Displaying 1 - 8 of 8
Dingemanse, M., Blythe, J., & Dirksmeyer, T. (2018). Formats for other-initiation of repair across languages: An exercise in pragmatic typology. In I. Nikolaeva (
Ed.), Linguistic Typology: Critical Concepts in Linguistics. Vol. 4 (pp. 322-357). London: Routledge.
AbstractIn conversation, people regularly deal with problems of speaking, hearing, and understanding. We report on a cross-linguistic investigation of the conversational structure of other-initiated repair (also known as collaborative repair, feedback, requests for clarification, or grounding sequences). We take stock of formats for initiating repair across languages (comparable to English huh?, who?, y’mean X?, etc.) and find that different languages make available a wide but remarkably similar range of linguistic resources for this function. We exploit the patterned variation as evidence for several underlying concerns addressed by repair initiation: characterising trouble, managing responsibility, and handling knowledge. The concerns do not always point in the same direction and thus provide participants in interaction with alternative principles for selecting one format over possible others. By comparing conversational structures across languages, this paper contributes to pragmatic typology: the typology of systems of language use and the principles that shape them.
Ozyurek, A. (2018). Cross-linguistic variation in children’s multimodal utterances. In M. Hickmann, E. Veneziano, & H. Jisa (
Eds.), Sources of variation in first language acquisition: Languages, contexts, and learners (pp. 123-138). Amsterdam: Benjamins.
AbstractOur ability to use language is multimodal and requires tight coordination between what is expressed in speech and in gesture, such as pointing or iconic gestures that convey semantic, syntactic and pragmatic information related to speakers’ messages. Interestingly, what is expressed in gesture and how it is coordinated with speech differs in speakers of different languages. This paper discusses recent findings on the development of children’s multimodal expressions taking cross-linguistic variation into account. Although some aspects of speech-gesture development show language-specificity from an early age, it might still take children until nine years of age to exhibit fully adult patterns of cross-linguistic variation. These findings reveal insights about how children coordinate different levels of representations given that their development is constrained by patterns that are specific to their languages.
Ozyurek, A. (2018). Role of gesture in language processing: Toward a unified account for production and comprehension. In S.-A. Rueschemeyer, & M. G. Gaskell (
Eds.), Oxford Handbook of Psycholinguistics (2nd ed., pp. 592-607). Oxford: Oxford University Press. doi:10.1093/oxfordhb/9780198786825.013.25.
AbstractUse of language in face-to-face context is multimodal. Production and perception of speech take place in the context of visual articulators such as lips, face, or hand gestures which convey relevant information to what is expressed in speech at different levels of language. While lips convey information at the phonological level, gestures contribute to semantic, pragmatic, and syntactic information, as well as to discourse cohesion. This chapter overviews recent findings showing that speech and gesture (e.g. a drinking gesture as someone says, “Would you like a drink?”) interact during production and comprehension of language at the behavioral, cognitive, and neural levels. Implications of these findings for current psycholinguistic theories and how they can be expanded to consider the multimodal context of language processing are discussed.
Azar, Z., Backus, A., & Ozyurek, A. (2016). Pragmatic relativity: Gender and context affect the use of personal pronouns in discourse differentially across languages. In A. Papafragou, D. Grodner, D. Mirman, & J. Trueswell (
Eds.), Proceedings of the 38th Annual Meeting of the Cognitive Science Society (CogSci 2016) (pp. 1295-1300). Austin, TX: Cognitive Science Society.
AbstractSpeakers use differential referring expressions in pragmatically appropriate ways to produce coherent narratives. Languages, however, differ in a) whether REs as arguments can be dropped and b) whether personal pronouns encode gender. We examine two languages that differ from each other in these two aspects and ask whether the co-reference context and the gender encoding options affect the use of REs differentially. We elicited narratives from Dutch and Turkish speakers about two types of three-person events, one including people of the same and the other of mixed-gender. Speakers re-introduced referents into the discourse with fuller forms (NPs) and maintained them with reduced forms (overt or null pronoun). Turkish speakers used pronouns mainly to mark emphasis and only Dutch speakers used pronouns differentially across the two types of videos. We argue that linguistic possibilities available in languages tune speakers into taking different principles into account to produce pragmatically coherent narratives
Ortega, G., & Ozyurek, A. (2016). Generalisable patterns of gesture distinguish semantic categories in communication without language. In A. Papafragou, D. Grodner, D. Mirman, & J. Trueswell (
Eds.), Proceedings of the 38th Annual Meeting of the Cognitive Science Society (CogSci 2016) (pp. 1182-1187). Austin, TX: Cognitive Science Society.
AbstractThere is a long-standing assumption that gestural forms are geared by a set of modes of representation (acting, representing, drawing, moulding) with each technique expressing speakers’ focus of attention on specific aspects of referents (Müller, 2013). Beyond different taxonomies describing the modes of representation, it remains unclear what factors motivate certain depicting techniques over others. Results from a pantomime generation task show that pantomimes are not entirely idiosyncratic but rather follow generalisable patterns constrained by their semantic category. We show that a) specific modes of representations are preferred for certain objects (acting for manipulable objects and drawing for non-manipulable objects); and b) that use and ordering of deictics and modes of representation operate in tandem to distinguish between semantically related concepts (e.g., “to drink” vs “mug”). This study provides yet more evidence that our ability to communicate through silent gesture reveals systematic ways to describe events and objects around us
Sumer, B., & Ozyurek, A. (2016). İşitme Engelli Çocukların Dil Edinimi [Sign language acquisition by deaf children]. In C. Aydin, T. Goksun, A. Kuntay, & D. Tahiroglu (
Eds.), Aklın Çocuk Hali: Zihin Gelişimi Araştırmaları [Research on Cognitive Development] (pp. 365-388). Istanbul: Koc University Press.
Sumer, B., Perniss, P. M., & Ozyurek, A. (2016). Viewpoint preferences in signing children's spatial descriptions. In J. Scott, & D. Waughtal (
Eds.), Proceedings of the 40th Annual Boston University Conference on Language Development (BUCLD 40) (pp. 360-374). Boston, MA: Cascadilla Press.
Sumer, B., Zwitserlood, I., Perniss, P., & Ozyurek, A. (2016). Yer Bildiren İfadelerin Türkçe ve Türk İşaret Dili’nde (TİD) Çocuklar Tarafından Edinimi [The acqusition of spatial relations by children in Turkish and Turkish Sign Language (TID)]. In E. Arik (
Ed.), Ellerle Konuşmak: Türk İşaret Dili Araştırmaları [Speaking with hands: Studies on Turkish Sign Language] (pp. 157-182). Istanbul: Koç University Press.