Grammars as Mechanisms for Interaction: The Emergence of Language Games

Arash Eshghi 1  and Oliver Lemon 1
  • 1 School of Mathematical and Computer Sciences, Earl Mountbatten Building, Edinburgh, UK
Arash Eshghi
  • Corresponding author
  • School of Mathematical and Computer Sciences, Heriot-Watt University, Earl Mountbatten Building, Edinburgh, EH14 4AS, UK
  • Email
  • Search for other articles:
  • degruyter.comGoogle Scholar
and Oliver Lemon
  • School of Mathematical and Computer Sciences, Heriot-Watt University, Earl Mountbatten Building, Edinburgh, EH14 4AS, UK
  • Email
  • Search for other articles:
  • degruyter.comGoogle Scholar

If the inline PDF is not rendering correctly, you can download the PDF file here.

  • Bouzouita, Miriam & Ruth Kempson. 2006. Clitic placement in old and modern Spanish: A dynamic account. In O. N. Thomsen (ed.), Competing models of linguistic change. Amsterdam: John Benjamins.

  • Cann, Ronnie, Ruth Kempson & Lutz Marten. 2005. The dynamics of language. Oxford: Elsevier.

  • Eshghi, Arash & Patrick G. T. Healey. 2016. Collective contexts in conversation: Grounding by proxy. Cognitive Science 40(2). 299–324.

  • Eshghi, Arash, Julian Hough & Matthew Purver. 2013a. Incremental grammar induction from child-directed dialogue utterances. In Proceedings of the 4th annual workshop on Cognitive Modeling and Computational Linguistics (CMCL), 94–103. Sofia, Bulgaria: Association for Computational Linguistics.

  • Eshghi, Arash, Matthew Purver, Julian Hough & Yo Sato. 2013b. Probabilistic grammar induction in an incremental semantic framework. In CSLP, lecture notes in computer science. Springer.

  • Eshghi, Arash, Chris Howes, Eleni Gregoromichelaki, Julian Hough & Matthew Purver. 2015. Feedback in conversation as incremental semantic update. In Proceedings of the 11th International Conference on Computational Semantics (IWCS 2015). London, UK: Association for Computational Linguistics.

  • Eshghi, Arash & Oliver Lemon. 2014. How domain-general can we be? Learning incremental dialogue systems without dialogue acts. In Proceedings of Semdial 2014 (DialWatt).

  • Ginzburg, Jonathan. 2012. The interactive stance: Meaning for conversation. Oxford, UK: Oxford University Press.

  • Ginzburg, Jonathan & Robin Cooper. 2004. Clarification, ellipsis, and the nature of contextual updates in dialogue. Linguistics and Philosophy 27(3). 297–365.

  • Healey, Patrick G. T. 2008. Interactive misalignment: The role of repair in the development of group sub-languages. In R. Cooper & R. Kempson (eds.), Language in flux. London, UK: College Publications.

  • Hiller, Sarah & Raquel Fernández. 2016. A data-driven investigation of corrective feedback on subject omission errors in first language acquisition. In Proceedings of the 20th SIGNLL Conference on Computational Natural Language Learning (CONNL).

  • Kalatzis, Dimitris, Arash Eshghi & Oliver Lemon. 2016. Bootstrapping incremental dialogue systems: Using linguistic knowledge to learn from minimal data. In Proceedings of the NIPS 2016 workshop on learning methods for dialogue, Barcelona.

  • Kempson, Ruth, Wilfried Meyer-Viol & Dov Gabbay. 2001. Dynamic syntax: The flow of language understanding. New Jersey, US: Blackwell.

  • Mills, Gregory J. 2014. Dialogue in joint activity: Complementarity, convergence and conventionalization. New Ideas in Psychology 32. 158–173.

  • Poesio, Massimo & Hannes Rieser. 2010. Completions, coordination, and alignment in dialogue. Dialogue and Discourse 1. 1–89.

  • Saxton, Matthew, Phillip Backley & Clare Gallaway. 2005. Negative input for grammatical errors: Effects after a lag of 12 weeks. Journal of Child Language 32(03). 643–672.

Purchase article
Get instant unlimited access to the article.
Log in
Already have access? Please log in.

Journal + Issues

Theoretical Linguistics is an open peer review journal. Each issue contains one long target article about a topic of general linguistic interest, together with several shorter reactions, comments and reflections on it. With this format, the journal aims to stimulate discussion in linguistics and adjacent fields of study, in particular across schools of different theoretical orientations.