The chapters in this volume focus on how we might understand the concept of ‘unit’ in human languages. It is an analytical notion that has been widely adopted by linguists of various theoretical and applied orientations but has recently been critically examined by both typologically oriented and interactional linguistics. This volume contributes to and extends this discussion by examining the nature of units in actual usage in a range of genetically and typologically unrelated languages, English, Finnish, Indonesian, Japanese, and Mandarin, engaging with fundamental theoretical issues. The chapters show that categories originally created for the description of Indo-European languages have limited usefulness if our goal is to understand the nature of human language in general. The authors thus question the status of traditionally accepted linguistic units, especially their static understanding as a priori entities, and suggest instead that an emergent and interactional view of both structure and function offers a better fit with the data from the languages examined. Originally published as special issue 43:2 (2019) of Studies in Language.

Even though the range of phenomena syntactic theories intend to account for is basically the same, the large number of current approaches to syntax shows how differently these phenomena can be interpreted, described, and explained. The goal of the volume is to probe into the question of how exactly these frameworks differ and what if anything they have in common. Descriptions of a sample of current approaches to syntax are presented by their major practitioners (Part I) followed by their metatheoretical underpinnings (Part II). Given that the goal is to facilitate a systematic comparison among the approaches, a checklist of issues was given to the contributors to address. The main headings are Data, Goals, Descriptive Tools, and Criteria for Evaluation. The chapters are structured uniformly allowing an item-by-item survey across the frameworks. The introduction lays out the parameters along which syntactic frameworks must be the same and how they may differ and a final paper draws some conclusions about similarities and differences. The volume is of interest to descriptive linguists, theoreticians of grammar, philosophers of science, and studies of the cognitive science of science.

The ‘NP’ is one of the least controversial grammatical units that linguists work with. The NP is often assumed to be universal, and appears to be robust cross-linguistically (compared to ‘VP’ or even ‘clause’) in that it can be manipulated in argument positions in constructed examples. Furthermore, for any given language, its internal structure (order and type of modifiers) tends to be relatively fixed. Surprisingly, however, the empirical basis for ‘NP’ has never been established. The chapters in this volume examine the NP in everyday interactions from diverse languages, including little-studied languages as well as better-researched ones, in a variety of interactional settings. Together, these chapters show that cross-linguistically, the category NP is not as robust as has been assumed: in the context of temporally unfolding human interaction, its structural status is constantly negotiated in terms of participants’ evolving social agendas.

This volume concerns the ways in which verbal and non-verbal actions are combined and linked in a range of contexts in everyday conversation, in institutional contexts, and in written journalism. The volume includes an introduction which, besides presenting the content of the articles, discusses terminological fundamentals such as the understanding of the terms “clause”, “action” and “linkage” and “combining” in different grammatical traditions and the ways they are conceived of here, as well as open questions collectively formulated by the contributors in planning for the volume concerning the recognition, emergence and distance of linkage, and the ways these questions are addressed in the contributions to the volume. Topics treated in the articles include combining physical actions and verbal announcements in everyday conversation, linking of verbal and nonverbal actions as well as verbal linkages between nonverbal actions by dance teachers building pedagogical activity. Other topics concern the mediation of questions through informal translating in multilingual conversation in order to organize participation, and the ways in which student requests for clarification and confirmation create learning occasions in a foreign language classroom. Still other articles concern the on-line emergence of alternative questions with the Finnish particle vai 'or', delayed completions of unfinished turns, the transforming of requests and offers into joint ventures, and the ways in which direct quotations are created in written journalism from the original talk in the spoken interview. Most of the papers employ Conversation Analysis and Interactional Linguistics as a theoretical framework. The languages used as data are Finnish, English, Estonian, French, Brazilian Portuguese and Swedish.

The study of code-switching has been carried out from linguistic, psycholinguistic, and sociolinguistic perspectives, largely in isolation from each other. This volume attempts to unite these three research strands by placing at the centre of the enquiry the role played by social factors in the occurrence, forms, and outcomes of code-switching. The contributions in this volume are divided into three parts: “code-switching between cognition and socio-pragmatics”, “multilingual interaction and identity”, and “code-switching and social structure”. The case studies represent contact settings on five continents and feature languages with diverse linguistic affiliations. They are predictive and descriptive in their research goals and rely on experimental or naturalistic data. But they share the common goal of seeking to explain how social structures, ideologies, and identity impact on the grammatical and conversational features of code-switching and language mixing, and on the emergence of mixed languages. Given its scope, this volume is a significant addition to the empirical and theoretical foundations of the study of code-switching. It is also of relevance to the general debate on the inter-relationships between language and society.

Re-examines frequency, entrenchment and salience, three foundational concepts in usage-based linguistics, through the prism of learning, memory, and attention.

Although usage-based approaches have been successfully applied to the study of both first and second language acquisition, to monolingual and bilingual development, and to naturalistic and instructed settings, it is not common to consider these different kinds of acquisition in tandem. The present volume takes an integrative approach and shows that usage-based theories provide a much needed unified framework for the study of first, second and foreign language acquisition, in monolingual and bilingual contexts. The contributions target the acquisition of a wide range of linguistic phenomena and critically assess the applicability and explanatory power of the usage-based paradigm. The book also systematically examines a range of cognitive and linguistic factors involved in the process of language development and relates relevant findings to language teaching. Finally, this volume contributes to the assessment and refinement of empirical methods currently employed in usage-based acquisition research. This book is of interest to scholars of language acquisition, language pedagogy, developmental psychology, as well as Cognitive Linguistics and Construction Grammar.

The book is based on a detailed corpus-based investigation of the structure of noun phrases (NPs) in Singaporean English and Kenyan English with the aim of detecting, on the one hand, typological effects from substrate languages and, on the other hand, simplification patterns known to play a role in such varieties.

When humans learn languages, are they also learning how to create shared meaning? In The Usage-based Study of Language Learning and Multilingualism, a cadre of international experts say yes and offer cutting-edge research in usage-based linguistics to explore how language acquisition, in particular multilingual language acquisition, works. Each chapter presents an original study that supports the view that language learning is initiated through local and meaningful communication with others. Over an accumulated history of such usage, people gradually create more abstract, interactive schematic representations, or a mental grammar. This process of acquiring language is the same for infants and adults and across varied contexts, such as the family, the classroom, the laboratory, a hospital, or a public encounter. Employing diverse methodologies to study this process, the contributors here work with target languages, including Cantonese, English, French, French Sign Language, German, Hebrew, Malay, Mandarin, Spanish, and Swedish, and offer a much-needed exploration of this growing area of linguistic research.