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The Assignment of Grammatical Gender in German: Testing Optimal Gender Assignment Theory
The Assignment of Grammatical Gender in German: Testing Optimal Gender Assignment Theory Emma Charlotte Corteen Trinity Hall September 2018 This dissertation is submitted for the degree of Doctor of Philosophy The Assignment of Grammatical Gender in German: Testing Optimal Gender Assignment Theory Emma Charlotte Corteen Abstract The assignment of grammatical gender in German is a notoriously problematic phenomenon due to the apparent opacity of the gender assignment system (e.g. Comrie 1999: 461). Various models of German gender assignment have been proposed (e.g. Spitz 1965, Köpcke 1982, Corbett 1991, Wegener 1995), but none of these is able to account for all of the German data. This thesis investigates a relatively under-explored, recent approach to German gender assignment in the form of Optimal Gender Assignment Theory (OGAT), proposed by Rice (2006). Using the framework of Optimality Theory, OGAT claims that the form and meaning of a noun are of equal importance with respect to its gender. This is formally represented by the crucial equal ranking of all gender assignment constraints in a block of GENDER FEATURES, which is in turn ranked above a default markedness hierarchy *NEUTER » *FEMININE » *MASCULINE, which is based on category size. A key weakness of OGAT is that it does not specify what constitutes a valid GENDER FEATURES constraint. This means that, in theory, any constraint can be proposed ad hoc to ensure that an OGAT analysis yields the correct result. In order to prevent any constraints based on ‘postfactum rationalisations’ (Comrie 1999: 461) from being included in the investigation, the GENDER FEATURES constraints which have been proposed in the literature for German are assessed according to six criteria suggested by Enger (2009), which seek to determine whether there is independent evidence for a GENDER FEATURES constraint. -
The Role of Grammatical Gender in Noun-Formation: a Diachronic Perspective from Norwegian
The role of grammatical gender in noun-formation: A diachronic perspective from Norwegian Philipp Conzett 1. The relationship between gender and word-formation According to Corbett (1991: 1) “[g]ender is the most puzzling of the grammatical categories”. In modern languages, however, gender is most often seen as nothing more than an abstract inherent classificatory feature of nouns that triggers agreement in associated words. Given this perspec- tive of gender as a redundant category, the question arises of why it none- theless is so persistent in a great number of languages. This question has been answered inter alia by referring to the identifying and disambiguating function gender can have in discourse (e.g., Corbett 1991: 320–321). In this article further evidence is provided for viewing grammatical gender (henceforth gender) as an integral part of Cognitive Grammar, more spe- cifically the domain of word-formation. The relationship between grammatical gender and word-formation can be approached from (at least) two different angles. In literature dealing with gender assignment, characteristics of word-formation are often used as a base for assigning gender to nouns. This approach is presented in sec- tion 1.1. On the other hand, gender is described as a feature involved in the formation of new nouns. This perspective is introduced in 1.2. 1.1. Gender assignment based on word-formation Regularities between the gender of nouns and their derivational morphol- ogy can be detected in a number of languages. Gender can be tied to overt or covert derivational features. The former type is usually realized by suf- fixation, e.g., Norwegian klok (adj. -
Graphemic Methods for Genderneutral
Graphemic Methods for GenderNeutral Writing Yannis Haralambous & Joseph Dichy Abstract. In this paper we present a model and a classification of graphemic genderneutral writing methods, we explore current practices in French, Ger man, Greek, Italian, Portuguese and Spanish languages, and we investigate in teractions between genderneutral writing forms and regular expressions. 1. Introduction: The General Issue of, and behind, Gender Neutral Writing The issue behind genderneutral writing is that of the representation of intergender relations carried by languages. What is at stake is the representation of equality, or not, between genders. The issue is also re ferred to as “inclusive writing,” which apparently refers to human rights, but does not cover all cases, i.e., lesbian, gay, bisexual and transgender persons. The term “GenderNeutral Writing” is, in fact, both clearer and more inclusive. Generally speaking, languages are conservative, if not archaic. A sig nificant example is that of the idea of time, which is traditionally repre sented as a dot sliding along a straight line in a continuous movement. This has been a philosophical image of time since ancient Greek philoso phers and throughout the Middle Ages both in Arabic and European phi losophy, but can no longer be considered as a valid representation after 20th century existentialist philosophers and Heidegger’s Sein und Zeit. Yannis Haralambous 0000-0003-1443-6115 IMT Atlantique & LabSTICC UMR CNRS 6285 Brest, France [email protected] Joseph Dichy Professor of Arabic linguistics Lyon, France [email protected] Y. Haralambous (Ed.), Graphemics in the 21st Century. -
