Archive for April, 2008

Welcome to Lorch Hall: Ezra Keshet

Monday, April 21st, 2008

Ezra Keshet will be our visiting Assistant Professor in 2008-09, holding the Language Learning visiting faculty position. Ezra will teach two of our semantics courses in 2008-09. He is current completing his PhD in semantics at MIT, but his work also touches on syntax, pragmatics and discourse.

His dissertation argues that possible worlds and times must be explicitly represented in the syntax of natural language and explains several constraints such representations must obey. He has also done research on scalar implicature, showing that an analysis involving alternative semantics solves several puzzles relating to the topic; and telescoping, including arguments that syntactic rules sometimes bridge multiple sentences, given the proper discourse environment.

Other interests of Ezra’s include singing, cooking, and computational linguistics.

Welcome, Ezra!

Vera Irwin awarded Sweetland Dissertation Writing Fellowship

Monday, April 21st, 2008

Vera Irwin has been awarded a dissertation writing fellowship from the Sweetland Writing Center.

Congratulations, Vera!

New Assistant Professor: Gerardo Fernandez-Salguerio

Monday, April 21st, 2008

Gerardo Fernandez-Salgueiro accepted an offer for a Tenure-Track job in Linguistics at National Taiwan Normal University.

He will start in the new position in Fall 2008.

Congratulations, Gerardo!

Eric Brown receives FLAS fellowship

Monday, April 21st, 2008

Eric Brown has been received a FLAS fellowship from the Center for Southeast Asian Studies to continue his work on Thai.

Congratuations, Eric!

Conference talk: Revisiting off-target verbosity

Tuesday, April 15th, 2008

Chris Odato and Debby Keller-Cohen presented their paper, “Revisiting off-target verbosity: Discourse context and speaker identity” at the Cognitive Aging conference held in Atlanta April 10-13.

Abstract

The claim that some older adults talk at length on irrelevant topics has spawned research on what has become known as “off-target verbosity” (OTV). In prior research, OTV has been attributed to speaker characteristics—inhibition (Arbuckle, Pushkar and colleagues) or communicative strategies (James et al., 1998). Out study examined the potential of discourse context and speaker identity to influence perceptions of these speech characteristics.

Forty older adults (age 70+) and forty college students participated in an experiment testing the effects of Participant Age (older/younger), Speaker Age (older/younger), Speaker Gender and Discourse Context (interview/conversation). Participants evaluated transcripts on five measures: focus, talkativeness, clarity, interest and the extent to which the speaker was off-target. The content of the speech represented in the transcripts was held constant while the context in which it was produced and the age and gender of the speaker to whom it was attributed varied between participants.

Age proved to be important in several ways. Overall, older participants were more generous in their evaluations. Also, speech was rated as more interesting when attributed to older speakers. In addition, there were significant interactions between research participant age and discourse context: younger, but not older participants found the speech represented in the transcripts more focused in the conversation context. Gender too was found to enter into evaluations: speech was seen as more focused and clearer when attributed to a female speaker.

This study points to the importance of identifying what analytic categories raters/listeners bring to the task of evaluating others’ speech.

Spring workshop on Lingustic Reconstruction

Tuesday, April 15th, 2008

On April 4-6, the Department hosted the Twelfth Spring Workshop on Theory and Method in Linguistic Reconstruction, a long-running biennial series that began in 1986.  The talks were on Indo-European (Ben Fortson, Eric Hamp, Jay Jasanoff, Brian Joseph); Tibeto-Burman (Jim Matisoff, David Kamholz); Native American languages (Terry Kaufman, Ives Goddard, Bob Rankin); Australian languages (Claire Bowern); Caucasian languages (Alice Harris); Austronesian languages (Mark Hale); and general topics (Andrew Garrett, Lyle Campbell).  The best title (and certainly one of the best talks) was Bob Rankin’s: “The mystery of the Vice President’s Chair”.

Linguistics Club Event: Translation and Interpretation

Tuesday, April 15th, 2008

The Linguistics Club is hosting a panel discussion with three
professional translators/interpreters from the University of Michigan
Health Services:
Fawzi El-Shafei (Arabic-English)
Maria Militzer (English-Spanish)
Linda Steinke (Arabic-English)

We will also hear from Helen Merenda, an undergraduate in the UROP
program, about her German-English translation project.

