Nigel Duffield, Particles and Projections in Irish Syntax
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Pronouns and Prosody in Irish&Sast;
PRONOUNS AND PROSODY IN IRISH* RYAN BENNETT Yale University EMILY ELFNER University of British Columbia JAMES MCCLOSKEY University of California, Santa Cruz 1. BACKGROUND One of the stranger properties of human language is the way in which it creates a bridge between two worlds which ought not be linked, and which seem not to be linked in any other species—a bridge linking the world of concepts, ideas and propositions with the world of muscular gestures whose outputs are perceivable. Because this link is made in us we can do what no other creature can do: we can externalize our internal and subjective mental states in ways that expose them to scrutiny by others and by ourselves. The existence of this bridge depends in turn on a system or systems which can take the complex structures used in cognition (hierarchical and recursive) and translate them step by step into the kinds of representations that our motor system knows how to deal with. In the largest sense, our goal in the research reported on here is to help better understand those systems and in particular the processes of serialization and flattening that make it possible to span the divide between the two worlds. In doing this, we study something which is of central importance to the question of what language is and how it might have emerged in our species. Establishing sequential order is, obviously, a key part of the process of serialization. And given the overall perspective just suggested, it is *Four of the examples cited in this paper (examples (35), (38a), (38b), and (38c)) have sound-files associated with them. -
Understanding Irish Spelling
Understanding Irish Spelling A Handbook for Teachers and Learners Nancy Stenson and Tina Hickey Understanding Irish Spelling A Handbook for Teachers and Learners Nancy Stenson and Tina Hickey i © Stenson and Hickey 2018 ii Acknowledgements The preparation of this publication was supported by a grant from An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta, and we wish to express our sincere thanks to COGG, and to Muireann Ní Mhóráin and Pól Ó Cainín in particular. We acknowledge most gratefully the support of the Marie Skłodowska-Curie Fellowship scheme for enabling this collaboration through its funding of an Incoming International Fellowship to the first author, and to UCD School of Psychology for hosting her as an incoming fellow and later an as Adjunct Professor. We also thank the Fulbright Foundation for the Fellowship they awarded to Prof. Stenson prior to the Marie Curie fellowship. Most of all, we thank the educators at first, second and third level who shared their experience and expertise with us in the research from which we draw in this publication. We benefitted significantly from input from many sources, not all of whom can be named here. Firstly, we wish to thank most sincerely all of the participants in our qualitative study interviews, who generously shared their time and expertise with us, and those in the schools that welcomed us to their classrooms and facilitated observation and interviews. We also wish to thank the participants at many conferences, seminars and presentations, particularly those in Bangor, Berlin, Brighton, Hamilton and Ottawa, as well as those in several educational institutions in Ireland who offered comments and suggestions. -
Siollabas Bhonnleibhéal 1 (A1) Syllabus Bonnleibhéal 1 (A1)
Siollabas Bhonnleibhéal 1 (A1) Teastas Eorpach na Gaeilge Siollabas Bhonnleibhéal 1 (A1) Syllabus Bonnleibhéal 1 (A1) © Lárionad na Gaeilge, Ollscoil Mhá Nuad 3 Siollabas Bhonnleibhéal 1 (A1) Contents Page 1. Foreword .......................................................................................................... 3 2. The content of Siollabas Bhonnleibhéal 1........................................................ 3 3. Grammar .......................................................................................................... 5 4. Learners and the language learning process ................................................... 5 4.1 Learning and communication strategies ................................................... 5 4.2 Language awareness ................................................................................. 8 5. Sociocultural knowledge ................................................................................ 10 6. Skills ................................................................................................................ 10 7. Scrúdú Bhonnleibhéal 1 .................................................................................. 10 Topic 1: Meeting people .................................................................................... 11 Topic 2: Background and place of residence ..................................................... 14 Topic 3: The family ............................................................................................. 18 Topic 4: The house and accommodation -
The Grammar of Fear: Morphosyntactic Metaphor