Learning About Phonology and Orthography
EFFECTIVE LITERACY PRACTICES MODULE REFERENCE GUIDE Learning About Phonology and Orthography Module Focus Learning about the relationships between the letters of written language and the sounds of spoken language (often referred to as letter-sound associations, graphophonics, sound- symbol relationships) Definitions phonology: study of speech sounds in a language orthography: study of the system of written language (spelling) continuous text: a complete text or substantive part of a complete text What Children Children need to learn to work out how their spoken language relates to messages in print. Have to Learn They need to learn (Clay, 2002, 2006, p. 112) • to hear sounds buried in words • to visually discriminate the symbols we use in print • to link single symbols and clusters of symbols with the sounds they represent • that there are many exceptions and alternatives in our English system of putting sounds into print Children also begin to work on relationships among things they already know, often long before the teacher attends to those relationships. For example, children discover that • it is more efficient to work with larger chunks • sometimes it is more efficient to work with relationships (like some word or word part I know) • often it is more efficient to use a vague sense of a rule How Children Writing Learn About • Building a known writing vocabulary Phonology and • Analyzing words by hearing and recording sounds in words Orthography • Using known words and word parts to solve new unknown words • Noticing and learning about exceptions in English orthography Reading • Building a known reading vocabulary • Using known words and word parts to get to unknown words • Taking words apart while reading Manipulating Words and Word Parts • Using magnetic letters to manipulate and explore words and word parts Key Points Through reading and writing continuous text, children learn about sound-symbol relation- for Teachers ships, they take on known reading and writing vocabularies, and they can use what they know about words to generate new learning. -
Interdisciplinary Approaches to Stratifying the Peopling of Madagascar
INTERDISCIPLINARY APPROACHES TO STRATIFYING THE PEOPLING OF MADAGASCAR Paper submitted for the proceedings of the Indian Ocean Conference, Madison, Wisconsin 23-24th October, 2015 Roger Blench McDonald Institute for Archaeological Research University of Cambridge Correspondence to: 8, Guest Road Cambridge CB1 2AL United Kingdom Voice/ Ans (00-44)-(0)1223-560687 Mobile worldwide (00-44)-(0)7847-495590 E-mail [email protected] http://www.rogerblench.info/RBOP.htm This version: Makurdi, 1 April, 2016 1 Malagasy - Sulawesi lexical connections Roger Blench Submission version TABLE OF CONTENTS TABLE OF CONTENTS................................................................................................................................. i ACRONYMS ...................................................................................................................................................ii 1. Introduction................................................................................................................................................. 1 2. Models for the settlement of Madagascar ................................................................................................. 2 3. Linguistic evidence...................................................................................................................................... 2 3.1 Overview 2 3.2 Connections with Sulawesi languages 3 3.2.1 Nouns.............................................................................................................................................. -
Gaelic Names of Plants
[DA 1] <eng> GAELIC NAMES OF PLANTS [DA 2] “I study to bring forth some acceptable work: not striving to shew any rare invention that passeth a man’s capacity, but to utter and receive matter of some moment known and talked of long ago, yet over long hath been buried, and, as it seemed, lain dead, for any fruit it hath shewed in the memory of man.”—Churchward, 1588. [DA 3] GAELIC NAMES OE PLANTS (SCOTTISH AND IRISH) COLLECTED AND ARRANGED IN SCIENTIFIC ORDER, WITH NOTES ON THEIR ETYMOLOGY, THEIR USES, PLANT SUPERSTITIONS, ETC., AMONG THE CELTS, WITH COPIOUS GAELIC, ENGLISH, AND SCIENTIFIC INDICES BY JOHN CAMERON SUNDERLAND “WHAT’S IN A NAME? THAT WHICH WE CALL A ROSE BY ANY OTHER NAME WOULD SMELL AS SWEET.” —Shakespeare. WILLIAM BLACKWOOD AND SONS EDINBURGH AND LONDON MDCCCLXXXIII All Rights reserved [DA 4] [Blank] [DA 5] TO J. BUCHANAN WHITE, M.D., F.L.S. WHOSE LIFE HAS BEEN DEVOTED TO NATURAL SCIENCE, AT WHOSE SUGGESTION THIS COLLECTION OF GAELIC NAMES OF PLANTS WAS UNDERTAKEN, This Work IS RESPECTFULLY INSCRIBED BY THE AUTHOR. [DA 6] [Blank] [DA 7] PREFACE. THE Gaelic Names of Plants, reprinted from a series of articles in the ‘Scottish Naturalist,’ which have appeared during the last four years, are published at the request of many who wish to have them in a more convenient form. There might, perhaps, be grounds for hesitation in obtruding on the public a work of this description, which can only be of use to comparatively few; but the fact that no book exists containing a complete catalogue of Gaelic names of plants is at least some excuse for their publication in this separate form. -
