Cognitive and Discourse Perspe: on Language and Language Andrea E. Tyler, Mari Takada, YiyoungGeorgetown University Press, Washington, D.C. ©2005 by Georgetown University Press. All rights reserved. Printed in the United States of America 10987654321 2005 This book is printed on acid-free paper meeting the requirements of the American ‘National Standard for Permanence in Paper for Printed Library Materials. Library of Congress Cataloging-in-Publication Data Language in use : cognitive and discourse perspectives on language and language learning / Andrea E. Tyler... [et al.}, editors. p. cm. — (Georgetown university round table on languages and linguistics series) Includes bibliographical references and index. Summary: “This book explores how language is shaped by the nature of human cognition and social-cultural activity, by studying how language is used in context in interactions between at least two people in order to achieve some purpose. It brings together perspectives from cognitive linguistics, discourse analysis, and first and second language acquisition research”—Provided by the publisher. ISBN 1-58901-044-2 (pbk. : alk. paper) 1. Language acquisition. 2. Cognitive grammar. 3. Discourse analysis. I. Tyler, Andrea. IL Georgetown University round table on languages and linguisties series (2004). PII8.L3638 2005 401'.93—de22 2004023 166© Contents Figures and Tables Acknowledgments Introduction 1 Andrea Tyler PART I: LANGUAGE PROCESSING AND FIRST-LANGUAGE LEARNING 1. Support from Language Processing for a Constructional Approach to Grammar § Adele E. Goldberg and Giulia M. L. Bencini, Princeton University and New York University 2. Homonyms and Functional Mappings in Language Acquisition ® Devin M. Casenhiser, Princeton University 3. little Persuaders: Japanese Children’s Use of Datte (bu-because) and Their Developing Theories of Mind 1 Tomoko Matsui, Peter McCagg, and Taeko Yamamoto, International Christian University, Japan 4, “Because” as a Marker of Collaborative Stance in Preschool Children’s Peer Interactions & Amy Kyratzis, University of California, Santa Barbara PART Il: ISSUES IN SECOND-LANGUAGE LEARNING. 5. Contextualizing Interlanguage Pragmatics @ Kathleen Bardovi-Harlig, Indiana University 6. Learning the Discourse of Friendship ™ Catherine Evans Davies, University of Alabama 7. Applied Cognitive Linguistics and Newer Trends in Foreign Language Teaching Methodology ® Susanne Niemeier, University of Koblenz-Landau, Germany v vii xi 36 65 85vi 8. Language Play and Language Learning: Creating Zones of Proximal Development in a Third-Grade Multilingual Classroom @ Ana Christina DaSilva Iddings and Steven G. McCafferty, Vanderbilt University and University of Nevada at Las Vegas 9. Cognates, Cognition, and Writing: An Investigation of the Use of Cognates by University Second-Language Learners ™ Robin Cameron Scarcella and Cheryl Boyd Zimmerman, University of California at Irvine and California State University, Fullerton PART lil: DISCOURSE RESOURCES AND MEANING CONSTRUCTION 10, Intonation, Mental Representation, and Mutual Knowledge @ Ann Wennerstrom, University of Washington 11. Linguistic Variation in the Lexical Episodes of University Classroom Talk & Eniko Csomay, San Diego State University 12. The Unofficial Businesses of Repair Initiation: Vehicles for Affiliation and Disaffiliation ® Hansun Zhang Waring, Teachers College, Columbia University 13. Pragmatic Inferencing in Grammaticalization: A Case Study of Directional Verbs in Thai 1 Kingkarn Thepkanjana and Satoshi Uehara, Chulalongkorn University, Thailand, and Tohoku University, Japan PART IV: LANGUAGE AND IDENTITY 14, “Trying on” the Identity of "Big Sister”: Hypothetical Narratives in Parent-Child Discourse 1 Cynthia Gordon, Georgetown University 15. The Discourse of Local Identity in Postwar Bosnia-Herzegovina Aida Premilovac, Georgetown University 16. Immigration Geographies, Multilingual Immigrants, and the Transmission of Minority Languages: Evidence from the Igbo Brain Drain ® Rachel R. Reynolds, Drexel University Contents 112 123 139 150 163 176 191 202 214@ Figures and Tables Figures Figure 2.1 