Inheritance in Word Grammar
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Creating Words: Is Lexicography for You? Lexicographers Decide Which Words Should Be Included in Dictionaries. They May Decide T
Creating Words: Is Lexicography for You? Lexicographers decide which words should be included in dictionaries. They may decide that a word is currently just a fad, and so they’ll wait to see whether it will become a permanent addition to the language. In the past several decades, words such as hippie and yuppie have survived being fads and are now found in regular, not just slang, dictionaries. Other words, such as medicare, were created to fill needs. And yet other words have come from trademark names, for example, escalator. Here are some writing options: 1. While you probably had to memorize vocabulary words throughout your school years, you undoubtedly also learned many other words and ways of speaking and writing without even noticing it. What factors are bringing about changes in the language you now speak and write? Classes? Songs? Friends? Have you ever influenced the language that someone else speaks? 2. How often do you use a dictionary or thesaurus? What helps you learn a new word and remember its meaning? 3. Practice being a lexicographer: Define a word that you know isn’t in the dictionary, or create a word or set of words that you think is needed. When is it appropriate to use this term? Please give some sample dialogue or describe a specific situation in which you would use the term. For inspiration, you can read the short article in the Writing Center by James Chiles about the term he has created "messismo"–a word for "true bachelor housekeeping." 4. Or take a general word such as "good" or "friend" and identify what it means in different contexts or the different categories contained within the word. -
Character-Word LSTM Language Models
Character-Word LSTM Language Models Lyan Verwimp Joris Pelemans Hugo Van hamme Patrick Wambacq ESAT – PSI, KU Leuven Kasteelpark Arenberg 10, 3001 Heverlee, Belgium [email protected] Abstract A first drawback is the fact that the parameters for infrequent words are typically less accurate because We present a Character-Word Long Short- the network requires a lot of training examples to Term Memory Language Model which optimize the parameters. The second and most both reduces the perplexity with respect important drawback addressed is the fact that the to a baseline word-level language model model does not make use of the internal structure and reduces the number of parameters of the words, given that they are encoded as one-hot of the model. Character information can vectors. For example, ‘felicity’ (great happiness) is reveal structural (dis)similarities between a relatively infrequent word (its frequency is much words and can even be used when a word lower compared to the frequency of ‘happiness’ is out-of-vocabulary, thus improving the according to Google Ngram Viewer (Michel et al., modeling of infrequent and unknown words. 2011)) and will probably be an out-of-vocabulary By concatenating word and character (OOV) word in many applications, but since there embeddings, we achieve up to 2.77% are many nouns also ending on ‘ity’ (ability, com- relative improvement on English compared plexity, creativity . ), knowledge of the surface to a baseline model with a similar amount of form of the word will help in determining that ‘felic- parameters and 4.57% on Dutch. Moreover, ity’ is a noun. -
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. -
Case Grammar and Its Implications to Developing Writing Skills
n°11 (1998), 53-62 Case grammar and its implications to developing writing skills Abstract This article exposes the existing controversy among researchers about the role of traditional grammar in helping students to overcome their grammatical errors. It consequently shows the relevance of Fillmore’s Case Grammar to developing writing skills and improving linguistic proficiency. The strength of this semantic grammar lies in its "universalism and "generativism". It enables its users to generate MOUMENE Ahmed an infinitude of sentences and to avoid the burden of negative transfer. Institut des Langues It also offers new strategies to understand, analyse and criticise the Etrangères novel and the short story in an objectively-satisfying manner. Université Mentouri Constantine, Algérie 1.THE STATE OF THE ART he word