This article addresses a highly instructive example of inflectional class change: the emergence of a new weak conjugation class (the so called 3rd conj.) in Swedish and Norwegian, e.g. SWE tro – trodde – trott ‘believe’. As inflectional classes are mostly looked upon as formal complication without functional gain, the rise of a new class is a thought-provoking event for inflectional class theorists. Thi
Topic and scope of the paper This paper proposes a sketch of how /sk/, a Latin suffix of word format...
Why did Shakespeare write 'shak’d' when we say 'shook'? Why do some people say 'dived' and others 'd...
This paper discusses the nature of inflection classes (ICs) and provides a fully im-plemented method...
Inflectional classes are classes of lexemes which share a content paradigm (they inflect for the sam...
Abstract The loss of inflectional categories is often thought of as a type of simplification. In thi...
This study investigates the role of analogy in the changes in inflectional classes of Swedish verbs ...
This study investigates the role of analogy in the changes in inflectional classes of Swedish verbs ...
This study investigates the role of analogy in the changes in inflectional classes of Swedish verbs ...
This study investigates the role of analogy in the changes in inflectional classes of Swedish verbs ...
International audienceFrom the seminal work by Aronoff (1994), the study of inflectional classes has...
International audienceFrom the seminal work by Aronoff (1994), the study of inflectional classes has...
International audienceFrom the seminal work by Aronoff (1994), the study of inflectional classes has...
This book looks at some phenomena within the grammar of the noun phrase in a group of traditional No...
Why did Shakespeare write 'shak’d' when we say 'shook'? Why do some people say 'dived' and others 'd...
Why did Shakespeare write 'shak’d' when we say 'shook'? Why do some people say 'dived' and others 'd...
Topic and scope of the paper This paper proposes a sketch of how /sk/, a Latin suffix of word format...
Why did Shakespeare write 'shak’d' when we say 'shook'? Why do some people say 'dived' and others 'd...
This paper discusses the nature of inflection classes (ICs) and provides a fully im-plemented method...
Inflectional classes are classes of lexemes which share a content paradigm (they inflect for the sam...
Abstract The loss of inflectional categories is often thought of as a type of simplification. In thi...
This study investigates the role of analogy in the changes in inflectional classes of Swedish verbs ...
This study investigates the role of analogy in the changes in inflectional classes of Swedish verbs ...
This study investigates the role of analogy in the changes in inflectional classes of Swedish verbs ...
This study investigates the role of analogy in the changes in inflectional classes of Swedish verbs ...
International audienceFrom the seminal work by Aronoff (1994), the study of inflectional classes has...
International audienceFrom the seminal work by Aronoff (1994), the study of inflectional classes has...
International audienceFrom the seminal work by Aronoff (1994), the study of inflectional classes has...
This book looks at some phenomena within the grammar of the noun phrase in a group of traditional No...
Why did Shakespeare write 'shak’d' when we say 'shook'? Why do some people say 'dived' and others 'd...
Why did Shakespeare write 'shak’d' when we say 'shook'? Why do some people say 'dived' and others 'd...
Topic and scope of the paper This paper proposes a sketch of how /sk/, a Latin suffix of word format...
Why did Shakespeare write 'shak’d' when we say 'shook'? Why do some people say 'dived' and others 'd...
This paper discusses the nature of inflection classes (ICs) and provides a fully im-plemented method...