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Historical Background of the Contact Between Celtic Languages and English
Historical background of the contact between Celtic languages and English Dominković, Mario Master's thesis / Diplomski rad 2016 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences / Sveučilište Josipa Jurja Strossmayera u Osijeku, Filozofski fakultet Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:142:149845 Rights / Prava: In copyright Download date / Datum preuzimanja: 2021-09-27 Repository / Repozitorij: FFOS-repository - Repository of the Faculty of Humanities and Social Sciences Osijek Sveučilište J. J. Strossmayera u Osijeku Filozofski fakultet Osijek Diplomski studij engleskog jezika i književnosti – nastavnički smjer i mađarskog jezika i književnosti – nastavnički smjer Mario Dominković Povijesna pozadina kontakta između keltskih jezika i engleskog Diplomski rad Mentor: izv. prof. dr. sc. Tanja Gradečak – Erdeljić Osijek, 2016. Sveučilište J. J. Strossmayera u Osijeku Filozofski fakultet Odsjek za engleski jezik i književnost Diplomski studij engleskog jezika i književnosti – nastavnički smjer i mađarskog jezika i književnosti – nastavnički smjer Mario Dominković Povijesna pozadina kontakta između keltskih jezika i engleskog Diplomski rad Znanstveno područje: humanističke znanosti Znanstveno polje: filologija Znanstvena grana: anglistika Mentor: izv. prof. dr. sc. Tanja Gradečak – Erdeljić Osijek, 2016. J.J. Strossmayer University in Osijek Faculty of Humanities and Social Sciences Teaching English as -
Eric Hoekstra Review of "Studies in West Frisian Grammar. Selected
Eric Hoekstra Review of "Studies in West Frisian Grammar. Selected papers by Germen J. de Haan" (John Benjamins, 2010, edited by Jarich Hoekstra, Willem Visser and Goffe Jensma) 0. Introduction This handsome volume offers a selection of papers on topics in Frisian linguistics written by Prof. Germ de Haan. It contains an Introduction by the editors, followed by De Haan’s articles. The articles are thematically ordered. 1. The editors’ Introduction The editors have provided the volume with a brief and clear introduction about De Haan's scientific production and relevance to the field of Frisian linguistics (pp 1-6 + references 6- 10). I mention the typo 'critisizes' on page 4, since it could have been avoided by running an automatic spell check. 1.1. Relevance to the field The editors mention that De Haan held the chair of Frisian in the University of Groningen from 1991 until 2009. To this, it may be added that he was the dean of the Faculty of Letters from 2001 until 2009. In that capacity, he managed to keep the Frisian institute almost intact during a period of budget cuts, which tend to affect small studies more than big ones. The editors claim that De Haan played a central role in the field of Frisian linguistics. They do not argue the point very explicitly, doubtlessly because it would have been awkward to do so by comparing De Haan's role to the smaller part played in the field by other researchers of Frisian. Nevertheless, I believe that they are right about De Haan's central role, as is implicitly clear from his scientific production. -
Indo-European Languages and Branches
Indo-European languages and branches Language Relations One of the first hurdles anyone encounters in studying a foreign language is learning a new vocabulary. Faced with a list of words in a foreign language, we instinctively scan it to see how many of the words may be like those of our own language.We can provide a practical example by surveying a list of very common words in English and their equivalents in Dutch, Czech, and Spanish. A glance at the table suggests that some words are more similar to their English counterparts than others and that for an English speaker the easiest or at least most similar vocabulary will certainly be that of Dutch. The similarities here are so great that with the exception of the words for ‘dog’ (Dutch hond which compares easily with English ‘hound’) and ‘pig’ (where Dutch zwijn is the equivalent of English ‘swine’), there would be a nearly irresistible temptation for an English speaker to see Dutch as a bizarrely misspelled variety of English (a Dutch reader will no doubt choose to reverse the insult). When our myopic English speaker turns to the list of Czech words, he discovers to his pleasant surprise that he knows more Czech than he thought. The Czech words bratr, sestra,and syn are near hits of their English equivalents. Finally, he might be struck at how different the vocabulary of Spanish is (except for madre) although a few useful correspondences could be devised from the list, e.g. English pork and Spanish puerco. The exercise that we have just performed must have occurred millions of times in European history as people encountered their neighbours’ languages. -
