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By employing a method for comparing and assessing linguistic frameworks, this dissertation will demonstrate that the study of New Testament Greek requires a paradigm change from the limitations of traditional grammar to the more comprehensive approach and methodological clarity of the most recent research into language consistent with modern linguistic theory. This point is argued based on the method developed in chapter 3 that compares, contrasts, and assesses linguistic frameworks. Christopher S. Butler's Structure and Function laid much of the foundation within modern linguistic theory for the kind of work that this dissertation seeks to do. The purpose of this method is to determine which approach is more comprehensive and methodologically clearer on the basis of the questions contained therein. The questions themselves are intended to be exploratory' of both approaches and framed to highlight responses from both approaches as possible. The focus of the method considers each approach as a whole, from specific examples within grammar and exegesis. The overall conclusion that will be made is that traditional grammar is limited in comparison to the more comprehensive approach and methodological clarity consistent with the most recent research into language from modern linguistic theory. Neither of these approaches is perfect—or claims to be—and the analysis presented in the pages that follow in no way intends to communicate that. Nevertheless, this dissertation hopes to encourage traditional scholars to move beyond traditional grammar to utilize modern linguistic theory. Chapter 2 seeks to demonstrate that the limitations of traditional syntax grammars for NT Greek require the adoption of a new approach. Modern linguistic theory provides a way forward in language study that traditional grammar cannot. Thus, this paradigm change will allow for further research within the larger theological enterprise. This dissertation concludes with a chapter considering how one could apply modem linguistic theory to make progress on a number of fronts within biblical and theological studies. These two approaches are so different that they are incommensurable. They are as distinct as differing worldviews. But the widespread adoption of the approach of modern linguistics by more scholars within the larger theological enterprise would supply countless contributions to its scholarship. / Thesis / Doctor of Philosophy (PhD)

This thesis addressed two key issues. The first was the extent to which verbal short-term memory (STM) for item and order information can be differentiated in terms of their underlying neural mechanisms. The second was to analyze the relative contributions of item and order STM to vocabulary learning in bilingual (BL) and monolingual (ML) children and ML adults. The first issue was addressed with four studies. Three used electroencephalography (EEG) with ML adults, BL adults and ML children. The aim was to determine whether there is any evidence that the two types of verbal STM have different neural signatures. The fourth study used transcranial magnetic stimulation (TMS) in ML adults to test the hypothesis that the right intraparietal sulcus (IPS) is involved in order STM but not item STM. The second issue was addressed by two behavioural studies. The first was a large-scale longitudinal study testing item and order STM in relation to natural vocabulary acquisition in 7 to 10 year old BL and ML children. The children were tested once in the beginning and once in the end of the school year. In addition, ML children learning a second language were examined in the end of the school year. The second behavioural study explored therelationship of item and order STM with new-word-learning in ML adults using artificially-created nonwords. Some evidence was found to support the view that the distinction of item and order STM is a useful one. Results of the EEG data suggested differences in patterns of neuro-electrical activity for ML and BL adults and ML children when they are performing item STM and order STM tasks. The results suggest that order STM is important for new word learning in one´s native language learning, where there has already been some exposure to this language, but not in complete novice language learners.

This thesis reports on the longitudinal study of consonant production in fifteen typically-developing monolingual children living in the south-east of England acquiring non-rhotic accents of British English. The data relate to the consonant patterns found in spontaneous speech production as recorded in individual diaries kept by caregivers. The study follows two lines of enquiry. Firstly, the speech data are analysed to chart the emergence of English consonants in relation to phonemic targets. Separate analysis of the production of initial and final singletons and cluster consonants is undertaken. This reveals word-position asymmetries in the production of consonants and consonant classes, and identifies the classes and the contexts in which consonants are most avoided. Secondly, the speech data are analysed further for evidence of word-position bias in the use of the simplification processes identified in O'Neal (1998) as features of two discrete phonological profiles. Children who demonstrate tendencies towards either of these profiles in their patterns of consonant deletion, fronting, stopping and reduplication are identified, and their profiles compared and contrasted with those of other monolingual English-learning children.

This thesis investigates the idea that the grammatical system of a language influences aspects of thought patterns and communicative behaviour. It examines the linguistic conceptualisation of motion events in English and Tunisian Arabic (TA) in order to contribute to current debates in Second Language Acquisition (SLA) research and its associated field of Teaching English to Speakers of Other Languages (TESOL). The main research questions are whether in learning a typologically different language, the conceptualisation acquired through first languages (L1) interferes with the learning of the conceptualisation inherent in a second language (L2). In order to address these questions, I adopt three analytical frameworks: a grammatical framework based on Talmy's (1985, 2000) binary distinction between verb-framed and satellite-framed languages, a discourse framework based on Berman and Slobin's (1994) application of Talmy's typology to verbal behaviour; and a ‘Whorfian' framework based on Slobin's (1987, 1996b) Thinking-for-Speaking' (TfS) hypothesis. A fundamental claim of the TfS hypothesis is that the grammar of a language and the discourse preferences of its speakers play a fundamental role in shaping linguistic thinking. From this follows the prediction that L1-based conceptualisation resists change when a typologically different L2 is learnt in adulthood. A comparison of the TfS behaviours of speakers of L1-English (L1-Eng), L1-TA, and ‘advanced' L2-English (L2-Eng) whose L1 is TA support this prediction. Based on the notion of ‘motionisation' – a term I coin in order to describe a conceptual strategy L1 speakers of English use when TfS about events – I show that linguistic habits are not only decisive in how the same TfS content is expressed (e.g. run from the jar versus run out of the jar), but more importantly, it is decisive in situations where speakers are ‘forced' to pick out different aspects of the same reality for TfS purposes. The findings reported here have implications for L2 English learners, in general, and, in particular, for learners of English whose L1 may be characterised as a verb-framed language.

