Glossary of Linguistic Terms
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Discovering Semantic Links Between Synonyms, Hyponyms and Hypernyms Ricardo Avila, Gabriel Lopes, Vania Vidal, Jose Macedo
World Academy of Science, Engineering and Technology International Journal of Computer and Systems Engineering Vol:13, No:6, 2019 Discovering Semantic Links Between Synonyms, Hyponyms and Hypernyms Ricardo Avila, Gabriel Lopes, Vania Vidal, Jose Macedo Abstract—This proposal aims for semantic enrichment between Other approaches have been proposed to identify such glossaries using the Simple Knowledge Organization System (SKOS) mappings (see Section IV), but they are still far from perfect. vocabulary to discover synonyms, hyponyms and hyperonyms In general, previous studies have tried to directly identify semiautomatically, in Brazilian Portuguese, generating new semantic relationships based on WordNet. To evaluate the quality of this different types of relationships, usually with the help of proposed model, experiments were performed by the use of two sets dictionaries such as WordNet. On the other hand, we propose containing new relations, being one generated automatically and the an enrichment strategy using a two-step approach. In the first other manually mapped by the domain expert. The applied evaluation step, we apply the use of a crawler to collect synonyms, metrics were precision, recall, f-score, and confidence interval. The hyponyms, and hyperonyms to generate an XML file, then results obtained demonstrate that the applied method in the field of Oil Production and Extraction (E&P) is effective, which suggests that we generate new relationships between the instances and it can be used to improve the quality of terminological mappings. determine the initial ontology mapping with approximate The procedure, although adding complexity in its elaboration, can be matches of equality. Then, using a unified lexical ontology reproduced in others domains. -
Traditional Grammar
Traditional Grammar Traditional grammar refers to the type of grammar study Continuing with this tradition, grammarians in done prior to the beginnings of modern linguistics. the eighteenth century studied English, along with many Grammar, in this traditional sense, is the study of the other European languages, by using the prescriptive structure and formation of words and sentences, usually approach in traditional grammar; during this time alone, without much reference to sound and meaning. In the over 270 grammars of English were published. During more modern linguistic sense, grammar is the study of the most of the eighteenth and nineteenth centuries, grammar entire interrelated system of structures— sounds, words, was viewed as the art or science of correct language in meanings, sentences—within a language. both speech and writing. By pointing out common Traditional grammar can be traced back over mistakes in usage, these early grammarians created 2,000 years and includes grammars from the classical grammars and dictionaries to help settle usage arguments period of Greece, India, and Rome; the Middle Ages; the and to encourage the improvement of English. Renaissance; the eighteenth and nineteenth century; and One of the most influential grammars of the more modern times. The grammars created in this eighteenth century was Lindley Murray’s English tradition reflect the prescriptive view that one dialect or grammar (1794), which was updated in new editions for variety of a language is to be valued more highly than decades. Murray’s rules were taught for many years others and should be the norm for all speakers of the throughout school systems in England and the United language. -
Syntax and Morphology Semantics
Parent Tip Sheet Language Syntax & Morphology yntax is the development of sentence structure meaning your child’s first attempts at putting two words together. SMorphology refers to the structure and construction of words and the rules that determine changes in word meaning; it’s knowing plural forms 9 and correct use of verb tense. Introduce words from many different categories: nouns, verbs, adjectives, adverbs, prepositions and conjunctions. The emergence of first words 9 typically begins around 12 months of Use the Plus One Rule: add a word to expand the length of your child’s utterance to model longer sentences. Also use correct grammar, even age. Syntax typically begins when if it means adding more than one word. E.g., if your child says ‘blue a child begins to combine words in ball” you can say “The blue ball is big.” early two word utterances (ex. Daddy 9 work) around 18-24 months. Read books with repetition, such as: We’re Going on a Bear Hunt or I Went Walking. 9 A child needs approximately 50 Watch videos of people or objects in action and describe what is happening. words to begin to combine them 9 Pay attention to the use of plurals with an “s”, add them whenever into short phrases. When children possible. Point out words that do not use an “s” to be plural (e.g., men, begin to learn words, they learn that children) to understand placement in space. some words refer to objects, some 9 Play games with “in” and “on.” To focus on correlation with space. -
