Improving Machine Translation of Null Subjects in Italian and Spanish
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Greek Grammar Review
Greek Study Guide Some Step-by-Step Translation Issues I. Part of Speech: Identify a word’s part of speech (noun, pronoun, adjective, verb, adverb, preposition, conjunction, particle, other) and basic dictionary form. II. Dealing with Nouns and Related Forms (Pronouns, Adjectives, Definite Article, Participles1) A. Decline the Noun or Related Form 1. Gender: Masculine, Feminine, or Neuter 2. Number: Singular or Plural 3. Case: Nominative, Genitive, Dative, Accusative, or Vocative B. Determine the Use of the Case for Nouns, Pronouns, or Substantives. (Part of examining larger syntactical unit of sentence or clause) C. Identify the antecedent of Pronouns and the referent of Adjectives and Participles. 1. Pronouns will agree with their antecedent in gender and number, but not necessarily case. 2. Adjectives/participles will agree with their referent in gender, number, and case (but will not necessary have the same endings). III. Dealing with Verbs (to include Infinitives and Participles) A. Parse the Verb 1. Tense/Aspect: Primary tenses: Present, Future, Perfect Secondary (past time) tenses: Imperfect, Aorist, Pluperfect 2. Mood: Moods: Indicative, Subjunctive, Imperative, or Optative Verbals: Infinitive or Participle [not technically moods] 3. Voice: Active, Middle, or Passive 4. Person: 1, 2, or 3. 5. Number: Singular or Plural Note: Infinitives do not have Person or Number; Participles do not have Person, but instead have Gender and Case (as do nouns and adjectives). B. Review uses of Infinitives, Participles, Subjunctives, Imperatives, and Optatives before translating these. C. Review aspect before translating any verb form. · See p. 60 in FGG (3rd and 4th editions) to translate imperfects and all present forms. -
Student's Quick Guide to Grammar Terms
Oxford Spanish Dictionary Skills Resource Pack Oxford Spanish Dictionary Skills Resource Pack Glossary H Review and questions Abbreviation A shortened form of a word Conjunction conj A word used to join indirectly affected by the verb: le escribí or phrase: Sr. = Mr clauses together: y = and; pero = but; una carta a mi madre = I wrote a letter to porque = Active In the active form the subject of the because my mother Finally, a brief review of the topics covered in the lecture: verb performs the action: Pedro besa a Consonant All the letters of the alphabet Indirect speech A report of what someone Ana = Pedro kisses Ana. See Passive. other than a, e, i, o, u has said which does not reproduce the • Important factors to bear in mind when choosing a bilingual [show slide 35] Adjectival phrase loc adj A phrase that Countable (count) noun [C] A noun that exact words: dijo que habían salido = she dictionary functions as an adjective: a ultranza = out- forms a plural and can take the indefinite said that they had gone out; he told me to • Navigating through an entry – English-Spanish, then Spanish-English and-out, fanatical; es nacionalista a article, e.g. a book, two books. See be quiet = me dijo que me callara ultranza = o Uncountable noun. he's a fanatical out-and-out Infinitive The base form of a verb: cantar = • Explaining abbreviations and symbols: nationalist, he's a nationalist through-and- Definite article def art: el/la/los/las = the to sing - common grammatical categories through Demonstrative adjective adj dem An Inflect To change -
Atajo Workshops Outline
Atajo for Students Atajo Basics: What does Atajo do? • Atajo is a reference keep Atajo open on the side of the computer while writing or studying in Spanish. • Dictionary search in either Spanish or English, see definition in opposite language, audio, examples and related links if available. • Verb Conjugator see correct conjugation in all tenses. If you’ve clicked on a word in Dictionary tab, it will automatically display when you go to Verb Conjugator. Click on the name of the tense to see detailed conjugation for all possible subjects (yo, tú, etc.). • Grammar read explanation and examples for grammar topics. • Vocabulary see words grouped by topic—useful for extending your vocabulary and finding synonyms or more precise words. • Phrases find expressions appropriate to use in different situations. Note: vocabulary tends to be casual rather than academic. • Search search within all of the above. • Accent Tool handy for inserting accented characters (or use keyboard shortcuts). • Help besides instructions for using the software, the Help document also lists all the abbreviations used in the dictionary (e.g., “nm” = “masculine noun”). Using Atajo to Develop Your Spanish Proficiency When writing (or preparing to speak): • Use search to look up words you’re not 100% sure of spelling, meaning, or pronunciation. • Check meanings in both languages to help you understand the connotation and ensure you’ve chosen the most appropriate word. • Reviewing the related topics in Vocabulary and Phrases can also help you to determine if your word usage is appropriate and discover more word options to choose from. • Check conjugation of verbs and subject-verb agreement. -
