'Until' and 'Before' Clauses: Zooming in on Linguistic Diversity
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Language Group Specific Informational Reports
Rhode Island College M.Ed. In TESL Program Language Group Specific Informational Reports Produced by Graduate Students in the M.Ed. In TESL Program In the Feinstein School of Education and Human Development Language Group: Romanian Author: Jean Civil Program Contact Person: Nancy Cloud ([email protected]) RHODE ISLAND COLLEGE TESL 539-01: ROMANIAN LANGUAGE Student: Jean Ocelin Civil Prof: Nancy Cloud Spring 2010 Introduction Thousands of languages, dialects, creoles and pidgins are spoken worldwide. Some people, endowed by either an integrative or extrinsic motivation, want to be bilingual, trilingual or multilingual. So, the interlanguage interference becomes unavoidable. Those bilingual individuals are omnipresent in the State of Rhode Island. As prospective ESL teachers, our job requirement is to help them to achieve English proficiency. Knowing the interference problems attributable to their native language is the sine qua none pre- condition to helping them. However, you may have trouble understanding Romanian native speakers due to communication barriers here in the State of Rhode Island. The nature of our research is to use a Contrastive Analysis Approach to the Romanian language, so we can inquire about their predicted errors. In the following PowerPoint presentation, we will put emphasis specifically on phonology, grammar, communication style, and semantic problems. Romanian History 1. Before 106 AD, the Dacians lived in Romanian territory. They spoke Thracian tongue. 2. 106 AD, the defeat of the Dacians, (an indo-European people), led to a period of intense Romanization. A vulgar Latin became the language of commerce and administration. Thracian and Latin combined gave birth to Romanian Language. 3. -
Romanian Timebank: an Annotated Parallel Corpus for Temporal Information
Romanian TimeBank: An Annotated Parallel Corpus for Temporal Information Corina Forăscu1,2, Dan Tufiş1 1 Research Institute in Artificial Intelligence, Romanian Academy, Bucharest 1,2 Faculty of Computer Science, Alexandru Ioan Cuza University of Iași, Romania 16, General Berthelot, Iasi 700483, Romania E-mail: [email protected], [email protected] Abstract The paper describes the main steps for the construction, annotation and validation of the Romanian version of the TimeBank corpus. Starting from the English TimeBank corpus – the reference annotated corpus in the temporal domain, we have translated all the 183 English news texts into Romanian and mapped the English annotations onto Romanian, with a success rate of 96.53%. Based on ISO-Time - the emerging standard for representing temporal information, which includes many of the previous annotations schemes -, we have evaluated the automatic transfer onto Romanian and, and, when necessary, corrected the Romanian annotations so that in the end we obtained a 99.18% transfer rate for the TimeML annotations. In very few cases, due to language peculiarities, some original annotations could not be transferred. For the portability of the temporal annotation standard to Romanian, we suggested some additions for the ISO-Time standard, concerning especially the EVENT tag, based on linguistic evidence, the Romanian grammar, and also on the localisations of TimeML to other Romance languages. Future improvements to the Ro-TimeBank will take into consideration all temporal expressions, signals and events in texts, even those with a not very clear temporal anchoring. Keywords: temporal information, annotation standards, Romanian language expressions – references to a calendar or clock system, 1. -
A Pedagogical Perspective on the Definite and the Indefinite Article in the Romanian Language
