The Proof Is in the Pronoun: Grammatical and Semantic Gender in Anglo Saxon
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Grammatical Gender in the German Multiethnolect Peter Auer & Vanessa Siegel
1 Grammatical gender in the German multiethnolect Peter Auer & Vanessa Siegel Contact: Deutsches Seminar, Universität Freiburg, D-79089 Freiburg [email protected], [email protected] Abstract While major restructurations and simplifications have been reported for gender systems of other Germanic languages in multiethnolectal speech, the article demonstrates that the three-fold gender distinction of German is relatively stable among young speakers of immigrant background. We inves- tigate gender in a German multiethnolect, based on a corpus of appr. 17 hours of spontaneous speech by 28 young speakers in Stuttgart (mainly of Turkish and Balkan backgrounds). German is not their second language, but (one of) their first language(s), which they have fully acquired from child- hood. We show that the gender system does not show signs of reduction in the direction of a two gender system, nor of wholesale loss. We also argue that the position of gender in the grammar is weakened by independent processes, such as the frequent use of bare nouns determiners in grammatical contexts where German requires it. Another phenomenon that weakens the position of gender is the simplification of adjective/noun agreement and the emergence of a generalized, gender-neutral suffix for pre-nominal adjectives (i.e. schwa). The disappearance of gender/case marking in the adjective means that the grammatical cat- egory of gender is lost in A + N phrases (without determiner). 1. Introduction Modern German differs from most other Germanic languages -
Measuring the Similarity of Grammatical Gender Systems by Comparing Partitions
Measuring the Similarity of Grammatical Gender Systems by Comparing Partitions Arya D. McCarthy Adina Williams Shijia Liu David Yarowsky Ryan Cotterell Johns Hopkins University, Facebook AI Research, ETH Zurich [email protected], [email protected], [email protected], [email protected], [email protected] Abstract A grammatical gender system divides a lex- icon into a small number of relatively fixed grammatical categories. How similar are these gender systems across languages? To quantify the similarity, we define gender systems ex- (a) German, K = 3 (b) Spanish, K = 2 tensionally, thereby reducing the problem of comparisons between languages’ gender sys- Figure 1: Two gender systems partitioning N = 6 con- tems to cluster evaluation. We borrow a rich cepts. German (a) has three communities: Obst (fruit) inventory of statistical tools for cluster evalu- and Gras (grass) are neuter, Mond (moon) and Baum ation from the field of community detection (tree) are masculine, Blume (flower) and Sonne (sun) (Driver and Kroeber, 1932; Cattell, 1945), that are feminine. Spanish (b) has two communities: fruta enable us to craft novel information-theoretic (fruit), luna (moon), and flor are feminine, and cesped metrics for measuring similarity between gen- (grass), arbol (tree), and sol (sun) are masculine. der systems. We first validate our metrics, then use them to measure gender system similarity in 20 languages. Finally, we ask whether our exhaustively divides up the language’s nouns; that gender system similarities alone are sufficient is, the union of gender categories is the entire to reconstruct historical relationships between languages. Towards this end, we make phylo- nominal lexicon. -
Extending Research on the Influence of Grammatical Gender on Object
doi:10.5128/ERYa13.14 extending reSearCh on the influenCe of grammatiCal gender on objeCt ClaSSifiCation: a CroSS-linguiStiC Study Comparing eStonian, italian and lithuanian native SpeakerS Luca Vernich, Reili Argus, Laura Kamandulytė-Merfeldienė Abstract. Using different experimental tasks, researchers have pointed 13, 223–240 EESTI RAKENDUSLINGVISTIKA ÜHINGU AASTARAAMAT to a possible correlation between grammatical gender and classification behaviour. Such effects, however, have been found comparing speakers of a relatively small set of languages. Therefore, it’s not clear whether evidence gathered can be generalized and extended to languages that are typologically different from those studied so far. To the best of our knowledge, Baltic and Finno-Ugric languages have never been exam- ined in this respect. While most previous studies have used English as an example of gender-free languages, we chose Estonian because – contrary to English and like all Finno-Ugric languages – it does not use gendered pronouns (‘he’ vs. ‘she’) and is therefore more suitable as a baseline. We chose Lithuanian because the gender system of Baltic languages is interestingly different from the system of Romance and German languages tested so far. Taken together, our results support and extend previous findings and suggest that they are not restricted to a small group of languages. Keywords: grammatical gender, categorization, object classification, language & cognition, linguistic relativity, Estonian, Lithuanian, Italian 1. Introduction Research done in recent years suggests that our native language can affect non-verbal cognition and interfere with a variety of tasks. Taken together, psycholinguistic evidence points to a possible correlation between subjects’ behaviour in laboratory settings and certain lexical or morphological features of their native language. -
