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The chapter explores viewpoint across various topics and genres of political discourse. Viewpoint is defined as a pervasive property of language and conceptualisation which is exhibited across a broad range of linguistic and conceptual phenomena. The chapter starts by looking at deixis and deictic shifts in media discourses of immigration and political protests. The ideological role of viewpoints evoked by transitive versus reciprocal verbs is also considered in the context of media coverage of political protests. Subjective versus objective construal is further analysed as a viewpoint phenomenon and the role of objective construals in official communication around Covid-19 is highlighted. Viewpoint as an inherent feature in the mental spaces networks configured in response to modal and conditional constructions are considered in the context of Brexit discourse. Finally, conducted within the framework of discourse space theory, an analysis is given of distance and proximity (relative to a deictically specified viewpoint) in the discourse of the far-right organisation Britain First.
The third chapter of this guide to improving your BSL focuses predominantly on use of the signing space around the body, and pays particular attention to improving your use of pointing, perspective and collocation. Section 3.1 provides detailed explanation of the way that interlocutors make reference to many different things during a conversation and explains that this act of referencing (or pointing) in this way is called ‘deixis’. Several types of deixis are illustrated, along with following discussion of how correct use of perspective and collocation are important. The following section, 3.2, provides examples of common errors made in relation to pronominal and temporal deixis and how to correct them. This includes explanation of the typical perspective and collocation errors that are made when learners overuse the signing space. Sections 3.3 and 3.4 provide exercises that a BSL learner can do to improve use of pointing and to enhance awareness of the perspectives that are evoked when the signing space is used correctly.
The study of gesture-the movements people make with their hands when talking-has grown into a well-established field and research is still being pushed into exciting new directions. Bringing together a team of leading scholars, this Handbook provides a comprehensive overview of gesture studies, combining historical overviews as well as current, concise snapshots of state-of-the-art, multidisciplinary research. Organised into five thematic parts, it considers the roles of both psychological and interactional processes in gesture use, and considers the status of gesture in relation to language. Attention is given to different theoretical and methodological frameworks for studying gesture, including semiotic, linguistic, cognitive, developmental, and phenomenological theories and observational, experimental, corpus linguistic, ethnographic, and computational methods. It also contains practical guidelines for gesture analysis along with surveys of empirical research. Wide ranging yet accessible, it is essential reading for academic researchers and students in linguistics and cognitive sciences.
This chapter gives an overview of the relation between indexicality, deixis, and space in gesture from a semiotic and a linguistic point of view. Directive pointing gestures are not the only type of cospeech gestures that contributes to deixis. Iconic gestures that form part of the multimodal utterance may instantiate the targets to be pointed at and function as the deictic object of the deictic relation. In turn they may be interpreted as signs that stand for something else. A Peircean approach combined with a Bühlerian one, as suggested in this chapter, not only allows for a tertium comparationis with respect to the modality of the deictic and indexical signs under investigation. It also provides us with tools for representing semiotic processes like complex sign concatenation (e.g. deixis at signs vs. deixis at non-signs; deixis at metonymies or metaphors) as well as the collaborative creation of deictic space (sphere-like, map-like, screen-like; separated or shared) in multimodal interaction. The proposed schema of four semiotic subfields of space substantiates the view that space has to be thought of as a dynamic process of semiosis, not as a static entity.
We investigate whether ordinary quantification over objects is an extensional phenomenon, or rather creates non-extensional contexts; each claim having been propounded by prominent philosophers. It turns out that the question only makes sense relative to a background theory of syntax and semantics (here called a grammar) that goes well beyond the inductive definition of formulas and the recursive definition of satisfaction. Two schemas for building quantificational grammars are developed, one that invariably constructs extensional grammars (in which quantification, in particular, thus behaves extensionally) and another that only generates non-extensional grammars (and in which quantification is responsible for the failure of extensionality). We then ask whether there are reasons to favor one of these grammar schemas over the other, and examine an argument according to which the proper formalization of deictic utterances requires adoption of non-extensional grammars.
This chapter is based on the proposition that translation is about the extension of one language by another, not about the provision of a replacement text; translation is not about interpretation but about inhabitation. The chapter critically reviews different perspectives on interpretation, particularly those supplied by the diachronic and synchronic, by universality and totality, by the signifier and the signified. Our meanings are always just beyond us, in intentions to mean. The chapter goes on to consider the status of je/I in speech and the nature of linguistic performance. It ends with a short reflection on translation’s perturbational effects on language.
While reading transforms texts through memories, associations and re-imaginings, translation allows us to act out our reading experience, inscribe it in a new text, and engage in a dialogic and dynamic relationship with the original. In this highly original new study, Clive Scott reveals the existential and ecological values that literary translation can embody in its perceptual transformation of texts. The transfer of a text from one language into another is merely the platform from which translation launches its larger ambitions, including the existential expansion and re-situation of text towards new expressive futures and ways of inhabiting the world. Recasting language as a living organism and as part of humanity's ongoing duration, this study uncovers its tireless capacity to cross perceptual boundaries, to multiply relations between the human and the non-human and to engage with forms of language which evoke unfamiliar modes of psycho-perception and eco-modelling.