Ovidiu Ivancu Institute of Romanian Language, Bucharest, Caransebeș 1, Bucharest Vilnius University, University 5, Vilnius [email protected] Research interests: cultural studies, literature, linguistics, theory of literature A Pedagogical Perspective on the Definite and the Indefinite Article in the Romanian Language. Challenges for Foreign Learners Abstract All Romance languages have developed the definite and the indefinite article via the Vulgar Latin (Classical Latin did not use articles), the language of the Roman colonists. According to Joseph H. Greenberg (1978), the definite article predated the indefinite one by approximately two centuries, being developed from demonstratives through a complex process of grammaticalization. Many areas of nowadays` Romania were incorporated into the Roman Empire for about 170 years. After two military campaign, the Roman emperor Trajan conquered Dacia, east of Danube. The Romans imposed their own administration and inforced Latin as lingua franca. The language of the colonists, mixed with the native language and, later on, with various languages spoken by the many migrant populations that followed the Roman retreat resulted in a new language (Romanian), of Latin origins. The Romanian language, attested in the 16th Century, in documents written by foreign travellers, uses four different types of articles. Being a highly inflected language, Romanian changes the form of the articles according to the gender, the number and the case of the noun As compared to the other Romance languages, Romanian uses the definite article enclitically. Thus, the definite article and the noun constitute a single word. The present paper aims at discussing, analysing and providing an overview of the use of definite and indefinite articles. -
SPLIT-ERGATIVITY in HITTITE Petra Goedegebuure (University of Chicago)
Published in: Zeitschrift für Assyriologie und vorderasiatische Archäologie. Volume 102, Issue 2, Pages 270–303, ISSN (Online) 1613-1150, ISSN (Print) 0084-5299, DOI: 10.1515/za- 2012-0015, January 2013 1 SPLIT-ERGATIVITY IN HITTITE Petra Goedegebuure (University of Chicago) “it is possible that all languages show ergativity on some level” (McGregor 2009, 482) 1. Introduction2 As a highly heterogeneous phenomenon ergativity remains a conundrum for linguistic theory. The ergative case has been treated as a structural case, an inherent/lexical case, or rather as a mix (Butt 2006). Split-ergativity is thought to arise as an epiphenomenon, as ‘collateral damage’ of diachronic change after reinterpretation of passive constructions with instrumentals (Dixon 1994) or through reanalysis of transitive null-subject clauses with inanimate instrumentals (Garrett 1990b). Alternatively, case assignment and therefore also split-ergativity ultimately depends on synchronic structural properties of the clause (Merchant 2006). It has been claimed that only 25% of the world’s languages shows ergativity (Van de Visser 2006), or that “all languages show ergativity on some level” (McGregor 2009, 482). Irrespective of the correct ratio, split-ergativity seems to be the norm among languages that show ergativity. When the ergative split is based on semantic features of noun phrases, it is generally assumed that animacy plays a major role. Silverstein (1976) has shown that pronouns and nouns can be hierarchically arranged based on semantic features such as person, number, or grammatical gender. The strength of this hierarchy is that if agent marking is attested for the first time at a certain point in the hierarchy, all nominals lower in the hierarchy will carry agent marking as well. -
Romanian; an Essential Grammar
Romanian Now in its second edition, Romanian: An Essential Grammar is a concise, user- friendly guide to modern Romanian. It takes the student through the essentials of the language, explaining each concept clearly and providing many examples of contemporary Romanian usage. This fully revised second edition contains: • a chapter of each of the most common grammatical areas with Romanian and English examples • extensive examples of the more difficult areas of the grammar • a section with exercises to consolidate the learning and the answer key • a list of useful verbs • an appendix listing useful websites for further information • a glossary of grammatical terms used in the book • a useful bibliographical list Suitable for both classroom use and independent study, this book is ideal for beginner to intermediate students. Ramona Gönczöl is a lecturer in Romanian language at the School of Slavonic