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The Assignment of Grammatical Gender in German: Testing Optimal Gender Assignment Theory
The Assignment of Grammatical Gender in German: Testing Optimal Gender Assignment Theory Emma Charlotte Corteen Trinity Hall September 2018 This dissertation is submitted for the degree of Doctor of Philosophy The Assignment of Grammatical Gender in German: Testing Optimal Gender Assignment Theory Emma Charlotte Corteen Abstract The assignment of grammatical gender in German is a notoriously problematic phenomenon due to the apparent opacity of the gender assignment system (e.g. Comrie 1999: 461). Various models of German gender assignment have been proposed (e.g. Spitz 1965, Köpcke 1982, Corbett 1991, Wegener 1995), but none of these is able to account for all of the German data. This thesis investigates a relatively under-explored, recent approach to German gender assignment in the form of Optimal Gender Assignment Theory (OGAT), proposed by Rice (2006). Using the framework of Optimality Theory, OGAT claims that the form and meaning of a noun are of equal importance with respect to its gender. This is formally represented by the crucial equal ranking of all gender assignment constraints in a block of GENDER FEATURES, which is in turn ranked above a default markedness hierarchy *NEUTER » *FEMININE » *MASCULINE, which is based on category size. A key weakness of OGAT is that it does not specify what constitutes a valid GENDER FEATURES constraint. This means that, in theory, any constraint can be proposed ad hoc to ensure that an OGAT analysis yields the correct result. In order to prevent any constraints based on ‘postfactum rationalisations’ (Comrie 1999: 461) from being included in the investigation, the GENDER FEATURES constraints which have been proposed in the literature for German are assessed according to six criteria suggested by Enger (2009), which seek to determine whether there is independent evidence for a GENDER FEATURES constraint. -
Cohesion and Coherence in Indonesian Textbooks for the Tenth Grader of Senior High School
Advances in Social Science, Education and Humanities Research, volume 301 Seventh International Conference on Languages and Arts (ICLA 2018) COHESION AND COHERENCE IN INDONESIAN TEXTBOOKS FOR THE TENTH GRADER OF SENIOR HIGH SCHOOL Syamsudduha1, Johar Amir2, and Wahida3 1Universitas Negeri Makasar, Makassar, Indonesia, [email protected] 2Universitas Negeri Makasar, Makassar, Indonesia, [email protected] 3 Universitas Negeri Makasar, Makassar, Indonesia, [email protected] Abstract This study aims to describe: (1) cohesion and (2) coherence in Indonesian Textbooks for XI Grade Senior High School. This type of research is qualitative analysis research. The data are the statements or disclosures that contain cohesion and coherence in the Indonesian textbooks. The sources of data are the texts in The Indonesian Textbooks for XI Grade Senior High Schoolpublished by the Ministry of Education and Culture of Republic of Indonesia. The data collection techniques are carried out with documenting, reading,and noting. Data analysis techniques are carried out through reduction, presentation, and inference/verification of data. The results of this study showed that (1) the use of two cohesion markers, grammatical cohesionand lexical cohesion. The markers of grammatical cohesion were reference, substitution, ellipsis, and conjunction. The markers of lexical cohesion were repetition, synonym,antonym, hyponym, and collocation. The later result was (2) the use of coherence markers which are addition, sequencing, resistance, more, cause-consequences, time, terms, ways, uses, and explanations. Those findings showed that the textsof Indonesian Textbooks for XI Grade Senior High School published by the Ministry of Education and Culture of Republic of Indonesia were texts that had cohesion and unity of meaning so that Indonesian Textbooks for XI Grade Senior High Schoolpublished by the Ministry of Education and Cultureof The Republic of Indonesia was declared good to be used as a teaching material. -
Exploring the Relationship Between Word-Association and Learners’ Lexical Development
Exploring the Relationship between Word-Association and Learners’ Lexical Development Jason Peppard An assignment for Master of Arts in Applied Linguistics Module 2 - Lexis July 2007 Centre for English Language Studies Department of English UNIVERSITY OF BIRMINGHAM Birmingham B15 2TT United Kingdom LX/06/02 Follow task 123 outlined on page 152 of McCarthy (1990 Vocabulary OUP). You do not have to use students: anyone who has an L2 but has not been brought up as a bilingual will do. Use at least four subjects and test them on their L2 (or L3/ L4 etc.). Report your findings, giving the level(s) of subjects' L2 (L3, etc.) and including the prompt words and responses. Follow McCarthy's list of evaluation points, adding other points to this if you wish. Approx. 4530 words 1.0 Introduction Learning or acquiring your first language was a piece of cake, right? So why then, is it so difficult for some people to learn a second language? For starters, many learners might be wondering why I referred to a dessert in the opening sentence of a paper concerning vocabulary. The point here is summed up neatly by McCarthy (1990): No matter how well the student learns grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wide range of meanings, communication in an L2 just cannot happen in any meaningful way (p. viii). This paper, based on Task 123 of McCarthy’s Vocabulary (ibid: 152), aims to explore the L2 mental lexicon. A simple word association test consisting of eight stimulus words was administered to both low-level and high-level Japanese EFL students as well as a group of native English speakers for comparative reasons. -
