Abstract The present paper focusses on the issue of the terminological labels used in grammatical descriptions and to what extent they are necessary. The label discussed here is the so-called infinitivus indignantis, mainly employed to express emotions like surprise, disdain, indignation. To this construction handbooks and grammars generally devote just a few lines. In this paper it will be shown that the syntactic features associated with this pattern occur with other similar constructions and are not exclusive thereof. The question is raised whether this pattern could be analyzed and subsumed under the category of mirativity. At the end of the analysis of this type of infinitive, it is claimed that infinitivus indignantis is not a necessary label.
{"title":"Some remarks on the infinitivus indignantis. Is this label necessary?","authors":"Pierluigi Cuzzolin","doi":"10.1515/joll-2018-0010","DOIUrl":"https://doi.org/10.1515/joll-2018-0010","url":null,"abstract":"Abstract The present paper focusses on the issue of the terminological labels used in grammatical descriptions and to what extent they are necessary. The label discussed here is the so-called infinitivus indignantis, mainly employed to express emotions like surprise, disdain, indignation. To this construction handbooks and grammars generally devote just a few lines. In this paper it will be shown that the syntactic features associated with this pattern occur with other similar constructions and are not exclusive thereof. The question is raised whether this pattern could be analyzed and subsumed under the category of mirativity. At the end of the analysis of this type of infinitive, it is claimed that infinitivus indignantis is not a necessary label.","PeriodicalId":29862,"journal":{"name":"Journal of Latin Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/joll-2018-0010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44080460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The long tradition of philology and comparative linguistics acknowledges the distinctive value of vowel length in Latin phonology. However, to think of Latin as a spoken language, and not only as a literary one, implies the adoption of a sociolinguistic perspective based on the idea of variation, at all levels of grammar. In this view, with due caution, it is possible to argue that vowel length was unstable ab antiquo in spoken Latin, at least in the low diaphasic and diastratic levels. In this view, the paper analyzes some passages by Cicero often interpreted as testimonies in favor of the maintenance of contrastive vowel length in the phonological competence of Roman speakers. In those passages, Cicero compares the performance of the orators in the forum to the one of the actors in the theater. This comparison is based on the idea that the competence in the phonetic and prosodic elements of language could determine the success of the locutory act in both communicative contexts. The detailed analysis of the texts suggests that the whistles of the audience in the theater of which Cicero speaks to us might refer to prosodic errors concerning the length of the verse rather than that of the vowel. Therefore, those testimonies could not be considered an evidence in favor of the fine-grained perception of vowel length by all the speakers of Latin.
{"title":"On Cicero’s fine-grained perception of the prosodic features in Latin","authors":"G. Marotta","doi":"10.1515/joll-2018-0007","DOIUrl":"https://doi.org/10.1515/joll-2018-0007","url":null,"abstract":"Abstract The long tradition of philology and comparative linguistics acknowledges the distinctive value of vowel length in Latin phonology. However, to think of Latin as a spoken language, and not only as a literary one, implies the adoption of a sociolinguistic perspective based on the idea of variation, at all levels of grammar. In this view, with due caution, it is possible to argue that vowel length was unstable ab antiquo in spoken Latin, at least in the low diaphasic and diastratic levels. In this view, the paper analyzes some passages by Cicero often interpreted as testimonies in favor of the maintenance of contrastive vowel length in the phonological competence of Roman speakers. In those passages, Cicero compares the performance of the orators in the forum to the one of the actors in the theater. This comparison is based on the idea that the competence in the phonetic and prosodic elements of language could determine the success of the locutory act in both communicative contexts. The detailed analysis of the texts suggests that the whistles of the audience in the theater of which Cicero speaks to us might refer to prosodic errors concerning the length of the verse rather than that of the vowel. Therefore, those testimonies could not be considered an evidence in favor of the fine-grained perception of vowel length by all the speakers of Latin.","PeriodicalId":29862,"journal":{"name":"Journal of Latin Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/joll-2018-0007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45068717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Support verb constructions are documented throughout the history of Latin as well as other (typologically also irrelated) languages. As shown in several studies, such constructions are characterized by the presence of a support verb exhibiting a more or less reduced semantic force, and a predicative (abstract or verbal) noun that often constitutes its direct object. The present contribution deals, specifically, with the use of facio as support verb (as in bellum facere, iter facere, insidias facere, etc.), focussing on the post-classical and late period. In particular, three questions shall be investigated: (i) whether, and if yes, how facio increases its popularity in later centuries both in non-Christian and Christian sources; (ii) how is the spread of use of facio-support verb constructions in the Mulomedicina Chironis and in the Itinerarium Egeriae to be accounted for; (iii) what type of semantic evolution does the verb undergo in later Latin and whether, in this respect, continuity or rupture should be assumed with regard to the archaic and classical periods. This last point will enable us to suggest a more convincing explanation for an often-quoted passage of Cicero (Phil. 3,22), in which the construction contumeliam facere occurs.
