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Ten Lectures on a Diachronic Constructionalist Approach to Discourse Structuring Markers [Kõva köide]

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Ten Lectures on a Diachronic Constructionalist Approach to Discourse Structuring MarkersSuurem pilt
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"To date little work has been done on pragmatics within cognitive linguistics, especially from a historical perspective. The lectures presented in this volume give the first systematic account of how pragmatics can be incorporated into cognitive linguistics using a Diachronic Construction Grammar perspective. The author combines detailed study of the historical development of Discourse Structuring Markers like all the same, after all and by the way and propose ways in which to model them. A number of topics are addressed including what a usage based approach to language change is, differences between innovation and change, how to think about analogy and networks, how combinations of Discourse Structuring Markers like now then became a unit, and whether clause-initial and -final positions are constructions. Refinements of Diachronic Construction Grammar are proposed and tested"--

How do you get from ‘after all those movies’ to ‘I went to a movie after all’?
Note on Supplementary Material ix
List of Figures and Tables
x
Preface xii
The Series Editor
Preface xiii
The Author
About the Author xiv
1 Introduction and Goals
1(18)
Outline
1(1)
1A Goals; "Knowledge of Language" in Cognitive Linguistics
1(8)
Goals of the Lectures
1(1)
What Does Knowledge of Language Consist of?
2(5)
How Can Changes in Knowledge of Language Be Accounted for in Terms of Cognitive Construction Grammar?
7(1)
Sources of Data and Evidence
7(2)
1B Essentials of Cognitive Construction Grammar
9(7)
Basic Principles of Cognitive Linguistics
9(1)
Basic Principles of Cognitive Construction Grammar
10(1)
1 Knowledge of Linguistic Conventions
10(1)
2 Storage in the Constructicon
11(1)
3 Knowledge of Constructions Is Both "Item-Specific" and "Generalized or Schematic"
12(2)
4 No Strict Dichotomy between Lexical and Grammatical Constructions
14(1)
5 Semantics, Information Structure, and Pragmatics Are Interrelated
15(1)
6 Knowledge of Language Is Usage-Based
15(1)
7 Knowledge of Grammar Is Dynamic
15(1)
Approaches to Pragmatics
16(2)
Summary
18(1)
2 Essentials of a Historical Perspective on Language
19(20)
Outline
19(1)
2A Introducing Language Change
19(11)
Why Does Language Change?
20(1)
What Changes?
21(1)
Innovation vs. Change
22(1)
Gradual vs. Instantaneous Change
22(2)
Mechanisms of Change
24(6)
Summary
30(1)
2B Constructionalization and Constructional Changes
30(9)
Context
31(1)
Constructionalization and Constructional Changes
31(2)
A Revised Characterization
33(5)
Summary
38(1)
3 Grammaticalization and Constructionalization Compared
39(21)
3A Grammaticalization
39(13)
Outline
40(1)
Some Characterizations of the Term Grammaticalization
40(2)
Unidirectionatity
42(5)
Degrammaticalization
47(2)
Typology and Grammaticalization
49(1)
The "Loss-and-Gain" Model
50(1)
Contextual Expansion
51(1)
3B The Complementarity of Constructionalization and Grammaticalization
52(8)
Background
52(1)
The Main Research Questions
53(1)
Positions Regarding Unidirectionality
54(2)
Areas of Overlap
56(1)
Reconceptualizing a Change in Terms of Diachronic Construction Grammar
57(2)
Summary
59(1)
4 Discourse Structuring Markers, including Discourse Markers
60(20)
Outline
60(1)
4A Introduction to Discourse Structuring Markers, including Discourse Markers
61(8)
Terminology
61(1)
Characterization of Pragmatic Markers
61(8)
4B Introduction to Discourse Structuring Markers: AFTER ALL
69(11)
After all in Contemporary English
70(1)
A Brief History of after all
71(7)
Conclusion
78(2)
5 Some Alternative Approaches to the Development of Pragmatic Markers
80(21)
Outline
80(1)
5A The Grammaticalization and Pragmaticalization Hypotheses
81(8)
The Grammaticalization Hypothesis
81(6)
Pragmaticalization
87(2)
5B Discourse Grammar
89(12)
Cooptation
90(1)
Theticals
91(8)
Cognitive Construction Grammar
99(2)
6 Elaboratives
101(18)
Outline
101(1)
Background
101(1)
6A The Development of also and eac
102(7)
Also in PDE
102(1)
The Development of also
102(4)
The Development of eac
106(3)
6B The Development of further, furthermore, moreover, and Other Elaborators
109(10)
Further
109(2)
Furthermore
111(1)
Moreover
112(2)
Additional Elaboratives
114(4)
Conclusion
118(1)
7 Contrastives
119(21)
Outline
119(1)
Background
119(1)
7A The Development of but and instead
120(7)
But in PDE
120(1)
The Development of but
120(5)
Instead
125(2)
7B The Development of the Contrastive DSMS All the Same and Anyway
127(13)
What Is Meant by "Concessive"?
127(1)
The Development of all the same
128(6)
Use of all the same in a Courtesy Formula
134(1)
Anyway
135(3)
Conclusion
138(2)
8 Digressives
140(23)
Outline
140(1)
Digressives
140(1)
8A The Development of a Digressive DM: by the way
141(11)
By the way in PDE
141(3)
The Development of dm by the way
144(6)
Summary
150(2)
8B A Digressive DM Combination: Oh, by the way
152(11)
The Development of OBTW1
154(1)
The Development of OBTW2
154(6)
Pejorative Expressives
160(2)
Summary
162(1)
9 Position
163(17)
Outline
163(1)
9A Constraints on DM or DSM Combinations
163(9)
Combinations
163(3)
From Combination to Unit: Is Oh, by the way Coming to Be Used as a Unit?
166(1)
From Combination to Unit: now then
167(4)
Summary
171(1)
9B Clausal Position
172(8)
Position Relative to the Clause
172(7)
Summary
179(1)
10 Constructional Networks, Wrap Up
180(15)
Outline
180(1)
10A Networks
180(8)
A Network of Connectors
182(2)
Constructional Space
184(4)
Summary
188(1)
10B Wrapup: Summary of the Main Points of the Lectures
188(7)
Envoi
194(1)
References 195(15)
About the Series Editor 210(1)
Websites for Cognitive Linguistics and CIFCL Speakers 211
Elizabeth Closs Traugott, Ph.D. (1964), University of California at Berkeley, is Professor Emerita of Linguistics and English at Stanford University. She has conducted research in historical syntax, semantics, and pragmatics, lexicalization, socio-historical linguistics, and linguistics and literature. Former President of the International Society for Historical Linguistics (1979) and of the Linguistic Society of America (1987), she has (co-)authored five books, including Constructionalization and Constructional Changes (with Graeme Trousdale, 2013). She published over a hundred articles and co-edited six volumes including Approaches to Grammaticalization (with Bernd Heine, 1991, 2 volumes), and The Oxford Handbook of the History of English (with Terttu Nevalainen, OUP 2012). She holds honorary doctorates from the Universities of Stockholm and Uppsala.