Mi Mamá Es Bonito: Acquisition of Spanish Gender by Native English Speakers
Mi mamá es bonito: Acquisition of Spanish Gender by Native English Speakers Lisa Griebling McCowen and Scott M. Alvord University of Minnesota 1. Introduction For an adult, learning a second language can be a complex and demanding task. Differences between one’s native language and the target language can contribute to the complexity of the task. One significant way in which languages can differ is the system of gender. The difference between gender in English and Spanish provides a challenge for adult native English speakers learning Spanish as a second language. The aim of the current study is to examine gender marking on a variety of tasks by adult NS of English as beginning learners of Spanish, with hopes that such examination will provide insight into the nature of their acquisition. This paper will first examine differences in gender in English and Spanish and then review previous research in acquisition of gender in a second language before presenting the current study. 1.1 The form Spanish distinguishes two grammatical genders: masculine and feminine. In Romance languages, gender is “an idiosyncratic diacritic feature” of nouns that “has to be acquired individually for every lexical entry stored in the mental lexicon” (DeWaele & Véronique 2001:276). Masculine gender is most commonly marked by the inflectional morpheme /-o/ (el libro), while feminine gender is usually marked with /-a/ (la mesa). Caroll (1999) notes that specifiers such as determiners and adjectives derive their gender from the noun they modify. Spanish nouns differ according to animacy; nouns referring to animate objects (i.e., people, animals, etc.) can generally have both masculine and feminine forms. -
Chapter 3: Gender in Amharic Nominals
Page 1 of 31 CHAPTER 3: GENDER IN AMHARIC NOMINALS 1 INTRODUCTION Partially in preparation for the study of gender agreement in Chapter X, in this chapter I examine the gender system of Amharic nominals. I show how natural gender (aka semantic or biological gender, or sex) and grammatical gender (e.g., the arbitrary gender on inanimate objects) both must be part of the analysis of the Amharic gender system, and use Distributed Morphology assumptions about word formation to capture the distinction in a novel way. In Section 2, the main descriptive facts about gender in Amharic are presented. In Sections 3 and 4, I investigate where gender features are located within DPs in Amharic, arguing that natural gender (aka semantic or biological gender) is part of the feature bundle associated with the nominalizing head n, whereas grammatical gender is a diacritic feature on roots. In Section 4, I develop an analysis of gender using licensing conditions that predicts which of the two sources for gender are used for agreement. Previous analyses of gender and the broader implications of the analysis here are discussed in Section 5. Section 6 concludes. 2 GENDER IN NOMINALS As mentioned in Chapter 1, Amharic has two genders: masculine and feminine. The Amharic system for assigning gender is more reliant on natural gender (also called semantic or biological gender) than many of the more widely-known gender assignment systems (e.g., Spanish, French, Italian, Greek, etc.). For example, there is not a more or less equal division of the set of inanimate nouns into masculine and feminine. -
Grammatical Gender and Linguistic Complexity
Grammatical gender and linguistic complexity Volume I: General issues and specific studies Edited by Francesca Di Garbo Bruno Olsson Bernhard Wälchli language Studies in Diversity Linguistics 26 science press Studies in Diversity Linguistics Editor: Martin Haspelmath In this series: 1. Handschuh, Corinna. A typology of marked-S languages. 2. Rießler, Michael. Adjective attribution. 3. Klamer, Marian (ed.). The Alor-Pantar languages: History and typology. 4. Berghäll, Liisa. A grammar of Mauwake (Papua New Guinea). 5. Wilbur, Joshua. A grammar of Pite Saami. 6. Dahl, Östen. Grammaticalization in the North: Noun phrase morphosyntax in Scandinavian vernaculars. 7. Schackow, Diana. A grammar of Yakkha. 8. Liljegren, Henrik. A grammar of Palula. 9. Shimelman, Aviva. A grammar of Yauyos Quechua. 10. Rudin, Catherine & Bryan James Gordon (eds.). Advances in the study of Siouan languages and linguistics. 11. Kluge, Angela. A grammar of Papuan Malay. 12. Kieviet, Paulus. A grammar of Rapa Nui. 13. Michaud, Alexis. Tone in Yongning Na: Lexical tones and morphotonology. 14. Enfield, N. J. (ed.). Dependencies in language: On the causal ontology of linguistic systems. 15. Gutman, Ariel. Attributive constructions in North-Eastern Neo-Aramaic. 16. Bisang, Walter & Andrej Malchukov (eds.). Unity and diversity in grammaticalization scenarios. 17. Stenzel, Kristine & Bruna Franchetto (eds.). On this and other worlds: Voices from Amazonia. 18. Paggio, Patrizia and Albert Gatt (eds.). The languages of Malta. 19. Seržant, Ilja A. & Alena Witzlack-Makarevich (eds.). Diachrony of differential argument marking. 20. Hölzl, Andreas. A typology of questions in Northeast Asia and beyond: An ecological perspective. 21. Riesberg, Sonja, Asako Shiohara & Atsuko Utsumi (eds.). Perspectives on information structure in Austronesian languages. -
