Making Sense of Dutch Word Order
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Intermediate German: a Grammar and Workbook / by 2 Anna Miell & Heiner Schenke 3 P
111 INTERMEDIATE GERMAN: 2 3 A GRAMMAR AND WORKBOOK 4 5 6 7 8 9 1011 1 2 13 4111 5 Intermediate German is designed for learners who have achieved basic 6 proficiency and wish to progress to more complex language. Its 24 units 7 present a broad range of grammatical topics, illustrated by examples which 8 serve as models for varied exercises that follow. These exercises enable 9 the student to master the relevant grammar points. 2011 1 Features include: 2 3 • authentic German, from a range of media, used throughout the book to 4 reflect German culture, life and society 5 6 • illustrations of grammar points in English as well as German 7 • checklists at the end of each unit for consolidation 8 9 • cross-referencing to other grammar units in the book 3011 • glossary of grammatical terminology 1 2 • full answer key to all exercises 3 4 Suitable for independent learners and students on taught courses, 5 Intermediate German, together with its sister volume, Basic German, forms 6 a structured course in the essentials of German. 7 8 Anna Miell is University Lecturer in German at the University of Westminster 9 and at Trinity College of Music in Greenwich and works as a language 4011 consultant in London. Heiner Schenke is Senior Lecturer of German at the 1 University of Westminster and has published a number of language books. 2 3 41111 111 Other titles available in the Grammar Workbook series are: 2 3 Basic Cantonese 4 Intermediate Cantonese 5 Basic German 6 7 Basic Italian 8111 Basic Polish 9 Intermediate Polish 1011 1 Basic Russian 2 Intermediate -
On German Verb Syntax Under Age 2
University of Pennsylvania ScholarlyCommons IRCS Technical Reports Series Institute for Research in Cognitive Science December 1994 On German Verb Syntax under Age 2 Bernhard Rohrbacher University of Pennsylvania Anne Vainikka University of Pennsylvania Follow this and additional works at: https://repository.upenn.edu/ircs_reports Rohrbacher, Bernhard and Vainikka, Anne, "On German Verb Syntax under Age 2" (1994). IRCS Technical Reports Series. 170. https://repository.upenn.edu/ircs_reports/170 University of Pennsylvania Institute for Research in Cognitive Science Technical Report No. IRCS-94-24. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/ircs_reports/170 For more information, please contact [email protected]. On German Verb Syntax under Age 2 Abstract Previous research on early child German suggests that verb placement is mastered early on, at least around the age of two; this finding has provided support for the idea that the full syntactic tree is present from the earliest stage of syntactic development. We show that two German children around a year and a half of age already exhibit a clear distinction between finite and non-finite utterances in terms of verb placement and the distribution of empty subjects. Although their verbal paradigms are impoverished, these children clearly already have an inflectional projection (IP) in finite clauses. However, we argue against the idea that a full syntactic tree is available at this point; rather, the data support a reduced representation without a complementizer projection (CP). Furthermore, non-finite matrix clauses, common at this early stage, lack even the inflectional projection. Comments University of Pennsylvania Institute for Research in Cognitive Science Technical Report No. -
Separable Verbs in a Reusable Morphological Dictionary for German
Separable Verbs in a Reusable Morphological Dictionary for German Pius ten Hacken I & Stephan Bopp 2 l lnstitut far Informatik/ASW 2Lexicologie, Faculteit der Letteren Universit~it Basel, Petersgraben 51 Vrije Universiteit, De Boelelaan 1105 CH-4051 Basel (Switzerhmd) NL- 1081 HV Amsterdam (Netherlands) email: [email protected] emaih [email protected] Abstract Separable verbs are verbs with prefixes which, depending on the syntactic context, can occur as one word written together or discontinuously. They occur in languages such as German and Dutch and constitute a problem tbr NLP because they are lexemes whose lbrms cannot always be recognized by dictionary lookup on the basis of a text word. Conventional solutions take a mixed lexical and syntactic approach. In this paper, we propose the solution offered by Word Manager, consisting of string-based recognition by means of rules of types also required for periphrastic inflection and clitics. In this way, separable verbs are dealt with as part of the dolnain of reusable lexical resources. We show how this solution compares favourably with conventional approaches. 1. The Problem (2) a. Claudia auihOrtjctzt. In German there exists a large class of verbs b. Daniel versucht zu aulh6ren. which behave like aufhOren ('stop'), The problem arises in a very similar fashion illustrated in (1). in Dutch, as the Dutch translations (3) of the (1) a. Anna glaubt, dass Bernard aufhSrt. sentences in (1) show. The only difference is ('Anna believes that Bernard stops') that the infinitive in (3c) is not written b. Claudia h6rt jetzt auf. together. ('Claudia stops now PRY') (3) a. -
