Research interests

My main research interests are located in the areas of natural language syntax and semantics, with a strong orientation towards the formal study of the properties of the interface between these two components. (In this context, ‘formal’ minimally entails that it should be possible for the descriptions and explanations to be precise enough to be communicated without loss of relevant information.) Investigations usually start from the desire to gain a better understanding of a particular grammatical phenomenon or a specific theoretical constellation, and aim at developing an explicit analysis. My work gives special emphasis to the question how the principles of natural language syntax shape the formation of transparent Logical Form representations. Recent projects of mine have addressed, among others:

· the logical syntax of quantification (specifically structural conditions on multiple covert movements resulting in parasitic scope [reflexivization and comparatives] or order preservation effects.)

· comparatives and degree semantics

· indices

· similarities between binding of situation and individual variables

· reconstruction and level ordering paradoxes

· architecture (the relation between the Deductive System and the grammar; LF as a transducer vs. generator of new interpretations)

· different strategies of expressing (non-)identity and the cross-linguistic semantics of same/different.

In some cases, these investigations have also lead to written results (see Papers section).

Metaphysical inquiries into entities that should probably be left on their own such as the type/token distinction, concepts, metalanguage and modes of representation delineate another group of problems I would like to learn more about.

Finally, I have recently began to develop a (limited) interest in facilitating the transfer from theoretical insights to their application in language teaching and teacher education. Central to this objective is establishing a catalogue of findings from linguistics that can be implemented in classroom situations, demonstrating that effective teaching needs to be based on a proper understanding of the language system instead of superficial functional analysis.