1 Introduction
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II Levels of Language
II Levels of language 1 Phonetics and phonology 1.1 Characterising articulations 1.1.1 Consonants 1.1.2 Vowels 1.2 Phonotactics 1.3 Syllable structure 1.4 Prosody 1.5 Writing and sound 2 Morphology 2.1 Word, morpheme and allomorph 2.1.1 Various types of morphemes 2.2 Word classes 2.3 Inflectional morphology 2.3.1 Other types of inflection 2.3.2 Status of inflectional morphology 2.4 Derivational morphology 2.4.1 Types of word formation 2.4.2 Further issues in word formation 2.4.3 The mixed lexicon 2.4.4 Phonological processes in word formation 3 Lexicology 3.1 Awareness of the lexicon 3.2 Terms and distinctions 3.3 Word fields 3.4 Lexicological processes in English 3.5 Questions of style 4 Syntax 4.1 The nature of linguistic theory 4.2 Why analyse sentence structure? 4.2.1 Acquisition of syntax 4.2.2 Sentence production 4.3 The structure of clauses and sentences 4.3.1 Form and function 4.3.2 Arguments and complements 4.3.3 Thematic roles in sentences 4.3.4 Traces 4.3.5 Empty categories 4.3.6 Similarities in patterning Raymond Hickey Levels of language Page 2 of 115 4.4 Sentence analysis 4.4.1 Phrase structure grammar 4.4.2 The concept of ‘generation’ 4.4.3 Surface ambiguity 4.4.4 Impossible sentences 4.5 The study of syntax 4.5.1 The early model of generative grammar 4.5.2 The standard theory 4.5.3 EST and REST 4.5.4 X-bar theory 4.5.5 Government and binding theory 4.5.6 Universal grammar 4.5.7 Modular organisation of language 4.5.8 The minimalist program 5 Semantics 5.1 The meaning of ‘meaning’ 5.1.1 Presupposition and entailment 5.2 -
A Puzzle About Demonstratives and Semantic Competence
A puzzle about demonstratives and semantic competence Jeff Speaks May 11, 2016 1 Compositionality and semantic competence . 1 2 Compositionality and Kaplan's account of context-sensitivity . 4 3 Demonstratives and intentions . 6 4 The problem of conflicting intentions . 11 5 Theories of trumping . 13 5.1 No tolerance theories . 13 5.2 Special intention theories . 14 5.2.1 De re intentions . 14 5.2.2 Demonstrative intentions . 14 5.2.3 Referential intentions . 16 5.3 Relational theories . 17 5.3.1 Salience . 17 5.3.2 Audience uptake theories . 18 5.3.3 Explanatory relations . 18 6 The problem . 22 My aim in this paper is to lay out a number of theses which are very widely held in contemporary philosophy of language and linguistics, and to argue that, given some extra theses for which I'll argue, they are inconsistent. Some of this will involve going through some very well-trodden territory { my hope is that presenting this familiar ground in the way that I do will help to make plain the problem that I aim to identify. 1 Compositionality and semantic competence The central aim of (in one use of that term) the theory of meaning is to give a compo- sitional semantic theory for a natural language. We can think of a theory of this sort as doing two things: ◦ Assigning meanings to the simple expressions of the language. ◦ Giving rules for deriving the meanings of arbitrary complex expressions from the meanings of the expressions of which they are composed, and the way in which those expressions are combined. -
9:30 - 11:00 SZB, Room 240
PHILOSOPHY OF LANGUAGE Department of Philosophy, UT, Austin Phil 332, Spring 2013 Unique Number 42755 T/TH: 9:30 - 11:00 SZB, Room 240 INSTRUCTOR Lawrence Ray Buchanan E-mail: [email protected] Phone: (512) 471-7396 Office: Waggener Hall 4th Floor Room # 416B Office hours: Tuesdays 11:30 – 12:30 COURSE SUMMARY The course focuses on various philosophical issues concerning language. Topics to be discussed include, but are not limited to, the following: speaker-meaning, conversational implicature, sentence/expression-meaning, reference, modality, and propositional attitude ascriptions. COURSE REQUIREMENTS Assignments: • Two 6-7 page papers on topics selected from a list of prompts given by instructor. The first of these papers will be worth 20% of the student’s final grade for the course; the second will be worth 25% of the grade for the course. • One in-class midterm worth 25% of the student’s final grade. • A take-home final exam worth 25% of the grade. • Class participation and attendance (5%). Regarding the *participation* component of your grade: I expect regular attendance and participation in our course. Moreover, I expect you to have read the material for lecture carefully in advance. However, should my expectations on either front fail to be met, I reserve the right to assign (short) in-class written assignments regarding the required reading for the day that will then be counted towards the participation component of your grade. Late work: I do not accept work after the due date without a valid documented excuse. Please Note: One of the principal aims of this course is to give students experience with writing in an academic discipline. -
Equative Constructions in World-Wide Perspective
