Chinese As a Paratactic Language*
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An Analysis of the Content Words Used in a School Textbook, Team up English 3, Used for Grade 9 Students
[Pijarnsarid et. al., Vol.5 (Iss.3): March, 2017] ISSN- 2350-0530(O), ISSN- 2394-3629(P) ICV (Index Copernicus Value) 2015: 71.21 IF: 4.321 (CosmosImpactFactor), 2.532 (I2OR) InfoBase Index IBI Factor 3.86 Social AN ANALYSIS OF THE CONTENT WORDS USED IN A SCHOOL TEXTBOOK, TEAM UP ENGLISH 3, USED FOR GRADE 9 STUDENTS Sukontip Pijarnsarid*1, Prommintra Kongkaew2 *1, 2English Department, Graduate School, Ubon Ratchathani Rajabhat University, Thailand DOI: https://doi.org/10.29121/granthaalayah.v5.i3.2017.1761 Abstract The purpose of this study were to study the content words used in a school textbook, Team Up in English 3, used for Grade 9 students and to study the frequency of content words used in a school textbook, Team Up in English 3, used for Grade 9 students. The study found that nouns is used with the highest frequency (79), followed by verb (58), adjective (46), and adverb (24).With the nouns analyzed, it was found that the Modifiers + N used with the highest frequency (92.40%), the compound nouns were ranked in second (7.59 %). Considering the verbs used in the text, it was found that transitive verbs were most commonly used (77.58%), followed by intransitive verbs (12.06%), linking verbs (10.34%). As regards the adjectives used in the text, there were 46 adjectives in total, 30 adjectives were used as attributive (65.21 %) and 16 adjectives were used as predicative (34.78%). As for the adverbs, it was found that adverbs of times were used with the highest frequency (37.5 % ), followed by the adverbs of purpose and degree (33.33%) , the adverbs of frequency (12.5 %) , the adverbs of place ( 8.33% ) and the adverbs of manner ( 8.33 % ). -
ASYMMETRIES in the PROSODIC PHRASING of FUNCTION WORDS: ANOTHER LOOK at the SUFFIXING PREFERENCE Nikolaus P
ASYMMETRIES IN THE PROSODIC PHRASING OF FUNCTION WORDS: ANOTHER LOOK AT THE SUFFIXING PREFERENCE Nikolaus P. Himmelmann Universität zu Köln It is a well-known fact that across the world’s languages there is a fairly strong asymmetry in the affixation of grammatical material, in that suffixes considerably outnumber prefixes in typo - logical databases. This article argues that prosody, specifically prosodic phrasing, plays an impor - tant part in bringing about this asymmetry. Prosodic word and phrase boundaries may occur after a clitic function word preceding its lexical host with sufficient frequency so as to impede the fu - sion required for affixhood. Conversely, prosodic boundaries rarely, if ever, occur between a lexi - cal host and a clitic function word following it. Hence, prosody does not impede the fusion process between lexical hosts and postposed function words, which therefore become affixes more easily. Evidence for the asymmetry in prosodic phrasing is provided from two sources: disfluencies, and ditropic cliticization, that is, the fact that grammatical pro clitics may be phonological en clit- ics (i.e. phrased with a preceding host), but grammatical enclitics are never phonological proclit- ics. Earlier explanations for the suffixing preference have neglected prosody almost completely and thus also missed the related asymmetry in ditropic cliticization. More importantly, the evi - dence from prosodic phrasing suggests a new venue for explaining the suffixing preference. The asymmetry in prosodic phrasing, which, according to the hypothesis proposed here, is a major fac - tor underlying the suffixing preference, has a natural basis in the mechanics of turn-taking as well as in the mechanics of speech production.* Keywords : affixes, clitics, language processing, turn-taking, grammaticization, explanation in ty - pology, Tagalog 1. -
6 the Major Parts of Speech
6 The Major Parts of Speech KEY CONCEPTS Parts of Speech Major Parts of Speech Nouns Verbs Adjectives Adverbs Appendix: prototypes INTRODUCTION In every language we find groups of words that share grammatical charac- teristics. These groups are called “parts of speech,” and we examine them in this chapter and the next. Though many writers onlanguage refer to “the eight parts of speech” (e.g., Weaver 1996: 254), the actual number of parts of speech we need to recognize in a language is determined by how fine- grained our analysis of the language is—the more fine-grained, the greater the number of parts of speech that will be distinguished. In this book we distinguish nouns, verbs, adjectives, and adverbs (the major parts of speech), and pronouns, wh-words, articles, auxiliary verbs, prepositions, intensifiers, conjunctions, and particles (the minor parts of speech). Every literate person needs at least a minimal understanding of parts of speech in order to be able to use such commonplace items as diction- aries and thesauruses, which classify words according to their parts (and sub-parts) of speech. For example, the American Heritage Dictionary (4th edition, p. xxxi) distinguishes adjectives, adverbs, conjunctions, definite ar- ticles, indefinite articles, interjections, nouns, prepositions, pronouns, and verbs. It also distinguishes transitive, intransitive, and auxiliary verbs. Writ- ers and writing teachers need to know about parts of speech in order to be able to use and teach about style manuals and school grammars. Regardless of their discipline, teachers need this information to be able to help students expand the contexts in which they can effectively communicate. -
