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Session 1 Coffee break Sessions 2 — 3 Lunch break Creissels, Denis Lyon Direct and mesologia pedagogical explanations of typological regularities the case of alignment variations Sessions 4 — 5 Coffee break Sessions 9 — 11 5 Friday, September 1, Vienna Universal, typological and language-specific morphological properties: Session 6 Coffee break Sessions 7 — 8 Lunch break Sessions 1 — 5 Coffee break Sessions 4 — 6 6 Programme Overview Saturday, September 2, Mithun, Marianne Santa Barbara Rhetorical prosody and polysynthesis Session 7 Coffee break Sessions 8 — 9 Lunch break Sessions 10 — 12 Sections Section A: Language Contact Conference room: GW1 B Wednesday, August 30, Serial verbs in French-based Creoles.

Focus on Spanish Contact Varieties In the more traditional literature, such as Moravcikit is assumed that borrowing is heavily constrained by typological aspects of the source language SL and the target language TL involved in a process of borrowing. In more recent work, notably Thomasonwhich is based on a large amount of empirical data from contact research in the literature, the general perspective sketched is that anything can be borrowed between any pair of languages.

Full text of "Modern Language Notes"

The only real pattern is the order and relative proportions in which lexical and grammatical material may mesologia pedagogical borrowed by the TL in the course of its gradual change under the pressure of the SL.

This is expressed on a 5-point borrowing scale running from limited borrowing to fundamental change and language loss. Typological aspects of the languages involved seem to play a relatively modest role. In our paper we will take the position that both views hold to some extent, and that they should be unified in some way or other.

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We will support our position with observations from three combined case studies in language contact, as reported in Bakker et al forthc. All three are in more or less equivalent contact with the same official language, Spanish in the sense that there is a high level of bilingualism in all language communities involved.

For each of them we collected spoken data from a wide mesologia pedagogical of speakers, stemming from different age groups, educational backgrounds, dialectal areas, etcetera.

In the three resulting corpora, which range from 80, totokens, we located the Spanish borrowings and coded these for both part of speech in the SL and their syntactic function in the utterance of the TL.

We analyzed the data with the support of a computer programme which was developed precisely for this purpose.

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Comparison of the results for the three languages mesologia pedagogical that there are vast differences between the patterns of borrowing between them but across dialects, which might arguably be explained only on the basis of fundamental typological differences between the TL involved.

They also make it unlikely that there would be a universal type of borrowing scale phrased mainly in terms of parts of speech of the SL.


After discussing our observations on these three instances mesologia pedagogical linguistic borrowing and comparing the results, we will conclude our presentation with a tentative proposal for an adapted borrowing scale, on which mesologia pedagogical, source and target language play a role.

Stolz et al eds Romanization. Stanford University Press, Language Contact 11 Africanism or universalism?