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ZENODO 1 Equative constructions in world-wide perspective Martin Haspelmath & the Leipzig Equative Constructions Team1 Abstract: In this paper, we report on a world-wide study of equative constructions (‘A is as big as B’) in a convenience sample of 119 languages. From earlier work, it has been known that European languages often have equative constructions based on adverbial relative pronouns that otherwise express degree or manner (‘how’, ‘as’), but we find that this type is rare outside Europe. We divide the constructions that we found into six primary types, four of which have closely corresponding types of comparative constructions (‘A is bigger than B’). An equative construction often consists of five components: a comparee (‘A’), a degree-marker (‘as’), a parameter (‘is big’), a standard-marker (‘as’), and a standard (‘B’). Most frequently, the parameter is the main predicate and the equative sense is expressed by a special standard-marker. But many languages also have a degree-marker, so that we get a construction of the English and French type. Another possibility is for the equality sense to be expressed by a transitive ‘equal’ (or ‘reach’) verb, which may be the main predicate or a secondary predicate. And finally, since the equative construction is semantically symmetrical, it is also possible to “unify” the parameter and the standard in the subject position (‘A and B are equally tall’, or ‘A and B are equal in height’). But no language has only a degree-marker, leaving the standard unmarked. -
Theme’ in English: Their Syntax, Semantics and Discourse Functions
The Many Types of ‘Theme’ in English: their Syntax, Semantics and Discourse Functions Robin P. Fawcett The Many Types of ‘Theme’ in English: their Syntax, Semantics and Discourse Functions Robin P. Fawcett Emeritus Professor of Linguistics Cardiff University This book is being worked on, intermittently, so please forgive any inconsistencies of numbering, etc. I would be very grateful if you felt able to send me your comments and suggestions for improvements, including improvements in clarity. However, plans for publishing this work in this form in the near future have been shelved, as a result of the decision to focus on three other books: Fawcett forthcoming 2009a, forthcoming 2009b and forthcoming 2010 (for which see the References). The last of these will include material from the descriptive portion of the present work. I still intend to bring this work up to book- publishing standard at some point in the near future. Meanwhile I am happy for it to be used and cited, if you wish. CHANGES TO BE MADE Networks derived from Figure 2 will be added at appropriate points throughout. The figure numbers will be changed to start anew for each chapter. Notes comparing this approach with the networks in Halliday and Matthiessen 2004 and Thompson 2004 will be added (noting Thompson’s use of our term ‘enhanced’). Other possible changes (marked by XXX) will be considered. Perhaps I shall add the ‘fact’ that the word beginning with ‘t’ that was looked up most frequently on dictionary.com in 2005 was ‘theme’! Contents Preface 1 Introduction 1.1 Three -
The Origin of the Celtic Comparative Type Oir Tressa, MW
170 R. Schmitt 16: offenbar noch nicht erschienen 14. 17: Het'owm Patmic', Patmowt'iwn T'at'arac' [Hethum der Histori ker Geschichte der Tataren] / Getum Patmic, Istorija Tatar / Hetum Patmich, History of Tatars, 4°, 1981, [Vlj, 704 S. (T: Ven~tik 1842; ]3: The Origin of the Celtic Comparative Type Olr. tressa, Bambis Asoti Eganyan; 642-691 Wortliste, Namen und Datlerungen em MW Jrech 'stronger' scblieBend; 692-702 Namenliste). 18/1-2: Step'anos Taronec'i Asolik, Patmowt'iwn Tiezerakan [Stepha The comparison of adjectives in Celtic presents many interesting fea nos von Taraun Asolik, Universalgeschichte] / Stepanos TaroneCl AsohIi<, tures 1, Some of these are structural and grammatical, such as the restric Obscaja Istorija / Stepanos Taronetsi Asoghik, General History, 8', 1: tion of the comparative to predicative position and the introdnction of a A-E, 1987 15, [IV], 707 S.; 2: m:-M, 1987 15 , [IV], 683 S. (T: S. Peterburg fourth degree of comparison, the equative, beside the usual positive, 1885; B: Valarsak Arzowmani K 'osyan; I 658-666, II 638-645 Namenhste; comparative and superlative. But there are purely formal peculiarities as 1667-706, II 646--682 Wortliste)15. well. Irregularly compared adjectives are synchronically very conspicuous 19/1-2: Frik, Banastelcowt'yownner [Frik, Gedichte] / Frik, Stihotvo in Old Irish and Middle Welsh, and many of the individual irregularities renija / Frik, Poems, 8°,1: A-K, 1986, [IV], 598 S.; 2: H-F, 1987,482 S. that they display are also puzzling from a diachronic point of view. A case (T: Erevan 1941; B: DSxowhi Sowreni Movsisyan; R: Alek'sandr S~mom in point is the Old Irish comparative ending in -a, the origin of which has Margaryan; I 563, II 449 Namenliste; I 564-597, II 450-481 Worthste). -
The Meaning of German Wie in Equative Comparison (Follow-Up of the Project Expressing Similarity, UM 100/1-1)