THE GRAMMAR OF FEAR: MORPHOSYNTACTIC METAPHOR IN FEAR CONSTRUCTIONS by HOLLY A. LAKEY A DISSERTATION Presented to the Department of Linguistics and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Doctor of Philosophy March 2016 DISSERTATION APPROVAL PAGE Student: Holly A. Lakey Title: The Grammar of Fear: Morphosyntactic Metaphor in Fear Constructions This dissertation has been accepted and approved in partial fulfillment of the requirements for the Doctor of Philosophy degree in the Department of Linguistics by: Dr. Cynthia Vakareliyska Chairperson Dr. Scott DeLancey Core Member Dr. Eric Pederson Core Member Dr. Zhuo Jing-Schmidt Institutional Representative and Dr. Scott L. Pratt Dean of the Graduate School Original approval signatures are on file with the University of Oregon Graduate School. Degree awarded March 2016. ii © 2016 Holly A. Lakey iii DISSERTATION ABSTRACT Holly A. Lakey Doctor of Philosophy Department of Linguistics March 2016 Title: The Grammar of Fear: Morphosyntactic Metaphor in Fear Constructions This analysis explores the reflection of semantic features of emotion verbs that are metaphorized on the morphosyntactic level in constructions that express these emotions. This dissertation shows how the avoidance or distancing response to fear is mirrored in the morphosyntax of fear constructions (FCs) in certain Indo-European languages through the use of non-canonical grammatical markers. This analysis looks at both simple FCs consisting of a single clause and complex FCs, which feature a subordinate clause that acts as a complement to the fear verb in the main clause. In simple FCs in some highly-inflected Indo-European languages, the complement of the fear verb (which represents the fear source) is case-marked not accusative but genitive (Baltic and Slavic languages, Sanskrit, Anglo-Saxon) or ablative (Armenian, Sanskrit, Old Persian). -
Syntax-Prosody Interactions in Irish Emily Elfner University of Massachusetts Amherst, [email protected]
University of Massachusetts Amherst ScholarWorks@UMass Amherst Open Access Dissertations 2-2012 Syntax-Prosody Interactions in Irish Emily Elfner University of Massachusetts Amherst, [email protected] Follow this and additional works at: https://scholarworks.umass.edu/open_access_dissertations Part of the Phonetics and Phonology Commons, and the Syntax Commons Recommended Citation Elfner, Emily, "Syntax-Prosody Interactions in Irish" (2012). Open Access Dissertations. 505. https://doi.org/10.7275/3545-6n54 https://scholarworks.umass.edu/open_access_dissertations/505 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Open Access Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. SYNTAX-PROSODY INTERACTIONS IN IRISH A Dissertation Presented by EMILY JANE ELFNER Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY February 2012 Department of Linguistics © Copyright by Emily Jane Elfner 2012 All Rights Reserved SYNTAX-PROSODY INTERACTIONS IN IRISH A Dissertation Presented by EMILY JANE ELFNER Approved as to style and content by: _________________________________________ Elisabeth O. Selkirk, Chair _________________________________________ John Kingston, Member _________________________________________ John J. McCarthy, Member _________________________________________ James McCloskey, Member _________________________________________ Mark Feinstein, Member ________________________________________ Margaret Speas, Department Head Linguistics ACKNOWLEDGMENTS This dissertation could not have been written without the input and support from many different people. First and foremost, I would like to thank my advisor, Lisa Selkirk. Her input and support throughout the last few years has been invaluable, and I couldn’t have asked for more in an advisor. -
Shǐxīng, a Sino-Tibetan Language
Linguistics of the Tibeto-Burman Area Volume 32.1 — April 2009 , A SINO-TIBETAN LANGUAGE OF SOUTH-WEST CHINA: SHǏXĪNG ∗ A GRAMMATICAL SKETCH WITH TWO APPENDED TEXTS Katia Chirkova Centre de Recherches Linguistiques sur l’Asie Orientale, CNRS Abstract: This article is a brief grammatical sketch of Shǐxīng, accompanied by two analyzed and annotated texts. Shǐxīng is a little studied Sino-Tibetan language of South-West China, currently classified as belonging to the Qiangic subgroup of the Sino-Tibetan language family. Based on newly collected data, this grammatical sketch is deemed as an enlarged and elaborated version of Huáng & Rénzēng’s (1991) outline of Shǐxīng, with an aim to put forward a new description of Shǐxīng in a language that makes it accessible also to a non-Chinese speaking audience. Keywords: Shǐxīng; Qiangic; Mùlǐ 1. INTRODUCTION 1.1. Location, name, people The Shǐxīng 史兴语 language is spoken by approximately 1,800 people who reside along the banks of the Shuǐluò 水洛 river in Shuǐluò Township of Mùlǐ Tibetan Autonomous County (WT smi li rang skyong rdzong). This county is part of Liángshān Yí Autonomous Prefecture in Sìchuān Province in the People’s Republic of China (PRC). Shuǐluò Township, where the Shǐxīng language is spoken, is situated in the western part of Mùlǐ (WT, variously, smi li, rmi li, mu li or mu le). Mùlǐ is a mountainous and forested region of 13,246.38 m2 at an average altitude of 3,000 meters above sea level. Before the establishment of the PRC in 1949, Mùlǐ was a semi-independent theocratic kingdom, ruled by hereditary lama kings. -
Humanity Fluent Software Language