and East European Studies, University College London. She is co-author, with Dennis Deletant, of Colloquial Romanian, 4th edition, Routledge, 2012. Ramona’s research interests include language acquisition, learner experience, online learning, sociolinguistics, psycholinguistics, cultural identities and language contact. Routledge Essential Grammars Essential Grammars describe clearly and succinctly the core rules of each language and are up-to-date and practical reference guides to the most important aspects of languages used by contemporary native speakers. They are designed for elementary to intermediate learners and present an accessible description of the language, focusing on the real patterns of use today. Essential Grammars are a reference source for the learner and user of the language, irrespective of level, setting out the complexities of the language in short, readable sections that are clear and free from jargon. -
Ergativity in Hittite Ilya Yakubovich (Moscow / Oxford)
1 Ergativity in Hittite Ilya Yakubovich (Moscow / Oxford) 1. Traditional analysis of ēshar and ishanant- ‘blood’. (1) KUB 14.3 iv 52, CTH 181 nu apāt ēshar kuwapi paizz[i] CONN. that.NOM.SG.N. blood.NOM.SG.N where go.3SG.PRES ‘When that blood flows…’ (2) KBo 22.1 24-25, CTH 272 nu ŠA LÚMAŠDA ēshar=set natta sanhiskateni CONN. GEN. poor-man blood=his.ACC.SG.N NEG seek.2PL.PRES ‘You do not seek blood of a poor man’. (3) KUB 14.14 rev. 11, CTH 378 nu KUR URUHatti=ya apās ishananza arha namma zinnesta CONN. land Hattusa=and that.NOM.SG.C blood.NOM.SG.C away also finish.3SG.PRET ‘The blood(shed) further finished off the land of Hattusa as well’. 2. Ergative alignment of neuter nouns in Hittite (SO ≠ A). Subject (eshar) Agent (ishananza) Object (eshar) 3. Forschungsgeschichte of Hittite ergativity. Laroche 1962 established that a grammatically neuter noun cannot function in Hittite as the subject of a transitive verb, but must be replaced by a special form in –anz(a) (/-ants/) in the singular and -antes in the plural. He saw that the distribution of these two markers is functionally similar to that of ergative case endings but nevertheless suggested that their primary function is syntactic. More specifically, he writes: “le suffix -ant- est le marque du transfert d’un inanimé dans la classe animée”. Benveniste 1962 plead for the analysis of -ant- as a derivational morpheme that “animatizes” the base noun. The derivatives in -ant-, according to him, “designeront des notions materielles transferées au rang de puissances actives”. -
(Romanian) on L2/L3 Learning (Catalan/Spanish) Simona Popa
Nom/Logotip de la Universitat on s’ha llegit la tesi Language transfer in second language acquisition. Some effects of L1 instruction (Romanian) on L2/L3 learning (Catalan/Spanish) Simona Popa http://hdl.handle.net/10803/380548 ADVERTIMENT. L'accés als continguts d'aquesta tesi doctoral i la seva utilització ha de respectar els drets de la persona autora. Pot ser utilitzada per a consulta o estudi personal, així com en activitats o materials d'investigació i docència en els termes establerts a l'art. 32 del Text Refós de la Llei de Propietat Intel·lectual (RDL 1/1996). Per altres utilitzacions es requereix l'autorització prèvia i expressa de la persona autora. En qualsevol cas, en la utilització dels seus continguts caldrà indicar de forma clara el nom i cognoms de la persona autora i el títol de la tesi doctoral. No s'autoritza la seva reproducció o altres formes d'explotació efectuades amb finalitats de lucre ni la seva comunicació pública des d'un lloc aliè al servei TDX. Tampoc s'autoritza la presentació del seu contingut en una finestra o marc aliè a TDX (framing). Aquesta reserva de drets afecta tant als continguts de la tesi com als seus resums i índexs. ADVERTENCIA. El acceso a los contenidos de esta tesis doctoral y su utilización debe respetar los derechos de la persona autora. Puede ser utilizada para consulta o estudio personal, así como en actividades o materiales de investigación y docencia en los términos establecidos en el art. 32 del Texto Refundido de la Ley de Propiedad Intelectual (RDL 1/1996). -
Romanian Grammar