Official! Morphology & Syntax Syllabus
Official Morphology & Syntax syllabus Linguistics 4050 – Morphology & Syntax Haj Ross [email protected] UNT address: Department of Linguistics and Technical Communication 1155 Union Circle, # 305298, Denton, TX 76203-5017 Telephone: 940 565 4458 [for messages] FAX: 940 369 8976 Office: Language Building 407K Office hours: Th 4:00 – 6:00 Blog: haj.nadamelhor.com Some poetics and syntax papers are at http://www-personal.umich.edu/~jlawler/hajpapers.html Squibnet is at http://www-personal.umich.edu/~jlawler/haj/Squibnet/ Goals: To provide an introduction to the structure of words, phrases and clauses. To hook the unwary into an unending fascination with structure. To reawaken in you the sleeping morphopragmantactician you have always been and loved being. (Hint: who was it who easily mastered at least one mother tongue without any vocabulary drills, explicit grammar instruction, boring drills, etc.? Who has always been the best linguist in the world??) Well then. Step into your own magnificence. Take a bow. Books: None required. However, anyone who is going to want to deeply remember syntax will of course eventually want to buy Jim McCawley’s indelible The Syntactic Phenomena of English University of Chicago Press (1988). ISBN: 0226556247 (paper). Similarly, if you are addicted to morphology, you will always treasure Mark Aronoff’s Word Formation in Generative Grammar (1976). MIT Press. ISBN: 0-262-51017-0. And Beth Levin’s English Verb Classes and Alternations: A Preliminary Investigation. Chicago: University of Chicago Press. (1993) ISBN 0-226- 47533-6 (paper) is a delicious cookie jar of weird (and unweird) classes of verbs that you may have thought you had forgotten since you were three. -
Glossary and Bibliography for Vocabularies 1 the Codes (For Example, the Dewey Decimal System Number 735.942)
Glossary and Bibliography for Controlled Vocabularies Glossary AACR2 (Anglo-American Cataloging Rules, 2nd edition) A content standard published by the American Library Association (ALA), Canadian Library Association (CLA), and Chartered Institute of Library and Information Professionals (CILIP). It is being replaced by RDA. abbreviation A shortened form of a name or term (for example, Mr. for Mister). See also acronym and initialism. access point An entry point to a systematic arrangement of information, specifically an indexed field or heading in a work record, vocabulary record, or other content object that is formatted and indexed in order to provide access to the information in the record. acronym An abbreviation or word formed from the initial letters of a compound term or phrase (for example, MoMA, for Museum of Modern Art). See also initialism and abbreviation. ad hoc query Also called a direct query. A query or report that is constructed when required and that directly accesses data files and fields that are selected only when the query is created. It differs from a predefined report or querying a database through a user interface. administrative entity In the context of a geographic vocabulary, a political or other administrative body defined by administrative boundaries and conditions, including inhabited places, nations, empires, nations, states, districts, and townships. administrative data In the context of cataloging art, information having to do with the administrative history and care of the work and the history of the catalog record (for example, insurance value, conservation history, and revision history of the catalog record). See also descriptive data. algorithm A formula or procedure for solving a problem or carrying out a task. -
Basic Morphology
What is Morphology? Mark Aronoff and Kirsten Fudeman MORPHOLOGY AND MORPHOLOGICAL ANALYSIS 1 1 Thinking about Morphology and Morphological Analysis 1.1 What is Morphology? 1 1.2 Morphemes 2 1.3 Morphology in Action 4 1.3.1 Novel words and word play 4 1.3.2 Abstract morphological facts 6 1.4 Background and Beliefs 9 1.5 Introduction to Morphological Analysis 12 1.5.1 Two basic approaches: analysis and synthesis 12 1.5.2 Analytic principles 14 1.5.3 Sample problems with solutions 17 1.6 Summary 21 Introduction to Kujamaat Jóola 22 mor·phol·o·gy: a study of the structure or form of something Merriam-Webster Unabridged n 1.1 What is Morphology? The term morphology is generally attributed to the German poet, novelist, playwright, and philosopher Johann Wolfgang von Goethe (1749–1832), who coined it early in the nineteenth century in a biological context. Its etymology is Greek: morph- means ‘shape, form’, and morphology is the study of form or forms. In biology morphology refers to the study of the form and structure of organisms, and in geology it refers to the study of the configuration and evolution of land forms. In linguistics morphology refers to the mental system involved in word formation or to the branch 2 MORPHOLOGYMORPHOLOGY ANDAND MORPHOLOGICAL MORPHOLOGICAL ANALYSIS ANALYSIS of linguistics that deals with words, their internal structure, and how they are formed. n 1.2 Morphemes A major way in which morphologists investigate words, their internal structure, and how they are formed is through the identification and study of morphemes, often defined as the smallest linguistic pieces with a gram- matical function. -
