FLST: Linguistic Foundations
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Analyzing Words with Roots and Affixes Essential Question: How Can I Determine the Meaning of a Word Using Its Roots And/Or Affixes? TEK
Analyzing Words with Roots and Affixes Essential Question: How can I determine the meaning of a word using its roots and/or affixes? TEK (2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes Vocabulary Affix – word part Root - word part added either to that gives the the beginning or word its primary end of a root (or meaning base word) to change its root meaning Vocabulary root prefix suffix Vocabulary incredible cred in- -ible not + believe + able to Vocabulary biography graph bio- -y life + write + condition of Root & Affix Flipbooks O Use the lists of prefixes, roots, and suffixes on the slides that follow to create vocabulary flip books. We will be using our flip books to practice analyzing and building different words. O On the front side of the card (hole in the top left-hand corner), write the root or affix. Try to add a picture or graphic, if can think of one, to help you remember the meaning. O On the back side of the card, write the definition of the word part, and at least two examples within-a-word. On my website, go to “STAAR Review Centers” on the right-side. Prefixes Root, Prefix or Meaning Examples Suffix antisocial, antiseptic, antithesis, antibody, anti, ant against, opposite antinomies, antifreeze, antipathy from, down, away, to do detach, deploy, derange, decrease, deodorize, de- the opposite, reverse, devoid, deflate, degenerate against out of, away from, exit, exhale, exclusive, exceed, explosion, ex- ex- lacking, former mayor exter-, extra-, external, extrinsic, extraordinary, extrapolate, outside of, beyond extro- extraneous, extrovert in, im into, on, near, towards instead, import illegible, irresolute, inaction, inviolate, in, im, il, ir not innocuous, intractable, innocent, impregnable, impossible, imposter Notice that some affixes have multiple meanings. -
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The Genesis of Michif: A First Hypothesis PETER BAKKER University of Amsterdam Michif as a Mixed Language Since Richard Rhodes read the first paper on Michif at the Eighth Algon quian Conference in 1977, much work has been done on the language. A number of additional papers have been read at the Algonquian Conference (Weaver 1983; Rhodes 1985, 1987; Papen 1987) and others have been pub lished elsewhere (see Bakker 1989c for a bibliography). Most of this work focussed either on description or on the problem of genetic classification that this language poses. Michif remains an unusual language, with its verb phrase from Cree and its noun phrase from French. Does the language have two half grammars, and two phonological systems? Is it a Romance or an Algonquian language, or a Creole, a pidgin, a mixed language, or whatever? These are the questions that people have tried to answer. It is now probably agreed that Michif is a mixed language. It is a convincing case, even for those linguists who maintain that mixed languages do not exist. Its mixture is also unique: Michif has (Plains) Cree verbs and French nouns. No other language has a similar distribution of elements from two different languages. Nobody thus far has attempted to explain its genesis, although this is one of the more intriguing problems this language poses. In this paper1 I will present a preliminary answer to this question. The problem can be phrased as consisting of two sub-questions: first, why is Michif a mixed language? Second, why is the language mixed in this particular way? To Fie dwork on Cree and Michif were made possible with a Canadian Studies Graduate Student Award in 1987-1988. -
Types and Functions of Reduplication in Palembang
Journal of the Southeast Asian Linguistics Society JSEALS 12.1 (2019): 113-142 ISSN: 1836-6821, DOI: http://hdl.handle.net/10524/52447 University of Hawaiʼi Press TYPES AND FUNCTIONS OF REDUPLICATION IN PALEMBANG Mardheya Alsamadani & Samar Taibah Wayne State University [email protected] & [email protected] Abstract In this paper, we study the morphosemantic aspects of reduplication in Palembang (also known as Musi). In Palembang, both content and function words undergo reduplication, generating a wide variety of semantic functions, such as pluralization, iteration, distribution, and nominalization. Productive reduplication includes full reduplication and reduplication plus affixation, while fossilized reduplication includes partial reduplication and rhyming reduplication. We employed the Distributed Morphology theory (DM) (Halle and Marantz 1993, 1994) to account for these different patterns of reduplication. Moreover, we compared the functions of Palembang reduplication to those of Malay and Indonesian reduplication. Some instances of function word reduplication in Palembang were not found in these languages, such as reduplication of question words and reduplication of negators. In addition, Palembang partial reduplication is fossilized, with only a few examples collected. In contrast, Malay partial reduplication is productive and utilized to create new words, especially words borrowed from English (Ahmad 2005). Keywords: Reduplication, affixation, Palembang/Musi, morphosemantics ISO 639-3 codes: mui 1 Introduction This paper has three purposes. The first is to document the reduplication patterns found in Palembang based on the data collected from three Palembang native speakers. Second, we aim to illustrate some shared features of Palembang reduplication with those found in other Malayic languages such as Indonesian and Malay. The third purpose is to provide a formal analysis of Palembang reduplication based on the Distributed Morphology Theory. -
