Results 171 to 180 of about 41,811 (267)
Editorial: Second language learning and neuroplasticity: individual differences. [PDF]
Yang J, Cao F, van Heuven WJB, Mei L.
europepmc +1 more source
Gilaki reverse Ezafe: The two faces of a nominal linker
Abstract This paper examines a nominal linker (known as reverse Ezafe) in the Caspian language Gilaki. It is shown that the nominal linker in Gilaki is in fact the realization of two different morphosyntactic elements with distinct properties. In doing so, we also highlight the differences between reverse Ezafe and Ezafe, found in Persian and other ...
Arsalan Kahnemuyipour+2 more
wiley +1 more source
Modelling individual differences in reading using an optimised MikeNet simulator: the impact of reading instruction. [PDF]
Chang YN+5 more
europepmc +1 more source
From Latin to Capestranese: a Diachronic Study of a Phonological Development.
Giovanni Fontecchio
openalex +2 more sources
Abstract Despite the lack of consensus on English facts, this study demonstrates that both parasitic gap (PG) and across‐the‐board (ATB) constructions in Mandarin Chinese exhibit parallel effects in variable binding reconstruction, while also displaying asymmetries in gap licensing categories.
Jen Ting
wiley +1 more source
Abstract Two structure‐building operations are currently posited in minimalist theory: an operation forming sets (set merge), and an operation forming ordered pairs (pair‐merge). I argue that pair‐merge is sufficient to generate syntactic relations, so set merge, also called simple merge, should be eliminated from syntactic theory on grounds of ...
Ken Safir
wiley +1 more source
Abstract We use fieldwork data about cross‐clausal scrambling in Balkar (Turkic) to clarify the nature of movement and its constraints. Balkar has a variety of embedded nominalized clauses, with different subject cases and possibilities for movement.
Tatiana Bondarenko, Colin Davis
wiley +1 more source
A Comparative Analysis of Gender‐Just Language in First‐Year German Textbooks
ABSTRACT This study analyzes the inclusion of binary and non‐binary gender‐just language in US first‐year college German textbooks. The analysis covers eight textbooks, evaluating their use of gender‐just forms such as the gender star and neopronouns, which explicitly represent non‐binary positionalities, as well as “neutral” or binary gender‐inclusive
Lindsay Preseau
wiley +1 more source