Grammar, Comparative and general

This study is concerned with lexical access during sentence comprehension, particularly, the on-line access of phrasal verbs. Three experiments are described with the goal of determining which meanings (literal, figurative) are accessed during sentence comprehension and the role of sentence context during phrasal verb access. In these experiments, phrasal verbs are presented to subjects auditorily in either a figurative or literal context. A cross-modal semantic priming technique is used to determine which meanings of the phrasal verbs are accessed. Literal interpretations of phrasal verbs (verb-particle combinations) are accessed in the immediate temporal vicinity of the base verb, this activation continues through to the access of the particle, and disappears downstream when the direct object is encountered, independently of sentence context. Figurative interpretations of phrasal verbs are not so clear-cut. When sentence context is biased toward literal context, figurative meanings are not accessed at the end of the phrasal verb unit. However, when sentence context is figurative-biased, figurative access is observed both at the end of the phrasal verb unit and downstream at the direct object.

This project investigates how subjects' preferences for a specific argument structure of a verb affect the on-line processing of sentences. Three experiments are conducted. The first experiment uses a forced choice task to gather preference ratings for several verbs. The second and third experiments use these preference ratings to examine on-line performance for a subset of the subjects participating in Experiment I. We find that a subject's preference for a specific argument structure influences the first pass analysis of sentence but that this effect may be overridden by a structural effect in sentences containing syntactic ambiguities. These results are discussed in terms of lexical guidance vs. phrase structure-driven models of sentence processing. It is concluded that both lexical and phrase structure information are utilized during first pass analysis of a sentence, but that the structure of a sentence determines which of these effects is measurably observable.

This thesis presents an overview of the paths taken
by the proponents of contrastive analysis and error analysis,
addressing specific positions held and studies done in
these two areas of linguistics. A brief historical survey
of linguistics, learning theories, and teaching strategies
is given, dating from pre-structuralism through to poststructuralism.
Following a discussion of contrastive
analysis and its influence on the development of error
analysis, the merits of interlanguage are discussed for
the purpose of demonstrating its very vital contributions
to the field of second-language learning.

Linguistic research suggests that speakers represent syllable structure by a CV-frame. CVC syllables are more frequent than VCC ones. Further, the presence of VCC syllables in a language asymmetrically implies the presence of CVC syllables. These typological facts may reflect grammatical constraints. Alternatively, people's preferences may be due solely to their sensitivity to the statistical properties of sound combinations in their language. I demonstrate that participants in an auditory lexical decision task reject VCC nonwords faster than CVC nonwords, suggesting that the marked VCC syllables are dispreferred relative to CVC syllables. In a second experiment, I show that people are also sensitive to the distribution of these frames in the experiment. Findings indicate that syllable structure is represented at the phonological level, that individuals have preferences for certain syllables, and that these preferences can not be accounted for by the statistical properties of the stimuli.