Orthographies in Grammar Books
Preprints (www.preprints.org) | NOT PEER-REVIEWED | Posted: 30 July 2018 doi:10.20944/preprints201807.0565.v1 Tomislav Stojanov, [email protected], [email protected] Institute of Croatian Language and Linguistic Republike Austrije 16, 10.000 Zagreb, Croatia Orthographies in Grammar Books – Antiquity and Humanism Summary This paper researches the as yet unstudied topic of orthographic content in antique, medieval, and Renaissance grammar books in European languages, as part of a wider research of the origin of orthographic standards in European languages. As a central place for teachings about language, grammar books contained orthographic instructions from the very beginning, and such practice continued also in later periods. Understanding the function, content, and orthographic forms in the past provides for a better description of the nature of the orthographic standard in the present. The evolution of grammatographic practice clearly shows the continuity of development of orthographic content from a constituent of grammar studies through the littera unit gradually to an independent unit, then into annexed orthographic sections, and later into separate orthographic manuals. 5 antique, 22 Latin, and 17 vernacular grammars were analyzed, describing 19 European languages. The research methodology is based on distinguishing orthographic content in the narrower sense (grapheme to meaning) from the broader sense (grapheme to phoneme). In this way, the function of orthographic description was established separately from the study of spelling. As for the traditional description of orthographic content in the broader sense in old grammar books, it is shown that orthographic content can also be studied within the grammatographic framework of a specific period, similar to the description of morphology or syntax. -
Cognate Words in Mehri and Hadhrami Arabic
Cognate Words in Mehri and Hadhrami Arabic Hassan Obeid Alfadly* Khaled Awadh Bin Mukhashin** Received: 18/3/2019 Accepted: 2/5/2019 Abstract The lexicon is one important source of information to establish genealogical relations between languages. This paper is an attempt to describe the lexical similarities between Mehri and Hadhrami Arabic and to show the extent of relatedness between them, a very little explored and described topic. The researchers are native speakers of Hadhrami Arabic and they paid many field visits to the area where Mehri is spoken. They used the Swadesh list to elicit their data from more than 20 Mehri informants and from Johnston's (1987) dictionary "The Mehri Lexicon and English- Mehri Word-list". The researchers employed lexicostatistical techniques to analyse their data and they found out that Mehri and Hadhrmi Arabic have so many cognate words. This finding confirms Watson (2011) claims that Arabic may not have replaced all the ancient languages in the South-Western Arabian Peninsula and that dialects of Arabic in this area including Hadhrami Arabic are tinged, to a greater or lesser degree, with substrate features of the Pre- Islamic Ancient and Modern South Arabian languages. Introduction: three branches including Central Semitic, Historically speaking, the Semitic language Ethiopian and Modern south Arabian languages family from which both of Arabic and Mehri (henceforth MSAL). Though Arabic and Mehri descend belong to a larger family of languages belong to the West Semitic, Arabic descends called Afro-Asiatic or Hamito-Semitic that from the Central Semitic and Mehri from includes Semitic, Egyptian, Cushitic, Omotic, (MSAL) which consists of two branches; the Berber and Chadic (Rubin, 2010). -
“If Music Be the Food of Love, Play On
What’s in a Name? As Shakespeare had Juliet say, “That which we call a rose by any other name would smell as sweet.” Maybe so, but in New Orleans there’s more to a name than meets the ear. The Crescent City is home to many sweet-sounding names, especially those of its ladies. What could be more beautiful names than those of Voudou practitioner Marie Laveau or sarong siren Dorothy Lamour? Actually Dorothy was born Mary Leta Dorothy Slaton, but her parents’ marriage lasted only a few years. Her mother re-married a man named Clarence Lambour, and Dorothy took his last name. Lambour became Lamour, a much better choice in that it oozes love (toujours l’amour). She took it along with her on all those “Road” pictures with Bob Hope and Bing Crosby. Dorothy Lamour (1914 – 1996), New Orleans’ own siren in a sarong Inducted into the Rock and Roll Hall of Fame after having recorded over 60 singles for the Imperial label, placing 40 songs in the R&B top 10 charts and 11 top 10 singles on the pop charts, Antoine Dominique “Fats” Domino, Jr. is a New Orleans musical legend with a Creole name to match. It flows from the lips mellifluously like a beignet washed down with café au lait. A sure sign that a name has star potential is the fact that someone has tried, in some way, to usurp its power. In the case of “Fats”, American Bandstand host Dick Clark’s wife Barbara took the name, changed it around ever so slightly and bestowed a new name to an up-and-coming Rock and Roll personality. -