grammar has first begun with the TGreek philosophical speculations and has come to mean “the art of speaking and writing correctly”. The twentieth century, however, has brought about many doubts about the contribution of ﻣﻠﺨﺺ traditional grammar to the development of linguistic ﻳﺘﻨﺎول هﺬا اﻟﻤﻘﺎل اﻟﺠﺪل اﻟﻘﺎﺋﻢ proficiency. As a result, some linguistic theories have ﺑﻴﻦ اﻟﺒﺎﺣﺜﻴﻦ ﺣﻮل دور اﻟﻘﻮاﻋﺪ been put forward to help learners to grapple with the اﻟﺘﻘﻠﻴﺪﻳﺔ ﻓﻲ ﻡﺴﺎﻋﺪة اﻟﻄﻠﺒﺔ ﻋﻠﻰ intricacies of language. Case Grammar has become ﺕﺨﻄﻲ اﻷﺧﻄﺎء اﻟﻨﺤﻮﻳﺔ، وﻳﺒﺮز ﻡﺪى very popular because it can account for linguistic ﻥﺠﺎﻋﺔ ﻗﻮاﻋﺪ اﻟﺤﺎﻻت ﻟـ : ﻓﻴﻠﻤﻮر ﻓﻲ structures that cannot be accounted for by traditional, structural and transformational grammars. This is due ﺕﻄﻮﻳﺮ ﻡﻬﺎراﺕﻬﻢ اﻟﻜﺘﺎﺑﻴﺔ و ﺕﺤﺴﻴﻦ to the fact that this theory deals with sentences ﻗﺪراﺕﻬﻢ اﻟﻠﻐﻮﻳﺔ . وﺕﻜﻤﻦ ﻗﻮة هﺬﻩ without losing sight of the interaction of syntactic and اﻟﻘﻮاﻋﺪ اﻟﺪﻻﻟﻴﺔ ﻓﻲ آﻮﻥﻬﺎ ﻗﻮاﻋﺪ semantic valency. -
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. -
The Shift and Equivalence of English Sentence Word Order As It Is Translated Into Indonesia
THE SHIFT AND EQUIVALENCE OF ENGLISH SENTENCE WORD ORDER AS IT IS TRANSLATED INTO INDONESIA Suyudi Universitas Gunadarma Jalan Margonda Raya 100 [email protected] ABSTRACT The problems of this research area: Are there equivalence and shifts between the English and Indonesian word order in the translation of English sentences into Indonesian? And the aims of this research are to describe equivalence and shift between the English and Indonesia word order in the translation of English sentences into Indonesian. This research uses qualitative method, which is descriptive because it relates with word and sentences. This research analyze the equivalence and shift occurred in the translation of English sentences into Indonesian. The data is taken from the English novel the switch by Sandra Brown and its translated version by Monica Dwi Chresnayani. Data are classified into two categories, they are: Equivalence and shifts occurred in the translation of English sentence word order as it is translated into Indonesian. The number of equivalence of the word order is 37% and the number of shifts is 63%. We can conclude that the shifts occurred more than the equivalence. Keywords: Translation, shift, equivalence, word order. this sentence into Indonesian is 1. INTRODUCTION setelah menemukan buku yang dicari dia mengacungkannya (Adv + S + P + The subject of the research is O). Here we can see that there is the possible word order in trans- equivalence of sentence word order lating English sentences into Indo- at the level of clause. But this nesian by analyzing any shift and doesn't always happens all the ti- equivalence occurred in the trans- me, sometime, however, the trans- lation of English sentences into lation from English into Indonesian Indonesian Sometimes English sen- experience different word order in tence has the same word order of its sentences. -
GPTL 49 Fillmore2
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Göteborgs universitets publikationer - e-publicering och e-arkiv Published in Gothenburg Papers of Theoretical Linguistics 49, Göteborg University, Dept of Linguistics. 1985 FILLMORE’S CASE THEORY AND THEMATIC ROLES IN GB THEORY – A COMPARISON AND CRITICISM DORA KÓS-DIENES 1 INTRODUCTION 1 The aim of this paper is to compare two theories concerning the relation between some semantic characteristics of words and the syntactic structures they can be inserted in: Fillmore's deep case (DC) theory on the one hand and the theory of thematic roles ( θ-roles) on the other. It might be appropriate to clarify these terms here to some extent. It is not uncommon to read about "Fillmore's case grammar". We must, however, keep in mind that Fillmore himself, at least in his later writings rejected this terminology stating that his case theory is not a complete, coherent model of grammar, it is just a way of describing some aspects of lexical structure and clause types (197762). Fillmore has developed his theory in a number of articles between 1968 and 1977 (see also Huddleston 1970). During these nine years several alterations were introduced. Remarkably enough, with a few exceptions the literature still keeps referring to the first paper in the series, Case for Case (1968), in spite of the numerous reconsiderations and sometimes quite drastic changes introduced in the later versions. In this paper, I will try to follow these alterations, thus 'case theory" here does not mean the first version of the theory. -
