Old Museum Building, Wm. LeBaron Jenney, architect (later Romance Languages Building)

No. 48 written into negative, printed white in lower right corner

Valors adverbials associats a la conjunció que: un estudi històric

En aquest article parlarem dels valors adverbials causal i final associats al nexe 'que' en català i també en altres llengües romàniques. Dedicarem la primera part del treball a l’estudi de l’evolució del sistema de nexes complexos del llatí clàssic i dels usos orals posteriors en/de les llengües romàniques preliteràries. La segona part de l’article se centrarà en l’estudi de les subordinades causals i finals de les llengües romàniques introduïdes pel nexe 'que'

Procedural Meaning Explicatures in the Development of New Subordination Strategies in Romance

The sociocultural changes that led to the genesis of Romance languages widened the gap between oral and written patterns, which display different discoursive and linguistic devices. In early documents, discoursive implicatures connecting propositions were not generally codified, so that the reader should furnish the correct interpretation according to his own perception of real facts; which can still be attested in current oral utterances. Once Romance languages had undergone several levelling processes which concluded in the first standardizations, implicatures became explicatures and were syntactically codified by means of univocal new complex conjunctions. As a consequence of the emergence of these new subordination strategies, a freer distribution of the information conveyed by the utterances is allowed. The success of complex structural patterns ran alongside of the genesis of new narrative genres and the generalization of a learned rhetoric. Both facts are a spontaneous effect of new approaches to the act of reading. Ancient texts were written to be read to a wide audience, whereas those printed by the end of the XV th century were conceived to be read quietly, in a low voice, by a private reader. The goal of this paper is twofold, since we will show that: a) The development of new complex conjunctions through the history of Romance languages accommodates to four structural patterns that range from parataxis to hypotaxis. b) This development is a reflex of the well known grammaticalization path from discourse to syntax that implies the codification of discoursive strategies (Givón 2 1979, Sperber and Wilson 1986, Carston 1988, Grice 1989, Bach 1994, Blackemore 2002, among others]

Ratings of age of acquisition of 299 words across 25 languages: is there a cross-linguistic order of words?

We present a new set of subjective age-of-acquisition (AoA) ratings for 299 words (158 nouns, 141 verbs) in 25 languages from five language families (Afro-Asiatic: Semitic languages; Altaic: one Turkic language: Indo-European: Baltic, Celtic, Germanic, Hellenic, Slavic, and Romance languages; Niger-Congo: one Bantu language; Uralic: Finnic and Ugric languages). Adult native speakers reported the age at which they had learned each word. We present a comparison of the AoA ratings across all languages by contrasting them in pairs. This comparison shows a consistency in the orders of ratings across the 25 languages. The data were then analyzed (1) to ascertain how the demographic characteristics of the participants influenced AoA estimations and (2) to assess differences caused by the exact form of the target question (when did you learn vs. when do children learn this word); (3) to compare the ratings obtained in our study to those of previous studies; and (4) to assess the validity of our study by comparison with quasi-objective AoA norms derived from the MacArthur–Bates Communicative Development Inventories (MB-CDI). All 299 words were judged as being acquired early (mostly before the age of 6 years). AoA ratings were associated with the raters’ social or language status, but not with the raters’ age or education. Parents reported words as being learned earlier, and bilinguals reported learning them later. Estimations of the age at which children learn the words revealed significantly lower ratings of AoA. Finally, comparisons with previous AoA and MB-CDI norms support the validity of the present estimations. Our AoA ratings are available for research or other purposes.

Rear view of old museum, now Romance Language

William L. Jenney, architect. Originally University Museum, built 1880-1881. Roof replaced 1894. Museum moved in 1928. Housed Department of Romance Languages after 1928. Building razed in 1958. On verso: Photographed in 1887 by A.L. Colton of '89

Romance Language Bldg.

William L. Jenney, architect. Originally University Museum, built 1880-1881. Roof replaced 1894. Museum moved in 1928. Housed Department of Romance Languages after 1928. Building razed in 1958.

Romantic languages pamphlets

A collection of miscellaneous pamphlets on the romance languages.

Romantic languages pamphlets

A collection of miscellaneous pamphlets on the romance languages.

Romantic languages pamphlets

A collection of miscellaneous pamphlets on the romance languages.

Romantic languages pamphlets

A collection of miscellaneous pamphlets on the romance languages.

Romantic languages pamphlets

A collection of miscellaneous pamphlets on the romance languages.

Romantic languages pamphlets

A collection of miscellaneous pamphlets on the romance languages.

Analogy of the languages of southern Europe. Or, An easy method of learning, singly or collectively, the Italian, Spanish, Portuguese, and French languages, by means of the Latin.

Mode of access: Internet.