Text Complexity by Dr
Author Monographs Text Complexity By Dr. Timothy Shanahan University of Illinois at Chicago Member, National Reading Panel; President, International Reading Association, 2006 Chair, National Literacy Panel and National Early Literacy Panel It would be too costly and All texts are not equal. Some texts inconvenient to perform the above- are harder to read and comprehend. explained process for every text, of Just as there are individual differences course, so a second fundamental in children, there are individual premise of readability measurement differences in the texts that we ask is that the measure must specifically children to read. Some children summarize only text features or read better than others, and there characteristics, and not how easily are a variety of reasons for these read the text has been in the past. On differences in reading abilities. The the basis of this enumeration of text same is true of texts. Some texts are features, the formula has successfully easier or harder, and there are several predicted reader comprehension for reasons for these differences. texts. The purpose of this essay is to describe what factors Readability measures have evolved since they first cause texts to differ and to explore the relationship of appeared. Now, most readability formulas only measure text difficulty and children’s learning. two factors: word complexity and sentence complexity (Klare, 1984). Thus, measuring the readability or What makes text complex? complexity of a text involves an evaluation of the words: counting the average number of letters or syllables, Since the 1920s, there has been interest in measuring checking the frequency of the words (common words text difficulty or readability (Lively & Pressey, 1923). -
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. -
The Lexile Framework: Unnecessary and Potentially Harmful
The Lexile Framework: Unnecessary and Potentially Harmful Stephen Krashen CSLA (California School Library Association) Journal 24(2): 25-26, 2001 The Lexile Framework attempts to solve a problem that doesn't exist. It is a readability formula that "stands firmly in the tradition of classic readability formulas" (Stenner, 1996, p. 23) that assigns reading levels to texts based on word frequency and sentence length. The Lexile Framework is intended to help teachers and librarians recommend supplementary reading that is at the right reading level: "For example, an eighth-grade girl who is interested in sports but is not reading at grade level might be able to handle a biography of a famous athlete. The teacher may not know, however, whether that biography is too difficult or too easy for the student. " All the teacher has to do is use the Lexile Framework on the text and the student and select a book at the right level. Then, "as the reader improves, new titles with higher text measures can be chosen to match the growing person (sic) measure, thus keeping the comprehension rate at the chosen level." (Stenner, 1996, p. 22). Not Necessary None of this is necessary, and it is probably harmful. There is a much easier way for readers to select texts: Are they comprehensible and interesting? It doesn't take long for a reader to determine this: All it takes is sampling a little of the text (reading it). Our eighth grader simply needs to have a look at a few biographies. Teachers and librarians can certainly help in text selection and they do this all the time, with great success. -
How to Check a Readability Score with Microsoft Word
How to Check a Readability Score with Microsoft Word Step 1: Open your Informed Consent document in Word. Step 2: Look at the top tool bar and click “Review.” It should the ninth option at the top in Word 365. Step 3: Click “Check Document” or “Spelling Check.” It should be on the right at the very top with the image of a green check mark and the letters ‘abc’. Step 4: A small window should pop up that reads “Readability Statistics,” like the one to the right. *If this window does not automatically pop up for you, try these steps: (1) Go to “File,” then “Options.” (2) Select “Proofing.” (3) Under “When correcting spelling and grammar in Word,” make sure the “Check grammar with spelling” check-box is selected. (4) Select “Show readability statistics.” (5) Try starting over with Step 2. If you still can’t get the readability statistics to show, please click the help button in the top tool bar for step-by-step instructions on how to enable this feature. Step 5: “Flesh-Kincaid Grade Level” in this window is the number the IRB is concerned with regarding readability for the population you are studying. Guidelines - Any population that requires an advanced degree (2-year degree or more) must have a reading level of 12.0 or below. - Children or other special populations (the elderly, prison inmates, etc.) must have a reading level of 3.0 or below. - The general public or any other population that does not fit into the other two categories must have a reading level of 8.0 or below. -