{"title":"On the use of facio as support verb in late and Merovingian Latin","authors":"G. Galdi","doi":"10.1515/joll-2018-0011","DOIUrl":"https://doi.org/10.1515/joll-2018-0011","url":null,"abstract":"Abstract Support verb constructions are documented throughout the history of Latin as well as other (typologically also irrelated) languages. As shown in several studies, such constructions are characterized by the presence of a support verb exhibiting a more or less reduced semantic force, and a predicative (abstract or verbal) noun that often constitutes its direct object. The present contribution deals, specifically, with the use of facio as support verb (as in bellum facere, iter facere, insidias facere, etc.), focussing on the post-classical and late period. In particular, three questions shall be investigated: (i) whether, and if yes, how facio increases its popularity in later centuries both in non-Christian and Christian sources; (ii) how is the spread of use of facio-support verb constructions in the Mulomedicina Chironis and in the Itinerarium Egeriae to be accounted for; (iii) what type of semantic evolution does the verb undergo in later Latin and whether, in this respect, continuity or rupture should be assumed with regard to the archaic and classical periods. This last point will enable us to suggest a more convincing explanation for an often-quoted passage of Cicero (Phil. 3,22), in which the construction contumeliam facere occurs.","PeriodicalId":29862,"journal":{"name":"Journal of Latin Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/joll-2018-0011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46273655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Classicists are enthusiastic teachers, often thinking and reflecting about their subject and teaching methods. There are several platforms on which we share our thoughts and experiences, with blog posts and Twitter (e.g. #teachancient) as an inspiring, relatively recent addition to journals like Classical World, The Journal of Classics Teaching, Teaching Classical Languages and Der altsprachliche Unterricht. The ideas and experiences of other teachers are a highly valuable resource and inspiration for teachers. Nevertheless, our discussions could benefit from using systematically collected and analyzed data to support our arguments and to prove or discard our assumptions and intuitions. Unfortunately, empirical research on the learning and instruction of Latin still seems scarce. This empirical research might take several forms, such as experimental research designs or educational design research. In experimental research designs, preand post-tested intervention studies inform us what teaching methods do or do not have an effect on the acquisition of Latin. Educational design research provides us with specific teaching materials as well as design criteria for the learning and instruction of the Latin language. Data collection methods such as think-aloud-tasks or eye tracking techniques give us insights into the reading and translation processes of Latin learners. The Journal of Linguistics publishes seven articles presenting these types of research, in this issue and the next (see below for an overview). The next issue will also include an overview of relevant research methods, research fields and existing publications on the learning and instruction of Latin. These articles are the result of a workshop that explored the interests and experience of Latin linguists and other classical scholars in the learning and instruction of Latin as a research field (Munich 2017, as part of the biennial International Colloquium of Latin Linguistics).
