This thesis investigates how the outcomes of the acquisition of second language (L2) argument structure will vary depending on the nature of the learner's first language (L1). The focus is on motion verbs appearing with a prepositional/postpositional phrase that expresses the final endpoint of the motion (goal PP). In English, manner-of-motion verbs (e.g., walk ) and directed motion verbs (e.g., go) can appear with a goal PP as in John walked (went ) to school. In contrast, Japanese allows only directed motion verbs to occur with a goal PP. Thus, Japanese motion verbs with goal PPs form a subset of their English counterparts. I propose an analysis of these crosslinguistic differences in terms of different incorporation patterns in lexical-syntax (Hale & Keyser, 1993). L1 transfer and learnability considerations (White, 1991b), then, lead me to hypothesize that Japanese-speaking learners of English will be able to acquire the L2 representation on the basis of positive evidence, but that English-speaking learners of Japanese will have difficulty acquiring the L2 representation due to the lack of positive data motivating the restructuring of the L1 representation to the L2. A series of experiments tested these hypotheses using grammaticality judgment and picture-matching tasks. Results in general supported this prediction, suggesting that whether the L1 constitutes a subset of the L2 or vice versa indeed affects the outcomes of L2 argument structure. The results indicate full involvement of L1 and UG in L2 acquisition, thus supporting the Full-Transfer/Full-Access model of L2 acquisition (Schwartz & Sprouse, 1994).

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Notre recherche vise à décrire les connaissances grammaticales élaborées par des élèves de première secondaire au cours de l’enseignement/apprentissage de l’accord du verbe. Cette description se fonde sur l’observation des interactions didactiques entre les élèves, et leur enseignant autour de l’objet de savoir « accord du verbe » : elle concerne plus particulièrement l’interaction entre les pôles « élève » et « savoir ». Notre recherche s’inscrit dans le courant de la grammaire pédagogique moderne. La théorie de la transposition didactique de Chevallard (1985/1991) constitue également la pierre angulaire de nos travaux : les concepts de transposition didactique externe (le passage du savoir savant au savoir à enseigner) et interne (le passage du savoir à enseigner au savoir effectivement enseigné) agissent à titre d’analyseurs des interactions didactiques. L’observation, la description et la théorisation des interactions didactiques imposent une démarche écologique pour la collecte des données. Pour notre recherche, les données ont été recueillies grâce à la captation vidéo de séquences didactiques portant sur l’accord du verbe : elles consistent en des interactions verbales entre élèves ou entre les élèves et leur enseignant. L’analyse des données s’est effectuée selon une perspective macro et micro : (1) L’analyse macro indique que les connaissances antérieures des élèves résistent à l’institutionnalisation des savoirs puisque le savoir enseigné n’est pas celui qui est exclusivement mobilisé. Les élèves recourent à un vaste éventail de connaissances de types procédural et déclaratif pour l’identification du verbe et du sujet, dont la réussite n’est par ailleurs pas assurée. De plus, les connaissances qu’ils ont élaborées autour de la règle d’accord et du transfert des traits morphologiques sont également nombreuses et variées et ne les conduisent pas à accorder le verbe avec constance. (2) L’analyse micro suggère que l’élaboration des connaissances relatives à l’accord du verbe dépend de la manière dont les outils de la grammaire (manipulations syntaxiques et phrase de base) sont utilisés par les élèves. Plus précisément, le savoir piétine ou recule lorsque les manipulations syntaxiques ne sont pas appliquées dans la phrase ou qu’elles ne sont pas adaptées dans certains contextes syntaxiques; le savoir fait des bonds en avant dans les classes où les élèves sont en mesure de recourir à la phrase de base pour soutenir leur analyse grammaticale. Les descriptions proposées dans le cadre de notre thèse conduisent à discuter de leurs implications pour la transposition didactique externe et, plus généralement, pour la didactique du français et de la grammaire. / The purpose of our work is to describe the grammatical knowledge formulated by first- year high school students during the teaching/learning of verb agreement. This description is based on the observation of didactic interactions between students, their teacher and the knowledge element, “verb agreement”: it’s main focus is on the interaction between students and knowledge. Our research lies within the mainstream of modern pedagogical grammar. The didactic transposition theory put forward by Chevallard (1985/1991) also serves as a foundation: didactic transposition concepts, both external (from scholarly knowledge to knowledge to be taught) and internal (from knowledge to be taught to knowledge actually taught) act as didactic interaction analyzers. The observation, description and theorization of didactic interactions require an ecological approach to data collection, which was done by capturing video clips of didactic sequences on verb agreement. These consisted of verbal interactions between students or between students and their teacher. The analysis of this data was performed from both a macro and micro perspective: (1) The macro analysis denotes that the students' previous knowledge is resistant to the institutionalization of learning, since taught knowledge is not being called upon. In their identification of verbs and subjects, students employ a wide range of declarative and procedural knowledge types, even without some form of success being ensured. Moreover, while the knowledge they formulate relative to the agreement rule and the transfer of morphological characteristics is both substantial and varied, it does not consistently lead them to verb agreement. (2) The micro analysis suggests that knowledge formulated relative to verb agreement depends on how the students make use of grammar tools (syntax and basic sentence manipulation). More specifically, knowledge can get underfoot or even take a step ! "#! backward when syntactic manipulations are not applied in the sentence or cannot be adapted to certain syntaxic contexts, and can leap forward in classes where students are able to support their grammatical analysis through resorting to basic sentences. The descriptions put forward within the context of our thesis lead to a discussion of their implications for external didactic transposition and more generally, to the teaching of French and of grammar.

