Frame Constructional Verb Classes

While verb classes are a mainstay of linguistic research, the field lacks consensus on precisely what constitutes a verb class. This book presents a novel approach to verb classes, employing a bottom-up, corpus-based methodology and combining key insights from Frame Semantics, Construction Grammar, and Valency Grammar. On this approach, verb classes are formulated at varying granularity levels to adequately capture both the shared semantic and syntactic properties unifying verbs of a class and the idiosyncratic properties unique to individual verbs. In-depth analyses based on this approach shed light on the interrelations between verbs, frame-semantics, and constructions, and on the semantic richness and network organization of grammatical constructions. This approach is extended to a comparison of Change and Theft verbs, revealing unexpected lexical and syntactic differences across semantically distinct classes. Finally, a range of contrastive (German–English) analyses demonstrate how verb classes can inform the cross-linguistic comparison of verbs and constructions.

This book offers new perspectives on the study of Chinese lexical semantics, as well as discourse analysis and cognitive pragmatics based on lexical semantics. The first part focuses on fundamental issues in lexical semantic research, while the second features articles highlighting various aspects of the lexical category systems in Chinese. The third part discusses application-oriented research on lexical semantics. Presenting the latest research in the field, the book is a valuable resource for specialists in Chinese lexical semantics, as well as for researchers and students interested in grammar, theory of lexical semantics, and word/meaning processing.

Based on the accumulation of research experience and knowledge over the past 30 years, this volume lays out the research issues posed by the construction of various types of Chinese language resources, how they were resolved, and the implication of the solutions for future Chinese language processing research. This volume covers 30 years of development in Chinese language processing, focusing on the impact of conscientious decisions by some leading research groups. It focuses on constructing language resources, which led to thriving research and development of expertise in Chinese language technology today. Contributions from more than 40 leading scholars from various countries explore how Chinese language resources are used in current pioneering NLP research, the future challenges and their implications for computational and theoretical linguistics.

This book provides a state of the art collection of constructional research on syntactic structures in German. The volume is unique in that it offers an easily accessible, yet comprehensive and sophisticated variety of papers. Moreover, various of the papers make explicit connections between grammatical constructions and the concept of valency which has figured quite prominently in Germanic Linguistics over the past half century.

How can insights from Construction Grammar (CxG) be applied to foreign language learning (FLL) and foreign language teaching (FLT)? This volume explores several aspects of Pedagogical Construction Grammar, with a specific look at issues relevant to second language acquisition, FLL, and FLT. The contributions in this volume discuss a wide range of constructions, as well as different resources, methodologies, and data used to learn constructions in the language classroom. More specifically, they seek to provide answers to the following questions: What do new constructional approaches to teaching and learning foreign language look like that take the insights of CxG seriously? What should electronic resources using constructions and semantic frames for foreign language instruction look like? How should constructions (pairings of form with meaning/function) in the foreign language classroom be introduced? What role does frequency play in learning constructions in the language classroom? What types of strategies does CxG offer to facilitate the acquisition of a second language? This volume is relevant for anyone interested in second language acquisition, foreign language pedagogy, Construction Grammar, and Cognitive Linguistics. Endorsements: If first language learning flows forth from language use, teaching language should be based on relevant usage-patterns, modified in accordance with the advanced cognitive and linguistic knowledge of older learners. The current volume shows how insights from first and second language learning and usage-based Construction Grammar can be turned into evidence-based teaching strategies. Heike Behrens, University of Basel Usage-based Construction Grammar has changed our view of language learning, but it is only recently that researchers have begun to apply the insights of the constructionist approach to language pedagogy. This volume brings together a collection of articles in which experts of Construction Grammar and Usage-based Linguistics make concrete proposals for teaching constructions by using corpora and other resources. A must read for everybody interested in grammar teaching. Holger Diessel, University of Jena With Directions for Pedagogical Construction Grammar, Boas has produced an impressive and much-needed volume which excels at illustrating the immense potential of constructionist approaches to improve language pedagogy. The contributions to this volume, all authored by leading cognitive and corpus linguists, convincingly describe what a successful future of language teaching could look like—one that is founded in usage-based linguistics and takes language patterns seriously. I consider this volume essential reading for any applied linguist. Ute Römer, Georgia State University

This book constitutes the thoroughly refereed post-workshop proceedings of the 21st Chinese Lexical Semantics Workshop, CLSW 2020, held in Hong Kong, China in May 2020.Due to COVID-19, the conference was held virtually. The 76 full papers included in this volume were carefully reviewed and selected from 233 submissions. They are organized in the following topical sections: Lexical semantics and general linguistics, AI, Big Data, and NLP, Cognitive Science and experimental studies.

This book addresses one of the most pervasive questions in historical linguistics – why variation becomes stable rather than being eliminated – by revisiting the so far neglected history of the English dative alternation. The alternation between a nominal and a prepositional ditransitive pattern (John gave Mary a book vs. John gave a book to Mary) emerged in Middle English and is closely connected to broader changes at that time. Accordingly, the main quantitative investigation focuses on ditransitive patterns in the Penn-Helsinki Parsed Corpus of Middle English; in addition, the book employs an Evolutionary Game Theory model. The results are approached from an ‘evolutionary construction grammar’ perspective, combining evolutionary thinking with diachronic constructionist notions, and the alternation’s emergence is interpreted as a story of constructional innovation, competition, cooperation and co-evolution. The book not only provides a thorough and detailed analysis of the history of one of the most-discussed syntactic phenomena in English, but by fusing two frameworks and employing two different methodologies also presents a highly innovative approach to a problem of relevance to historical linguistics in general.