Figure 2.2 Figure 2.3 Figure 2.4 Figure 2.5 Figure 2.6 Figure 4.1 Figure 4.2 Figure 10.1 Figure 10.2 Figure 10.3 Figure 11.1 Figure 11.2 Tables Table 1.1 Table 1.2 Table 1.3 Table 1.4 Table 1.5 Table 2.1 Table 2.2 Table 2.3 Table 2.4 Table 2.5 Table 3.1 Table 3.2 Table 3.3 Table 3.4 |s Three types of form-to-form meaning mappings Comparison of many-to-one mapping with one-to-many mapping Sketches of the illustrations used in experiment one Mean number of correct responses Mean number of no-go responses Mean number of incorrect responses Motivation of justifications by group Allocation of validating and nonvalidating justifications to “because” An ad hoc contrast on /ive without lexical antecedent Parents has given intonation but no antecedent Mental space network triggered by contrast intonation MP patterns for a 1,500-word text segment in university classroom discourse Three lexical episode types on three dimensions of academic language English argument structure constructions Stimuli for sorting experiment Example of priming sentences in Bock and Loebell (1990) Example of priming sentences in Bencini, Bock, and Goldberg (n.d.) Example of priming sentences in Hare and Goldberg (1999) Mean number of correct responses from Mazzocco (1997) Target words and corresponding objects List of words and landmarks Participant responses as a function of condition and response type Participants performing significantly above chance (N = 16) Number of utterances containing datte spoken by Tai Number of Tai’s datte-responses by adult challenge types False-belief test results and darte use Number of challenge types addressed to participants 20 23 25 29 32 33 54 34 142 143 145 152 155viii Table 3.5 Table 3.6 Table 3.7 Table 3.8 Table 3.9 Table 9.1 Table 9.2 Table 9.3 Table 11.1 Table 11.2 Table 16.1 Table 16.2 Figures and Tables Types of children’s responses to adult challenges ‘Number of response types addressed to challenges Number of datte-utterances produced according to types of challenges ‘Types of child utterances that followed their use of datte Number of utterance types that followed datte Background characteristics of participants in experiment 1 Typical native-speaker results Examples of student errors on test of derivatives Selected linguistic features on four dimensions of academic language Partial taxonomy of communicative tasks as found in lexical episodes of university classroom talk Languages spoken by Igbo immigrants in ONI group Key sites for bringing together Igbo communities among ONI immigrants, arranged by use of language varieties 44 45 45 46 46 129 130 132 184 1359 216 219im Acknowledgments This volume contains a selection of papers from the 2003 Georgetown University Round Table on Languages and Linguistics, widely known either as GURT or the Round Table. The theme for GURT 2003 was “Language in Use: Cognitive and Dis- course Perspectives on Language and Language Learning.” The papers were selected by peer review from among more than 120 presentations and 5 plenary addresses. The editors of this volume are Andrea Tyler, Mari Takada, Yiyoung Kim, and Diana Marinova. The chair for GURT 2003 was Andrea Tyler, professor of linguistics at Georgetown University. Mari Takada, doctoral student in Georgetown’s Department of Linguistics, was the conference coordinator. We also want to acknowledge the in- valuable service of Ken Petersen, our webmaster, and Yiyoung Kim and Diana Marinova, the assistant coordinators who helped ensure that the conference ran smoothly. Our thanks also go to the members of Washington CogLink who enthusias- tically provided intellectual support, in particular Joe Grady and Michael Israel. A special thanks to the organizers of the four invited colloquia—Kendall King, Debby Schiffrin, Deborah Tannen, and Sarah Taub—and the phenomenal group of scholars who agreed to participate in the colloquia. We want to acknowledge the many gradu- ate students and faculty members of the Department of Linguistics who volunteered to assist in organizing and running the conference. Finally, we thank the faculty of languages and linguistics for its generous financial support.