Building a Universal Phonetic Model for Zero-Resource Languages
Building a Universal Phonetic Model for Zero-Resource Languages Paul Moore MInf Project (Part 2) Interim Report Master of Informatics School of Informatics University of Edinburgh 2020 3 Abstract Being able to predict phones from speech is a challenge in and of itself, but what about unseen phones from different languages? In this project, work was done towards building precisely this kind of universal phonetic model. Using the GlobalPhone language corpus, phones’ articulatory features, a recurrent neu- ral network, open-source libraries, and an innovative prediction system, a model was created to predict phones based on their features alone. The results show promise, especially for using these models on languages within the same family. 4 Acknowledgements Once again, a huge thank you to Steve Renals, my supervisor, for all his assistance. I greatly appreciated his practical advice and reasoning when I got stuck, or things seemed overwhelming, and I’m very thankful that he endorsed this project. I’m immensely grateful for the support my family and friends have provided in the good times and bad throughout my studies at university. A big shout-out to my flatmates Hamish, Mark, Stephen and Iain for the fun and laugh- ter they contributed this year. I’m especially grateful to Hamish for being around dur- ing the isolation from Coronavirus and for helping me out in so many practical ways when I needed time to work on this project. Lastly, I wish to thank Jesus Christ, my Saviour and my Lord, who keeps all these things in their proper perspective, and gives me strength each day. -
Human Impersonals in the Outskirts 11-12/11/2018
Human impersonals in the outskirts 11-12/11/2018 Human impersonals in the outskirts Workshop on typological and functional perspectives to human impersonals Organizers: Pekka Posio (Stockholm University) and Max Wahlström (University of Helsinki) Venue: Department of Romance Languages and Classics, Stockholm University October 11-12 2018 This workshop brings together linguists interested in human impersonal constructions (Malchu- kov & Siewierska 2011) and working on languages situated in the outskirts of the Standard Aver- age European (SAE) language area (Whorf 1956, Haspelmath 2001). By the word “outskirts” we refer to both geographic location on the edges of the linguistic area, e.g. varieties of Portuguese, Finnish and Karelian – the latter two sharing many grammatical features with SAE but not usually included in the group – and non-standard varieties of SAE languages, e.g. dialectal varieties of Ibero-Romance and South Slavonic languages. The term human impersonals is nowadays widely used in the functional and typological linguis- tics to refer to constructions that are syntactically and/or semantically impersonal and refer to unspecified human participants (see e.g. Siewierska 2011, Siewierska & Malchukov 2011, Posio & Vilkuna 2013, Gast & van der Auwera 2013). Human impersonals include e.g. the man-imper- sonal constructions found in Germanic languages (man) and French (on), the impersonal or non- referential uses of personal pronouns and verb forms such as the second person singular and the third person plural (both found in -
Unstated Subject Identification in Czech
WDS'11 Proceedings of Contributed Papers, Part I, 149–154, 2011. ISBN 978-80-7378-184-2 © MATFYZPRESS Unstated Subject Identification in Czech G. L. Ngụy and M. Ševčíková Charles University in Prague, Faculty of Mathematics and Physics, Prague, Czech Republic. Abstract. In this paper we aim to automatically identify subjects, which are not expressed but nevertheless understood in Czech sentences. Our system uses the maximum entropy method to identify different types of unstated subjects and the system has been trained and tested on the Prague Dependency Treebank 2.0. The results of our experiments bring out further consideration over the suitability of the chosen corpus for our task. Introduction In