The Impact of Function Words on the Processing and Acquisition of Syntax
NORTHWESTERN UNIVERSITY The Impact of Function Words on the Processing and Acquisition of Syntax A DISSERTATION SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS for the degree DOCTOR OF PHILOSOPHY Field of Linguistics By Jessica Peterson Hicks EVANSTON, ILLINOIS December 2006 2 © Copyright by Jessica Peterson Hicks 2006 All Rights Reserved 3 ABSTRACT The Impact of Function Words on the Processing and Acquisition of Syntax Jessica Peterson Hicks This dissertation investigates the role of function words in syntactic processing by studying lexical retrieval in adults and novel word categorization in infants. Christophe and colleagues (1997, in press) found that function words help listeners quickly recognize a word and infer its syntactic category. Here, we show that function words also help listeners make strong on-line predictions about syntactic categories, speeding lexical access. Moreover, we show that infants use this predictive nature of function words to segment and categorize novel words. Two experiments tested whether determiners and auxiliaries could cause category- specific slowdowns in an adult word-spotting task. Adults identified targets faster in grammatical contexts, suggesting that a functor helps the listener construct a syntactic parse that affects the speed of word identification; also, a large prosodic break facilitated target access more than a smaller break. A third experiment measured independent semantic ratings of the stimuli used in Experiments 1 and 2, confirming that the observed grammaticality effect mainly reflects syntactic, and not semantic, processing. Next, two preferential-listening experiments show that by 15 months, infants use function words to infer the category of novel words and to better recognize those words in continuous speech. -
TRADITIONAL GRAMMAR REVIEW I. Parts of Speech Traditional
Traditional Grammar Review Page 1 of 15 TRADITIONAL GRAMMAR REVIEW I. Parts of Speech Traditional grammar recognizes eight parts of speech: Part of Definition Example Speech noun A noun is the name of a person, place, or thing. John bought the book. verb A verb is a word which expresses action or state of being. Ralph hit the ball hard. Janice is pretty. adjective An adjective describes or modifies a noun. The big, red barn burned down yesterday. adverb An adverb describes or modifies a verb, adjective, or He quickly left the another adverb. room. She fell down hard. pronoun A pronoun takes the place of a noun. She picked someone up today conjunction A conjunction connects words or groups of words. Bob and Jerry are going. Either Sam or I will win. preposition A preposition is a word that introduces a phrase showing a The dog with the relation between the noun or pronoun in the phrase and shaggy coat some other word in the sentence. He went past the gate. He gave the book to her. interjection An interjection is a word that expresses strong feeling. Wow! Gee! Whew! (and other four letter words.) Traditional Grammar Review Page 2 of 15 II. Phrases A phrase is a group of related words that does not contain a subject and a verb in combination. Generally, a phrase is used in the sentence as a single part of speech. In this section we will be concerned with prepositional phrases, gerund phrases, participial phrases, and infinitive phrases. Prepositional Phrases The preposition is a single (usually small) word or a cluster of words that show relationship between the object of the preposition and some other word in the sentence. -
Syntactic Variation in English Quantified Noun Phrases with All, Whole, Both and Half
Syntactic variation in English quantified noun phrases with all, whole, both and half Acta Wexionensia Nr 38/2004 Humaniora Syntactic variation in English quantified noun phrases with all, whole, both and half Maria Estling Vannestål Växjö University Press Abstract Estling Vannestål, Maria, 2004. Syntactic variation in English quantified noun phrases with all, whole, both and half, Acta Wexionensia nr 38/2004. ISSN: 1404-4307, ISBN: 91-7636-406-2. Written in English. The overall aim of the present study is to investigate syntactic variation in certain Present-day English noun phrase types including the quantifiers all, whole, both and half (e.g. a half hour vs. half an hour). More specific research questions concerns the overall frequency distribution of the variants, how they are distrib- uted across regions and media and what linguistic factors influence the choice of variant. The study is based on corpus material comprising three newspapers from 1995 (The Independent, The New York Times and The Sydney Morning Herald) and two spoken corpora (the dialogue component of the BNC and the Longman Spoken American Corpus). The book presents a number of previously not discussed issues with respect to all, whole, both and half. The study of distribution shows that one form often predominated greatly over the other(s) and that there were several cases of re- gional variation. A number of linguistic factors further seem to be involved for each of the variables analysed, such as the syntactic function of the noun phrase and the presence of certain elements in the NP or its near co-text. -