GLOSSARY of USAGE Presbyterian College English Department a A, an Use a Before a Consonant Sound, an Before a Vowel Sound
GLOSSARY OF USAGE Presbyterian College English Department A a, an Use a before a consonant sound, an before a vowel sound. a heavy load, a nap, a sound; an island, an honest man, an umpire. accept, except As a verb, accept means "to receive"; except means "to exclude." Except as a preposition also means "but." Every senator except Mr. Browning refused to accept the bribe. We will except (exclude) this novel from the list of those to be read. advice, advise Advice is a noun; advise is a verb. I advise you to follow Estelle's advice. affect, effect Affect is a verb meaning "to act upon, to influence, or to imitate." Effect may be either a verb or a noun. Effect as a verb means "to cause or to bring about"; effect as a noun means "a result or a consequence." The patent medicine did not affect (influence) the disease. Henry affected the manner of an Oxford student. (imitated) Henry effected a change in his schedule. (brought about) The effect (result) of this change was that he had no Friday classes. aggravate Aggravate means "to make more grave, to worsen." A problem or condition is aggravated. A person is not aggravated; a person is annoyed. CORRECT: The heavy rains aggravated the slippery roads. CORRECT: The drivers were annoyed by the slippery roads. INCORRECT: The drivers were aggravated by the slippery roads. CORRECT: Her headache was aggravated by the damp weather. INCORRECT: She was aggravated by driving in the heavy traffic. CORRECT: She was annoyed by driving in the heavy traffic. -
Implementing the Morphology-Syntax Interface: Challenges from Murrinh-Patha Verbs
IMPLEMENTING THE MORPHOLOGY-SYNTAX INTERFACE: CHALLENGES FROM MURRINH-PATHA VERBS Melanie Seiss Universitat¨ Konstanz Proceedings of the LFG11 Conference Miriam Butt and Tracy Holloway King (Editors) 2011 CSLI Publications http://csli-publications.stanford.edu/ Abstract Polysynthetic languages pose special challenges for the morphology- syntax interface because information otherwise associated with words, phrases and clauses is encoded in a single morphological word. In this pa- per, I am concerned with the implementation of the verbal structure of the polysynthetic language Murrinh-Patha and the questions this raises for the morphology-syntax interface. 1 Introduction The interface between morphology and syntax has been a matter of great de- bate, both for theoretical linguistics and for grammar implementation (see, e.g. the discussions in Sadler and Spencer 2004). Polysynthetic languages pose special challenges for this interface because information otherwise associated with words, phrases and clauses is encoded in a single morphological word. In this paper, I am concerned with the implementation of the verbal structure of the polysynthetic language Murrinh-Patha and the questions this raises for the morphology-syntax interface. The Murrinh-Patha grammar is implemented with the grammar development platform XLE (Crouch et al. 2011) and uses an XFST finite state morphology (Beesley and Karttunen 2003). As Frank and Zaenen (2004) point out, a morphol- ogy module like this in combination with sublexical rules makes a lexicon with fully inflected forms unnecessary, which is especially important for a polysyn- thetic language as listing all possible morphological words would be unfeasible, if not impossible. However, this raises the question of the division of work be- tween syntactic grammar rules in XLE and morphological formations in XFST. -
Essentials of Language Typology
Lívia Körtvélyessy Essentials of Language Typology KOŠICE 2017 © Lívia Körtvélyessy, Katedra anglistiky a amerikanistiky, Filozofická fakulta UPJŠ v Košiciach Recenzenti: Doc. PhDr. Edita Kominarecová, PhD. Doc. Slávka Tomaščíková, PhD. Elektronický vysokoškolský učebný text pre Filozofickú fakultu UPJŠ v Košiciach. Všetky práva vyhradené. Toto dielo ani jeho žiadnu časť nemožno reprodukovať,ukladať do informačných systémov alebo inak rozširovať bez súhlasu majiteľov práv. Za odbornú a jazykovú stánku tejto publikácie zodpovedá autor. Rukopis prešiel redakčnou a jazykovou úpravou. Jazyková úprava: Steve Pepper Vydavateľ: Univerzita Pavla Jozefa Šafárika v Košiciach Umiestnenie: http://unibook.upjs.sk Dostupné od: február 2017 ISBN: 978-80-8152-480-6 Table of Contents Table of Contents i List of Figures iv List of Tables v List of Abbreviations vi Preface vii CHAPTER 1 What is language typology? 1 Tasks 10 Summary 13 CHAPTER 2 The forerunners of language typology 14 Rasmus Rask (1787 - 1832) 14 Franz Bopp (1791 – 1867) 15 Jacob Grimm (1785 - 1863) 15 A.W. Schlegel (1767 - 1845) and F. W. Schlegel (1772 - 1829) 17 Wilhelm von Humboldt (1767 – 1835) 17 August Schleicher 18 Neogrammarians (Junggrammatiker) 19 The name for a new linguistic field 20 Tasks 21 Summary 22 CHAPTER 3 Genealogical classification of languages 23 Tasks 28 Summary 32 CHAPTER 4 Phonological typology 33 Consonants and vowels 34 Syllables 36 Prosodic features 36 Tasks 38 Summary 40 CHAPTER 5 Morphological typology 41 Morphological classification of languages (holistic -
