Studies in linguistics II. [antikvár]

This collection of papers is the continuation of Korponay and Pelyvás (1991). Although the two volumes share a number of characteristics, they alsó differ in two respects. Firstly, whereas the first one only contained papers by researchers at Kossuth University, mostly at the English Department, in the second, there are two articles written by members of the Institute for Linguistics at the Hungárián Academy of Sciences (Katalin É. Kiss and Péter Siptár). These two papers were presented at the Conference in English Studies at Kossuth University in 1991. Secondly, it is a welcome new aspect of the second volume that, in addition to covering certain areas of linguistic theory (Cognitive Grammar, Government and Binding Theory and Lexical-Functional Grammar), it alsó contains papers from other branches of linguistics (applied linguistics, lexicography and phonetics). -^ In 'On Multiple Questions', Katalin É. Kiss points out the weaknesses of previous treatments of multiple WH-phrases in English. Although Chomsky's (1973) Superiority Condition can be supplemented with Pesetsky's (1977) notion of Discourse-Linking there are still several problems to be solved. Drawing on evidence from Hungárián, a language in which scope relations of operators are normally explicitly encoded in their linear ordering, the author proposes the following explanation: a WH-phrase left in situ can violate the Superiority Condition if it can be analysed as a specific universal quantifier rather than a WH-operator. In his paper 'Reflections on Academic Discourse from a Lexicographic Point of view\ Béla Hollósy argues that academic discourse has grammatical, stylistic and lexical features of its own, which make it distinct from other types of discourse, such as pragmatic, rhetorical, etc. Non-native speakers of English have access to a number of guides on the grammatical and stylistic features of academic discourse but at present there are no dictionaries dedicated to Academic English. Lexicographic guidance within AEP (English for Academic Purposes) could take various forms, such as alphabetical dictionaries, conceptually organized thesauri, guides compiled along functional lines, all of them preferably having machine-readable versions too. A tentative entry for the lexeme 'reference* is given to illustrate the sort of information an alphabetical Dictionary of Academic English could provide. Recent empirical and theoretical insights into listening have important implications for teaching. The article by Judit K. Gulyás, 'Implications of Recent Insights into the Teaching of Listening', sets out to investigate how research has contributed to our richer understanding of the process of listening comprehension, which is now seen as the interaction of bottom up and top down processing. The author argues that in the light of the findings it is important to reassess somé related issues, such as the application of authentic materíals to develop students' comprehension skills, the problem of task and text and listener strategies respectively. She highlights the relevance of these issues to the comprehension and interpretation difficulties of a given group of learners, advanced Hungárián students of English. In his paper 'The "Pathological" Case', Béla Korponay makes an attempt to describe English and Hungárián constructions containing a path expression on the basis of markedness. Hungárián has a fully developed system of inflexions, i.e. the grammatical categories are marked on the surface. This circumstance is used as a theoretical aid to reveal latent English grammatical categories. Fillmore (1971) states that the behaviour