Translating Lexical Semantic Relations: the First Step Towards Multilingual Wordnets*
Translating Lexical Semantic Relations: The First Step Towards Multilingual Wordnets* Chu-Ren Huang, I-Ju E. Tseng, Dylan B.S. Tsai Institute of Linguistics, Preparatory Office, Academia Sinica 128 Sec.2 Academy Rd., Nangkang, Taipei, 115, Taiwan, R.O.C. [email protected], {elanna, dylan}@hp.iis.sinica.edu.tw Abstract Wordnets express ontology via a network of Establishing correspondences between words linked by lexical semantic relations. Since wordnets of different languages is essential these words are by definition the lexicon of each to both multilingual knowledge processing language, the wordnet design feature ensures and for bootstrapping wordnets of versatility in faithfully and comprehensively low-density languages. We claim that such representing the semantic content of each correspondences must be based on lexical semantic relations, rather than top ontology language. Hence, on one hand, these conceptual or word translations. In particular, we define atoms reflect linguistic idiosyncrasies; on the a translation equivalence relation as a other hand, the lexical semantic relations (LSR’s) bilingual lexical semantic relation. Such receive universal interpretation across different relations can then be part of a logical languages. For example, the definition of entailment predicting whether source relations such as synonymy or hypernymy is language semantic relations will hold in a universal. The universality of the LSR’s is the target language or not. Our claim is tested foundation that allows wordnet to serve as a with a study of 210 Chinese lexical lemmas potential common semantic network and their possible semantic relations links representation for all languages. The premise is bootstrapped from the Princeton WordNet. -
Machine Reading = Text Understanding! David Israel! What Is It to Understand a Text? !
Machine Reading = Text Understanding! David Israel! What is it to Understand a Text? ! • To understand a text — starting with a single sentence — is to:! • determine its truth (perhaps along with the evidence for its truth)! ! • determine its truth-conditions (roughly: what must the world be like for it to be true)! • So one doesn’t have to check how the world actually is — that is whether the sentence is true! • calculate its entailments! • take — or at least determine — appropriate action in light of it (and some given preferences/goals/desires)! • translate it accurately into another language! • and what does accuracy come to?! • ground it in a cognitively plausible conceptual space! • …….! • These are not necessarily competing alternatives! ! For Contrast: What is it to Engage Intelligently in a Dialogue? ! • Respond appropriately to what your dialogue partner has just said (and done)! • Typically, taking into account the overall purpose(s) of the interaction and the current state of that interaction (the dialogue state)! • Compare and contrast dialogue between “equals” and between a human and a computer, trying to assist the human ! • Siri is a very simple example of the latter! A Little Ancient History of Dialogue Systems! STUDENT (Bobrow 1964) Question-Answering: Word problems in simple algebra! “If the number of customers Tom gets is twice the square of 20% of the number of advertisements he runs, and the number of advertisements he runs is 45, what is the number of customers Tom gets?” ! Overview of the method ! . 1 Map referential expressions to variables. ! ! . 2 Use regular expression templates to identify and transform mathematical expressions. -
Hindi Wordnet
Description Hindi WordNet The Hindi WordNet is a system for bringing together different lexical and semantic relations between the Hindi words. It organizes the lexical information in terms of word meanings and can be termed as a lexicon based on psycholinguistic principles. The design of the Hindi WordNet is inspired by the famous English WordNet. In the Hindi WordNet the words are grouped together according to their similarity of meanings. Two words that can be interchanged in a context are synonymous in that context. For each word there is a synonym set, or synset, in the Hindi WordNet, representing one lexical concept. This is done to remove ambiguity in cases where a single word has multiple meanings. Synsets are the basic building blocks of WordNet. The Hindi WordNet deals with the content words, or open class category of words. Thus, the Hindi WordNet contains the following category of words- Noun, Verb, Adjective and Adverb. Each entry in the Hindi WordNet consists of following elements 1. Synset: It is a set of synonymous words. For example, “वि饍यालय, पाठशाला, कू ल” (vidyaalay, paaThshaalaa, skuul) represents the concept of school as an educational institution. The words in the synset are arranged according to the frequency of usage. 2. Gloss: It describes the concept. It consists of two parts: Text definition: It explains the concept denoted by the synset. For example, “िह थान जहााँ प्राथमिक या िाध्यमिक तर की औपचाररक मशक्षा दी जाती है” (vah sthaan jahaan praathamik yaa maadhyamik star kii aupachaarik sikshaa dii jaatii hai) explains the concept of school as an educational institution. -