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THE BANSHO SHIRABESHO: A TRANSITIONAL INSTITUTION IN BAKUMATSU JAPAN by James Mitchell Hommes Bachelor of Arts, Calvin College, 1993 Submitted to the Graduate Faculty of The College of Arts and Sciences in partial fulfillment of the requirements for the degree of Interdisciplinary Master of Arts (IDMA) in East Asian Studies University of Pittsburgh 2004 UNIVERSITY OF PITTSBURGH COLLEGE OF ARTS AND SCIENCES This thesis was presented by James Mitchell Hommes It was defended on December 8, 2004 and approved by Thomas Rimer, Professor, East Asian Languages and Literature David O. Mills, Professor, East Asian Languages and Literature Richard Smethurst, Professor, History ii THE BANSHO SHIRABESHO: A TRANSITIONAL INSTITUTION IN BAKUMATSU JAPAN James M. Hommes, MA University of Pittsburgh, 2004 In the Bakumatsu period (1853-1868), Japan experienced many changes and challenges. One of these challenges was regarding how to learn from the West and how to use that knowledge in the building of Japan. One of the most important institutions for such Western learning was the Bansho Shirabesho, an institution created by the Tokugawa government in 1856 to translate Western materials, provide a school for Japanese scholars, and to censor the translations of Western works. This institution eventually gave language instruction in Dutch, English, French, German, and Russian and it also gave instruction in many other practical subjects such as military science and production. This thesis examines in detail how the Shirabesho was founded, what some of the initial difficulties were and how successful it was in accomplishing the tasks it was given. It also assesses the legacy of the Shirabesho in helping to bridge the transition between the Tokugawa period’s emphasis on feudal rank and the Meiji’s emphasis on merit. -
Literature of the Low Countries
Literature of the Low Countries A Short History of Dutch Literature in the Netherlands and Belgium Reinder P. Meijer bron Reinder P. Meijer, Literature of the Low Countries. A short history of Dutch literature in the Netherlands and Belgium. Martinus Nijhoff, The Hague / Boston 1978 Zie voor verantwoording: http://www.dbnl.org/tekst/meij019lite01_01/colofon.htm © 2006 dbnl / erven Reinder P. Meijer ii For Edith Reinder P. Meijer, Literature of the Low Countries vii Preface In any definition of terms, Dutch literature must be taken to mean all literature written in Dutch, thus excluding literature in Frisian, even though Friesland is part of the Kingdom of the Netherlands, in the same way as literature in Welsh would be excluded from a history of English literature. Similarly, literature in Afrikaans (South African Dutch) falls outside the scope of this book, as Afrikaans from the moment of its birth out of seventeenth-century Dutch grew up independently and must be regarded as a language in its own right. Dutch literature, then, is the literature written in Dutch as spoken in the Kingdom of the Netherlands and the so-called Flemish part of the Kingdom of Belgium, that is the area north of the linguistic frontier which runs east-west through Belgium passing slightly south of Brussels. For the modern period this definition is clear anough, but for former times it needs some explanation. What do we mean, for example, when we use the term ‘Dutch’ for the medieval period? In the Middle Ages there was no standard Dutch language, and when the term ‘Dutch’ is used in a medieval context it is a kind of collective word indicating a number of different but closely related Frankish dialects. -
E-Book Version of Online Dutch Grammar Course
Table of contents INTRODUCTION TO DUTCH GRAMMAR 7 Learning Dutch grammar............................................................................................ 7 Using this reference .................................................................................................... 7 SPELLING AND PRONUNCIATION 8 The Dutch alphabet ............................................................................................................... 9 The Letter IJ.............................................................................................................. 10 Syllables .............................................................................................................................. 11 Four syllable rules..................................................................................................... 11 The combination ‘ch’................................................................................................ 13 Word division into syllables: Prefixes and suffixes.................................................. 14 Dieresis: Breaking up a word between two vowels .................................................. 15 Long vowels........................................................................................................................ 16 Double vowels .......................................................................................................... 16 Open single vowels................................................................................................... 17 Vowel combinations -
Gender Across Languages: the Linguistic Representation of Women and Men