Beschreibung des Vorhabens / Project Description The meaning of German wie in equative comparison (follow-up of the project Expressing similarity, UM 100/1-1) Carla Umbach Zentrum für Allgemeine Sprachwissenschaft (ZAS), Berlin Institut für deutsche Sprache und Literatur (ISDL I), Universität Köln Februar 2016 1 State of the art and preliminary work1 Introduction The topic of this proposal is the meaning of German wie in equative comparison including scalar as well as non-scalar cases, cf. (1). The semantics of equatives has up to now been studied nearly exclusively from the perspective of the comparative, excluding non-scalar equatives from the analysis. Moreover, the semantics of equatives has been studied nearly exclusively from the perspective of English, which does not suggest a uniform analysis of scalar and non-scalar cases due to their different forms. In German, both scalar and non-scalar equatives are based on wie-clauses thus calling for a uniform analysis. (1) a. Anna ist so groß wie Berta. 'Anna is as tall as Berta.' b. Anna hat so eine Tasse wie Berta. 'Anna has a mug like Berta's. c. Anna hat so getanzt wie Berta. 'Anna danced like Berta.' In this project, a generalized account of German equatives will be developed including scalar as well as non-scalar cases. The core piece of this account is (i) the idea that equatives express similarity, that is, indistinguishability with respect to a given set of features and (ii) that this results from the meaning of the standard marker wie, which is not semantically empty (as assumed in standard degree semantics) but has a meaning of its own. -
Similatives and the Argument Structure of Verbs∗
Similatives and the argument structure of verbs∗ Jessica Rett May 2012 Abstract I begin with the observation in Haspelmath and Buchholz (1998) that languages tend to use the same morpheme to mark the standard of comparison across equation constructions. In English, it is the morpheme as, in similatives like John danced as Sue (did) and equatives like John is as tall as Sue (is). The first goal of this paper is to provide an analysis of as that accounts for its distribution across these constructions. The second goal of this paper is to provide an account of Haspelmath and Buchholz's second observation, which is that while languages can form equatives with parameter markers (the first as in John is as tall as Sue (is)), languages generally do not form similatives with parameter markers. I suggest that equation constructions are a test for lexicalized argumenthood, i.e. that the equation of a non-lexicalized argument prohibits the presence of a PM, and, for English, vice-versa. This leads to the conclusion that, contrary to recent claims (Pi~n´on2008, Bochnak forthcoming), verbs, unlike adjectives, generally do not lexicalize degree arguments. 1 Introduction This paper has a narrow empirical goal and a broader theoretical goal. The former has to do with several con- structions which form a natural morphological and semantic class across languages: equation constructions, exemplified in (1) and (2) in English. (1) a. John read the same book as Sue. same/different construction b. John is as tall as Sue. equative (2) a. John danced as Sue did. (manner) similative b. -
Kambari Orthography Design
Kambari Orthography Design Janie P. Stark S+L +nternational 2010 ii S+L e-Books 16 ©2010 S+L +nternational +SBN: 978-1-55671-245-6 +SSN: 1934-2470 Fair Use Policy Books published in the S+L e-Books (S+LEB) series are intended for scholarly research and educational use. You may make copies of these publications for research or instructional purposes free of charge (within fair use guidelines) and without further permission. Republication or commercial use of S+LEB or the documents contained therein is expressly prohibited without the written consent of the copyright holder(s). Series Editor George Huttar Volume Editor Mary Huttar Managing Editor Bonnie Brown Compositor Karoline Fisher iii DED+CAT+ON To My husband, John, without whom + wouldn’t have finished this book. iv Editor’s Note This work is a slightly revised version of the author’s 2000 Ph.D. dissertation, University of +lorin, Nigeria. Since the initial version of this book was written, many important works on orthography design have appeared (e.g., Handbook of Orthography and Literacy, ed. by R. Malatesha Joshi and P.G. Aaron, Routledge, 2005). Due to circumstances beyond the author’s control none of these recent works are included in the references. The reader should keep in mind that this work describes only one case of writing system development. Several principles of orthography design are discussed in detail. One principle which is left implicit is that community participation is a key factor in the development of an acceptable writing system. v FOREWORD This study deals with designing writing systems: it goes beyond basic principles of orthography development to develop a series of principles intended to guide orthography decisions in situations where the basic principles fall short. -
183 Manuel García-Carpintero and Max Kölbel