1St Rule: FANBOYS and Compound Sentences FANBOYS Is a Mnemonic Device, Which Stands for the Coordinating Conjunctions: For, And, Nor, But, Or, Yet, and So
1st Rule: FANBOYS and Compound Sentences FANBOYS is a mnemonic device, which stands for the coordinating conjunctions: For, And, Nor, But, Or, Yet, and So. These words, when used to connect two independent clauses (two complete thoughts), must be preceded by a comma. A sentence is a complete thought, consisting of a Subject and a Verb. Conjunctions should not be confused with conjunctive adverbs, such as However, Therefore, and Moreover or with conjunctions, such as Because. 2nd Rule: Introductory Bits When using an introductory word, phrase, or clause to begin a sentence, it is important to place a comma between the introduction and the main sentence. The introduction is not a complete thought on its own; it simply introduces the main clause. This lets the reader know that the “meat” of the sentence is what follows the comma. You should be able to remove the part which comes before the comma and still have a complete thought. Examples: Generally, John is opposed to overt acts of affection. However, Lucy inspires him to be kind. If the hamster is launched fifty feet, there is too much pressure in the cannon. Although the previous sentence has little to do with John and Lucy, it is a good example of how to use commas with introductory clauses. 3rd Rule: Separating Items in a Series Commas belong between each item in a list. However, in a series of three items, the comma between the second and third item and the conjunction (generally and or or) is optional, whereas in a list of four items, the comma is necessary. -
Conjunction Junction WHAT’S THEIR FUNCTION? What Are Conjunctions, Anyway?
Conjunction Junction WHAT’S THEIR FUNCTION? What are conjunctions, anyway? A conjunction is a word used to connect clauses or sentences or to coordinate words in the same clause. What kinds of conjunctions are there? • Coordinating conjunctions (=) • FANBOYS • Correlating Conjunctions • Both…and, either…or, neither…nor, whether…or, not only…but also • Subordinating Conjunctions (< ) • After, although, as, because, before, how, if, since, than, that, though, unless, until, what (whatever), when (whenever), where (wherever), whereas, whether, which (whichever), while, who (whom, whomever), whose • Conjunctive Adverb () • Accordingly, however, nonetheless, also, indeed, otherwise, besides, instead, similarly, consequently, likewise, still, conversely, meanwhile, subsequently, finally, moreover, then, furthermore, nevertheless, therefore, hence, next, thus Coordinating Conjunctions • Coordinating Conjunctions are used to connect two complete sentences(independent clauses) and coordinating words and phrases. • All coordinating conjunctions MUST be preceded by a comma if connecting two independent clauses. Coordinating Conjunctions at Work • Miss Smidgin was courteous but cool. (coordinating adjectives) • The next five minutes will determine whether we win or lose. (coordinating verbs) • This chimp is crazy about peanuts but also about strawberries. (coordinating prepositional phrases) • He once lived in mansions, yet now he is living in an empty box. (coordinating independent clauses) • You probably won’t have any trouble spotting him, for he weighs almost three hundred pounds. • She didn’t offer help, nor did she offer any excuse for her laziness. • I wanted to live closer to Nature, so I built myself a cabin in the swamps of Louisiana. Correlating Conjunctions Correlating Conjunctions connect two equal phrases. Correlating Conjunctions at Work • In the fall, Phillip will either start classes at the community college or join the navy. -
Hungarian Copula Constructions in Dependency Syntax and Parsing
Hungarian copula constructions in dependency syntax and parsing Katalin Ilona Simko´ Veronika Vincze University of Szeged University of Szeged Institute of Informatics Institute of Informatics Department of General Linguistics MTA-SZTE Hungary Research Group on Artificial Intelligence [email protected] Hungary [email protected] Abstract constructions? And if so, how can we deal with cases where the copula is not present in the sur- Copula constructions are problematic in face structure? the syntax of most languages. The paper In this paper, three different answers to these describes three different dependency syn- questions are discussed: the function head analy- tactic methods for handling copula con- sis, where function words, such as the copula, re- structions: function head, content head main the heads of the structures; the content head and complex label analysis. Furthermore, analysis, where the content words, in this case, the we also propose a POS-based approach to nominal part of the predicate, are the heads; and copula detection. We evaluate the impact the complex label analysis, where the copula re- of these approaches in computational pars- mains the head also, but the approach offers a dif- ing, in two parsing experiments for Hun- ferent solution to zero copulas. garian. First, we give a short description of Hungarian copula constructions. Second, the three depen- 1 Introduction dency syntactic frameworks are discussed in more Copula constructions show some special be- detail. Then, we describe two experiments aim- haviour in most human languages. In sentences ing to evaluate these frameworks in computational with copula constructions, the sentence’s predi- linguistics, specifically in dependency parsing for cate is not simply the main verb of the clause, Hungarian, similar to Nivre et al. -