<DOCINFO AUTHOR "" TITLE "Gender Across Languages: The linguistic representation of women and men. Volume II" SUBJECT "Impact 10" KEYWORDS "" SIZE HEIGHT "220" WIDTH "150" VOFFSET "4"> Gender Across Languages Impact: Studies in language and society impact publishes monographs, collective volumes, and text books on topics in sociolinguistics. The scope of the series is broad, with special emphasis on areas such as language planning and language policies; language conflict and language death; language standards and language change; dialectology; diglossia; discourse studies; language and social identity (gender, ethnicity, class, ideology); and history and methods of sociolinguistics. General editor Annick De Houwer University of Antwerp Advisory board Ulrich Ammon William Labov Gerhard Mercator University University of Pennsylvania Laurie Bauer Elizabeth Lanza Victoria University of Wellington University of Oslo Jan Blommaert Joseph Lo Bianco Ghent University The Australian National University Paul Drew Peter Nelde University of York Catholic University Brussels Anna Escobar Dennis Preston University of Illinois at Urbana Michigan State University Guus Extra Jeanine Treffers-Daller Tilburg University University of the West of England Margarita Hidalgo Vic Webb San Diego State University University of Pretoria Richard A. Hudson University College London Volume 10 Gender Across Languages: The linguistic representation of women and men Volume II Edited by Marlis Hellinger and Hadumod Bußmann Gender Across Languages The linguistic representation of women and men volume 2 Edited by Marlis Hellinger University of Frankfurt am Main Hadumod Bußmann University of Munich John Benjamins Publishing Company Amsterdam/Philadelphia TM The paper used in this publication meets the minimum requirements of American 8 National Standard for Information Sciences – Permanence of Paper for Printed Library Materials, ansi z39.48-1984. -
Celtic in Northern Italy: Lepontic and Cisalpine Gaulish
David Stifter Old Celtic Languages Spring 2012 II. CELTIC IN NORTHERN ITALY: LEPONTIC AND CISALPINE GAULISH 1. GENERAL INFORMATION Ill. 1.1.: Distribution of Lepontic () and Cisalpine Ill. 1.2.: Places with finds from the Golasecca culture (from: DE Gaulish (.) inscriptions (from: RIG II.1, 5; outdated) MARINIS 1991: 93). From Northern Italy, from the Northern Italian lake region and from a wider area north of the River Po, stem appr. 350 objects bearing slightly more Celtic inscriptions. These texts are usually ascribed to two different languages, Lepontic and Cisalpine Gaulish, but there are divergent opinions. For some, all inscriptions belong to a single language with only dialectal/chronological differences. Lepontic is considered by some to be only a dialect or chronologically early variant of Gaulish. Here, the main- stream view is followed which distinguishes between two different, albeit (closely?) related languages. Since almost all texts are extremely short and since the languages are so similar, it is often impossible to make a certain ascription of a given text to a language. As a rule of thumb, those inscriptions found in the Alpine valleys within a radius of 50 km around the Swiss town of Lugano are usually consid- ered Lepontic. Celtic inscriptions from outside this area are considered Cisalpine Gaulish. The Lepontians are one of many peoples who in the first millenium B.C. inhabited the valleys of the Southern Alps. The Valle Leventina in Cn. Ticino/Tessin (Switzerland) still bears their name. Lepontic inscriptions date from the period of ca. the beginning of the 6th c. B.C. -
Making Sense of Dutch Word Order
Making Sense of Dutch Word Order Dick Grune [email protected] Version 1.2.1 (October 10, 2013) Note: Although Dutch and Flemish are officially the same language, the explanation below does not apply as is to Flemish, which differs in details I do not know enough about. 1 Introduction Word order in a Dutch sentence is a confusing subject, of which many descrip- tions exist. The explanation given below is unconventional, but is the simplest I can come up with and still cover all the facts.1 As to word order, six types of sentences must be distinguished: main clauses start with the subject Type I.1 dependent clauses start with a conjunction Type III inverted clauses like main clauses, but start with something else Type I.2 yes-no questions Type II Wh-questions start with a question word like Who, Where, When Type I.2 commands instructions, not the more usual polite requests Type II where the last column shows the types EDG assigns to the clauses.2 Examples follow below. This list can immediately be simplified, because: 1. a command has the same word order as a main clause from which the subject has been removed; 2. a Wh- question has the same word order as an inverted clause; and 3. a yes-no question has the same word order as an inverted clause from which the \something else" has been removed. The remaining three clause types have different word orders, as can be seen from the following simple examples, which have been grouped by similarity: 1I assume some familiarity with grammatical terms, for example \subject", etc. -
By Daniel Krauße