Linguistics 1A Morphology 2 Complex Words
Linguistics 1A Morphology 2 Complex words In the previous lecture we noted that words can be classified into different categories, such as verbs, nouns, adjectives, prepositions, determiners, and so on. We can make another distinction between word types as well, a distinction that cuts across these categories. Consider the verbs, nouns and adjectives in (1)-(3), respectively. It will probably be intuitively clear that the words in the (b) examples are complex in a way that the words in the (a) examples are not, and not just because the words in the (b) examples are, on the whole, longer. (1) a. to walk, to dance, to laugh, to kiss b. to purify, to enlarge, to industrialize, to head-hunt (2) a. house, corner, zebra b. collection, builder, sea horse (3) c. green, old, sick d. regional, washable, honey-sweet The words in the (a) examples in (1)-(3) do not have any internal structure. It does not seem to make much sense to say that walk , for example, consists of the smaller parts wa and lk . But for the words in the (b) examples this is different. These are built up from smaller parts that each contribute their own distinct bit of meaning to the whole. For example, builder consists of the verbal part build with its associated meaning, and the part –er that contributes a ‘doer’ reading, just as it does in kill-er , sell-er , doubt-er , and so on. Similarly, washable consists of wash and a part –able that contributes a meaning aspect that might be described loosely as ‘can be done’, as it does in refundable , testable , verifiable etc. -
Semantics : Primes and Universals: Primes and Universals Anna Wierzbicka
Semantics : Primes and Universals: Primes and Universals Anna Wierzbicka 0191588598, 9780191588594 1996 Semantics : Primes and Universals: Primes and Universals Oxford University Press, UK, 1996 Anna Wierzbicka This book provides a synthesis of Wierzbicka's theory of meaning, which is based on conceptual primitives and semantic universals, using empirical findings from a wide range of languages. While addressed primarily to linguists, the book deals with highly topical and controversial issues of central importance to several disciplines, including anthropology, psychology, and philosophy. - ;Conceptual primitives and semantic universals are the cornerstones of a semantic theory which Anna Wierzbicka has been developing for many years. Semantics: Primes and Universals is a major synthesis of her work, presenting a full and systematic exposition of that theory in a non-technical and readable way. It delineates a full set of universal concepts, as they have emerged from large-scale investigations across a wide range of languages undertaken by the author and her colleagues. On the basis of empirical cross-linguistic studies it vindicates the old notion of the 'psychic unity of mankind', while at the same time offering a framework for the rigorous description of different languages and cultures. - ;A major synthesis of Anna Wierzbicka's work - file download lyw.pdf Jan 1, 2001 Emotions in Crosslinguistic Perspective ISBN:9783110880168 Jean Harkins, Anna Wierzbicka Language Arts & Disciplines 427 pages This volume aims to enrich the current interdisciplinary theoretical discussion of human emo-tions by presenting studies based on extensive linguistic data from a wide range of Semantics : Primes and Universals: Primes and Universals download Anna Wierzbicka Language Arts & Disciplines The Semantics of Grammar The semantics of grammar presents a radically semantic approach to syntax and morphology. -
Words Their Way®: Sixth Edition © 2016 Stages of Spelling Development