As always, cookies, brownies, and coffee will be forcefully offered.

Thursday, 17 April 2008
3:00pm - 4:30pm
Lorch Hall (room TBA)

Brook Hefright receives Fullbright Fellowship

Thursday, April 10th, 2008

Brook Hefright has received a Fullbright Fellowship to conduct fieldwork on language contact and ethnic identity among the Bai people of Yunan Province, China.

Congratulations Brook!!

Conference presentation: Late acquisition of syntax-semantics

Thursday, April 10th, 2008

Acrisio Pires and his co-author Jason Rotham (University of Iowa) presented their paper at the 38th Annual Linguistic Symposium on Romance Languages held April 4-6 at the University of Illionois.
Abstract

Given that various influential proposals about syntactic change have been based on acquisition and learnability (e.g. Lightfoot 1999, Clark&Roberts 1993, Roberts 2001, 2007 and refs therein), tests of children’s knowledge of properties that are undergoing change in different dialects are relevant (but still lacking), and can provide new evidence to refine such proposals. With this in mind, the acquisition of Brazilian Portuguese (BP) is especially relevant, since many aspects to the formal/standard grammar were argued to have been at least partially eliminated from colloquial dialects, differently from European Portuguese (e.g. 3P accusative clitics, enclitic pronouns, null referential subject pro, see Azevedo 1989, Galves 2001, Kato&Roberts 1993, Naro 1981, Salles 2005 and refs therein). However, adult BP speakers that are tested for grammaticality judgments show evidence of full knowledge of certain grammatical properties that are argued to have been lost. Such is the case with inflected infinitives, infinitival forms that are overtly inflected for person/number, independently of tense (1b) (2a): adult BP speakers give evidence of knowledge of the grammatical properties of these forms (e.g. Koike 1983, Perini 1974, Quicoli 1996, Rothman & Iverson 2007). However, such properties were argued to have been partially or entirely eliminated from the grammar of colloquial BP (see Botelho-Pereira&Roncaratti 1993, Lightfoot 1991, Painter 1991, Pires 2002). In addition, corpus studies of colloquial dialects of BP indicate that alternative structures are used to the exclusion of inflected infinitives. This paper focuses on questions such as: (i) To which extent is full/native knowledge of certain grammatical properties determined only by native/child language acquisition? (ii) How can knowledge of grammar that results from native acquisition (Chomsky 1986, 2005) be teased apart from grammatical knowledge that results from late learning, in case the empirical naturalistic data (or the absence thereof) and grammaticality judgments (Chomsky 1964 and much later work) lead to opposite conclusions regarding the knowledge attained by adult speakers? We address these questions by investigating whether the morphosyntax and semantics of inflected infinitives are actually acquired as part of native BP grammatical systems or are instead acquired (or learned) later.
This study tested two hypotheses: (i) whether inflected infinitives are indeed no longer acquired as part of native BP (colloquial) dialects and (ii) whether these forms are actually learned late by BP speakers (e.g. as an artifact of learning standard BP in school). We tested a cross section of BP child/teenage groups (ages range from 6-15) from upper and lower income classes to determine if and when BP children come to acquire inflected infinitives. We present below the results for the upper income class: the only one that showed full knowledge of inflected infinitives.
We conducted two experiments, a morphological recognition task (MRT) and a truth value judgment task (TVJ task, e.g. Crain & Thornton 1998). Test materials were presented in two different (but similar) versions, according to the age of the subjects. Children up to age 9 were tested with a picture matching/choice task (e.g. McDaniel, McKee & Cairns 1996) that involved the participation of a puppet, and subjects age 10 and older were presented with a written version of the same task. The MRT involved 12 stories (3 stories testing 3PL inflected infinitives, 3 stories testing 1PL inflected infinitives, 6 control stories with non-inflected infinitives or present tense). Each story had two test sentences, and correct/incorrect test sentences varied randomly across stories. An example of the MRT with inflected infinitives appears in (1). After each story the child was asked to correct the test sentence if they thought it was incorrect. For the younger children, the test sentence was uttered by the puppet, Tigger, given that children were told that Tigger was still learning Portuguese, and sometimes needed help when he made mistakes.
In the TVJ task the subjects were told stories such as (2). They were then presented with the test sentence (uttered by the puppet as the end of the story) and asked to pick the picture/description that corresponded to that story end (or to say what happened in case they did not accept either picture/description). There were 24 stories, with a total of 12 test sentences (6 each for inflected infinitives 3PL and 1PL forms) and 12 fillers/distractors (including non-inflected infinitives). Test sentences targeted three syntactic/semantic properties of non-inflected infinitives (vs. non-inflected infinitives): (i) non-obligatory control (2a,c), (ii) strict reading under ellipsis and (iii) the possibility of split antecedents.
The experimental data clearly show (confirmed statistically across both tests) that children under the age of ten (and from the youngest school age) do not have grammatical knowledge of the distinctive syntax and semantics of inflected infinitives (for both tests these groups did not differentiate between inflected and uninflected infinitives, for every counterbalanced property, i.e. p>.05 for all relevant categories). In addition, children and teenagers above age ten develop such knowledge incrementally: we show that only children/teenagers above age 10 show incremental evidence of knowledge of inflected infinitives: by the age of 13, subjects performed as expected of a native grammar with inflected infinitives (every counterbalanced comparison was p<.001 for all relevant categories). The late learning (arguably post critical period) of inflected infinitives confirms proposals of Portuguese dialectal variation and BP diachronic change. However, BP educated speakers still learn inflected infinitives as teenagers, which can explain the grammatical knowledge shown by adults, and gives relevance to the potential role of standardization and literacy in the acquisition of grammatical knowledge that is restricted to a standard, non-native dialect but has been lost from native vernacular dialects.

