This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations. This book explores a key issue in linguistic theory, the systematic variation in form between semantic equivalents across languages. Two contrasting views of the role of lexical meaning in the analysis of such variation can be found in the literature: (i) uniformity, whereby lexical meaning is universal, and variation arises from idiosyncratic differences in the inventory and phonological shape of language-particular functional material, and (ii) transparency, whereby systematic variation in form arises from systematic variation in the meaning of basic lexical items. In this volume, Itamar Francez and Andrew Koontz-Garboden contrast these views as applied to the empirical domain of property concept sentences - sentences expressing adjectival predication and their translational equivalents across languages. They demonstrate that property concept sentences vary systematically between possessive and predicative form, and propose a transparentist analysis of this variation that links it to the lexical denotations of basic property concept lexemes. At the heart of the analysis are qualities: mass-like model theoretic objects that closely resemble scales. The authors contrast their transparentist analysis with uniformitarian alternatives, demonstrating its theoretical and empirical advantages. They then show that the proposed theory of qualities can account for interesting and novel observations in two central domains of grammatical theory: the theory of syntactic categories, and the theory of mass nouns. The overall results highlight the importance of the lexicon as a locus of generalizations about the limits of crosslinguistic variation.

This book showcases the state of the art in the corpus-based linguistics of medieval Celtic languages. Its chapters detail theoretical advances in analysing variation/change in the Celtic languages and computational tools necessary to process/analyse the data. Many contributions situate the Celtic material in the broader field of corpus-based diachronic linguistics. The application of computational methods to Celtic languages is in its infancy and this book is a first in medieval Celtic Studies, which has mainly concentrated on philological endeavours such as editorial and literary work. The Celtic languages represent a new frontier in the development of NLP tools because they pose special challenges, like complicated inflectional morphology with non-straightforward mappings between lemmata and attested forms, irregular orthography, and consonant mutations. With so much data available in non-electronic form and ongoing efforts to convert these data to computer-readable format, there is much room for the developing/testing of new tools. This books provides an overview of this process at a crucial time in the development of the field and aims to the data accessible to computational linguists with an interest in diachronic change.

An introduction to the study of meaning in language for undergraduate students.

Particle verbs (combinations of two words but lexical units) are a notorious problem in linguistics. Is a particle verb like look up one word or two? It has its own entry in dictionaries, as if it is one word, but look and up can be split up in a sentence: we can say He looked the information up and He looked up the information. But why can't we say He looked up it? In English look and up can only be separated by a direct object, but in Dutch the two parts can be separated over a much longer distance. How did such hybrid verbs arise and how do they function? How can we make sense of them in modern theories of language structure? This book sets out to answer these and other questions, explaining how these verbs fit into the grammatical systems of English and Dutch.

Explores why different languages have systematically different ways of saying the same thing. It focuses on adjectival predication and shows that systematic differences in the meaning of words expressing adjectival notions have systematic effects on the form of the sentences they appear in

This book presents a critical comparison of the two leading theories of linguistic change. After introducing the aims and methods of historical linguistics, Olga Fischer provides an exposition of the main theories used to describe morphosyntactic change and a full account of the causes and mechanisms by which their leading exponents seek to explain it. She measures the effectiveness of rival theories and methods in different contexts and in the process throws fresh light on the balance of factors influencing linguistic change. Professor Fischer emphazises the unity of form and meaning in the linguistic sign and examines the role played by analogy. She looks at how changes in discourse, lexicon, semantics, pragmatics, and sound interact with changes in morphosyntax, and explores the relationship between external and internal causes of change. She considers whether morphosyntactic change is gradual or abrupt and discusses how far rates of change reflect the degree to which grammar is innate or learned. She uses detailed case studies to illustrate different types of morphosyntactic change, and to show how each theory fares when put into practice. The author's clear style and her balanced approach to this fascinating and complex subject combine to make this a book that will be of central interest and value to scholars and students of linguistic change, at graduate level and above.

The sociolinguistic turn of the 1960's has been remarkably successful: variability of language is no longer an issue open to debate. But studies of variation have by and large been restricted to the level of expression. This volume makes a contribution to a neglected area in sociolinguistics, namely variation at the level of meaning, i.e., semantic variation. The chapters in this volume discuss the results of an empirical research strongly supporting the view that systematic variation in the choice of semantic elements occurs across different social strata: mothers and their young children less than four years old showed a highly consistent, statistically significant, orientation to distinct styles of meaning, which correlated with their social positioning. The comparison of kindergarten teachers' ways of meaning with those of mothers', not surprisingly, reveal that teacher talk is an exaggerated version of middle class mothers' talk. Findings of this research are relevant to any serious discourse about equitable education.