March 14, 2016
A characteristic feature of English grammar in Ireland is the so-called after perfect, also known as the hot news perfect or the immediate perfective. Popular throughout Ireland yet unfamiliar to most users of English elsewhere, it’s an idiosyncratic structure that emerged by calquing Irish grammar onto English. It has also undergone some curious changes over time.
The after perfect normally expresses perfect tense, using after to indicate that something occurred in the recent or immediate past, relative to the time of speaking or reference. It uses a form of the verb be, followed by after, then usually a verb in the progressive tense. BE + AFTER + [VERB]ING. I’m after meeting them means I met them a short time ago.
So I’m after summarising the after perfect. Now for some detail.
Read the rest of this entry »
August 13, 2012
I’ve been enjoying Steven Pinker’s Words and Rules: The Ingredients of Language (1999). More technical and focused than his popular bestseller The Language Instinct, it is effectively a monograph on linguistic irregularity, examining in particular how we inflect verbs for past tense and plurality, and what the exceptions can tell us about the structure of language and our minds.
In chapter 7, ‘Kids Say the Darnedest Things’, Pinker points out that children sometimes know that the mistakes they make are mistakes. He cites Dan Slobin and Tom Bever, psycholinguists who inserted their children’s speech errors into their own speech and recorded the results:
TOM: Where’s Mommy?
CHILD: Mommy goed to the store.
TOM: Mommy goed to the store?
CHILD: NO! (annoyed) Daddy, I say it that way, not you.
CHILD: You readed some of it too . . . she readed all the rest.
DAN: She read the whole thing to you, huh?
CHILD: Nu-uh, you read some.
DAN: Oh, that’s right, yeah, I readed the beginning of it.
CHILD: Readed? (annoyed surprise) Read! (pronounced rĕd)
DAN: Oh yeah, read.
CHILD: Will you stop that, Papa?
Pinker infers from this, and from the evidence of more controlled studies, that children know irregular forms better than we might suppose; as they progressively master these forms, their errors are ‘slip-ups in which they cannot slot an irregular form into a sentence in real time’. Adults make similar slips, though nowhere near as often.
The main points of Words and Rules are set out in a short lecture (PDF) of the same name, while the London Review of Books has a critical review by Charles Yang.