Rethinking Rural Politics in Post- Socialist Settings
RETHINKING RURAL POLITICS IN POST- SOCIALIST SETTINGS Natalia Vitalyevna Mamonova 505017-L-bw-Mamanova Processed on: 6-9-2016 This dissertation is part of the project: ‘Land Grabbing in Russia: Large-Scale Inves- tors and Post-Soviet Rural Communities’ funded by the European Research Coun- cil (ERC), grant number 313781. It also benefitted from funding provided by the Netherlands Academie on Land Governance for Equitable and Sustainable Devel- opment (LANDac), the Land Deal Politics Initiative (LDPI), the Political Economy of Resources, Environment and Population (PER) research group of the Interna- tional Institute of Social Studies (ISS). This dissertation is part of the research pro- gramme of CERES, Research School for Resource Studies for Development. © Natalia Vitalyevna Mamonova 2016 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the author. The cover image ‘Land grabbing in former Soviet Eurasia’ (2013) is an original water colour painting by the author, which was initially made for the cover page of the Journal of Peasant Studies Vol. 40, issue 3-4, 2013. ISBN 978-90-6490-064-8 Ipskamp Drukkers BV Auke Vleerstraat 145 7547 PH Enschede Tel.: 053 482 62 62 www.ipskampdrukkers.nl 505017-L-bw-Mamanova Processed on: 6-9-2016 RETHINKING RURAL POLITICS IN POST- SOCIALIST SETTINGS Rural Communities, Land Grabbing and Agrarian Change in Russia and Ukraine HEROVERWEGING VAN PLATTELANDSPOLITIEK IN POSTSOCIALISTISCHE OMGEVINGEN PLATTELANDSGEMEESCHAPPEN, LANDJEPIK EN AGRARISCHE TRANSFORMATIE IN RUSLAND EN OEKRAÏNE Thesis To obtain the degree of Doctor from the Erasmus University Rotterdam by command of the Rector Magnificus Professor Dr. -
Comparing the Cognate Effect in Spoken and Written Second Language Word Production
1 Short title: Cognate effect in spoken and written word production Comparing the cognate effect in spoken and written second language word production 1 2 1 Merel Muylle , Eva Van Assche & Robert J. Hartsuiker 1Department of Experimental Psychology, Ghent University, Ghent, Belgium 2 Thomas More University of Applied Sciences, Antwerp, Belgium Address for correspondence: Merel Muylle Department of Experimental Psychology Ghent University Henri Dunantlaan 2 B-9000 Gent (Belgium) E-mail: [email protected] 2 Abstract Cognates – words that share form and meaning between languages – are processed faster than control words. However, it is unclear whether this effect is merely lexical (i.e., central) in nature, or whether it cascades to phonological/orthographic (i.e., peripheral) processes. This study compared the cognate effect in spoken and typewritten production, which share central, but not peripheral processes. We inquired whether this effect is present in typewriting, and if so, whether its magnitude is similar to spoken production. Dutch-English bilinguals performed either a spoken or written picture naming task in English; picture names were either Dutch-English cognates or control words. Cognates were named faster than controls and there was no cognate-by-modality interaction. Additionally, there was a similar error pattern in both modalities. These results suggest that common underlying processes are responsible for the cognate effect in spoken and written language production, and thus a central locus of the cognate effect. Keywords: bilingualism, word production, cognate effect, writing 3 Converging evidence suggests that bilinguals activate both their mother tongue (L1) and their second language (L2) simultaneously when processing linguistic information (e.g., Dijkstra & Van Heuven, 2002; Van Hell & Dijkstra, 2002). -
1 Roger Schwarzschild Rutgers University 18 Seminary Place New
Roger Schwarzschild Rutgers University 18 Seminary Place New Brunswick, NJ 08904 [email protected] to appear in: Recherches Linguistiques de Vincennes November 30, 2004 ABSTRACT In some languages, measure phrases can appear with non-compared adjectives: 5 feet tall. I address three questions about this construction: (a) Is the measure phrase an argument of the adjective or an adjunct? (b) What are we to make of the markedness of this construction *142lbs heavy? (c) Why is it that the markedness disappears once the adjective is put in the comparative (2 inches taller alongside 2lbs heavier)? I claim that because degree arguments are ‘functional’, the measure phrase has to be an adjunct and not a syntactic argument of the adjective. Like event modifiers in extended NP’s and in VPs, the measure phrase predicates of a degree argument of the adjective. But given the kind of meaning a measure phrase must have to do its job in comparatives and elsewhere, it is not of the right type to directly predicate of a degree argument. I propose a lexically governed type-shift which applies to some adjectives allowing them to combine with a measure phrase. KEY WORDS adjective, measure phrase, degree, functional category, lexical, adjunct, argument, antonymy. Measure Phrases as Modifiers of Adjectives1 1. Introduction There is a widely accepted account of expressions like five feet tall according to which the adjective tall denotes a relation between individuals and degrees of height and the measure phrase, five feet, serves as an argument of the adjective, saturating the degree-place in the relation2.