{"title":"Preface to seven articles on Latin learning and instruction","authors":"S. Adema","doi":"10.1515/joll-2018-0017","DOIUrl":"https://doi.org/10.1515/joll-2018-0017","url":null,"abstract":"Classicists are enthusiastic teachers, often thinking and reflecting about their subject and teaching methods. There are several platforms on which we share our thoughts and experiences, with blog posts and Twitter (e.g. #teachancient) as an inspiring, relatively recent addition to journals like Classical World, The Journal of Classics Teaching, Teaching Classical Languages and Der altsprachliche Unterricht. The ideas and experiences of other teachers are a highly valuable resource and inspiration for teachers. Nevertheless, our discussions could benefit from using systematically collected and analyzed data to support our arguments and to prove or discard our assumptions and intuitions. Unfortunately, empirical research on the learning and instruction of Latin still seems scarce. This empirical research might take several forms, such as experimental research designs or educational design research. In experimental research designs, preand post-tested intervention studies inform us what teaching methods do or do not have an effect on the acquisition of Latin. Educational design research provides us with specific teaching materials as well as design criteria for the learning and instruction of the Latin language. Data collection methods such as think-aloud-tasks or eye tracking techniques give us insights into the reading and translation processes of Latin learners. The Journal of Linguistics publishes seven articles presenting these types of research, in this issue and the next (see below for an overview). The next issue will also include an overview of relevant research methods, research fields and existing publications on the learning and instruction of Latin. These articles are the result of a workshop that explored the interests and experience of Latin linguists and other classical scholars in the learning and instruction of Latin as a research field (Munich 2017, as part of the biennial International Colloquium of Latin Linguistics).","PeriodicalId":29862,"journal":{"name":"Journal of Latin Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/joll-2018-0017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48086533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In an attempt to apply modern foreign language research and theory to the instruction of classical languages, this article describes the qualitative phase of a research study (Boyd, R. M. 2016. High school students’ comprehension strategies for reading Latin literature. Washington, D.C.: George Washington University doctoral dissertation.) on Latin reading comprehension strategies. First, there is a discussion of the linguistic factors that affect native English language readers of Latin, including cross-linguistic influence and negative syntactic transfer. Second, there is a review of the relevant literature on second language reading comprehension strategies, derived from empirically-tested reading strategies reported in modern second language research journals and described anecdotally in classics journals. Finally, there is a thorough description of the semi-structured interview that was conducted with twelve high school students to gather the Latin reading strategies they used during an authentic classroom reading comprehension assessment. Results showed that Latin students overall demonstrated a preference for bottom-up strategies when reading Latin, with limited transfer of top-down strategies due to insufficient Latin language proficiency. Students imposed English language patterns onto Latin texts, and negative English syntactic transfer hindered Latin reading comprehension.
为了尝试将现代外语研究和理论应用于古典语言教学，本文描述了研究性学习的定性阶段(Boyd, R. M. 2016)。高中生阅读拉丁文学的理解策略。华盛顿特区:乔治华盛顿大学博士论文。)拉丁文阅读理解策略。首先，本文讨论了影响英语母语读者阅读拉丁语的语言因素，包括跨语言影响和负句法迁移。其次，对二语阅读理解策略的相关文献进行了综述，包括现代二语研究期刊报道的经过实证检验的阅读策略和经典期刊上的轶事描述。最后，对12名高中生进行的半结构化访谈进行了全面的描述，以收集他们在真实的课堂阅读理解评估中使用的拉丁阅读策略。结果表明，拉丁文学生在阅读拉丁文时总体上表现出自下而上策略的偏好，由于拉丁文语言能力不足，自上而下策略的迁移有限。学生将英语语言模式强加于拉丁语文本，英语语法负迁移阻碍了拉丁语的阅读理解。
{"title":"Latin students’ bottom-up and top-down strategies for reading Latin literature and the impact of cross-linguistic influence","authors":"Rebecca M. Boyd","doi":"10.1515/joll-2018-0014","DOIUrl":"https://doi.org/10.1515/joll-2018-0014","url":null,"abstract":"Abstract In an attempt to apply modern foreign language research and theory to the instruction of classical languages, this article describes the qualitative phase of a research study (Boyd, R. M. 2016. High school students’ comprehension strategies for reading Latin literature. Washington, D.C.: George Washington University doctoral dissertation.) on Latin reading comprehension strategies. First, there is a discussion of the linguistic factors that affect native English language readers of Latin, including cross-linguistic influence and negative syntactic transfer. Second, there is a review of the relevant literature on second language reading comprehension strategies, derived from empirically-tested reading strategies reported in modern second language research journals and described anecdotally in classics journals. Finally, there is a thorough description of the semi-structured interview that was conducted with twelve high school students to gather the Latin reading strategies they used during an authentic classroom reading comprehension assessment. Results showed that Latin students overall demonstrated a preference for bottom-up strategies when reading Latin, with limited transfer of top-down strategies due to insufficient Latin language proficiency. Students imposed English language patterns onto Latin texts, and negative English syntactic transfer