Czech, the subject is often expressed in the surface shape of the sentence but can be omitted as well. When present, it is expressed by a sentence member (e.g. noun phrase or pronoun in nominative case, infinitive phrase) or by a dependent clause; we speak about an overt subject. Concerning sentences in which the subject position is not occupied, the subject can be understood from the respective verb form or from the context and/or situation (and added into the surface sentence structure) in most cases; these unstated (covert, null, zero, empty) subjects are the main concern of the present paper. However, there are several subjectless verbs such as Prší lit.: ‘Rains’ (‘It rains’), which cannot be accompanied with a subject at all. These cases are taken into consideration in our work as well. In a subjectless finite verb clause we distinguish four following types of unstated subjects: Implicit subject: The subject is omitted in the surface text but can be understood from the verb morphological information; most often it stands for an entity already mentioned in the text or can be deictic. -
A Comparative Study of Subject Pro-Drop in Old Chinese and Modern Chinese
University of Pennsylvania Working Papers in Linguistics Volume 10 Issue 2 Selected Papers from NWAVE 32 Article 18 2005 A Comparative Study of Subject Pro-drop in Old Chinese and Modern Chinese Zhiyi Song Follow this and additional works at: https://repository.upenn.edu/pwpl Recommended Citation Song, Zhiyi (2005) "A Comparative Study of Subject Pro-drop in Old Chinese and Modern Chinese," University of Pennsylvania Working Papers in Linguistics: Vol. 10 : Iss. 2 , Article 18. Available at: https://repository.upenn.edu/pwpl/vol10/iss2/18 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/pwpl/vol10/iss2/18 For more information, please contact [email protected]. A Comparative Study of Subject Pro-drop in Old Chinese and Modern Chinese This working paper is available in University of Pennsylvania Working Papers in Linguistics: https://repository.upenn.edu/pwpl/vol10/iss2/18 A Comparative Study of Subject Pro-drop in Old Chinese and Modern Chinese Zhiyi Song 1 Introduction Chinese is a Subject Pro-drop language in that the subject of a clause need not be overt. Thus a Chinese speaker has the choice of using either a null subject or an overt pronoun in the subject position of a sentence, as in ta kanjian yige nuhaizi, 0/ta daizhe yiding xiaohongmao. he see one-classifier girl, 0/she wear one-classifier small red hat. 'He saw a girl; she is wearing a red hat. ' Chinese differs from other Pro-drop languages such as Italian or Turkish in that the language has no inflections to mark subject-verb agreement. -
What Really Happened to Impersonal Constructions in Medieval English
[REVIEW ARTICLE] WHAT REALLY HAPPENED TO IMPERSONAL CONSTRUCTIONS IN MEDIEVAL ENGLISH MICHIKO OGURA Keio University The Early English Impersonal Construction: An Analysis of Verbal and Constructional Meaning, by Ruth Möhlig-Falke, Oxford University Press, Oxford, 2012, xvii+546pp. Ruth Möhlig-Falke’s The Early English Impersonal Construction (2012) is a thoroughgoing investigation of the Old English impersonal construction, from a syntactic perspective, within the framework of cognitive grammar and corpus-based data. In the present review, however, some oversight and problems requiring further investigations are identified including the follow- ing points: (1) polysemous situations and syntactic variations are often found with verbs used impersonally; (2) though the dative-accusative syncretism has already started, unambiguous case-endings are kept throughout the Old English period; (3) synonyms influence on each other syntactically; (4) when there is ambiguity, there is a need to go back to the manuscript(s); (5) many exceptions, if not too many, remain that must be explained in some way or the other. The best way to analyse the impersonal construction is still to be found. Keywords: Old English, Middle English, impersonal, meaning and form 1. Introduction Möhlig-Falke’s (M-F’s) book consists of two parts: eight chapters of theo- retical discussions with examples (pp. 3–236) and Appendices (pp. 237–522). This study seems to be at the threshold of a new approach of historical linguistics based on the data of the Dictionary of Old English Web Corpus (DOEC in the text). This kind of approach may well guarantee statistic precision in the number of examples of a verb in various forms; it avoids a human error in miscalculation or the careless omission of one or two ex- amples. -
How Radical Is Pro-Drop in Mandarin?