Parrot Tim1 3 Feascinating Facts about Marshallese The Thinking of Speaking Issue #35 January / December 201 9 AAnn IInnddiiggeennoouuss YYeeaarr HHooww 22001199 bbeeccaammee tthhee I ntern IInntteerrnnaattiioonnaall YYeeaarr ooff ation Year al IInnddiiggeennoouuss LLaanngguuaaggeess Ind of igen Lan ous guag Is es SSaayy TTāāllooffaa ttoo TTuuvvaalluuaann sue An iintroductiion to the Tuvalluan llanguage SSttoorryy ooff tthhee RRoommaa A hiistory of European "Gypsiies" VVuurrëëss ooff VVaannuuaattuu Cooll thiings about thiis iindiigenous llanguage 3300 FFaasscciinnaattiinngg FFaaccttss aabboouutt MMaarrsshhaalllleessee Diiscover detaiills about thiis iislland llanguage PPLLUUSS •• IInntteerrvviieeww wwiitthh aauutthhoorr aanndd ppuubblliisshheerr DDrr.. EEmmiillyy MMccEEwwaann •• BBaassiicc GGuuiiddee ttoo NNaahhuuaattll •• RReevviieeww ooff MMooaannaa Parrot Time | Issue #35 | January / December 2019 1 1 3 Fascinating Facts about Marshallese LLooookk bbeeyyoonndd wwhhaatt yyoouu kknnooww Parrot Time is your connection to languages, linguistics and culture from the Parleremo community. Expand your understanding. Never miss an issue. Parrot Time | Issue #35 | January / December 2019 2 Contents Parrot Time Parrot Time is a magazine Features covering language, linguistics and culture of the world around us. It is published by Scriveremo Publishing, a division of 1 0 A User-Friendly Introduction to the Tuvaluan Parleremo, the language learning community. Language On what was formerly known as the Ellice Islands lives the Join Parleremo today. Learn a Polynesian language Tuvaluan. Ulufale mai! Learn some of it language, make friends, have fun. yourself with this look at the language. 1 8 An Indigenous Year The UN has declared 2019 to be the International Year of Indigenous Languages. But who decided this and why? Editor: Erik Zidowecki Email: [email protected] Published by Scriveremo Publishing, a division of 20 13 Fascinating Facts about Marshallese Parleremo. -
Formal Methods for Testing Grammars Inari Listenmaa
Thesis for the Degree of Doctor of Philosophy Formal Methods for Testing Grammars Inari Listenmaa Department of Computer Science and Engineering Chalmers University of Technology and University of Gothenburg Gothenburg, Sweden 2019 Formal Methods for Testing Grammars Inari Listenmaa © Inari Listenmaa, 2019. ISBN 978-91-7833-322-6 Technical Report 168D Research groups: Functional Programming and Language Technology Department of Computer Science and Engineering Chalmers University of Technology and University of Gothenburg SE-412 96 Gothenburg Sweden Telephone +46 (0)31-772 1000 Typeset in Palatino and Monaco by the author using X TE EX Printed at Chalmers reproservice Gothenburg, Sweden 2019 Abstract Grammar engineering has a lot in common with software engineering. Analogous to a pro- gram specification, we use descriptive grammar books; in place of unit tests, we have gold standard corpora and test cases for manual inspection. And just like any software, our gram- mars still contain bugs: grammatical sentences that are rejected, ungrammatical sentences that are parsed, or grammatical sentences that get the wrong parse. This thesis presents two contributions to the analysis and quality control of computa- tional grammars of natural languages. Firstly, we present a method for finding contradictory grammar rules in Constraint Grammar, a robust and low-level formalism for part-of-speech tagging and shallow parsing. Secondly, we generate minimal and representative test suites of example sentences that cover all grammatical constructions in Grammatical Framework, a multilingual grammar formalism based on deep structural analysis. Keywords: Grammatical Framework, Constraint Grammar, Satisfiability, Test Case Generation, Grammar Analysis Acknowledgements I am grateful to my supervisor Koen Claessen for his support and encouragement. -
Essential Dutch Grammar Proficiency Level A1
Essential Dutch Grammar proficiency level A1 When you master Essential Dutch Grammar, Proficiencylevel A1 and proficiency level A2, you know that Dutch grammar you really need. 1. Personal pronouns as a subject. 1.1.Singular: Ik ben Jan. Jij bent Piet. U bent Meneer Janssen. Zij is een vrouw. Hij is een man. Het is een kind. Notes: 'jij' is the emphasizing form, 'je' is the more usual 2nd person singular. 'u' Is the formal address, it's also used in formally addressing a group. 'zij' is the emphasizing form of the female 3rd person, 'ze' is more usual. 'het' is the Dutch equivalent of 'it'. It's used for neutral gender nouns. 'Hij' has no emphasized form but one could use 'die'. F.ex. Jan? Die is in London. 1.2. Plural: Wij zijn samen. Jullie zijn vrienden. Zij zijn collega's. Notes: You cannot know gender from the plural personal pronouns. 'wij' is stressed, usual is 'we' 'zij' is stressed, usual is 'ze'. 2. Present tense of 'zijn' (to be) and 'hebben' (to have). 2.1. Zijn Ik ben Richard. Je bent Brit. Ben je Welsh? Note: When the verb comes before the 't' is dropped. U bent vroeg. Bent u Meneer Jansen? Note: the 't' is only dropped using 'je' or 'jij' Hij is een man. Zij is een vrouw. Het is een kind. 1 We zijn blij. Jullie zijn nog jong. Ze zijn daar. Note : For all verbs present tense plural conjugation = the infinitive. 2.2. Hebben Ik heb honger. Je hebt eenbroer. Heb je zussen? Note: When the verb comes before the 't' is dropped.