重動句一直是語言學家感興趣的議題，也因此對於此句型語言學家提出了各種不同的解釋。文獻中強制性的理論描述重動的產生，一些和重動句相關的句式可能使這些理論上產生疏漏，這可能代表文獻中的研究還不夠全面，同時對於何時該使用重動句或是其他相關句式，卻未有研究加以說明。所以本論文從形式、意義、用法討論重動句句型，尤其著重於重動句用法層面的探討，試圖更全面地了解重動句語法。而從三大面向中我們歸納出結論： 觀察重動句形式，當重動句裡的動詞為述賓形式時，無論其動詞為詞組、離合詞或詞，一定要使用重動句。 從意義方面來說，重動句的補語指向以指向動詞為大宗，證明重動句主要用於描述句中的動詞。並且，重動句裡的動詞語意根據句中的補語顯現其不同的語意內容，我們推測也許重動句句型本身不帶有意思。 就用法而言，重動句主要用於「客觀描述事件中的動詞」，而從變換句式中得知傾向使用重動句的情況為：為了描述人所參與的事件裡的動詞，而此動詞又造成某種結果，此時我們就會使用重動句。 最後，本文檢視了台海兩岸所出版的華語教材，討論「重動句」的教材編寫，且根據前述的語法規則提出建議，如，教師需特別提醒學習者：動詞的構詞方式、 「得」字的位置、形容詞為補語或是狀語。 / Linguisticians are always interested in this topic, the construction of the verb copying, so many researchers have studied this topic and proposed theoretical framework . However, there are some data that might cause the theories incomprehensive, and also in the decades there are no theses which focus on the transformation constructions from verb copying in Taiwan. Therefore, the purpose of this research is to make a comprehensive study for verb copying construction. This paper discusses the construction of verb copying in structure, meanings and usages three aspects, especially focuses on usages aspect. In the structure aspect, observing the construction in the corpora, when the verb in the sentence is composed of one verbal component and one nominal component, no matter that is classified as verb phrase, separable word, or word, using the construction of verb copying is necessary. In the meaning aspect, the meaning of construction is derived from the complements of sentences. Maybe the construction of verb copying itself does not have meanings. In the usages aspect, the construction of verb copying is mainly used when the speakers describe the verb in the event objectively. Furthermore, speakers tend to use the verb copying construction when they try to describe the situation that people are involved in the event and the action causes some kind of results. Finally, this research makes an overview of two main current Mandarin pedagogical materials, and provides some suggestions for teaching. There are some key points that teachers could remind their students, which are the way of verb composing, the position of “de” and distinguish between complement and adjunct.

Aquesta tesi descriu una gramàtica de Generació que combina regles escrites a mà i tècniques d'aprenentatge automàtic. Aquesta gramàtica pertany a un sistema de Traducció Automàtica de qualitat comercial desenvolupat a Microsoft Research. La primera part presenta la gramàtica i les principals estratègies lingüístiques que aquesta gramàtica implementa. Els requeriments de robustesa que reclama l'ús real del sistema de TA, exigeix del Generador un esforç suplementari que es resol afegint un nivell de pre-generació, capaç de garantir la integritat de l'entrada, sense incorporar elements ad-hoc en les regles de la gramàtica. A la segona part, explorem l'ús dels classificadors d'arbres de decisió (DT) per tal d'aprendre automàticament una de les operacions que tenen lloc al mòdul de pre-generació, en concret la selecció lèxica del verb copulatiu en espanyol (ser o estar). Mostrem que és possible inferir a partir d'exemples els contextos per aquest fenòmen lingüístic no trivial, amb gran precisió. / This thesis describes a Spanish Generation grammar which combines hand-written rules and Machine Learning techniques. This grammar belongs to a full-scale commercial quality Machine Translation system developed at Microsoft Research. The first part presents the grammar and the linguistic strategies it embodies. The need for robustness in real-world situations in the everyday use of the MT system requires from the Generator an extra effort which is resolved by adding a Pre-Generation layer which is able to fix the input to Generation, without contaminating the grammar rules. In the second part we explore the use of Decision Tree classifiers (DT) for automatically learning one of the operations that take place in the Pre-Generation component, namely lexical selection of the Spanish copula (i.e. ser and estar). We show that it is possible to infer from examples the contexts for this non-trivial linguistic phenomenon with high accuracy.

