No abstract

The present collection offers fresh perspectives on the lexicon-syntax interface, drawing on novel data from South Asian languages like Bangla, Hindi-Urdu, Kashmiri, Kannada, Malayalam, Manipuri, Punjabi, and Telugu. It covers different phenomena like adjectives, nominal phrases, ditransitives, light verbs, middles, passives, causatives, agreement, and pronominal clitics, while trying to settle the theoretical tensions underlying the interaction of the lexicon with the narrow syntactic component. All the chapters critically survey previous analyses in detail, suggesting how these may or may not be extended to South Asian languages. Novel explanations are proposed, which handle not only the novel data presented here, but also pave alternative ways to look at issues of minimalist architecture.

The status of the causee argument in Hindi and other South Asian Languages has been contentious in recent literature as it takes instrumental/ablatice Case marker and hence, seems comparable to an instrumental/ablative adjunct (-se in Hindi, athi in Kashmiri, tõ: in Punjabi, and -n∂ in Manipuri). The question is whether the instrumental/ablative Case marker appearing on the causee and on an instrumental adjunct should only receive an analysis of accidental homophony or a more principled analysis between the two is possible? The paper here argues that such an analysis is certainly possible. The instrumental/ablative is an adjunct and in causatives, the causee argument is merged to the Voice head as its specifier (the position involving -se/athi/tõ:/n∂ being valued as a structural, rather than a lexical, Case). It is further argued that though, this position is υP-external, i.e. ‘high’ but not ‘high’ enough to count as the subject.

No abstract

The present article focuses on the issues and challenges related to teaching and learning Communicative English in Engineering and other professional institutions (tier-2 and tier-3 cities) in the northern belt of India. It attempts to explore various problems faced by the teachers as well as the students. It also examines the ongoing efforts to develop English communication skills of the students. The L1, L2, and L3 scenario has been discussed in detail. Bilingualism and multilingualism are investigated further. It also offers feasible solutions for making English teaching and learning more effective. Though the article only considers the northern belt, it can be applied to other belts too, provided the socioeconomic conditions are similar.