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Current issues in sign language linguistics Day 2

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Current issues in sign language linguistics Day 2 LOT Summer School 2006 Universiteit van Amsterdam Josep Quer (ICREA & UB) Pointing Form: Handshape: 1 Movement ... – PowerPoint PPT presentation

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Title: Current issues in sign language linguistics Day 2


1
Current issues in sign language
linguisticsDay 2
  • LOT Summer School 2006
  • Universiteit van Amsterdam
  • Josep Quer (ICREA UB)

2
Pointing
  • Form
  • Handshape 1
  • Movement Hold syllable
  • Movement straight
  • Orientation radial side (thumb) up

3
Identifying pointings
JOAN IXa BOOK 3a.GIVE.1 Ixa 3a.TELL.1 IX1
TOMORROW IXb EVA 1.GIVE.3b BECAUSE IXb INTERESTED
4
Identifying pointings
HOLIDAY CHRISTMAS IXb HOLY-WEEK IX1 LIKE MORE IXa
5
Pointing without pointings
WOMAN WHO
6
Pointing
  • Deictic interpretation
  • Spatial (HERE, THERE)
  • Temporal (TODAY)
  • Reference to individuals
  • Grammatical categories
  • Determiner/Demonstrative
  • Pronoun
  • Adverbial

7
Pointing LSC example
  • _________________t ________________________
    ____RS-i
  • IXa MADRIDm MOMENT JOAN i THINK IX-1i STUDY
    FINISH HEREb
  • When he was in Madrid, Joan thought he would
    finish his study in Barcelona.

8
Determiner vs adverbial in ASL
  • Pointings in DP (Neidle et al. 2000, MacLaughlin
    1997)
  • prenominal Determiner (definite)
  • postnominal Adverbial
  • IXdet BOY IXadv LIKE CHOCOLATE
  • JOHN LIVE IXadv

9
Determiner vs adverbial in ASL
  • Cet homme-là (French)
  • Den mannen der (Norwegian)
  • This here dog (English dialects)

10
ASL Definite DP
  • ___far
  • JOHNj jGIVEk IXdetk MAN IXadv NEW COAT
  • John gave the man way over there a new coat.
  • ftp//csr.bu.edu/asl/sequences/compressed/master/c
    h6-528_344_small_0.mov

11
SL Pronouns Form
  • Crosslinguistically realized by an index pointing
    to present referents

I
you
s/he
12
SL Pronouns Form
  • Non-present referents are localized in signing
    space by
  • pointing
  • eye gaze
  • sign articulated at a certain point
  • An unambiguous referential locus is established

13
SL Pronouns Features
  • Spoken language pronouns may encode person,
    number, gender, distance/proximity, kinship
    status, social status, case, and tense.
  • SL pronouns are generally claimed to encode
    person features, sometimes number features.
  • How many person distinctions? There are no fixed
    loci for 2nd or 3rd person.

14
SL Pronouns Features
15
SL Pronouns Features
  • Number marking?
  • Plural referents that are viewed as a group are
    treated as one locus

16
SL Pronouns Features
  • Number marking?
  • Otherwise the loci of plural referents are used

collective
distributive
17
SL Pronouns Features
  • Number marking?
  • Numeral incorporation

the three of them (LSF)
18
SL Pronouns Features
  • Number marking?
  • Dual

19
SL Pronouns Features
? Inclusive/Exclusive (Cormier 2002)
20
Pronouns Typology
  • Peculiarities
  • - Gender marking across persons in the singular
    in Nagala- Lack of number marking in Asheninca
    vs. rich number marking in Nogogu- Extensive
    kinship marking in Aranda

21
Pronominal Reference
  • ? Potentially infinite number of pronominal forms
    for 3rd person singular
  • Inclusive/exclusive distinction in 1st plural
  • Rich system of number marking? Arguments against
    treating trial, quadruple etc. as true
    grammatical number marking
  • Etymological relation to numerals
  • Non-obligatory

22
SL Specificity
  • Typological homogeneity/uniformity
  • Morphophonological exclusivity a subset of
    phonemes (locations) is used for referential
    purposes only
  • Highly unusual morphological paradigm
  • High degree of referential specificity
    non-arbitrary relation between form meaning

23
Account (McBurney 2002)
  • The medium (channel) of language time vs. space
  • Pronominal reference in sign languages is
    medium-driven high degree of conceptual
    iconicity
  • The category number is lexically marked in SL but
    the category person is not
  • Pronouns are a combination of linguistic and
    gestural elements
  • Lack of gender marking in SL

24
Person marking
  • No distinctions (Ahlgren 1990, Lillo-Martin
    Klima 1990)
  • First, second, third (Friedman 1975, Padden
    1983/88)
  • First vs. nonfirst (Meier 1990, Engberg-Pedersen
    1993)
  • Nonfirst person can be further subclassified into
    many distinct person values (Neidle et al. 2000)

25
Alternative analysisLiddell
  • Spatial locations used for pronominal reference
    are not phonologically specifiable.
  • Pronouns as combination of linguistic and
    gestural elements
  • Handshape, orientation, movement describable
    using discrete linguistic features
  • Direction and endpoint of movement gestural

26
Alternative analysisLiddell
  • Directing pronouns toward mental representations
    (not grammatical ones) is not controlled by
    phonological features, but by the ability to
    point.

27
Pronoun acquisition
  • Pronouns (Petitto 1987)
  • 6-12 months pointings
  • Avoidance
  • 21-23 months pronoun reversal
  • 25-27 months target production

28
Pronoun acquisition
29
Pronoun acquisition
  • Blondel Tuller (2005) development of pointing
    in a bilingual LSF/French child
  • At 19 months, the child uses the first
    combinations of pointing to an animate referent
    and a predicate
  • PTgtherself GO

30
Pronoun acquisition
  • Also pointing to non-present referents as onset
    of pronominal use
  • GRANDPA PTgtdoor WORK 
  • First co-occurrence of pointing and French
    pronouns
  • PTgtherself PTgtpicture / oh et là-bas cest moi
    oh! and there, its me

31
Pronoun acquisition
  • French pronouns emerge at this same stage
  • Pointing gestures serve as precursors to more
    complex syntax
  • Pointing gestures have acquired pronominal status
    at this time

32
Bound pronouns?
  • __________________________________________t
  • ALUMNE CADA-UN PROFESSOR CONC RESPECTAR
  • pupil each teacher AGR redup respect
  • Each pupil respects his/her teacher.

33
Bound pronouns?
  • _________________________________ RS-i
  • ___________t __________eg1__________________
    egfront
  • ALUMNE CADAi PENSARVEURE-refl IX-1i
    INTELLIGENT MÉS-TOT
  • pupil each thinksee.refl I intelligent
    superlative
  • Every pupil thinks that he is the most
    intelligent.
  • (LSC, Quer 2005)
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