This article investigates the development of wh-in-situ questions in French by examining a three-year kindergarten dataset of spontaneous productions with 16 children between 2;5 and 5;11. The distribution of the wh-phrases is statistically examined in relation to age, verb form (Fixed be form c’est ‘it is’ vs. Free be forms vs. Free lexical verbs), and grammatical category of the wh-word (Pronoun vs. Adverb). Results show that wh-in-situ remains prevalent throughout the period despite a steady increase in wh-ex-situ. Verb form (Fixed vs. All free forms) is a discriminating variable for the wh-position in all three years, and it interacts with the category of the wh-word. The Fixed be form c’est favours in-situ wh-pronouns (c’est qui Taz ?), whereas the Free forms favour wh-ex-situ questions, and massively co-occur with wh-adverbs (combien ça coûte ?). The emergence of the ex-situ qu’est-ce que ‘what is it that’, as opposed to the in-situ quoi ‘what’, is identified as a factor accounting for the gradual increase in wh-ex-situ. Finally, most outliers (wh-in-situ with Free forms) are shown to belong to the same paradigm as c’est in-situ questions: non-presuppositional questions, which are visible from the frequent use of là ‘there’, like c’est, a deictic item.
This article examines a hitherto unnoticed set of deictic uses of the English proximal demonstrative this, namely those where the speaker is contained in the referent of the demonstrative NP. The usual case, where the speaker is not contained in the referent, has been extensively studied and the choice between proximal and distal has been argued to be based on a combination of physical (proximity of the referent to the speaker) and psychological/subjective factors. The present article focuses on those cases where the speaker is contained in the referent, arguing that this leads to a categorical choice in deictic uses, with only proximal this being possible. The article further shows that there are four relevant types of containment. First, spatial containment, where the speaker is physically located in the referent (e.g. this room); second, situational containment, where the referent is an event or state and the speaker is a participant in it (e.g. this conversation); third, set containment, where the referent is a group of people of which the speaker is a member (e.g. in this family); and fourth, temporal containment, where the speaker (or more precisely the time of utterance) is contained in the referent (e.g. this week).
Demonstrative words are one of the most important ways of establishing reference in conversation. This work describes Spanish-speaking children’s demonstrative production between ages 2 to 10 using data from the CHILDES corpora. Results indicate that children feature all demonstratives in their lexicon – however, the distal term is scarce throughout development. Moreover, patterns of demonstrative use are not adult-like at age 10. We compare adult and child data to conclude that children’s development of demonstrative production is largely protracted. Adult use of the distal demonstrative is higher than in young children, although both older children and adults use the medial term ese more than any other demonstratives. In contrast, younger children use proximals relatively more frequently than older children and adults. Suggestions for future research and theoretical implications for the Spanish demonstrative system are discussed.
This chapter reviews the role played by linguistic evidence from the Romance languages in shaping contemporary semantic research. The discussion focuses on a selection of phenomena that have important ramifications for the form–meaning mapping (presupposition, anaphora, (in)definiteness, deixis, tense, negation). For each phenomenon some particularly remarkable cases are discussed, for which research into Romance languages has substantially contributed to theoretical models and analytical advances in the field of semantics. At the same time, a number of outstanding issues are singled out, for which Romance data may prove decisive in future research. From the non-exhaustive overview provided in this chapter, two conclusions emerge most clearly. First, Romance linguistics has proven to be very influential for semantic research thanks to the wide display of microvariation within the Romance family, which represents an ideal testing ground for theories of the form–meaning interface. Second, the diachronic depth that can be reached in examining Romance data is instrumental in opening up new perspectives for research into the historical development of semantic categories.
This study investigated the acquisition of demonstratives (e.g., this/that, here/there) by 45 children (1;0 – 4;11) learning Ticuna, an Indigenous Amazonian language with an unusually complex demonstrative system. I analyzed 89 10-minute samples from video recordings of child-caregiver interaction, examining how often children and caregivers produced each demonstrative type, as well as relationships among children’s age, children’s demonstrative production, and caregivers’ production. Caregivers’ demonstrative production displayed few relationships with children’s age or production. Children produced speaker-proximal and speaker-distal demonstratives (this near me, that far from me) earlier in developmental time than addressee-proximal demonstratives (that near you), and nominal (this/that) demonstratives earlier than locative (here/there) ones. Compared to caregivers, children overused speaker-proximal demonstratives, but used other demonstrative types with adult-like frequency beginning at 2;0. These results support the view that cognitive biases toward egocentric, proximal, and semantically simpler items substantially influence children’s acquisition of demonstratives.
The introduction discusses the relationship between grammatical tense and the conceptualisation of time. It then presents an overview of the argument of each of the book's chapters. A discussion follows of aspects of Mental Spaces Theory, with special attention paid to the concepts of the 'ground' and of 'representation'. Points of the Classical Greek tense and aspect system are discussed.