How radical is pro-drop in Mandarin? A quantitative corpus study on referential choice in Mandarin Chinese Masterarbeit im Masterstudiengang General Linguistics in der Fakultät Geistes- und Kulturwissenschaften der Otto-Friedrich-Universität Bamberg Verfasserin: Maria Carina Vollmer Prüfer: Prof. Dr. Geoffrey Haig Zweitprüferin: PD Dr. Sonja Zeman Contents Contents 1 List of Abbreviations 3 List of Figures 4 1Introduction 5 2Theoreticalbackground 8 2.1 Pro-drop........................... 8 2.2 Radical pro-drop . 14 2.2.1 Free distribution of zero arguments . 14 2.2.2 Frequency of zero arguments . 17 2.3 Referential choice . 18 2.3.1 Factors influencing referential choice . 21 2.3.1.1 Syntactic Function . 21 2.3.1.2 Animacy . 22 2.3.1.3 Topicality . 23 2.3.1.4 Person . 25 2.3.1.5 Antecedent-related factors . 26 2.3.2 ReferentialchoiceinMandarin. 28 2.4 Interim conclusion . 29 CONTENTS 3Methods 32 3.1 Research questions and hypotheses . 32 3.2 Thecorpus ......................... 34 3.2.1 Multi-CAST (Haig & Schnell 2019) . 35 3.2.2 Languages . 37 3.2.3 Mandarin ...................... 39 3.2.3.1 Jigongzhuan (jgz)............ 40 3.2.3.2 Liangzhu (lz). 41 3.2.3.3 Mulan (ml)................ 41 3.2.3.4 Corpusannotation . 42 3.3 Quantitative Analysis . 49 4Results 56 4.1 Frequency of zero arguments . 56 4.1.1 Distribution of noun phrase, pronoun and zero . 57 4.1.2 Distribution in different syntactic functions . 59 4.1.3 Frequency of only pronoun and zero . 64 4.1.4 Interim discussion and conclusion . 65 4.2 Probabilistic constraints . -
Gros Ventre Student Grammar
1 Gros Ventre/White Clay Student Reference Grammar Vol. 1 Compiled by Andrew Cowell, based on the work of Allan Taylor, with assistance from Terry Brockie and John Stiffarm, Gros Ventre Tribe, Montana Published by Center for the Study of Indigenous Languages of the West (CSILW), University of Colorado Copyright CSILW First Edition, August 2012 Second Edition (revised by Terry Brockie), April 2013 Note: Permission is hereby granted by CSILW to all Gros Ventre individuals and institutions to make copies of this work as needed for educational purposes and personal use, as well as to institutions supporting the Gros Ventre language, for the same purposes. All other copying is restricted by copyright laws. 1 2 TABLE OF CONTENTS 1. Introduction p. 3 2. Affirmative Statements p. 8 3. Non-Affirmative Statements p. 16 4. Commands p. 24 5. Background Statements p. 28 6. Nouns p. 38 7. Nouns from Verbs (Participles) p. 43 8. Modifying Verbs (Prefixes) p. 45 9. Using entire phrases as subjects, objects, p. 49 or verb modifiers (Complement and Adverbial Clauses) 10. Words that don’t change (Particles) p. 53 11. Numbers, Counting and Time p. 54 12. Appendix: Grammatical Abbreviations p. 55 13. Appendix: Grammar for Students of Gros Ventre p. 56 2 3 Gros Ventre Student Reference Grammar Vol. 1 Part One: Introduction Purpose of This Book This grammar is designed to be used by Gros Ventre students of the Gros Ventre/White Clay language. It is oriented primarily towards high school and college students and adult learners, rather than children. It will be easiest to use this grammar in conjunction with a class on the language, with a language teacher, but of course you can use it on your own as well. -
Treatment of Zero Pronouns in the Framework of Lexical-Functional Grammar 1
