Construction Grammar - uni-jena.dex4diho/LangCog.Construction_grammar.pdf · Language 70: 491-538....
Transcript of Construction Grammar - uni-jena.dex4diho/LangCog.Construction_grammar.pdf · Language 70: 491-538....
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Construction Grammar
Holger DiesselHolger Diessel
University of Jena
http://www.holger-diessel.de/
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Words seem to have a prototype structure; but language
does not only consist of words.does not only consist of words.
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What is the nature of grammatical categories?
1. conjunction
2. subject2. subject
3. transitive clause
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Grammatical categories
� Hypothesis 1: Grammatical categories are like words. They
have a prototype structure grounded in experience?
� Hypothesis 2: Grammatical categories are like mathematical � Hypothesis 2: Grammatical categories are like mathematical
categories? They have clear-cut boundaries and are not
grounded in experience.
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Generative grammar
Noam Chomsky
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The autonomy of syntax
Colorless green ideas sleep furiously.Colorless green ideas sleep furiously.
[Chomsky 1957]
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Categories and rules
Parts of speech: N, V, DET
Phrasal categories: NP, VP, S
Phrase structure rules:
NP → DET (A) N
VP → V (NP)
S → NP VP
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Categories and rules
S
VP
DET N V DET N
The cat caught the mouse.
NPNP
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Construction Grammar
Charles Fillmore
Paul KayPaul Kay
George Lakoff
Adele Goldberg
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Construction Grammar
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Construction Grammar
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Construction Grammar
What is a construction?
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Construction Grammar
A construction is a complex linguistic sign that combines
a specific form with a particular meaning.a specific form with a particular meaning.
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Idioms
Fillmore, C., Kay, P. and O’Connor, M.K. 1988. Regularity and
idiomaticity in grammatical constructions: The case of let alone.
Language 64: 501-38.Language 64: 501-38.
Nunberg, S., Sag, I.A., and Wasow, T. 1994. Idioms. Language 70:
491-538.
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Proverbs
(1) An apple a day keeps the doctor away.
(2) The grass is always greener on the other side.
(3) Birds of a feather flock together.
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Idioms
Idioms are prefabricated chunks, conventionalized collocations,
utterance formulas.
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Idioms
(1) a. How are you doing?
b. Thank you, I’m fine.
c. What can I do for you?
d. Get the hell out of here!
e. You can’t have it both ways.e. You can’t have it both ways.
f. Either way is fine.
g. Say that again.
h. I don’t believe what’s happening.
i. You gotta be kidding.
j. No, I’m dead serious.
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Idioms
(2) a. Why don’t you __ .
b. I don’t know __ .
c. Do you mind if __ .
d. I am just about to __ .
e. Would you please __ .e. Would you please __ .
f. __ is not in the position to __ .
g. I can’t help Ving __ .
h. __ never got around to __ .
j. That’s just about the __ that __ .
k. I wonder if __ .
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Idioms
The frequent use of prefabricated chunks (i.e. idiomatic expression)
is one of the features that distinguishes the speech of native is one of the features that distinguishes the speech of native
speakers from the speech of second language learners.
[Pawley and Syder 1983]
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Idioms
Native-like competence and fluency demands such idiomaticity.
[Nick Ellis 2003][Nick Ellis 2003]
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Idioms
Encoding idioms Decoding idioms
answer the door kick the bucket
wide awake pull a fast one
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Idioms
Encoding idioms Decoding idioms
answer the door kick the bucket
wide awake pull a fast one
Meaning partly transparent Meaning completely opaque
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Idioms
Grammatical idioms Extragrammatical idioms
kick the bucket all of a suddenkick the bucket
spill the beans
all of a sudden
by and large
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Idioms
Grammatical idioms Extragrammatical idioms
kick the bucket all of a suddenkick the bucket
spill the beans
all of a sudden
by and large
Semantically irregular but
syntactically regular
Semantically irregular and
syntactically irregular
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Idioms
Idioms with pragmatic
point
Idioms without pragmatic
point
Good morning. All of a sudden.Good morning.
See you later.
Once upon a time.
Him be a doctor?!
How are you doing?
All of a sudden.
Either way is fine.
That’s just about the __ that __
You can’t have it both ways.
Say it again.
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Idioms
Idioms with pragmatic
point
Idioms without pragmatic
point
Good morning. All of a sudden.Good morning.
See you later.
Once upon a time.
Him be a doctor?!
How are you doing?
All of a sudden.
Either way is fine.
That’s just about the __ that __
You can’t have it both ways.
Say it again.
Tied to a specific pragmatic
context
Not tied to a specific pragmatic
context
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Idioms
Substantive idioms Formal (schematic)
idioms
It takes one to know one. The __ the __ .It takes one to know one.
> *It took one to know one.
So far so good
>*So far so bad.
The __ the __ .
__ let alone__ .
Why don’t you __ ?
__ never got around to __ .
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Idioms
Substantive idioms Formal (schematic)
idioms
It takes one to know one. The __ the __ .It takes one to know one.