Introduction to Lexical Resources Oduc O O E Ca Esou
Introductio n to le xica l resou r ces BlttSBolette San dfdPddford Pedersen Centre for Language Technology University of Copenhagen [email protected] Outline 1 . Why are lexical semantic resources relevant for semantic annotation? . What is the relation between traditional lexicography and lexica l resou rces fo r a nno ta tio n pu rpo ses? Bolette S. Pedersen, CLARA Course 2011 Outline 2 . WordNet, primary focus on vertical , taxonomical relations . VbNtVerbNet, prifimary focus on hitlhorizontal, synttitagmatic relations, thematic roles . PropBank, primary focus on horizontal, syntagmatic relations, argument structure . FrameNet, primary focus on horizontal, syntagmatic relations, thematic roles (()= frame elements) . PAROLE/SIMPLE - Semantic Information for Multifunctional, PluriLingual Lexicons - based on the Generative Lexicon (Pustejovsky 1995) Bolette S. Pedersen, CLARA Course 2011 Outline 2 . WordNet, primary focus on vertical , taxonomical relations . VbNtVerbNet, prifimary focus on hitlhorizontal, synttitagmatic relations, thematic roles . PropBank, primary focus on horizontal, syntagmatic relations, argument structure . FrameNet, primary focus on horizontal, syntagmatic relations, thematic roles . PAROLE/SIMPLE - Semantic Information for Multifunctional, PluriLingual Lexicons - based on the Generative Lexicon (Pustejovsky 1995) Bolette S. Pedersen, CLARA Course 2011 Outline 2 . WordNet, primary focus on vertical , taxonomical relations . VbNtVerbNet, prifimary focus on hitlhorizontal, synttitagmatic relations, thematic roles -
Linguishtik Review
LinguiSHTIK Review Sentences: The player who rolls the dice must declare the type of sentence to be used that game. 1. Simple Sentence: A single independent clause. Examples: Sam likes pizza. The dog ran away from home. 2. Compound Sentence: Has two or more simple sentences joined together with a conjunction like FOR, AND, NOR, BUT, OR, YET (FANBOYS) Examples: John ate the pizza, but Eliza ate the hotdog. Ms. Shipley sang a song, and the dog ran away from her. 3. Complex Sentence: Has one main simple sentence and at least one subordinate clause (cannot stand alone). A subordinate clause often starts with since, although, until, however, therefore, or because. Examples: The boy wanted the football because it was his birthday. Since it is not a school night, you may stay up later. 4. Compound-Complex Sentence: Has two simple sentences with one subordinate clause. Examples: Because my homework was difficult, I had to get help, and I stayed up late. Remember: Sentences must begin with a capital letter, end with the correct punctuation. The word in the challenge MUST be underlines and spelled correctly. Demands: There are three types of demands: 1. Type: Part of Speech: noun, verb, adjective, adverb, pronoun, interjection, conjunction, preposition. 2. Function: Usage of the part of speech Examples: noun must be the predicate nominative, noun must be an object of the preposition, abstract noun. 3. General: This demand can be almost anything: must be a palindrome, must be an animal, etc. Part of Speech: Nouns Noun: a word that names a person, place or thing. -
Techniques and Challenges in Speech Synthesis Final Report for ELEC4840B
Techniques and Challenges in Speech Synthesis Final Report for ELEC4840B David Ferris - 3109837 04/11/2016 A thesis submitted in partial fulfilment of the requirements for the degree of Bachelor of Engineering in Electrical Engineering at The University of Newcastle, Australia. Abstract The aim of this project was to develop and implement an English language Text-to-Speech synthesis system. This first involved an extensive study of the mechanisms of human speech production, a review of modern techniques in speech synthesis, and analysis of tests used to evaluate the effectiveness of synthesized speech. It was determined that a diphone synthesis system was the most effective choice for the scope of this project. A diphone synthesis system operates by concatenating sections of recorded human speech, with each section containing exactly one phonetic transition. By using a database that contains recordings of all possible phonetic transitions within a language, or diphones, a diphone synthesis system can produce any word by concatenating the correct diphone sequence. A method of automatically identifying and extracting diphones from prompted speech was designed, allowing for the creation of a diphone database by a speaker in less than 40 minutes. The Carnegie Mellon University Pronouncing Dictionary, or CMUdict, was used to determine the pronunciation of known words. A system for smoothing the transitions between diphone recordings was designed and implemented. CMUdict was then used to train a maximum-likelihood prediction system to determine the correct pronunciation of unknown English language alphabetic words. Using this, the system was able to find an identical or reasonably similar pronunciation for over 76% of the training set. -