Eric Hoekstra Review of "Studies in West Frisian Grammar. Selected
Eric Hoekstra Review of "Studies in West Frisian Grammar. Selected papers by Germen J. de Haan" (John Benjamins, 2010, edited by Jarich Hoekstra, Willem Visser and Goffe Jensma) 0. Introduction This handsome volume offers a selection of papers on topics in Frisian linguistics written by Prof. Germ de Haan. It contains an Introduction by the editors, followed by De Haan’s articles. The articles are thematically ordered. 1. The editors’ Introduction The editors have provided the volume with a brief and clear introduction about De Haan's scientific production and relevance to the field of Frisian linguistics (pp 1-6 + references 6- 10). I mention the typo 'critisizes' on page 4, since it could have been avoided by running an automatic spell check. 1.1. Relevance to the field The editors mention that De Haan held the chair of Frisian in the University of Groningen from 1991 until 2009. To this, it may be added that he was the dean of the Faculty of Letters from 2001 until 2009. In that capacity, he managed to keep the Frisian institute almost intact during a period of budget cuts, which tend to affect small studies more than big ones. The editors claim that De Haan played a central role in the field of Frisian linguistics. They do not argue the point very explicitly, doubtlessly because it would have been awkward to do so by comparing De Haan's role to the smaller part played in the field by other researchers of Frisian. Nevertheless, I believe that they are right about De Haan's central role, as is implicitly clear from his scientific production. -
German Irregular Verbs Chart
GERMAN IRREGULAR VERBS CHART Infinitive Meaning Present Tense Imperfect Participle Tense (e.g. for Passive, & Perfect Tense) to… er/sie/es: ich & er/sie/es: backen bake backt backte gebacken befehlen command, order befiehlt befahl befohlen beginnen begin beginnt begann begonnen beißen bite beißt biss gebissen betrügen deceive, cheat betrügt betrog betrogen bewegen1 move bewegt bewog bewogen biegen bend, turn biegt bog (bin etc.) gebogen bieten offer, bid bietet bot geboten binden tie bindet band gebunden bitten request, ask bittet bat gebeten someone to do... blasen blow, sound bläst blies geblasen bleiben stay, remain bleibt blieb (bin etc.) geblieben braten roast brät briet gebraten brechen break bricht brach gebrochen brennen burn brennt brannte gebrannt bringen bring, take to... bringt brachte gebracht denken think denkt dachte gedacht dürfen be allowed to... darf durfte gedurft empfehlen recommend empfiehlt empfahl empfohlen erschrecken2 be frightened erschrickt erschrak (bin etc.) erschrocken essen eat3 isst aß gegessen fahren go (not on foot), fährt fuhr (bin etc.) gefahren drive fallen fall fällt fiel (bin etc.) gefallen fangen catch fängt fing gefangen finden find findet fand gefunden fliegen fly fliegt flog (bin etc.) geflogen fliehen flee, run away flieht floh (bin etc.) geflohen fließen flow fließt floss geflossen fressen eat (done by frisst fraß gefressen animals) frieren freeze, be cold friert fror (bin etc.) gefroren geben give gibt gab gegeben gedeihen flourish, prosper gedeiht gedieh (bin etc.) gediehen gehen go, walk geht ging (bin etc.) gegangen gelingen4 succeed gelingt gelang (bin etc.) gelungen gelten5 be valid, be of gilt galt gegolten worth 1 Also used as a reflexive verb, i.e. -
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THE BANSHO SHIRABESHO: A TRANSITIONAL INSTITUTION IN BAKUMATSU JAPAN by James Mitchell Hommes Bachelor of Arts, Calvin College, 1993 Submitted to the Graduate Faculty of The College of Arts and Sciences in partial fulfillment of the requirements for the degree of Interdisciplinary Master of Arts (IDMA) in East Asian Studies University of Pittsburgh 2004 UNIVERSITY OF PITTSBURGH COLLEGE OF ARTS AND SCIENCES This thesis was presented by James Mitchell Hommes It was defended on December 8, 2004 and approved by Thomas Rimer, Professor, East Asian Languages and Literature David O. Mills, Professor, East Asian Languages and Literature Richard Smethurst, Professor, History ii THE BANSHO SHIRABESHO: A TRANSITIONAL INSTITUTION IN BAKUMATSU JAPAN James M. Hommes, MA University of Pittsburgh, 2004 In the Bakumatsu period (1853-1868), Japan experienced many changes and challenges. One