> *It took one to know one.
So far so good
>*So far so bad.
The __ the __ .
__ let alone__ .
Why don’t you __ ?
__ never got around to __ .
Lexically filled and grammatically
invariable
Partially filled by lexical items
and partially variable
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Idioms
Hypothesis:
Idioms are fixed irregular expressions that are learned and Idioms are fixed irregular expressions that are learned and
memorized like words.
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Idioms
(1) He kicked the bucket.
(2) *The bucket was kicked.
(3) *They kicked the buckets.
(4) He will kick the bucket.
(5) ?He had kick the bucket.
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Let alone
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Idioms
(1) a. We’ll need shrimp and squid.
b. Max won’t eat shrimp, let alone squid.
(2) a. I want to cook the shrimp and clean the squid.
b. Max won’t touch the shrimp, let alone clean the squid.
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Idioms
(3) a. Bill will drink beer and whisky.
b. Bill won’t drink beer and whisky.
(4) a. *Bill will drink beer let alone whisky.
b. Bill won’t drink beer let alone whisky.
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Idioms
(5) a. Shrimp and squid, John won’t eat.
b. *Shrimp let alone squid, John won’t eat.
(6) a. Shrimp, John won’t eat, let alone squid.
b. *Shrimp, John won’t eat and squid.
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Idioms
(7) a. Max won’t eat shrimp but Minnie will.
b. *Max won’t eat shrimp let alone Minnie will.
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Idioms
Conclusion:
Idioms have both idiosyncratic properties that must be
memorized and general grammatical properties that
characterize ‘regular’ grammatical expressions.
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What’s left?What’s left?
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Are there fully regular grammatical expressions?Are there fully regular grammatical expressions?
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Passive
(1) The meal was cooked by John.
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Passive
S
VP
DET N AUX V P N
The meal was cooked by John.
NP
NP
PP
VP
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Passive
� The subject functions as patient rather than actor.
� The verb occurs in a particular form (be + past PTC).
� The by-phrase has a particular function/meaning.
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There is no principled difference between idiomatic
constructions and regular grammatical constructionsconstructions and regular grammatical constructions
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Caused-motion construction
(1) She dragged the child into the car.
(2) He wiped the mud off his shoes.
(3) She forced the ball into the jar.(3) She forced the ball into the jar.
(4) He pushed the book down the chute.
Meaning: <X causes Y to move somewhere>
Form: SU V DO PP
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Caused-motion construction
Where does the meaning come form?
Traditional view: The meaning of the construction is derived from
the meaning of the words it includes.
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Caused-motion construction
Verbs: drag x into
wipe x off
force x intoforce x into
push x down
causative + motion
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Caused-motion construction
(1) She sneezed the napkin off the table.
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Caused-motion construction
The caused motion construction is idiosyncratic in that it evokes a
construction-specific interpretation.
The meaning of the construction is more than the meaning of its
components.
The construction as a whole has a particular meaning.
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Resultative construction
(1) Peter meeked the bleek dizzy.
<X changes Y in such a way that Y becomes Z>
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Conclusion
There is no principled difference between idioms and
grammatical constructions:
Both involve regular and idiosyncratic properties.
If constructions include idiosyncratic properties they must be
stored and memorized like words.
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Conclusion
A construction is a complex linguistic sign that A construction is a complex linguistic sign that
combines a specific form with a particular meaning.
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Linguuistic sign
ræbıt
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Conclusion
Constructions are ‚big words‘. (Dąbrowska 2000)
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Passive construction
X is affected by Y
SUBJ V PPSUBJ be V-ed by PP
X is affected by Y
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Caused motion construction
X causes Y to move somewhere
SUBJ V OBJ PP
X causes Y to move somewhere
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Resultative construction
X affects Y so that it turns Z
SUBJ V OBJ ADJ
X affects Y so that it turns Z
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Construction Grammar
If grammatical units are linguistic signs, grammatical
categories may be of the same type as words.
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Gramatical categories
How is the category ‘subject’ represented in mental grammar?
-> Is the subject a category of non-linguists?
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Subject
� The subject is the NP before the verb.
� The subject agrees with the verb.
Pronominal subjects occur in nominative case.� Pronominal subjects occur in nominative case.
� The subject functions as controller of participle adverbial
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Subject
(1) Peter met Mary.
(2) John hates country music.
(3) He likes this picture.
(4) Watching TV he did not noticed Jane.
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Subject
(1) Peter walked down the street.
(2) The man kicked the ball.
(3) The dog was barking.
Subject = agent
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Subject
agentagent
NPNOM (V Y)
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Subject
The subject precedes the verb:
(1) Yesterday, Peter met Mary.
(2) Across the bridge lived an old man.
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Subject
The subject agrees with the verb in third person.
(1) Peter likes bananas.
(2) There are my shoes.
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Subject
The subject occurs in nominative case.
(1) He(*him) is a teacher.