Pyash: Humanity Fluent Software Language Logan Streondj February 13, 2019 Contents 1 Introduction 4 1.1 Problem ................................... 4 1.1.1 Disglossia ............................... 4 1.2 Paradigm ................................... 5 1.2.1 Easy to write bad code ........................ 5 1.2.2 Obsolete Non-Parallel Paradigms .................... 5 1.3 Inspiration ................................. 5 1.4 Answer .................................... 5 1.4.1 Vocabulary ............................... 5 1.4.2 Grammar ................................ 5 1.4.3 Paradigm ................................ 6 I Core Language 7 2 Phonology 8 2.1 Notes .................................... 8 2.2 Contribution ................................. 8 3 Grammar 10 3.1 Composition ................................. 10 3.2 Grammar Tree ................................. 10 3.3 Noun Classes ................................. 10 3.3.1 grammatical number .......................... 12 3.3.2 noun classes for relative adjustment ................. 12 3.3.3 noun classes by animacy ........................ 13 3.3.4 noun classes regarding reproductive attributes ............ 13 3.4 Tense .................................... 13 3.5 Aspects ................................... 13 3.6 Grammatical Mood ............................... 14 3.7 participles ................................. 16 4 Dictionary 18 4.1 Prosody ................................... 18 4.2 Trochaic Rhythm ............................... 18 4.3 Espeak .................................... 18 4.4 -
Cross-Linguistic Variation in Modality Systems: the Role of Mood∗
Semantics & Pragmatics Volume 3, Article 9: 1–74, 2010 doi: 10.3765/sp.3.9 Cross-linguistic variation in modality systems: The role of mood∗ Lisa Matthewson University of British Columbia Received 2009-07-14 = First Decision 2009-08-20 = Revision Received 2010-02-01 = Accepted 2010-03-25 = Final Version Received 2010-05-31 = Published 2010-08-06 Abstract The St’át’imcets (Lillooet Salish) subjunctive mood appears in nine distinct environments, with a range of semantic effects, including weakening an imperative to a polite request, turning a question into an uncertainty statement, and creating an ignorance free relative. The St’át’imcets subjunc- tive also differs from Indo-European subjunctives in that it is not selected by attitude verbs. In this paper I account for the St’át’imcets subjunctive using Portner’s (1997) proposal that moods restrict the conversational background of a governing modal. I argue that the St’át’imcets subjunctive restricts the conversational background of a governing modal, but in a way which obli- gatorily weakens the modal’s force. This obligatory modal weakening — not found with Indo-European non-indicative moods — correlates with the fact that St’át’imcets modals differ from Indo-European modals along the same dimension. While Indo-European modals typically lexically encode quantifi- cational force, but leave conversational background to context, St’át’imcets modals encode conversational background, but leave quantificational force to context (Matthewson, Rullmann & Davis 2007, Rullmann, Matthewson & Davis 2008). Keywords: Subjunctive, mood, irrealis, modals, imperatives, evidentials, questions, free relatives, attitude verbs, Salish ∗ I am very grateful to St’át’imcets consultants Carl Alexander, Gertrude Ned, Laura Thevarge, Rose Agnes Whitley and the late Beverley Frank. -
(A1) Syllabus Bonnleibhéal 1
Siollabas Bhonnleibhéal 1 (A1) Teastas Eorpach na Gaeilge Siollabas Bhonnleibhéal 1 (A1) Syllabus Bonnleibhéal 1 (A1) © Lárionad na Gaeilge, Ollscoil Mhá Nuad 3 Siollabas Bhonnleibhéal 1 (A1) Contents Page 1. Foreword ..........................................................................................................3 2. The content of Siollabas Bhonnleibhéal 1 .......................................................3 3. Grammar ..........................................................................................................5 4. Learners and the language learning process ...................................................5 4.1 Learning and communication strategies ...................................................5 4.2 Language awareness .................................................................................8 5. Sociocultural knowledge ................................................................................10 6. Skills ................................................................................................................10 7. Scrúdú Bhonnleibhéal 1 ..................................................................................10 Topic 1: Meeting people ....................................................................................11 Topic 2: Background and place of residence .....................................................14 Topic 3: The family .............................................................................................18 Topic 4: The house and accommodation ...........................................................22 -
The Autonomous and the Passive Progressive in 20Th-Century Irish