Words Their Way®: Word Study for Phonics, Vocabulary, and Spelling Instruction, Sixth Edition © 2016 Stages of Spelling Development Words Their Way®: Sixth Edition © 2016 Stages of Spelling Development Introduction In this tutorial, we will learn about the stages of spelling development included in the professional development book titled, Words Their Way®: Word Study for Phonics, Vocabulary, and Spelling Instruction, Sixth Edition. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. 1 Words Their Way®: Word Study for Phonics, Vocabulary, and Spelling Instruction, Sixth Edition © 2016 Stages of Spelling Development Three Layers of English Orthography There are three layers of orthography, or spelling, in the English language-the alphabet layer, the pattern layer, and the meaning layer. Students' understanding of the layers progresses through five predictable stages of spelling development. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. 2 Words Their Way®: Word Study for Phonics, Vocabulary, and Spelling Instruction, Sixth Edition © 2016 Stages of Spelling Development Alphabet Layer The alphabet layer represents a one-to-one correspondence between letters and sounds. In this layer, students use the sounds of individual letters to accurately spell words. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. 3 Words Their Way®: Word Study for Phonics, Vocabulary, and Spelling Instruction, Sixth Edition © 2016 Stages of Spelling Development Pattern Layer The pattern layer overlays the alphabet layer, as there are 42 to 44 sounds in English but only 26 letters in the alphabet. In this layer, students explore combinations of sound spellings that form visual and auditory patterns. Copyright © 2017 by Pearson Education, Inc. -
Discourse Grammar As I Self-Isolate
cadernos.abralin.org EXPERIENCE REPORT REFLECTING ON FUNCTIONAL DISCOURSE GRAMMAR AS I SELF-ISOLATE J. Lachlan MACKENZIE VU Amsterdam, De Boelelaan 1105, 1081 HV Amsterdam, Países Baixos ABSTRACT These reflections begin by sketching the origins of Functional Discourse Grammar (FDG) in Simon Dik’s Functional Grammar and then by setting out some of the major principles of FDG. The Dik-inspired approach emphasized here puts a focus on an interpretation of the theory that gives a prominent place to dialogue and the speakers' communicative strategies. The discussion commences with speakers’ discursive strategies and then moves on to their lexical strategies. Finally, drawing on corpus data, attention is devoted to the verb self-isolate in English, a new verb that was created in the early days of the coronavirus crisis. OPEN ACCESS RESUMO EDITORS As origens da Gramática Discursivo-Funcional (GDF) encontram-se na – Miguel Oliveira, Jr. (UFAL) – René Almeida (UFS) Gramática Funcional de Simon Dik. Depois de explicitar alguns dos principais princípios da GDF, este ensaio salienta uma abordagem pós- REVIEWERS dikiana que dá um lugar de destaque ao diálogo e às estratégias – Daniel Velasco (UNIOVI) – Roberto Camacho (UNESP) comunicativas dos falantes. O núcleo das reflexões debruça-se sobre as estratégias discursivas dos falantes e, em seguida, passa para as DATES estratégias lexicais. Finalmente, com base em dados de corpus, dedica- –Received: 03/26/2021 – Accepted: 04/20/2021 se atenção ao verbo self-isolate em inglês, um novo verbo que foi criado –Published: 06/25/2021 nos primeiros dias da crise do coronavírus. HOW TO CITE MACKENZIE, J. Lachlan (2021). -
Theme Markedness in English and Spanish: a Systemic-Functional
Theme markedness in English and Spanish: A Systemic-Functional Approach Maite Taboada Program in English Linguistics Deparment of English Philology Universidad Complutense de Madrid Tutor: Dr. Julia Lavid No. of credits: 4 May 1995 Contents Contents ............................................................................................................... 1 List of figures and tables ...................................................................................... 3 1 Introduction ......................................................................................................... 4 2 Review of literature ............................................................................................ 6 3 Towards a functional approach to Theme .......................................................... 11 4 Word order in Spanish: some remarks ............................................................... 14 4.1 Word order in non-sentence constructions ...................................................... 14 4.2 Word order within the sentence ...................................................................... 17 4.2.1 Given-new constraints .......................................................................... 19 4.2.2 End -weight ......................................................................................... 21 4.2.3 Other factors ....................................................................................... 22 4.3 Unmarked word order structures ...................................................................