(1) (Story testing 3PL inflected infinitive) A Margarida e a Minie gostam de esportes. Elas semprem fazem natação, mas hoje o esporte delas é outro. Por que a escolha delas mudou?
Daisy and Minnie like sports. They always swim, but today they picked a different sport. Why did their choice change?
Test sentences (uttered by puppet, for younger subjects):
a. *É muito difícil elas nadar todo dia. (incorrect non-inflected infinitive form)
It is very difficult they swim every day.
b. Agora é mais importante a Daisy e a Minnie correrem mais vezes. (3PL infl. inf)
Now it is more important for Daisy and Minnie to run more times.
(2) Story: O Mickey estava em casa, com o Pato Donald e a Margarida. O carro estava muito sujo e precisava de uma limpeza.
Mickey was at home, with Donald Duck and Daisy. The car was very dirty and needed cleaning.
a. Test sentence: O Mickey ficou satisfeito de lavarem o carro.
Mickey was happy of wash-INF-3PL the car.
‘Mickey was happy that they washed the car.’
b. Wrong picture: shows Mickey washing the car alone (no one else is on the picture).
c. Correct picture: shows Donald and Daisy washing the car (Mickey is absent).

Michigan Sociolinguists at Sociolinguistics Symposium 17

Thursday, April 10th, 2008

Robin Queen and Lauren Squires both presented papers at the 17th Sociolinguistics Symposium, which was held at the Meertens Institute in Amsterdam.

Lauren’s paper:
Keeping it offline: the metadiscursive erasure of Standard English from the internet
The semiotic process of erasure has proven a useful tool in understanding how language ideologies emerge and are maintained in various sociolinguistic settings (Irvine and Gal 2000). Erasure is a process whereby some aspect of a linguistic situation - whether a social group, linguistic feature, or style/variety - is rendered invisible to speakers, creating the image of a situation that is consistent with speakers’ language ideologies. Typically, the practices or existence of subordinate groups have been those shown to be the objects of erasure. As Bucholtz (2001) has noted, we have not commonly seen in-depth discussion of dominant languages, linguistic features, or sociolinguistic groups made to seem absent or irrelevant. Such erasure may happen in different ways, or for different ideological reasons, than the erasure of non-dominant language aspects.

