By Ellen Contini-Morava, Yishai Tobin
This quantity has its origins in a subject consultation entitled: “Lexical and Grammatical class: comparable or Different?” from the 5th foreign Cognitive Linguistics convention. It comprises subject matter consultation shows, extra papers from that convention, and a number of other invited contributions. the entire articles discover the connection among lexical and grammatical different types, either illustrating the shut interplay, in addition to wondering the stern dichotomy, among them. This quantity promotes a holistic view of type reflecting sensible, cognitive, conversation, and sign-oriented methods to language that have been utilized to either the grammar and the lexicon.
The quantity is split into elements. half I, quantity and Gender platforms throughout Languages, is additional subdivided into 3 sections: (1) Noun category; (2) quantity platforms; and (3) Gender structures. half II, Verb structures and components of Speech throughout Languages, is split into sections: (1) stressful and element and (2) elements of Speech. The analyses signify a various diversity of languages and language households: Bantu (Swahili), Guaykuruan (Pilagá), Indo-European (English, Russian, Polish, Bulgarian, Macedonian, Spanish) and Semitic (Hebrew).
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Additional info for Between Grammar and Lexicon
11) nouns have plural counterparts in Cl. 9/10 and some in Cl. 6, whereas other u- nouns have no plural at all, may be seen as historically motivated. As mentioned in Note 4, the Swahili u- class is a merger of two classes that were historically distinct, *lu- 22 ELLEN CONTINI-MORAVA (Class 11) and *bu- (Class 14). In general, noun stems originally aﬃliated with *lu- have plural counterparts in Cl. 9/10; stems originally aﬃliated with *bueither have no plural or have a plural in ma- (Cl. 6). In view of this, one might be tempted to set up two homonymous singular u- classes, each with its “corresponding plural” class.
But there is also a set of u- prefixed nouns that can have plural counterparts in either Class 9/10 or Class 6, with a diﬀerence in semantic interpretation. These are illustrated in (5) below: (5) Class 11 nouns that have plurals in Classes 9/10 and 6, with diﬀerence in message: nyoya (9/10) “feathers/hairs” (a plurality) unyoya “feather, hair” manyoya (6) “feathers/hair” (a collectivity) nyuta13 (9/10) “bows” uta “bow” mata (6) “bow and arrows” (a set) shanga (9/10) “beads” ushanga “bead” mashanga (6) “string of beads” nyasi (9/10) “blades of grass” unyasi “blade of grass” manyasi (6) “grass” (collective) As shown by these examples, ma- plurals convey a collective message whereas Cl.
However, they diﬀer in that u- never designates a set of replicated individuals, and ma- never designates a delimited, singular entity. This is what I mean by “weighting”. Finally, absence of a prefix (membership in Cl. 9/10) does not convey explicit number information. A noun in Cl. 9/10 may be interpreted as “singular” or “plural” depending on context, or depending on whether the same noun stem may co-occur with a diﬀerent noun class prefix that suggests a specific number classification. If the contrasting prefix is u- (Cl.