Selected Papers of the 18th Conference of Pan-Pan Pacific Association of Applied Linguistics Treatment of Zero Pronouns in the Framework of Lexical-Functional Grammar 1 Masanori Oya Mejiro University [email protected] Abstract This study presents both a Lexical-Functional Grammar (LFG) treatment and a typed-dependency grammar treatment of zero pronouns in the Japanese language. Japanese uses elliptic sentences quite often, and their functional-structural representation is problematic because they seem to violate the “completeness condition,” which states that all the core arguments of a predicate must be present in its functional structure. This study shows through a number of examples that this problem can be solved by positing the presence of zero pronouns with various semantic functions. Keywords Lexical-Functional Grammar, Dependency Grammar, Japanese, Zero Pronouns 1 Introduction This study presents both a Lexical-Functional Grammar (LFG) treatment and a typed-dependency grammar treatment of zero pronouns in the Japanese language. Japanese often uses elliptic 2 sentences , that is, sentences in which nouns with core grammatical functions such as subject or object are absent (Kanatani 2002; Mikami 1972; Toyama 1973, among others). In terms of functional well-formedness (Kaplan & Bresnan 1982), elliptic sentences are problematic because their functional structure seems to violate the completeness constraint , which states that a predicate and all its arguments must be present in an f-structure (Kaplan & Bresnan 1982, p. 211–212). Oya (2010) argued that such elliptic sentences contain zero pronouns that are the values of the core grammatical-function attributes, and that the completeness constraint is in fact observed because of the presence of zero pronouns in the functional structures of these sentences. -
Topics in Turkish Phonology.Pdf
TOPICS IN TURKISH PHONOLOGY Harry van der Hulst and Jeroen van de Weijer 0. INTRODUCTION In this chapter we offer a discussion of some aspects of the phonology of Turkish. Turkish phonology has played a significant role in theoretical discussions on the nature of phonological representation and rule formalism. In particular, the formal description of vowel harmony has attracted a considerable amount of attention in the phonological literature since the 1940s, and we, too, will devote a separate section to this topic. In section 1 we provide a synopsis of the general facts of Turkish phonology. Besides giving an overview of the phonemes of Turkish, we illustrate its syllabic structure and stress pattern. We also present a number of the phonological rules of Turkish, all of which have received earlier treatment in the literature, in particular compensatory lengthening (section 1.4.3). A number of linguists have provided analyses of the process of vowel harmony which pervades the Turkish language. In section 2 we lay out the basic facts, discuss some of the earlier analyses, and then provide our own account, which departs from the earlier approaches mainly by availing itself of unary elements which may extend over suprasegmental domains like the word. We believe that significant generalizations can be captured under this approach. 1. ASPECTS OF TURKISH PHONOLOGY 1.1 THE PHONEMIC INVENTORY 1.1.1 Vowels Turkish has eight vowel phonemes which may be plotted on the familiar triangular vowel diagram as follows (cf. Lass 1984: 145; Maddieson 1984: 277): (1) high i,y u,uu mid o lower mid e,oe low a Following all earlier writers (e.g.