1 Cojocaru Romanian Grammar 0. INTRODUCTION 0.1. Romania and the Romanians 0.2. The Romanian language 1. ALPHABET AND PHONETICS 1.1. The Romanian alphabet 1.2. Potential difficulties related to pronunciation and reading 1.2.1. Pronunciation 1.2.1.1. Vowels [ ǝ ] and [y] 1.2.1.2. Consonants [r], [t] and [d] 1.2.2. Reading 1.2.2.1. Unique letters 1.2.2.2. The letter i in final position 1.2.2.3. The letter e in the initial position 1.2.2.4. The ce, ci, ge, gi, che, chi, ghe, ghi groups 1.2.2.5. Diphthongs and triphthongs 1.2.2.6. Vowels in hiatus 1.2.2.7. Stress 1.2.2.8. Liaison 2. MORPHOPHONEMICS 2.1. Inflection 2.1.1. Declension of nominals 2.1.2. Conjugation of verbs 2.1.3. Invariable parts of speech 2.2. Common morphophonemic alternations 2.2.1. Vowel mutations 2.2.1.1. the o/oa mutation 2.2.1.2. the e/ea mutation 2.2.1.3. the ă/e mutation 2.2.1.4. the a/e mutation 2.2.1.5. the a/ă mutation 2.2.1.6. the ea/e mutation 2.2.1.7. the oa/o mutation 2.2.1.8. the ie/ia mutation 2.2.1.9. the â/i mutation 2.2.1.10. the a/ă mutation 2.2.1.11. the u/o mutation 2.2.2. Consonant mutations 2.2.2.1. the c/ce or ci mutation 2.2.2.2. -
The University of Chicago Oriental Institute Seminars Number 2
oi.uchicago.edu i THE UNIVERSITY OF CHICAGO ORIENTAL INSTITUTE SEMINARS NUMBER 2 Series Editors Leslie Schramer and Thomas G. Urban oi.uchicago.edu ii oi.uchicago.edu iii MARGINS OF WRITING, ORIGINS OF CULTURES edited by SETH L. SANDERS with contributions by Seth L. Sanders, John Kelly, Gonzalo Rubio, Jacco Dieleman, Jerrold Cooper, Christopher Woods, Annick Payne, William Schniedewind, Michael Silverstein, Piotr Michalowski, Paul-Alain Beaulieu, Theo van den Hout, Paul Zimansky, Sheldon Pollock, and Peter Machinist THE ORIENTAL INSTITUTE OF THE UNIVERSITY OF CHICAGO ORIENTAL INSTITUTE SEMINARS • NUMBER 2 CHICAGO • ILLINOIS oi.uchicago.edu iv Library of Congress Control Number: 2005938897 ISBN: 1-885923-39-2 ©2006 by The University of Chicago. All rights reserved. Published 2006. Printed in the United States of America. The Oriental Institute, Chicago Co-managing Editors Thomas A. Holland and Thomas G. Urban Series Editors’ Acknowledgments The assistance of Katie L. Johnson is acknowledged in the production of this volume. Front Cover Illustration A teacher holding class in a village on the Island of Argo, Sudan. January 1907. Photograph by James Henry Breasted. Oriental Institute photograph P B924 Printed by McNaughton & Gunn, Saline, Michigan The paper used in this publication meets the minimum requirements of American National Standard for Infor- mation Services — Permanence of Paper for Printed Library Materials, ANSI Z39.48-1984. oi.uchicago.edu v TABLE OF CONTENTS ACKNOWLEDGMENTS ................................................................................................................. -
The Hungarian Language in Education in Romania
The Hungarian language in education in Romania European Research Centre on Multilingualism and Language Learning hosted by HUNGARIAN The Hungarian language in education in Romania c/o Fryske Akademy Doelestrjitte 8 P.O. Box 54 NL-8900 AB Ljouwert/Leeuwarden The Netherlands T 0031 (0) 58 - 234 3027 W www.mercator-research.eu E [email protected] | Regional dossiers series | tca r cum n n i- ual e : Available in this series: This document was published by the Mercator European Research Centre on Multilingualism Albanian; the Albanian language in education in Italy Aragonese; the Aragonese language in education in Spain and Language Learning with financial support from the Fryske Akademy and the Province Asturian; the Asturian language in education in Spain (2nd ed.) of Fryslân. Basque; the Basque language in education in France (2nd ed.) Basque; the Basque language in education in Spain (2nd ed.) Breton; the Breton language in education in France (2nd ed.) Catalan; the Catalan language in education in France Catalan; the Catalan language in education in Spain (2nd ed.) © Mercator European Research Centre on Multilingualism Cornish; the Cornish language in education in the UK (2nd ed.) Corsican; the Corsican language in education in France (2nd ed.) and Language Learning, 2019 Croatian; the Croatian language in education in Austria Danish; The Danish language in education in Germany ISSN: 1570 – 1239 Frisian; the Frisian language in education in the Netherlands (4th ed.) Friulian; the Friulian language in education in Italy The contents of this dossier may be reproduced in print, except for commercial purposes, Gàidhlig; The Gaelic Language in Education in Scotland (2nd ed.) Galician; the Galician language in education in Spain (2nd ed.) provided that the extract is proceeded by a complete reference to the Mercator European German; the German language in education in Alsace, France (2nd ed.) Research Centre on Multilingualism and Language Learning. -