Stylistic Differences Between Women and Men's Discourse in the Efl
REPUBLIC OF TURKEY ISTANBUL SABAHATTIN ZAIM UNIVERSITY INSTITUTE OF SOCIAL SCIENCES DEPARTMENT OF ENGLISH LANGUAGE TEACHING STYLISTIC DIFFERENCES BETWEEN WOMEN AND MEN’S DISCOURSE IN THE EFL CONTEXT MA THESIS Nadide AYBAR Istanbul August 2019 REPUBLIC OF TURKEY ISTANBUL SABAHATTIN ZAIM UNIVERSITY INSTITUTE OF SOCIAL SCIENCES DEPARTMENT OF ENGLISH LANGUAGE TEACHING STYLISTIC DIFFERENCES BETWEEN WOMEN AND MEN’S DISCOURSE IN THE EFL CONTEXT MA THESIS Nadide AYBAR Supervisor Asst. Prof. Dr. Emrah GÖRGÜLÜ Istanbul August 2019 i ii ACKNOWLEDGEMENTS As I felt the full-hearted presence and sincerity of my family all through my life and this thesis process, I want to express my gratitude to my mother Nilhan, father İhsan, sister İpek Aybar and grandmother Nadide Çıvgın. Without their support, I would not be me, in both social life and academic life. I would like to give my special thanks to my supervisor Asst. Prof. Dr. Emrah Görgülü for his wise ideas, suggestions, genuine encouragement and support. I would like to express my thanks to my boyfriend Murat Can Çelik for helping me with my thesis and cheering me up in my stressful times. I also want to show my appreciation to my close friends, or with the exact definition, my second family, Merve Ertuğrul and Beyhan Yılmaz for encouraging me, for being with me each and every time. I thank Sinem Bayındır for showing me the way with help and her sharing. Lastly, my friend tribe members Duygu Doğrucan for her kindness and eagerness to help me and Fadime Çağlar for her full time motivation and smile that deserves a full hearted thanks and hug. -
Grammar in the Context of Language Learning
Richard Osborne In the Context of English Language Learning © 2019 Osborne Solutions All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. Richard Osborne Director of Osborne Solutions Lieu dit La Malétie 24290 Saint-Léon-sur-Vézère France www.osbornesolutions.co [email protected] Feel like embedding your grammar explanations into communicative online activities? - ‘Ultra-Blended’ with online and offline video chat - Free ‘starter’ lesson templates - Training webinars and support community - Centralise your existing platforms and content Find out more at teacher-powered.com Front cover image copyright © 2019 Yucan Chen / Depositphotos.com Contents Introduction 6 Why use a Grammar book? 7 Tips 8 Chunking 8 Personalising 9 Learning 10 The internet 11 What is grammar? 12 Definition 12 Origins 12 Syntax 14 The English Sentence 14 The importance of Auxiliary Verbs 15 Would that it were… 16 Nouns 17 Plurality 17 Countability 18 Spelling and Pronunciation 19 Articles 20 Quantity 22 This, that, these and those 24 Verbs 25 To be or not to be 25 Irregular verbs 27 Phrasal verbs 28 Special cases 29 Modals 31 Adjectives 35 Comparison 35 Possession 36 Adverbs 37 Degree (very, quite, etc.) 38 Sentence 38 How often… -
English Grammar for Bible Students
English Grammar For Bible Students “'Like young plants, young brains need watering and it is the duty of Grammar to undertake this.” By Benjamin J. Williams 0 This little set of notes on English grammar is Dedicated to my treasure above rubies, my wife, Charmion Selene Williams, Who crosses my i’s and dots my t’s. 1 Table of Contents Introduction I. Parts of Speech II. The Simple Sentence III. Nouns IV. Pronouns V. Adjectives VI. Verbs VII. Adverbs VIII. Prepositions IX. Gerunds X. Participles XI. Infinitives XII. Clauses, Compound & Complex XIII. Conjunctions & Logic XIV. Punctuation XV. Literal & Figurative Language XVI. Rules for Writing 2 INTRODUCTION Why Should the Bible Student Know English Grammar? The reasons for a study of this type are many, but three simple reasons will be given here. First, the Bible claims to be the inspired word of God (II Tim. 3:16). This expression means that the Scriptures claim to be “God breathed”, and the Bible often makes this claim for even the words of the text (II Sam. 23:2 “The Spirit of the L ORD spake by me, and his word was in my tongue.”). Inspired writers often use the grammar of the Scriptures to make doctrinal arguments. Our Lord appealed to the tense of a verb to prove the resurrection, pointing out that God says “I am” Abraham’s God as opposed to “I was” (Matt. 22:32). Paul makes a doctrinal point concerning the promise of the Messiah by pointing to the number of the noun “seed” as being singular and not plural (Gal. -
Gender-Neutral Pronouns in the English Language