of these challenges was regarding how to learn from the West and how to use that knowledge in the building of Japan. One of the most important institutions for such Western learning was the Bansho Shirabesho, an institution created by the Tokugawa government in 1856 to translate Western materials, provide a school for Japanese scholars, and to censor the translations of Western works. This institution eventually gave language instruction in Dutch, English, French, German, and Russian and it also gave instruction in many other practical subjects such as military science and production. This thesis examines in detail how the Shirabesho was founded, what some of the initial difficulties were and how successful it was in accomplishing the tasks it was given. It also assesses the legacy of the Shirabesho in helping to bridge the transition between the Tokugawa period’s emphasis on feudal rank and the Meiji’s emphasis on merit. -
Literature of the Low Countries
Literature of the Low Countries A Short History of Dutch Literature in the Netherlands and Belgium Reinder P. Meijer bron Reinder P. Meijer, Literature of the Low Countries. A short history of Dutch literature in the Netherlands and Belgium. Martinus Nijhoff, The Hague / Boston 1978 Zie voor verantwoording: http://www.dbnl.org/tekst/meij019lite01_01/colofon.htm © 2006 dbnl / erven Reinder P. Meijer ii For Edith Reinder P. Meijer, Literature of the Low Countries vii Preface In any definition of terms, Dutch literature must be taken to mean all literature written in Dutch, thus excluding literature in Frisian, even though Friesland is part of the Kingdom of the Netherlands, in the same way as literature in Welsh would be excluded from a history of English literature. Similarly, literature in Afrikaans (South African Dutch) falls outside the scope of this book, as Afrikaans from the moment of its birth out of seventeenth-century Dutch grew up independently and must be regarded as a language in its own right. Dutch literature, then, is the literature written in Dutch as spoken in the Kingdom of the Netherlands and the so-called Flemish part of the Kingdom of Belgium, that is the area north of the linguistic frontier which runs east-west through Belgium passing slightly south of Brussels. For the modern period this definition is clear anough, but for former times it needs some explanation. What do we mean, for example, when we use the term ‘Dutch’ for the medieval period? In the Middle Ages there was no standard Dutch language, and when the term ‘Dutch’ is used in a medieval context it is a kind of collective word indicating a number of different but closely related Frankish dialects. -
Multi-Word Verbs with the Verb 'Make', and Their Croatian Counterparts
Multi-word verbs with the verb 'make', and their Croatian counterparts Najdert, Igor Undergraduate thesis / Završni rad 2018 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences / Sveučilište Josipa Jurja Strossmayera u Osijeku, Filozofski fakultet Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:142:440686 Rights / Prava: In copyright Download date / Datum preuzimanja: 2021-09-28 Repository / Repozitorij: FFOS-repository - Repository of the Faculty of Humanities and Social Sciences Osijek Sveučilište Josipa Jurja Strossmayera u Osijeku Filozofski fakultet Osijek Studij: Dvopredmetni sveučilišni preddiplomski studij engleskoga jezika i književnosti i hrvatskog jezika i književnosti Igor Najdert Višeriječni glagoli s glagolom make i njihovi hrvatski ekvivalenti Završni rad Mentor: doc. dr. sc. Goran Milić Osijek, 2018 Sveučilište Josipa Jurja Strossmayera u Osijeku Filozofski fakultet Osijek Odsjek za engleski jezik I književnost Studij: Dvopredmetni sveučilišni preddiplomski studij engleskoga jezika i književnosti i hrvatskoga jezika i književnosti Igor Najdert Multi-word verbs with make, and their Croatian counterparts Završni rad Znanstveno područje: humanističke znanosti Znanstveno polje: filologija Znanstvena grana: anglistika Mentor: doc. dr. sc. Goran Milić Osijek, 2018 J.J. Strossmayer University of Osijek Faculty of Humanities and Social Sciences Study Programme: Double Major BA Study Programme in English -
E-Book Version of Online Dutch Grammar Course
