Chapter 3. How register-specific is probabilistic grammatical knowledge?
- 15 December 2021
- book chapter
- Published by John Benjamins Publishing Company
Abstract
While there is preliminary evidence about the importance of register in linguistic choice-making processes, systematic studies focusing on the interaction between register and language-internal constraints are lacking in variationist linguistics. This contribution sketches an ongoing project in which two well-understood grammatical alternations (dative alternation and future marker alternation) are analysed with variationist methods, focusing on the role of register defined at the intersection of mode (spoken vs written) and formality (formal vs informal). Probabilistic corpus models will be complemented with rating experiments to investigate to what extent they correlate with participants’ ratings, and to illustrate the importance of methodological diversity in investigating usage-based theories of grammar. We present corpus results of a case study on the dative alternation with give.Keywords
This publication has 53 references indexed in Scilit:
- How language production shapes language form and comprehensionFrontiers in Psychology, 2013
- A general and simple method for obtaining R2 from generalized linear mixed‐effects modelsMethods in Ecology and Evolution, 2012
- Register as a predictor of linguistic variationCorpus Linguistics and Linguistic Theory, 2012
- Cognitive Corpus Linguistics: five points of debate on current theory and methodologyCorpora, 2010
- Predicting syntax: Processing dative constructions in American and Australian varieties of EnglishLanguage, 2010
- Peaks Beyond Phonology: Adolescence, Incrementation, and Language ChangeLanguage, 2009
- National variation in the use of er “there”. Regional and diachronic constraints on cognitive explanationsPublished by Walter de Gruyter GmbH ,2008
- From Usage to Grammar: The Mind's Response to RepetitionLanguage, 2006
- Letters to LanguageLanguage, 2005
- Lexical complexity and fixation times in reading: Effects of word frequency, verb complexity, and lexical ambiguityMemory & Cognition, 1986