ACTA UNIVERSITATIS UPSALIENSIS Studia Celtica Upsaliensia 5 Karin Hansson The Autonomous and the Passive Progressive in 20th-Century Irish Dissertation for the degree of Doctor of Philosophy in Celtic Languages presented at Uppsala University in 2004 ABSTRACT Hansson, K. 2004. The Autonomous and the Passive Progressive in 20th-Century Irish. Acta Universitatis Upsaliensis. Studia Celtica Upsaliensia 5. 176 pp. Uppsala. ISBN 91-554- 5899-8. The present study deals with the use of two Irish verb constructions, the auto-nomous (e.g. cuireadh litreacha chun bealaigh, ‘letters were dispatched’) and the passive progressive (e.g. bhí m’athair á leigheas acu, ‘my father was being cured by them’), in a corpus of 20th- century texts. From this corpus, 2,956 instances of the autonomous and 467 instances of the passive progressive were extracted and included in the analysis. Dialectal variation concern- ing the use of these two constructions is also surveyed. The study explores and compares the use of the autonomous and the passive progressive. The main aim of the study is to investigate the two constructions with regard to their textual functions. The features studied relate to verb and clause type, as well as the measuring of topicality of patients, implicit agents, and—in the passive progressive only—overt agents. The autonomous tends to be used when the patient is topical, or central, in the text. The passive progressive, on the other hand, is mainly used with an overt agent that is considera- bly more topical than the patient. In agent-less passive progressives, patients and implicit agents are equally low in topicality. -
Asymmetrical Negation in Bumthang
Himalayan Linguistics Asymmetrical Negation in Bumthang Naomi Peck Albert-Ludwigs-Universität Freiburg Thomas Wyatt Australian National University Mark Donohue The Living Tongues Institute for Endangered Languages ABSTRACT Less inflectional categories are found in negated clauses than are found in affirmative clauses in Bumthang, a Tibeto-Burman language of Bhutan. It is common cross-linguistically for languages to make fewer contrasts in negative clauses than in affirmative ones. In this paper we focus on the less expected appearance of the ergative case in certain negated irrealis clauses, where the use of this case would be ungrammatical in the corresponding affirmative clauses. We sketch the aspectual and case- marking systems of the language, and then present data exemplifying the interaction of case, aspect and polarity, including the use of the ergative with arguments of monovalent verbs in negated irrealis clauses. We conclude by offering an account for the behaviour observed in terms of the pragmatics of implicature. KEYWORDS negation, symmetry, asymmetry, ergativity, case, Bumthang, Bhutan, differential subject marking, Tibeto- Burman, East Bodish This is a contribution from Himalayan Linguistics, Vol. 19(1):347-364. ISSN 1544-7502 © 2020. All rights reserved. This Portable Document Format (PDF) file may not be altered in any way. Tables of contents, abstracts, and submission guidelines are available at escholarship.org/uc/himalayanlinguistics Himalayan Linguistics, Vol. 19(1). © Himalayan Linguistics 2020 ISSN 1544-7502 Asymmetrical negation in Bumthang* Naomi Peck Albert-Ludwigs-Universität Freiburg Thomas Wyatt Australian National University Mark Donohue The Living Tongues Institute for Endangered Languages 1 Introduction: asymmetries in negated clauses This paper describes asymmetries in the use of TAME (tense-aspect-mood-evidentiality) affixes in Bumthang, and the realignment of case marking that occurs in standard negation. -
A'ingae (Cofán/Kofán) Operators
Open Linguistics 2018; 4: 328–355 Research Article Kees Hengeveld*, Rafael Fischer A’ingae (Cofán/Kofán) Operators https://doi.org/10.1515/opli-2018-0018 Received May 9, 2018; accepted July 16, 2018 Abstract: The aim of this paper is to show how the TAME system of A'ingae, a language isolate spoken in Colombia and Ecuador, can be captured within the theoretical framework of Functional Discourse Grammar. An important prediction in this theory is that the surface order of TAME expressions reflects the scope relations between them in their underlying representation. An initial analysis reveals that, with three exceptions, the A'ingae TAME system confirms this prediction. Closer inspection of the three exceptions, which concern basic illocution, evidentiality, and quantificational aspect, then reveals that on the one hand, the theoretical model has to be adapted, while on the other hand some of the A'ingae facts allow for an alternative interpretation. Keywords: A'ingae, TAME-systems, Functional Discourse Grammar, quantificational aspect, reportativity, basic illocution 1 Introduction This paper studies the expression of aspect, tense, mood, evidentiality and related categories in A’ingae. The description is guided by the theoretical framework of Functional Discourse Grammar, especially by the hierarchical, layered approach to operators taken in this approach. The idea that operators are in scopal relationships leads to predictions concerning the combinability and ordering of operators that will turn out to be relevant to the A’ingae system as well. In what follows we will first, in Section 2, briefly introduce the A’ingae language. In Section 3 we then present the operator inventory of A’ingae in descriptive terms.