Table of contents INTRODUCTION TO DUTCH GRAMMAR 7 Learning Dutch grammar............................................................................................ 7 Using this reference .................................................................................................... 7 SPELLING AND PRONUNCIATION 8 The Dutch alphabet ............................................................................................................... 9 The Letter IJ.............................................................................................................. 10 Syllables .............................................................................................................................. 11 Four syllable rules..................................................................................................... 11 The combination ‘ch’................................................................................................ 13 Word division into syllables: Prefixes and suffixes.................................................. 14 Dieresis: Breaking up a word between two vowels .................................................. 15 Long vowels........................................................................................................................ 16 Double vowels .......................................................................................................... 16 Open single vowels................................................................................................... 17 Vowel combinations -
Gender Across Languages: the Linguistic Representation of Women and Men
<DOCINFO AUTHOR "" TITLE "Gender Across Languages: The linguistic representation of women and men. Volume II" SUBJECT "Impact 10" KEYWORDS "" SIZE HEIGHT "220" WIDTH "150" VOFFSET "4"> Gender Across Languages Impact: Studies in language and society impact publishes monographs, collective volumes, and text books on topics in sociolinguistics. The scope of the series is broad, with special emphasis on areas such as language planning and language policies; language conflict and language death; language standards and language change; dialectology; diglossia; discourse studies; language and social identity (gender, ethnicity, class, ideology); and history and methods of sociolinguistics. General editor Annick De Houwer University of Antwerp Advisory board Ulrich Ammon William Labov Gerhard Mercator University University of Pennsylvania Laurie Bauer Elizabeth Lanza Victoria University of Wellington University of Oslo Jan Blommaert Joseph Lo Bianco Ghent University The Australian National University Paul Drew Peter Nelde University of York Catholic University Brussels Anna Escobar Dennis Preston University of Illinois at Urbana Michigan State University Guus Extra Jeanine Treffers-Daller Tilburg University University of the West of England Margarita Hidalgo Vic Webb San Diego State University University of Pretoria Richard A. Hudson University College London Volume 10 Gender Across Languages: The linguistic representation of women and men Volume II Edited by Marlis Hellinger and Hadumod Bußmann Gender Across Languages The linguistic representation of women and men volume 2 Edited by Marlis Hellinger University of Frankfurt am Main Hadumod Bußmann University of Munich John Benjamins Publishing Company Amsterdam/Philadelphia TM The paper used in this publication meets the minimum requirements of American 8 National Standard for Information Sciences – Permanence of Paper for Printed Library Materials, ansi z39.48-1984. -
Constructions and Result: English Phrasal Verbs As Analysed in Construction Grammar
CONSTRUCTIONS AND RESULT: ENGLISH PHRASAL VERBS AS ANALYSED IN CONSTRUCTION GRAMMAR by ANNA L. OLSON A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE STUDIES Master of Arts in Linguistics, Analytical Stream We accept this thesis as conforming to the required standard ............................................................................... Dr. Emma Pavey, PhD; Thesis Supervisor ................................................................................ Dr. Sean Allison, Ph.D.; Second Reader ................................................................................ Dr. David Weber, Ph.D.; External Examiner TRINITY WESTERN UNIVERSITY September 2013 © Anna L. Olson i Abstract This thesis explores the difference between separable and non-separable transitive English phrasal verbs, focusing on finding a reason for the non-separable verbs’ lack of compatibility with the word order alternation which is present with the separable phrasal verbs. The analysis is formed from a synthesis of ideas based on the work of Bolinger (1971) and Gorlach (2004). A simplified version of Cognitive Construction Grammar is used to analyse and categorize the phrasal verb constructions. The results indicate that separable and non-separable transitive English phrasal verbs are similar but different constructions with specific syntactic reasons for the incompatibility of the word order alternation with the non-separable verbs. ii Table of Contents Abstract ........................................................................................................................................... -
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.