This project addresses this kind of erasure through an analysis of metadiscourse about language and the internet. I examine a pair of public comment threads from the internet, both representing readers’ responses to a published college newspaper column about the internet’s negative effects on the English language. Examining the metadiscursive construction of “Netspeak” (Crystal 2001) as a language variety, I focus on how Netspeak is conceived by speakers as related to English, written English, and Standard (in folk terms, “correct” or “good”) English. My paper will home in on two main aspects of the discourse in the data. First, Netspeak is framed as a distinct variety that is used online, which is also negatively valued in juxtaposition to Standard English (echoing Thurlow’s [2006] findings about mass media reports on computer-mediated communication). Second, while Netspeak is generally looked down upon, commenters often claim that it is acceptable so long as it is contained in the online sphere and does not leak into other domains of linguistic practice, including formal writing or spoken language.

I argue that such discourse erases any association of the internet with Standard English, and I suggest that what enables this erasure is the very existence of “Netspeak” as a linguistic artifact (after Preston 1996). The concept of “Netspeak” equates the variety strictly with online discourse: Netspeak happens online, and conversely, Standard English happens offline. The dominant ideology that values Standard English (see Milroy 2001) is reinforced by Standard English’s erasure from a specific field of discourse, protecting “good English” from the internet. I discuss the intersection of two sets of relevant ideologies: ideologies about language, wherein Standard English is to be valued and change is seen as socially threatening, and ideologies about the internet, which is considered a frightening or anomalous social space (Paradis 2005). This intersection is locatable in metadiscourse, a crucial mechanism in processes of erasure and ideological production.

Robin’s paper

“Why are hoomans so stupit?”: Written linguistic variation and blogging as the family dog
Despite significant interest in how written linguistic variation provides insights into various kinds of sociolinguistic processes (Preston 1985; Jaffe and Walton 2000; Preston 2000; Johnstone 2004; Nguyen 2005; Androutsopoulos 2000; Baron 2004; Herring and Paolillo 2006), the assumption has generally been that written variation represents writers’ ideologies concerning spoken variation and its associations with particular social characteristics. However, it is also possible to use written variation to denote social relations that have no clear antecedent in the spoken language. For instance, written variation has been used since at least the 19th century to represent beings who do not normally use language, such as family pets (Grier 2006). Unsurprisingly, there has been little previous attention paid to this kind of variation; however, focusing on the ways people construct the voice of a non-human animal opens a potentially important window into how social meaning generally becomes connected to, and manipulated by, linguistic variation. This is particularly true in the case of family dogs since dogs constitute an undeniable social “other” while at the same time constituting an intimate social interactant often considered to be a “member of the family.”

In this paper, I focus on data from weblogs written in the voice of the family dog, relying on a corpus of 20 blogs (422 posts; 88771 words) randomly selected from the Dogs with Blogs index (http://www.dogswithblogs.com.au). Specifically, I show that the use of phonetic respellings and other non-standard orthographic and grammatical elements represents a complex set of meanings tied to the representation of social difference on the one hand and social affiliation on the other. The linguistic elements include colloquial respellings (e.g. gonna); phonetic respellings (e.g. wuz), prosodic respellings (e.g. SOOOOO), graphic substitutions (e.g. 4 for “for”), non-standard grammar (e.g. it’s hards), novel pronouns (e.g. anydog) and kinship terminology (e.g. my human brother). I show that the dog’s voice depends on creatively using written variation to represent the social affiliation that humans typically have with their companion animals (e.g. Mom gave me her chicken skin jus cuz she luvs me) while simultaneously representing the unquestionable social (and essential) differences between dogs and humans (e.g. my peepol are always doing the wierdest stuff. i will never unnerstand them.) Because a focus on voicing non-human animals forces the examination of linguistic variation independently of human social configurations, such as gender, ethnicity or social class, it necessarily turns attention to a more generalized model of the relationship between linguistic variation and social meaning based more broadly on social differentiation and affiliation. By examining a practice such as dog blogging, this study provides new insights into exactly these meanings and heeds a recent call by Kohn (2007) to explore the semiotic processes that emerge out of human entanglements with other living beings, especially companion animals.