Download Language Contact (Cambridge Textbooks in Linguistics) by Yaron Matras PDF

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By Yaron Matras

Such a lot societies in contemporary global are multilingual. 'Language touch' happens whilst audio system of other languages have interaction and their languages impact one another. This ebook is an creation to the topic, masking person and societal multilingualism, the purchase of 2 or extra languages from delivery, moment language acquisition in maturity, language swap, linguistic typology, language processing and the constitution of the language school. It explains the consequences of multilingualism on society and language coverage, in addition to the implications that long term bilingualism inside of groups could have for the constitution of languages. Drawing at the author's personal first-hand observations of kid and grownup bilingualism, the booklet offers a transparent research of such phenomena as language convergence, grammatical borrowing, and combined languages.

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Extra info for Language Contact (Cambridge Textbooks in Linguistics)

Example text

M whether [German] snail there [German] is [German] ‘I am looking/ want to see whether [the/a] snail is there’ The chosen language of the utterance is Hebrew, in compliance with the setting, and the selection of the lexical items that are the principal carriers of the proposition follows this choice. But the clause-combining strategy expressing indirect condition or ‘option’ is German (ob ‘whether’). The child has recently acquired this particular conjunction in German, along with its semantics and distribution rules.

The result is an ad hoc extension of the Hebrew structure. The construction used by the child in segment (c) does not exist in native adult Hebrew. So far, we have seen how pattern replication is motivated by the need to employ a newly acquired semantic-pragmatic construction irrespective of interaction setting, adapting it to the relevant context through pivot-matching and the use of context-appropriate linguistic word-forms. The fact that the child is able to engage in such complex, creative procedures is a sign of growing linguistic maturity as well as of a strict awareness of the setting-bound constraints on the selection of overt linguistic matter.

This ‘bear-with-me-effect’, which the speaker is trying to impress upon the hearer, is evidently a source of tension in the speaker’s mental planning of the utterance. It is likely that this tension is a contributing factor in disturbing the speaker’s ability to control the selection mechanism and discriminate among the repertoire components that are socially acceptable in the current speech setting. The behaviour of contrast is similar to, but more extreme, than that of the other connectivity markers.

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