Program Summer School in Languages and Linguistics 2021, July 12-23
Program Summer School in Languages and Linguistics 2021, July 12-23 Slot 9.30–11.00 11.30–13.00 14.30–16.00 16.30–18.00 Chinese program Chinese historical Chao now: Reading Modern Uyghur: phonology and Sino- Yuen Ren Chao's work Grammar, history, and Tibetan comparative in the 21st century reading (Kontovas) linguistics (Hill) (Wiedenhof) Descriptive Clause combining in Tone analysis (Rapold) The art of grammar Linguistics languages of the writing (Mous) program Americas (Kohlberger) Language Fieldwork technology ELAN, Praat, and FLEx Working with com- Researching oral tradi- Documentation (Griscom) (Harvey) munities (Harvey) tion (Zuyderhoudt) Germanic Germanic etymology Old Frisian (Bremmer) Old English (Porck) Old Saxon (Quak) program (Schuhmann) Indo-European Introduction to Hittite Avestan linguistics and Old English (Porck) Historical linguistics program I (Vertegaal) OR: philology from compa- (van Putten) Introduction to rative Indo-European Mycenaean (van Beek) perspective (Sadovski) Indo-European Anatolian historical Advanced Indo- Indo-European sacred The archaeology of program II grammar (Kloekhorst) European phonology texts, myth, and ritual Indo-European origins (Lubotsky and Pronk) (Sadovski) (Anthony) Indology program Vedic poetry (Knobl) Vedic prose (Knobl) Kādambarīkathāsāra Kaviśikṣā, manuals by Abhinanda for aspiring poets (Isaacson) (Isaacson) Iranian program Modern Persian Avestan linguistics and Introduction to Introduction to (Zolfaghari) philology from compa- Buddhist Sogdian Bactrian (Durkin- rative Indo-European -
Lexical-Functional Grammar∗
Lexical-Functional Grammar∗ Ash Asudeh & Ida Toivonen August 10, 2009 [19:17] CORRECTED FINAL DRAFT To appear in Bernd Heine and Heiko Narrog, eds., The Oxford Handbook of Linguistic Analysis. Oxford: Oxford University Press. Contents 1 Introduction 1 2 C-structure and F-structure 2 2.1 C-structure ........................................ 3 2.2 F-structure ......................................... 4 3 Structures and Structural Descriptions 8 3.1 Constraints on C-structures ................................ 8 3.2 Constraints on F-structures ................................ 10 4 The C-structure to F-structure Correspondence 15 4.1 How the C-structure to F-structure Mapping Works ................... 15 4.2 Flexibility in Mapping .................................. 18 5 The Correspondence Architecture 19 6 Some Recent Developments 20 7 Concluding Remarks 21 A Example: Unbounded Dependency, Adjuncts, Raising, Control 23 References 25 ∗This work was supported by the Social Sciences and Humanities Research Council of Canada, Standard Research Grant 410-2006-1650. We would like to thank Mary Dalrymple, Bernd Heine, Daniela Isac, Helge Lødrup, Kumiko Murasugi, Heiko Narrog, Kenji Oda, Chris Potts, and Nigel Vincent for helpful comments and suggestions. We would also like to thank Daniela Isac and Cristina Moldoveanu for checking the Romanian data. Any remaining errors are our own. i Abstract Lexical-Functional Grammar (LFG) is a lexicalist, declarative (non-transformational), constraint- based theory of generative grammar. LFG has a detailed, industrial-strength computational imple- mentation. The theory has also proven useful for descriptive/documentary linguistics. The gram- matical architecture of LFG, sometimes called the ‘Correspondence Architecture’, posits that dif- ferent kinds of linguistic information are modelled by distinct, simultaneously present grammatical structures, each having its own formal representation.