering.Research into syntactic constituent ordering has accumulated increasing evidence for the idea that language users tend to prefer constituent orders that impose fewer demands on (verbal) working memory (e.g.

A growing field of research has made use of a semiartificial language paradigm to investigate the role of awareness in L2 acquisition. A central and empirically still unresolved issue in this field concerns the possibility of learning implicitly, that is, without intention to learn and without awareness of what has been learned. Up until now, studies on implicit learning have mainly been conducted in laboratory settings under highly controlled conditions with university students as participants. The present study investigated whether and to what extent the results obtained in such settings can be extrapolated to the general population. Building on Williams (2005), we designed two crowdsourcing experiments that examined the learning of novel form-meaning mappings under incidental conditions in 163 participants. Our design allowed us to disentangle the effects of awareness at the level of noticing and understanding. The results of the two experiments demonstrated the implicit learning effect outside the lab in a more varied sample of participants and indicated that awareness at both levels appears to have a facilitative effect on learning outcomes.

Recent studies have uncovered substantial individual differences in first language (L1) language attainment across the lifespan and across multiple components of language. The existence of such variability raises the question of its role in second language (L2) learning. The existing body of research on L1–L2 relationships has primarily targeted reading comprehension by means of controlled experimental designs. This study extended existing research by investigating L1–L2 relationships in writing through the automatic analysis of linguistic complexity in paired samples of authentic production data. For each writing sample, a series of measurements of 12 indicators was obtained using a computational tool that implements a sliding‐window approach. Results from mixed‐effects modeling revealed significant relationships between L1 complexity and L2 complexity for all but one measure, indicating that an L1 effect is robust across different levels of linguistic description.