hindered Latin reading comprehension.","PeriodicalId":29862,"journal":{"name":"Journal of Latin Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/joll-2018-0014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45868188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article explores the formation of Vulgar Latin as a metalinguistic concept in the Italian Renaissance (1435–1601) considering its continued, although criticized, use as a concept and term in modern Romance and Latin linguistics (1826 until the present). The choice of this topic is justified in view of the divergent previous modern historiography and because of the lack of a coherent historical investigation. The present study is based on a broad selection of primary sources, in particular from classical antiquity and the Italian Renaissance. Firstly, this article traces and clarifies the prehistory of the concept of Vulgar Latin in ancient and medieval linguistic thought. Section 2 demonstrates that the concept of Vulgar Latin as a low social variety does not exist in pre-Renaissance linguistic thought. Secondly, this article describes and analyzes how, why and when the concept of Vulgar Latin emerged and developed in the linguistic thought of the Italian Renaissance. Section 3 surveys the historical intellectual contexts of the debates in which this concept was formed, namely questione della lingua in the Latin and Vernacular Italian Renaissances. Section 4 demonstrates how the ancient concept and term of sermo vulgaris as a diaphasic variety was revived, but also modified, in the Latin Renaissance of the fifteenth century, when the leading humanists developed new ideas on the history, nature and variability of ancient Latin. Section 5 demonstrates how a diglossic concept of Vulgar Latin was formed in the vernacular Italian Renaissance of the sixteenth century, when Italian philologists more carefully approached the topic of the historical origin and emergence of Italian. Thirdly, Section 6 presents a synthesis of the historiographical results that are attained and revises modern historiography on some important points.
{"title":"Vulgar Latin as an emergent concept in the Italian Renaissance (1435–1601): its ancient and medieval prehistory and its emergence and development in Renaissance linguistic thought","authors":"Josef Eskhult","doi":"10.1515/joll-2018-0006","DOIUrl":"https://doi.org/10.1515/joll-2018-0006","url":null,"abstract":"Abstract This article explores the formation of Vulgar Latin as a metalinguistic concept in the Italian Renaissance (1435–1601) considering its continued, although criticized, use as a concept and term in modern Romance and Latin linguistics (1826 until the present). The choice of this topic is justified in view of the divergent previous modern historiography and because of the lack of a coherent historical investigation. The present study is based on a broad selection of primary sources, in particular from classical antiquity and the Italian Renaissance. Firstly, this article traces and clarifies the prehistory of the concept of Vulgar Latin in ancient and medieval linguistic thought. Section 2 demonstrates that the concept of Vulgar Latin as a low social variety does not exist in pre-Renaissance linguistic thought. Secondly, this article describes and analyzes how, why and when the concept of Vulgar Latin emerged and developed in the linguistic thought of the Italian Renaissance. Section 3 surveys the historical intellectual contexts of the debates in which this concept was formed, namely questione della lingua in the Latin and Vernacular Italian Renaissances. Section 4 demonstrates how the ancient concept and term of sermo vulgaris as a diaphasic variety was revived, but also modified, in the Latin Renaissance of the fifteenth century, when the leading humanists developed new ideas on the history, nature and variability of ancient Latin. Section 5 demonstrates how a diglossic concept of Vulgar Latin was formed in the vernacular Italian Renaissance of the sixteenth century, when Italian philologists more carefully approached the topic of the historical origin and emergence of Italian. Thirdly, Section 6 presents a synthesis of the historiographical results that are attained and revises modern historiography on some important points.","PeriodicalId":29862,"journal":{"name":"Journal of Latin Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/joll-2018-0006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42669366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article discusses translation processes of proficient students who translate Latin fables into Dutch in secondary school. The participants performed two tasks on a computer. They translated a Latin fable and edited a Dutch translation of another Latin fable while their activities were monitored by eye-tracker, screencast and keystroke logging. Immediately after the tasks the participants were invited to view their eye-tracking film and retrace their thoughts at the time of translating (stimulated recall). The article focuses on the stimulated recall interviews, and more specifically on the role of revision in the translation process. It presents a case study of one participant, as well as the strategies participants described to have used in tackling two specific translation problems. Data suggest that proficient participants rely on text comprehension rather than morphological knowledge to solve translation problems. The research shows three key elements as indicators for successful translation process resulting in a coherent target text: (1) a wide variety of problem-solving strategies and the ability to switch strategies, (2) the availability and use of metalanguage to verbalise the chosen strategy, and (3) revision of the target text.