Glossary of Linguistic Terms
Glossary of Linguistic Terms accent Often used to refer to distinctive pronuncia tions which differ from that of Received Pronunciation It differs from dialect which includes syn tax and vocabulary as well acronym A word formed from the initial letters of the words which make up a name, e.g. NATO (from North Atlantic Treaty Organisation) active A clause in which the subject is the actor of the verb; in a passive clause the actor is not the grammatical subject; seep. 14 addressee The person being addressed or spoken to in any form of discourse adjective In traditional grammar a word which de scribes a noun, as happy in 'the happy man'; an adjective phrase is a group of one or more words fulfilling the function of an adjective; seep. 11 adverb In t:r:aditional grammar a word which de scribes a verb; in 'he ran slowly', slowly describes how he ran An adverb phrase is a group of one or more words fulfilling the function of an adverb; see p. 11 affix A morpheme which is attached to another word as an inflection or for derivation Affixes include prefixes at the beginning of a word and suffixes at the end of a word, e.g. un-god-ly with prefix un- and suffix -ly A derivational affix is used to form a new word, e.g. the suffix -less with hope gives the new word hopeless; an inflectional affix marks grammatical relations, in comes, the -s marks third person singular present indicative 159 160 Glossary alliteration The repetition of the same sound at the beginning of two or more words in close proximity, e.g. -
ENGLISH AS an ANALYTIC LANGUAGE – the Importance of Word Order
ENGLISH AS AN ANALYTIC LANGUAGE – the importance of word order In linguistic typology, an analytic language is a language that primarily conveys relationships between words in sentences by way of helper words (particles, prepositions, etc.) and word order, as opposed to utilizing inflections (changing the form of a word to convey its role in the sentence) (Wiki) AFFIRMATIVE SENTENCES subject verb(s) object I speak English I can speak English subject verb(s) indirect object direct object place time I will tell you the story at school tomorrow. NEGATIVE SENTENCE The word order in negative sentences is the same as in affirmative sentences. Note, however, that in negative sentences we usually need an auxiliary verb*: subject verbs indirect object direct object place time I will not tell you the story at school tomorrow. *An auxiliary verb helps the main (full) verb and is also called a "helping verb." With auxiliary verbs, you can write sentences in different tenses, moods, or voices. Auxiliary verbs are: be, do, have, will, shall, would, should, can, could, may, might, must, ought, etc. INTERROGATIVE SENTENCES In questions, the word order subject-verbs-object is the same as in affirmative sentences. The only thing that is different is that you usually have to put the auxiliary verb (or the main verb “be”) before the subject. Interrogatives (Question Words) are put at the beginning of the sentences: interrogative auxiliary *verb subject other verb(s) indirect object direct object place time What would you like to tell me Did you have a party in your flat yesterday? When were you here? Question Words in English The most common question words in English are the following: WHO is only used when referring to people. -
To Ba Or Not to Ba Differential Object Marking in Chinese
î To ba or not to ba Differential Object Marking in Chinese Geertje van Bergen I To ba or not to ba Differential Object Marking in Chinese Geertje van Bergen PIONIER Project Case Cross-linguistically Department of Linguistics Radboud University Nijmegen P.O. Box 9103 6500 HD Nijmegen the Netherlands www.ru.nl/pionier [email protected] III To ba or not to ba Differential Object Marking in Chinese Master’s Thesis General Linguistics Faculty of Arts Radboud University Nijmegen November 2006 Geertje van Bergen 0136433 First supervisor: Dr. Helen de Hoop Second supervisor: Prof. Dr. Pieter Muysken V Acknowledgements I would like to thank Lotte Hogeweg and the members of the PIONIER-project Case Cross-linguistically for the nice cooperation during the past year; many thanks go to Monique Lamers for the pleasant teamwork. I am especially grateful to Yangning for the close cooperation in Beijing and Nijmegen, which has laid the foundation of ¡ £¢ this thesis. Many thanks also go to Sander Lestrade for clarifying conversations over countless cups of coffee. I would like to thank Pieter Muysken for his willingness to be my second supervisor and for his useful comments on an earlier version. Also, I gratefully acknowledge the Netherlands Organisation of Scientific Research (NWO) for financial support, grant 220-70-003, principal investigator Helen de Hoop (PIONIER-project ‘Case cross-linguistically’). Especially, I would like to thank Helen de Hoop for her great support and supervision, for keeping me from losing courage and keeping me on schedule, for her indispensable comments and for all the opportunities she offered me to develop my research skills.