(2) Him be a doctor!
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Subject
The subject controls the actor of the omitted subject of participle
adverbial clauses and coordinate sentences.
(1) Entering the room, Peter saw Mary.(1) Entering the room, Peter saw Mary.
(2) The conference closed, we left London.
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Subject
The subject functions as actor.
(1) Peter kicked the ball.
(2) The ball was kicked against the wall.
(3) The bomb exploded.
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Subject
subject
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Transitive construction
X is acting on Y
SUBJ V OBJ
X is acting on Y
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Subject
(1) a. Peter kicked the ball.
b. Peter likes bananas
(2) a. Peter is eating it up.
[activity vs. psych]
[telic vs. atelic](2) a. Peter is eating it up.
b. Peter is eating it.
(3) a. I write your name.
b. I forgot your name.
[telic vs. atelic]
[+/-volitional]
Hopper & Thompson 1984
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Subject
(4) a. I kicked the ball.
b. I was kicking the ball.
(5) a. I drank the beer.
[+/-punctual]
[+/-countable](5) a. I drank the beer.
b. I drank some beer.
(6) a. I kicked the ball.
b. I didn’t kick the ball.
[+/-countable]
[+/-negative]
Hopper & Thompson 1984
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Subject
subject
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Genitive
Peter’s carPeter’s car
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Genitive
(1) Peter’s car
(2) John’s hand
(3) John’s train (to London)(3) John’s train (to London)
(4) the secretary’s computer
(5) the dog’s bone
(6) the car’s door
(7) the play’s final act
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Genitive
(1) John’s photograph
1. the photograph that John owns
2. the photograph that John took
3. the photograph that depicts John
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Genitive
1. NPs referring to abstract entities
2. NPs referring to concrete entities
3. NPs referring to humans
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10295100
120
Genitive
47
1
11
44
0
20
40
60
80
NP's NP
human
abstract
concrete
Gries 2001
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Genitive
(1) a. my father’s car
b. the car of my father
(2) a. the student’s name
b. the name of the student
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111
92100
120
Genitive
9
30
16
42
0
20
40
60
80
NP of NP
human
abstract
concrete
Gries 2001
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Genitive
10295100
120 111
92100
120
S-gentive
47
1
11
44
0
20
40
60
80
NP's NP
human
abstract
concrete
9
30
16
42
0
20
40
60
80
NP of NP
human
abstract
concrete
of-gentive
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Genitive
s-genitive
1. Human’s concrete Peter’s car
2. Human’s abstract Peter’s idea
of-genitive
1. Abstract of abstract the foundation of the theory
2. Abstract of concrete the consequence of the accident
3. Concrete of concrete the roof of the house
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Collostructional analysis
Collostructional analysis is a corpus-linguistic method that
measures the associations between words and constructions.
Gries and Stefanowitsch 2003, 2004
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Collostructional analysis
Collexemes Collostruct
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Double object vs. to-dative
(1) a. Peter gave the dog a bone.
b. Peter gave the bone to the dog.b. Peter gave the bone to the dog.
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Double object vs. to-dative
Double object To-dative
give 461 146give 461 146
send 213 314
tell 98 32
bring 5 27
offer 34 22
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Double object vs. to-dative
(1) a. I lend Peter the book.
b. I lend the book to Peter.b. I lend the book to Peter.
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Double object vs. to-dative
Double object To-dative
lend 85 102
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Double object vs. to-dative
Double object To-dative
lend 85 102
other verbs 574 1.773
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Double object To-dative Total
lend 85 102 187
Double object vs. to-dative
Expected frequency =
Other Vs 950 1517 2.467
Total 1.035 1.619 2654
x × y
total
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Double object To-dative Total
Double object vs. to-dative
lend 85 (73) 102 (114) 187
other Vs 950 (962) 1517 (1504) 2.467
Total 1.035 1.619 2654
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Double object
Collexeme Strength
Double object vs. to-dative
Give
Tell
Show
Offer
Cost
1.84E-120
8.77E-58
8.32E-12
9.95E-10
9.71E-09
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Double object To-dative
Collexeme Strength Collexeme Strength
Double object vs. to-dative
Give
Tell
Show
Offer
Cost
1.84E-120
8.77E-58
8.32E-12
9.95E-10
9.71E-09
Bring
Send
Take
Pass
Make
1.47E-09
1.46E-06
0.00002
0.00002
0.0068
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Conclusion
� Grammar consists of constructions (i.e. complex linguistic
signs).
� Linguistic signs are prototype categories.� Linguistic signs are prototype categories.
� The prototype of a construction is characterized by the
meaning of words that are strongly associated with a
construction.
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Questions
� Constructions have been characterizes as ‘big words’. What
does that mean?
� Explain in which sense ‘regular’ constructions such as passive
sentences (e.g. The door was opened by Jane) or resultative sentences (e.g. The door was opened by Jane) or resultative
sentences (e.g. Joe pushed the door open) are similar to idioms
such as He kicked the bucket.