Polysemy and Homonymy and Their Importance for the Study of Word Meaning
The ITB Journal Volume 10 Issue 1 Article 7 2009 Polysemy and Homonymy and their Importance for the Study of Word Meaning Amanda McCaughren Follow this and additional works at: https://arrow.tudublin.ie/itbj Part of the Linguistics Commons Recommended Citation McCaughren, Amanda (2009) "Polysemy and Homonymy and their Importance for the Study of Word Meaning," The ITB Journal: Vol. 10: Iss. 1, Article 7. doi:10.21427/D7SJ17 Available at: https://arrow.tudublin.ie/itbj/vol10/iss1/7 This Article is brought to you for free and open access by the Ceased publication at ARROW@TU Dublin. It has been accepted for inclusion in The ITB Journal by an authorized administrator of ARROW@TU Dublin. For more information, please contact [email protected], [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License ITB Journal Polysemy and homonymy and their importance for the study of word meaning Amanda McCaughren Centre for Language and Communication Studies Trinity College Dublin Abstract In this article we examine the concepts of polysemy and homonymy. After a broad overview of the topic we focus on the treatment of several examples in dictionaries and indicate how listing problems can arise. We look at how polysemy and honomymy are dealt with in Chinese - a language rich in ambiguous words full of connotations and associations and we look at some of the ensuing problems facing Chinese dictionary writers and suggest a user friendly model for ambiguous lexical entries. We explore how several English words such as the polysemous preposition 'over' can be dealt with in terms of image schemas and how this indicates a structured system in the mental lexicon. -
TKT Module: 1 Describing Language: Lexis – Teacher's Notes
TKT Module: 1 Describing language: Lexis – Teacher’s Notes Description This activity covers the TKT Module 1 Part 1 syllabus area of concepts and terminology for describing language relating to lexis. Teachers consider the various aspects of lexis that learners may need to know and do a practice activity. Time required: 60 minutes Materials . Participant’s Worksheet 1 (one per pair) required: . Participant’s Worksheet 2 (one for each participant) . Participant’s Worksheet 3 (cut into strips, 1 set per pair) . Participant’s Worksheet 4 (cut into strips, 1 set per pair) . Sample Task (one for each participant) Aims: . To provide an opportunity for participants to discuss lexis: types of meaning, word formation, word groupings and register. To provide practice in completing tasks in which lexis is the testing focus. Procedure 1. Before the session, copy Participant’s worksheets 3 and 4 so there is one copy of each for every pair of participants. Cut each worksheet into strips and keep the sets of strips together. 2. (10 minutes) On the board write the following letters arranged in a circle on the board. A C R V B A U Y O L. Ask participants to arrange the letters so make a word which has something to do with language learning (vocabulary). Write this on the board. Elicit another word which means the same as vocabulary (lexis) and write this on the board. 3. Give each pair a copy of Participant’s worksheet 1. First, ask them to fold over the box at the very bottom of the worksheet (they don’t need to look at this until Step 7). -
18. Principles of English Spelling in Relation to Language
Spelling Reform Anthology edited by Newell W. Tune §18. Principles of English Spelling in Relation to Language Contents 1. Tune, Newell, The Deceitful Words of English. 2. Tune, Newell, Readability, an Analysis of What it is. 3. Yule, Valerie, The Etymological Argument FOR Spelling Reform. 4. Haas, Wm. Spelling and Spelling Reform. 5. Bonnema, Helen B. A Glance Toward Norway. 6. Anonymous. Verbs, by One Perturbed. (Humor). [Spelling Reform Anthology §18.1 pp238-240 in the printed version] [This text is different from the article of the same title in SPB Spring 1971 pp4-15 in the printed version] 1. The Deceitful Words of English, by Newell W. Tune. While not the only cause of confusion in the English language, these "look-alike, say differently" pairs or triplets of words are certainly the most irritating of vexing. In "The Psychology & Teaching of Spelling," (1934), Thomas G. Foran says, "Homonyms form one of the most difficult groups of words that pupils are called upon to spell." The English language is not the only language plagued with homonyms yet it appears to have more than its share and certainly more than are necessary - if any are really necessary at all' The Chinese have developed a method of distinguishing between homophones by the change of pitch for the several meanings of words pronounced the same. Unfortunately, it is not very practical to indicate pitch in printing, altho the word could be printed differently. Hence, the spoken language must be handed down from one person to another - from mother to child - largely by the sound and from one generation to another.