This thesis has two goals. The first is to explain, within a pragmatic perspective, how figurative language (i.e. metaphor and irony) performs argumentation. Based on the argumentation theory (AT) of Perelman and Olbrecht-Tyteca (1958), argumentation is defined as the process of justifying something in an organized or logical way, which is composed of one or more claims and shows one or more grounds for maintaining them. The second goal is to examine the hearer's interpretation of figurative utterances in argumentation. The theoretical foundation of this discussion is based on experientialist epistemology (i.e. experientialism) and cognitive pragmatics in the form of Relevance Theory (RT). In pursuit of those goals, I present four main innovations: First, I argue the status of metaphor should be viewed as ‘what is implicated', rather than ‘what is said'. Second, I propose explanation of some exceptional cases of irony, which the standard RT approach does not treat, which relies on the notion of ‘incongruity'. Third, I propose integration of AT concepts within RT. Thus, this approach contributes to pursuing more economical explanation of communication as argumentation, by a single principle of relevance, but incorporating argumentative concepts such as doxa, topoi and polyphony. Finally, I apply this integrated approach to analysing real cases of commercial advertisement by metaphor or irony, or both. This includes explaining connection and overlapping, two ways in which metaphor and irony can work together.

This thesis investigates the linguistic situation of the Greek-Cypriot community of Cyprus and the language attitudes and perception of ethnic identity of Greek-Cypriot students aged between 12 and 18 years old, an under-researched age group. The research examines the assumption that the linguistic situation of Cyprus is diglossic. The attitudes of Greek-Cypriot students towards Standard Modern Greek, the official language of Cyprus, and the Greek-Cypriot dialect, the native variety, are analysed through qualitative and quantitative methods. The study uses a mixed methods approach and data are collected by means of classroom observations, interviews, questionnaires and an experiment similar to the matched guise technique. A social constructionist approach is used for the analysis of ethnic identity construction. The results of this research indicate that Cyprus is experiencing a different kind of diglossia than Ferguson's (1996a) original description of diglossia. The ‘contextual diglossia' proposed in this study suggests that the functional distribution of the high and low varieties is based both on the speaker's judgements of appropriateness (speaker's context) and on the context of communication (local context). The study also reveals that students generally have favourable attitudes towards Standard Modern Greek and display both favourable and negative attitudes towards the Greek-Cypriot dialect. These attitudes are explained through the presence of stereotypes attached to each variety and the political ideologies in Cyprus. Students embrace all three ethnic identities, Cypriot, Greek and Greek-Cypriot, although their Cypriot and Greek-Cypriot identities emerge as strongest. They construct their identities through the use of pronouns and nationalistic expressions. The language attitudes and ethnic identities of Greek-Cypriots are formed and constructed against the backdrop of the socio-political and historical context of Cyprus and are shaped by the existence of diglossia and language ideologies.

By employing a method for comparing and assessing linguistic frameworks, this dissertation will demonstrate that the study of New Testament Greek requires a paradigm change from the limitations of traditional grammar to the more comprehensive approach and methodological clarity of the most recent research into language consistent with modern linguistic theory. This point is argued based on the method developed in chapter 3 that compares, contrasts, and assesses linguistic frameworks. Christopher S. Butler's Structure and Function laid much of the foundation within modern linguistic theory for the kind of work that this dissertation seeks to do. The purpose of this method is to determine which approach is more comprehensive and methodologically clearer on the basis of the questions contained therein. The questions themselves are intended to be exploratory' of both approaches and framed to highlight responses from both approaches as possible. The focus of the method considers each approach as a whole, from specific examples within grammar and exegesis. The overall conclusion that will be made is that traditional grammar is limited in comparison to the more comprehensive approach and methodological clarity consistent with the most recent research into language from modern linguistic theory. Neither of these approaches is perfect—or claims to be—and the analysis presented in the pages that follow in no way intends to communicate that. Nevertheless, this dissertation hopes to encourage traditional scholars to move beyond traditional grammar to utilize modern linguistic theory. Chapter 2 seeks to demonstrate that the limitations of traditional syntax grammars for NT Greek require the adoption of a new approach. Modern linguistic theory provides a way forward in language study that traditional grammar cannot. Thus, this paradigm change will allow for further research within the larger theological enterprise. This dissertation concludes with a chapter considering how one could apply modem linguistic theory to make progress on a number of fronts within biblical and theological studies. These two approaches are so different that they are incommensurable. They are as distinct as differing worldviews. But the widespread adoption of the approach of modern linguistics by more scholars within the larger theological enterprise would supply countless contributions to its scholarship. / Thesis / Doctor of Philosophy (PhD)

The goal of this article is to reveal the computational structure of modern principle-and-parameter (Chomskian) linguistic theories: what computational problems do these informal theories pose, and what is the underlying structure of those computations? To do this, I analyze the computational complexity of human language comprehension: what linguistic representation is assigned to a given sound? This problem is factored into smaller, interrelated (but independently statable) problems. For example, in order to understand a given sound, the listener must assign a phonetic form to the sound; determine the morphemes that compose the words in the sound; and calculate the linguistic antecedent of every pronoun in the utterance. I prove that these and other subproblems are all NP-hard, and that language comprehension is itself PSPACE-hard.