Thesis (doctoral)--Universität Göttingen, 2001. / Includes bibliographical references (p. 285-294).

Made available in DSpace on 2014-06-11T19:30:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2013-02-22Bitstream added on 2014-06-13T18:40:37Z : No. of bitstreams: 1 comparini_amp_dr_sjrp.pdf: 420894 bytes, checksum: 0d5e5c987c5b2d32db9e6e3ac924829c (MD5) / O verbo modal poder constitui-se em um verbo multifuncional polivalente, sendo variados os valores que podem ser associados a ele e várias as funções que exerce nas construções que o incluem. A questão inicial que se põe é saber como se comporta, em termos pragmáticos, semânticos e sintáticos, o verbo poder no português do Brasil, buscando verificar se ele atua como verbo pleno ou auxiliar ou, ainda, se constitui uma categoria própria, intermediária entre os verbos plenos e os auxiliares. O material de análise desta pesquisa é composto ocorrências extraídas de textos jornalísticos, literários e técnicos obtidos no banco de dados do Laboratório de Lexicografia da Faculdade de Ciências e Letras de Araraquara. Adotando um modelo de análise funcionalista das modalidades (HENGEVELD, 2004; HENGEVELD e MACKENZIE, 2008), identificamos usos do verbo modal poder como verbo pleno ou como verbo auxiliar. Mostramos também que a categorização da sua auxiliaridade é dependente do valor semântico expresso pelo modal, cujos valores são: dinâmico, deôntico e epistêmico. Em relação às unidades semânticas elencadas pelo modelo e as suas relações hierárquicas, verificamos ser possível estabelecer uma correlação entre a camada em que se insere o alvo de incidência da qualificação modal e a categorização da auxiliaridade, constatando que quanto mais baixa a camada, mais pleno será o verbo poder / The object of this study is the modal verb poder to which several values and functions can be associated. The initial question is how the verb poder in Brazilian Portuguese behaves pragmatically, semantically and syntactically, seeking to verify if it acts as a full verb or an auxiliary, or even whether it constitutes a category of its own, somewhere between full verbs and auxiliaries. The corpus of this research consists of samples taken from journalistic, literary and technical texts obtained in the database from the Lexicography Laboratory in the State University of São Paulo at Araraquara. Adopting a functionalist model for the study of modalities (HENGEVELD, 2004; HENGEVELD; MACKENZIE, 2008), we identified uses of the modal verb poder as full or as auxiliary verb. We also show that its categorization as an auxiliary verb is dependent on the semantic value expressed by that modal verb, its values being dynamic, deontic and epistemic. Regarding the semantic units listed by the model and their hierarchical relationships, it is possible to establish a correlation between the layer in which the target of evaluation is inserted and the categorization of the auxiliary verb, verifying that the lower the layer, fuller the verb poder will be

The topic of my diploma work is the analysis of verbal valence in the Czech textbook "Německy s úsměvem" ("German with a Smile"). The theoretical part is dealing with the verbal valence first, examining the verb as a part of speech and the valence itself. It deals with grammar from the DaF-point of view (DaF = teaching German as foreign language). The theoretical part is closed by a brief characteristic of exercise typology with selected exercise types for the valence practise. The main point of the work is the analysis of the verbal valence ? excerption, presentation and practice of verbal valence in the selected part of the textbook. The results of individual parts of the analysis are evaluated and statistically processed then. The analysis is followed by the list of problems detected with my own solution.

This tesis deals with French adverbs and their placement by a compound form of verb. The purpose of this work is to find out if it is possible to apply any rules on these issues and to specify at least some of the rules. The first theoretical part of this work is focused on the summary of existing knowledge about placement of adverbs in French especially by a compound form of verb.Two main hypothesis are made based on this knowledge and afterwards verified in the theoretical part. This verification is based on data from monolingual synchronic corpora.