Filozofická fakulta Univerzity Palackého Katedra anglistiky a amerikanistiky Gender-neutral Pronouns in the English Language Diplomová práce Autorka: Bc. Veronika Teglová Vedoucí práce: Mgr. Markéta Janebová, PhD. Olomouc 2012 Prohlášení Místop řísežn ě prohlašuji, že jsem diplomovou práci na téma: „Gender-neutral Pronouns in the English Language“ vypracovala samostatn ě pod odborným dohledem vedoucí diplomové práce a uvedla jsem všechny použité podklady a literaturu. V Olomouci dne 21.8.2012 Podpis ……………………… ii Děkuji své vedoucí práce Mgr. Markét ě Janebové, PhD. za pomoc p ři psaní této práce, hlavn ě za p řínosné diskuze, p řipomínky a komentá ře obohacující tuto práci po odborné stránce. D ěkuji také respondent ům dotazníku, kte ří strávili sv ůj čas jeho vypl ňováním a umožnili mi tak detailn ěji prozkoumat danou problematiku. iii 1 INTRODUCTION .............................................................................................................. 1 2 DEFINITION OF FIELD OF RESEARCH .................................................................... 3 2.1 DEFINITION OF ENGLISH GENDER .................................................................................... 3 2.2 GENDER -NEUTRAL LANGUAGE ........................................................................................ 4 2.3 CURRENT QUESTION ........................................................................................................ 4 2.3.1 Changes towards Gender Equality in the English Language .................................. 7 2.4 DEFINITION -
An Exploration of the Encoding of Grammatical Gender in Word Embeddings
An exploration of the encoding of grammatical gender in word embeddings Hartger Veeman Ali Basirat Dep. of Linguistics and Philology Dep. of Linguistics and Philology Uppsala University Uppsala University [email protected] ali.basirat@lingfil.uu.se Abstract encoded in word embeddings is of interest because it can contribute to the discussion of how nouns The vector representation of words, known as of a language are classified into different gender word embeddings, has opened a new research categories. approach in linguistic studies. These represen- tations can capture different types of informa- This paper explores the presence of information tion about words. The grammatical gender of about grammatical gender in word embeddings nouns is a typical classification of nouns based from three perspectives: on their formal and semantic properties. The study of grammatical gender based on word 1. Examine how such information is encoded embeddings can give insight into discussions across languages using a model transfer be- on how grammatical genders are determined. tween languages. In this study, we compare different sets of word embeddings according to the accuracy of 2. Determine the classifier’s reliance on seman- a neural classifier determining the grammati- tic information by using contextualized word cal gender of nouns. It is found that there is an embeddings. overlap in how grammatical gender is encoded in Swedish, Danish, and Dutch embeddings. 3. Test the effect of gender agreements between Our experimental results on the contextualized nouns and other words categories on the infor- embeddings pointed out that adding more con- mation encoded into word embeddings. -
English for Practical Purposes 9
ENGLISH FOR PRACTICAL PURPOSES 9 CONTENTS Chapter 1: Introduction of English Grammar Chapter 2: Sentence Chapter 3: Noun Chapter 4: Verb Chapter 5: Pronoun Chapter 6: Adjective Chapter 7: Adverb Chapter 8: Preposition Chapter 9: Conjunction Chapter 10: Punctuation Chapter 11: Tenses Chapter 12: Voice Chapter 1 Introduction to English grammar English grammar is the body of rules that describe the structure of expressions in the English language. This includes the structure of words, phrases, clauses and sentences. There are historical, social, and regional variations of English. Divergences from the grammardescribed here occur in some dialects of English. This article describes a generalized present-dayStandard English, the form of speech found in types of public discourse including broadcasting,education, entertainment, government, and news reporting, including both formal and informal speech. There are certain differences in grammar between the standard forms of British English, American English and Australian English, although these are inconspicuous compared with the lexical andpronunciation differences. Word classes and phrases There are eight word classes, or parts of speech, that are distinguished in English: nouns, determiners, pronouns, verbs, adjectives,adverbs, prepositions, and conjunctions. (Determiners, traditionally classified along with adjectives, have not always been regarded as a separate part of speech.) Interjections are another word class, but these are not described here as they do not form part of theclause and sentence structure of the language. Nouns, verbs, adjectives, and adverbs form open classes – word classes that readily accept new members, such as the nouncelebutante (a celebrity who frequents the fashion circles), similar relatively new words. The others are regarded as closed classes.