Theoretical contexts for the study of lexicalization and grammaticalization
Bibliographic record
Abstract
is something we might well say to a visitor from abroad, and not think twice about whether holiday and today or the -ing of celebrating and of fascinating function differently from the point of view of our knowledge of language. However, linguists, grammarians, and others who study and think about language, how it is structured, how we come to know it, and how it changes concern themselves with just such questions. In the introduction to the Concise Oxford Dictionary of Linguistics, Matthews says: "Everyone will agree that linguistics is concerned with the lexical and grammatical categories of individual languages" (1997:vi), and this is what our example in (1) is about: holiday, celebrate, and fascinating are usually regarded as "lexical," members of large, "open" classes of forms that are relatively infrequently used and express relatively concrete meaning, while we, are, and a are regarded as "grammatical," members of smaller, relatively "closed" classes of forms that are very frequently used and express relatively abstract meaning. Moreover, today is not clearly a lexical or a grammatical form, having partially concrete and partially abstract meaning, and belonging to a rather large set of adverbs. Finally, the -ing of celebrating and the -ing of fascinating, although seen as originating in the same grammatical form, are generally understood as having developed differently over time, the former remaining grammatical and the latter becoming lexical.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".