| Preface and acknowledgements |
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ix | |
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xiii | |
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xv | |
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1 | (26) |
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1.1 An outline of the traditional phraseological approach to collocations |
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2 | (2) |
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1.2 What is a collocation'? |
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4 | (3) |
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1.3 Problems of categorization in the traditional approach |
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7 | (5) |
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1.4 Motivation for a functional and cognitive approach |
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12 | (6) |
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1.5 What should a theory of collocations account for? |
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18 | (7) |
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1.6 A brief overview of the book |
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25 | (2) |
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Chapter 2 The foundations of the phraseological approach |
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27 | (62) |
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2.1 Theoretical influences on phraseology |
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28 | (36) |
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2.1.1 A practical concern: Teaching English as a foreign language |
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28 | (2) |
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2.1.2 Firthian linguistics |
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30 | (8) |
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2.1.3 Underlying assumptions |
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38 | (1) |
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2.1.3.1 Structuralist dichotomies |
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39 | (3) |
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2.1.3.2 Generative principles |
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42 | (3) |
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2.1.3.3 Classical categories |
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45 | (2) |
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2.1.4 Russian phraseology |
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47 | (3) |
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50 | (14) |
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2.2 The categorization of collocations in the phraseological approach |
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64 | (22) |
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2.2.1 Collocations as syntactic units |
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64 | (2) |
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2.2.2 Institutionalization |
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66 | (4) |
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2.2.3 The absence of full compositionality |
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70 | (4) |
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2.2.4 Restricted compositionality as a criterial feature |
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74 | (6) |
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2.2.5 Analysability, compositionality, and the literal/figurative distinction |
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80 | (6) |
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2.3 Summary and conclusions |
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86 | (3) |
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Chapter 3 Collocations in a functional and cognitive framework |
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89 | (204) |
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3.1 What is `cognitive' and what is `functional' about language? |
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89 | (9) |
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3.2 Methodological issues |
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98 | (33) |
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3.2.1 Corpus studies, frequency, and prototypicality |
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99 | (8) |
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3.2.2 Linguistic evidence of cognitive routines |
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107 | (22) |
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3.2.3 Synchronic evidence of diachronic processes |
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129 | (2) |
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3.3 Introduction to the empirical part |
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131 | (3) |
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3.3.1 Research questions and motivation |
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131 | (1) |
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3.3.2 Design of case study |
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132 | (1) |
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3.3.3 A general presentation of the data |
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133 | (1) |
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3.4 Case study: Break an appointment |
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134 | (144) |
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3.4.1 How to approach the analysis of a complex category |
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135 | (1) |
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3.4.1.1 How many meanings does a word have? |
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135 | (9) |
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3.4.1.2 Domains, image schemas, and construction types |
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144 | (2) |
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3.4.2 The internal structure of break |
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146 | (2) |
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3.4.2.1 Abstract domains and referential range |
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148 | (8) |
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3.4.2.2 Image schemas and event-structure |
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156 | (11) |
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3.4.2.3 Construction types |
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167 | (8) |
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3.4.2.4 How many meanings does break have? |
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175 | (26) |
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3.4.3 The internal structure of appointment |
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201 | (2) |
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3.4.3.1 Abstract domains and referential range |
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203 | (6) |
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3.4.3.2 Lexical sets, basic-level categories, and domains of variation |
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209 | (7) |
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3.4.3.3 Image schemas and event-structure |
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216 | (6) |
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3.4.3.4 Construction types |
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222 | (7) |
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3.4.3.5 How many meanings does appointment have? |
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229 | (10) |
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3.4.4 The integration of break and appointment |
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239 | (1) |
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3.4.4.1 Break an appointment as a composite structure |
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240 | (6) |
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3.4.4.2 Evidence of entrenchment |
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246 | (11) |
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3.4.4.3 Can a support-verb function be posited for break? |
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257 | (9) |
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3.4.4.4 Is break as a support verb grammaticalized? |
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266 | (12) |
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3.5 Summary of findings related to research questions |
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278 | (15) |
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3.5.1 To what extent are conventional and entrenched collocations like other composite structures? |
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278 | (6) |
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3.5.2 In what respects are conventional and entrenched collocations special? |
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284 | (1) |
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3.5.3 Can conventional and entrenched collocations be characterized in terms of salience? |
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285 | (2) |
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3.5.4 Do verbs in conventional and entrenched collocations function as support verbs, and does this imply grammaticalization? |
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287 | (3) |
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3.5.5 Concluding remarks on research questions |
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290 | (3) |
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Chapter 4 Collocations as a language resource: Winding up |
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293 | (16) |
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4.1 Evaluation of methodology |
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294 | (6) |
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4.2 Theoretical implications |
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300 | (4) |
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304 | (5) |
| References |
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309 | (18) |
| Name index |
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327 | (4) |
| Subject index |
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331 | |
Lisainfo e-raamatute kohta