I am a PhD student of Linguistics at Tarbiat Modares University, Tehran, Iran. For my thesis, I have chosen to work on the cognitive factors affecting the prevalence of SOV and SVO word orders cross-linguistically. This is the abstract of my thesis proposal:
Abstract: So far, the cognitive investigation of the findings of linguistic typology and language universals has been scarce. One of the most significant grammatical phenomena which has captured the attention of typologists is the basic word order of sentences in world languages. Generally, in a given language, one of the word orders is more prevalent than the rest. The findings of typologists have demonstrated that in about 90% of world languages either the SVO or the SOV order is basic. This cannot be accidental and its reason has to be studied. Functional typologists have attempted to discover the cause from their own viewpoint. However, this fact has not been studied extensively from a cognitive point of view. Adopting a cognitive approach, this study will try to determine the factors involved in the prevalence of the two word orders. In doing so, a meticulous and comprehensive study of the most significant findings of cognitive sciences, linguistics and linguistic typology will be done to answer the research questions. Also, the situation of the Persian language in terms of its basic word order in the formal and informal varieties will be considered. To accomplish this, existing corpora and online language data will be used. The results of the study may contribute to linguistic and cognitive researchers’ better understanding of mental processes involved in the production and use of language as well as a descriptive account of possible change in the Persian language.
I would be glad if you could inform me about any on-going and accomplished works on the relationship of the two afore-mentioned fields. And in Particular, I would like to know if any other researchers are investigating the cognitive causes of the SVO and SOV prevalence.
Dear Manouchehr,
my very brief answer is: diagrammatic iconicity based on a hard-wired "actor-first" preference. I propose an "Instruction Grammar" which deals with questions like these. If you like, check out my conference paper "Is a syntax-semantics homomorphism cognitively plausible?" in which I sketch some assumptions of Instruction Grammar. In my dissertation "Grounding the Linking Competence..." I develop the framework in a far more detailed manner and with tons of neurocognitive (and other) evidence. Please find them attached or on my RG page.
Hi Manouchehr,
I attach one related linguistic study (Gell-Mann & Ruhlen, 2011), as well as an experimental one (Schouwstra & de Swaarts, 2014).
Regards
Dear Simon,
Thanks a lot for your response and the works attached. With regard to "Instruction Grammar", I would like to know whether this theory is developed by you yourself.
Best regards,
Manouchehr
Dear Pablo,
I would like to thank you for the papers you attached.
Best,
Manouchehr
Dear Manouchehr,
yes, it is. It grew out of my reservations towards some tenets of Cognitive Linguistics (Cognitive and Construction Grammar) and Generative Grammar. One of them is that both programmes do not pay attention to actual research in cognitive and neurosciences, although this is one of the claims of Cognitive Linguistics. If you have any questions, please don't hesitate to ask.
Best,
Simon
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