Using-Conjunctions.Pdf
GRAMMAR AND MECHANICS Using Conjunctions A conjunction is the part of speech used to join or link words, phrases, or clauses to each other. Conjunctions help to provide coherence to your writing by connecting elements between or within sentences and from one paragraph to the next in order to most effectively communicate your ideas to your reader. TYPES OF CONJUNCTIONS Coordinating conjunctions or coordinators (and, but, or, nor, so, for, yet) connect ideas of equal structure or function. The instructor was interesting and extremely knowledgeable about the subject. The play was entertaining but disappointing. I am a highly motivated and diligent worker, so I should be considered for the job. Correlative conjunctions come in pairs and function like coordinating conjunctions to connect equal elements. The most common correlative conjunctions are either . or, neither . nor, not only . but also, whether . or, and both . and. Either Miranda or Julia will fill the recently vacated position. Both the music and the lyrics were written by the same composer. Subordinating conjunctions or subordinators such as if, when, where, because, although, since, whether, and while introduce a subordinate or dependent clause that is usually attached to an independent clause and signal the relationship between the clauses. If the director is unavailable, I will speak with her assistant. When the speaker finished, the audience responded with tremendous applause. As a general rule, if a subordinating or dependent clause precedes the independent clause, use a comma to separate the two clauses. Since the secretary was unable to find the file (subordinating or dependent clause), the meeting was cancelled (independent clause). -
Several Parts of Speech Nouns
What is a Part of Speech? A part of speech is a group of words that are used in a certain way. For example, "run," "jump," and "be" are all used to describe actions/states. Therefore they belong to the VERBS group. In other words, all words in the English language are divided into eight different categories. Each category has a different role/function in the sentence. The English parts of speech are: Nouns, pronouns, adjectives, verbs, adverbs, prepositions,conjunctions and interjections. Same Word – Several Parts of Speech In the English language many words are used in more than one way. This means that a word can function as several different parts of speech. For example, in the sentence "I would like a drink" the word "drink" is a noun. However, in the sentence "They drink too much" the word "drink" is a verb. So it all depends on the word's role in the sentence. Nouns A noun is a word that names a person, a place or a thing. Examples: Sarah, lady, cat, New York, Canada, room, school, football, reading. Example sentences: People like to go to the beach. Emma passed the test. My parents are traveling to Japan next month. The word "noun" comes from the Latin word nomen, which means "name," and nouns are indeed how we name people, places and things. Abstract Nouns An abstract noun is a noun that names an idea, not a physical thing. Examples: Hope, interest, love, peace, ability, success, knowledge, trouble. Concrete Nouns A concrete noun is a noun that names a physical thing. -
Constituency Tests Ling201, Apr
Constituency Tests Ling201, Apr. 14 The following tests help us to determine whether a string of words forms a constituent. Key: Constituents are underlined. Non-constituents are wavy-lined. Warning: Not all tests will work for all constituent types! Fragment Answers Only a constituent can answer a question, while retaining the meaning of the original sentence. That ismy rother. → !: "ho#s that$ A: &y rother. 'e is making a mess. → !: "hat#s he doing$ A: &aking a mess. The keys are on the ta le. → !: "here are the keys? A: On the ta le. I want two of those apples. → !: 'ow many apples do you want$ A: *)wo of. 'e#s preserving in wa* the earwigs I gave him. → !: "hat#s he doing with the earwigs? A: *+reserving in wa*. I gave the dog the keys. → !: "hat did you do with the keys? A: *,ave the dog. Coordination Only constituents -of the same type) can e coordinated using conjunction words like and, or, and but. 'er friends from +eru went to the show. → &ary and her friends from +eru went to the show. "e peeled the potatoes. → "e peeled the potatoes and shucked the corn. /hould I go through the tunnel$ → /hould I go through the tunnel or over the ridge$ The doughnuts were full of 0elly. → The doughnuts were full of 0elly ut slightly disappointing. 'er friends from +eru went to the movies. → *'er friends from and two guys interested in +eru went1 "e peeled the potatoes. → *"e peeled the and washed the potatoes. /hould I go through the tunnel$ → */hould I go through or I go around the tunnel$ The doughnuts were full of 0elly.