The use of the present tense to refer to past events may depend on two conceptual scenarios. First, the speaker may be mentally displaced to the past. Second, the speaker may pretend that the past events are currently accessible in the form of a representation. This 'representation' scenario is generally the most economic conceptual explanation for the use of the present tense to refer past events. Examples are discussed to illustrate the argument: passages from the novels of Alexandre Dumas and from Thomas Hughes' Tom Brown's schooldays; narratives accompanying security camera footage; a narrative by a character in an episode of Seinfeld; and passages from Thucydides. In all these cases the use of the present tense to refer to past events can be made sense of in terms of a conceptual representation scenario, where the difference lies in the exact nature of the representation. The more concrete the representation, the stronger the tendency for the speaker to use the present tense to designate the described events.
Tense is at its most interesting when it behaves badly. In this book Arjan Nijk investigates the variation between the past and present tenses to refer to past events in Classical Greek and beyond. Adopting a cognitive approach to the issue, he argues that the use of the present for preterite depends on the activation of implicit conceptual scenarios in which the gap between the past and the present is bridged. The book is distinguished from previous accounts by its precision in describing these conceptual scenarios, the combination of linguistic theorising with philological and statistical methods, the size of the corpus under investigation and the explicitly cross-linguistic scope. It provides a complete overview of the phenomenon of tense switching in Classical Greek, as well as new theoretical perspectives on deixis and viewpoint, and is important for classicists, narratologists and linguists of every stamp. This title is also available as Open Access on Cambridge Core.
This book takes 'you', the reader, on board an interdisciplinary journey across genre, time and medium with the second-person pronoun. It offers a model of the various pragmatic functions and effects of 'you' according to different variables and linguistic parameters, cutting across a wide range of genres (ads, political slogans, tweets, news presentation, literary genres etc.), and bringing together print and digital texts under the same theoretical banner. Drawing on recent research into intersubjectivity in neuropsychology and socio-cognition, it delves into the relational and ethical processing at work in the reading of a second-person pronoun narrative. When 'you' takes on its more traditional deictic function of address, the author-reader channel can be opened in different ways, which is explored in examples taken from Fielding, Brontë, Orwell, Kincaid, Grimsley, Royle, Adichie, Bartlett, Auster, and even Spacey's 'creepy' 2018 YouTube video, ultimately foregrounding continuities and contrasts in the positioning of the audience.
This chapter considers the unobtrusive words, the conjunctions, and the grammar of Victorian realist prose, drawing on examples from Elizabeth Gaskell, Margaret Oliphant and Anthony Trollope. The styles of Victorian realist fiction are shown to lodge within their very grammar a psychology of style; they register in the turns and returns of their sentences, in their ‘forms of retardation, inference, and backwards-reappraisal’, thinking and reflection from within the midst of narrated experience.
This analysis examines the ways in which a single speaker, Ana, born in mid-century East Los Angeles, organizes and reflects upon her experiences of the city through language. Ana’s story is one that sheds light on the experiences of many Mexican Americans who came of age at a critical time in a transitioning L.A., and the slow move of people who had been up until mid-century relegated largely in and around racially and socioeconomically segregated parts of L.A. These formative experiences are demonstrated to have informed the ways that speakers parse the social and geographical landscape along several dimensions, and this analysis interrogates the symbolic value of a special category of everyday language, deixis, to reveal the intersection between language and social experience in the cityscape of L.A. In this way, it is analytically possible to not only approach the habituation and reproduction of specific deictic fields as indexical of the ways that speakers parse the city, but also to demonstrate the ways in which key moments in the history of the city have shaped the emergence and meaning of those fields.
Mai Zaki demonstrates an applied linguistic approach to corpus analysis in a relatively new direction in translation studies which uses parallel corpora for the evaluation of translated texts. The chapter treats specifically the representation of deixis in texts translated from English to Arabic, demonstrating that beyond a simple transfer of lexis between languages, expressing deixis must convey speaker (or writer) worldview, conceptions of distance from the deictic centre and any semantic, syntactic, or even cultural constraints operating on expressions of spatial, temporal, and intra-textual reference. Translators most often (about half the time) tend to maintain thematic attention to the entity referred to in the physical environment and in the preceding text. However, in a significant number of instances (about 20 per cent each in the sample), they either shift the deixis to the opposite end of the distance spectrum (ذلك / تلك ‘that’ instead of هذا / هذه ‘this’) or they insert a demonstrative into the target text where none is present in the source text. Translators’ maintenance of the same deictic projections as those of the authors is a common strategy, but it is not the only one.
A striking feature of the songs of Sappho and Alcaeus is their constant use of ‘deictic’ signals (‘I’, ‘you’, ‘this’, ‘here’, ‘now’) to establish a setting in a specific location in time and space. This article examines the created worlds of Sappho and Alcaeus, drawing on cognitive methodologies, in particular Text World Theory. It argues for the importance of a methodological distinction between the circumstances of performance of the songs, and the cognitive world they create (‘discourse world’ and ‘text world’). The locations established by the songs are designed to assimilate to, or mirror, the plausible/potential circumstances of actual performance, but are distinct from them, and are just as constructed as the artful lyric locations of Horace or Thomas Gray. Close readings of the songs show how Sappho and Alcaeus use ‘location’ as a tool in their poetics, exploiting the interaction between the world created by the songs and the circumstances of their performance.