{"title":"How do Dutch adolescents translate Latin into coherent Dutch? A Journey into the Unknown","authors":"S. Luger","doi":"10.1515/joll-2018-0015","DOIUrl":"https://doi.org/10.1515/joll-2018-0015","url":null,"abstract":"Abstract This article discusses translation processes of proficient students who translate Latin fables into Dutch in secondary school. The participants performed two tasks on a computer. They translated a Latin fable and edited a Dutch translation of another Latin fable while their activities were monitored by eye-tracker, screencast and keystroke logging. Immediately after the tasks the participants were invited to view their eye-tracking film and retrace their thoughts at the time of translating (stimulated recall). The article focuses on the stimulated recall interviews, and more specifically on the role of revision in the translation process. It presents a case study of one participant, as well as the strategies participants described to have used in tackling two specific translation problems. Data suggest that proficient participants rely on text comprehension rather than morphological knowledge to solve translation problems. The research shows three key elements as indicators for successful translation process resulting in a coherent target text: (1) a wide variety of problem-solving strategies and the ability to switch strategies, (2) the availability and use of metalanguage to verbalise the chosen strategy, and (3) revision of the target text.","PeriodicalId":29862,"journal":{"name":"Journal of Latin Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/joll-2018-0015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44693202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Throughout the history of the Latin grammatical tradition barbarism is regularly described according to the system of the four categories of change known as quadripertita ratio, whereas the description of solecism is more controversial. In the grammatical chapters of his first book, Quintilian attests to the application of the fourfold system to solecism in his age, but he also knows a second tradition, which ends up becoming the predominant theory in Latin grammar and regards solecism as the fault by substitution (inmutatio). Quintilian attributes this tradition to some anonymous grammarians (quidam) who have not been identified yet. After considering Quintilian’s testimony in light of the Greek sources and especially Apollonius Dyscolus’ Syntax, we have concluded that Quintilian and Apollonius may rely on a common source, probably of Alexandrine descent, which separated solecism from the first three categories of change of the fourfold system (addition, subtraction and inversion of the regular word order).
{"title":"Quintilian, Inst. 1, 5, 40 on solecism and Apollonius Dyscolus","authors":"Manuela Callipo","doi":"10.1515/joll-2018-0009","DOIUrl":"https://doi.org/10.1515/joll-2018-0009","url":null,"abstract":"Abstract Throughout the history of the Latin grammatical tradition barbarism is regularly described according to the system of the four categories of change known as quadripertita ratio, whereas the description of solecism is more controversial. In the grammatical chapters of his first book, Quintilian attests to the application of the fourfold system to solecism in his age, but he also knows a second tradition, which ends up becoming the predominant theory in Latin grammar and regards solecism as the fault by substitution (inmutatio). Quintilian attributes this tradition to some anonymous grammarians (quidam) who have not been identified yet. After considering Quintilian’s testimony in light of the Greek sources and especially Apollonius Dyscolus’ Syntax, we have concluded that Quintilian and Apollonius may rely on a common source, probably of Alexandrine descent, which separated solecism from the first three categories of change of the fourfold system (addition, subtraction and inversion of the regular word order).","PeriodicalId":29862,"journal":{"name":"Journal of Latin Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/joll-2018-0009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47774474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Starting from Higgins’s taxonomy, this paper investigates Latin copular constructions and in particular the existence of “specificational” copular clauses. Morphosyntactic and semantic criteria are put forward in order to make clear the status of copular clauses such as Hic est danista (Plaut. Epid. 621).
{"title":"Copular clause classification in Latin","authors":"Bernard Bortolussi","doi":"10.1515/joll-2018-0008","DOIUrl":"https://doi.org/10.1515/joll-2018-0008","url":null,"abstract":"Abstract Starting from Higgins’s taxonomy, this paper investigates Latin copular constructions and in particular the existence of “specificational” copular clauses. Morphosyntactic and semantic criteria are put forward in order to make clear the status of copular clauses such as Hic est danista (Plaut. Epid. 621).","PeriodicalId":29862,"journal":{"name":"Journal of Latin Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/joll-2018-0008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42893602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-24DOI: 10.1515/joll-2018-frontmatter2
{"title":"Frontmatter","authors":"","doi":"10.1515/joll-2018-frontmatter2","DOIUrl":"https://doi.org/10.1515/joll-2018-frontmatter2","url":null,"abstract":"","PeriodicalId":29862,"journal":{"name":"Journal of Latin Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/joll-2018-frontmatter2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43810762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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