Philosophy in Review XXXIV (2014), no. 3-4 Manuel García-Carpintero and Max Kölbel (eds.) The Continuum Companion to the Philosophy of Language. London and New York: Continuum 2012. 304 pages $190.00 (Hardcover ISBN 9780826444066) Gillian Russell and Delia Graff Fara (eds.) The Routledge Companion to Philosophy of Language. New York and London: Routledge 2012. 924 pages $225.00 (Hardcover ISBN 9780415993104) Recent years have seen several major encyclopedic publications devoted to philosophy of language. After the success of Pergamon’s Concise Encyclopedia of Philosophy of Language (1997), Blackwell’s Companion to the Philosophy of Language (1997) and Guide to the Philosophy of Language (2006), and the Oxford Handbook of Philosophy of Language (2006), Routledge and Continuum have published their own compendia. The organizational and methodological principles of the two books are different. Whereas The Continuum Companion (CCPL) provides nine comprehensive essays (and an editorial introduction, and conclusion on recent developments and new directions), The Routledge Companion (RCPL) comprises 68 shorter chapters organized into seven main sections. Those differences make the two volumes complementary to one another in a very interesting way. CCPL starts with an editorial introduction in which Manuel García-Carpintero traces the main issues in the history of the philosophy of language, focusing on the achievement of Frege, Russell, and especially Wittgenstein. In García-Carpintero’s view ‘the core issues in the philosophy of language are first put forth with compelling self-conscious depth in Wittgenstein’s Tractatus Logico-Philosophicus’ (1) and ‘it was in the Tractatus that the proper dimensions and interconnections of the main problems confronted afterwards in the discipline are clearly envisaged for the first time’ (2). -
Pragmatic Encroachment Jeremy Fantl and Matthew Mcgrath in His
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Missouri: MOspace Pragmatic Encroachment Jeremy Fantl and Matthew McGrath In his classic (1953) article, Richard Rudner claims that in accepting a hypothesis the scientist must make the decision that the evidence is sufficiently strong or that the probability is sufficiently high to warrant the acceptance of the hypothesis. Obviously, our decision regarding the evidence and respecting how strong is ‘strong enough’, is going to be a function of the importance , in the typically ethical sense, of making a mistake in accepting or rejecting the hypothesis… How sure we need to be before we accept a hypothesis will depend on how serious a mistake would be . (2, emphasis Rudner’s) According to Rudner, an adequate account of the conditions of warranted hypothesis acceptance must include reference to an ethical or more broadly a pragmatic factor. Rudner explicitly confines his discussion to the evidence or probability needed to be warranted in accepting a hypothesis, where acceptance for him seems to be subject to voluntary control, at least in certain cases: we decide the evidence is sufficiently strong. But in the past decade a number of philosophers have offered views similar to Rudner’s about a broader range of epistemic concepts. For example, regarding knowledge, Jeremy Fantl and Matthew McGrath ((2002) and (2007)), John Hawthorne (2004), and Jason Stanley (2005) 1 have recommended views according to which, whether a subject knows something to be the case depends on their practical situation. This sort of conclusion shouldn’t strike us as immediately implausible. -
The Study of Language and Language Acquisition
1 The Study of Language and Language Acquisition We may regard language as a natural phenomenon—an aspect of his biological nature, to be studied in the same manner as, for instance, his anatomy. Eric H. Lenneberg, Biological Foundations of Language (), p. vii 1.1 The naturalistic approach to language Fundamental to modern linguistics is the view that human language is a natural object: our species-specific ability to acquire a language, our tacit knowledge of the enormous complexity of language, and our capacity to use language in free, appropriate, and infinite ways are attributed to a property of the natural world, our brain. This position needs no defense, if one considers the study of language is an empirical inquiry. It follows, then, as in the study of biological sciences, linguistics aims to identify the abstract properties of the biological object under study—human language—and the mechanisms that govern its organization. This has the goal set in the earliest state- ments on modern linguistics, Chomsky’s The Logical Structure of Linguistic Theory (). Consider the famous duo: () a. Colorless green ideas sleep furiously. b. *Furiously sleep ideas green colorless. Neither sentence has even a remote chance of being encountered in natural discourse, yet every speaker of English can perceive their differences: while they are both meaningless, (a) is grammatically Language Acquisition well formed, whereas (b) is not. To understand what precisely this difference is is to give ‘a rational account of this behavior, i.e., a theory of the speaker’s linguistic intuition . the goal of linguistic theory’ (Chomsky /: )—in other words, a psychology, and ultimately, biology of human language.