Affix Ordering in Optimal Construction Morphology
John Benjamins Publishing Company This is a contribution from Morphological Metatheory. Edited by Daniel Siddiqi and Heidi Harley. © 2016. John Benjamins Publishing Company This electronic file may not be altered in any way. The author(s) of this article is/are permitted to use this PDF file to generate printed copies to be used by way of offprints, for their personal use only. Permission is granted by the publishers to post this file on a closed server which is accessible to members (students and staff) only of the author’s/s’ institute, it is not permitted to post this PDF on the open internet. For any other use of this material prior written permission should be obtained from the publishers or through the Copyright Clearance Center (for USA: www.copyright.com). Please contact [email protected] or consult our website: www.benjamins.com Tables of Contents, abstracts and guidelines are available at www.benjamins.com Affix ordering in Optimal Construction Morphology Sharon Inkelas University of California, Berkeley This paper sketches an integrated approach to affix ordering within Optimal Construction Morphology, a bottom-up, competition based model of word production in which each step of affixation is the optimal choice among competing possibilities (Caballero & Inkelas 2013). Optimality-theoretic models are natural fits for affix ordering, a complex phenomenon governed by a mix of conflicting universal and language-specific factors which interact differently in every language. This study covers familiar, global cross-linguistic principles such as semantic relevance (e.g., Bybee 1985) and scope (e.g., Baker 1988; Rice 2000), integrating them with local lexical selectional restrictions (e.g., Fabb 1988); it also incorporates usage-based factors such as Complexity-Based Ordering (e.g., Hay & Plag 2004). -
Lessons from Halkomelem Salish
University of Pennsylvania Working Papers in Linguistics Volume 13 2007 Issue 1 Proceedings of the 30th Annual Penn Article 28 Linguistics Colloquium 2007 Requirements for a unified Binding Theory: Lessons from Halkomelem Salish Dennis R. Storoshenko Follow this and additional works at: https://repository.upenn.edu/pwpl Recommended Citation Storoshenko, Dennis R. (2007) "Requirements for a unified Binding Theory: Lessons from Halkomelem Salish," University of Pennsylvania Working Papers in Linguistics: Vol. 13 : Iss. 1 , Article 28. Available at: https://repository.upenn.edu/pwpl/vol13/iss1/28 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/pwpl/vol13/iss1/28 For more information, please contact [email protected]. Requirements for a unified Binding Theory: Lessons from Halkomelem Salish This working paper is available in University of Pennsylvania Working Papers in Linguistics: https://repository.upenn.edu/pwpl/vol13/iss1/28 Requirements for a Unified Binding Theory: Lessons from Halkomelem Salish Dennis Ryan Storoshenko* 1 Introduction In characterizing the distribution of pronouns and reflexives in natural lan guage, two schools of thought are generally cited. One, which I will refer to as the structural approach, is based in the binding conditions of Chomsky (1981), as modified through later permutations of his syntactic theory. An other approach, defined in Reinhart and Reuland (1993 ), makes reference to predicate-argument structure; this will be identified as the predicate approach. In this paper, I present data on reflexivity and the distribution pronominals in Halkomelem Salish, demonstrating that neither the structural nor the predicate approach will accurately account for the phenomena observed. Once reached, this conclusion will feed further research into binding theory, outlining the phenomena a unified binding theory will need to capture. -
Introduction on the Class of Adlectives in Coast Tslmshlan1 Tonya N
275 On the Class of Adlectives In Coast Tslmshlan1 description of Coast Tsimshian parts of speech is to be made. There are two basic issues associated with Tonya N. Stebbins developing an analysis of particles in Coa~t Tsimshian. Firstly we must consider their status in the lexicon; to University of Melbourne decide whether the particles are inflectional or derivational morphemes, or simply phonologically dependent words; and secondly we must find some way to distinguish grammatically defined subsets within the category. Introduction This study was motivated by an analysis of Coast Tsimshian parts-of-speech which is being undertaken in Particles require some account as they form a significant part of the lexical resources of the Coast Tsimshian connection with the preparation of a dictionary of Coast Tsimshian. The following discussion considers the language. Linguistic theory, particularly through the work of Zwicky (1985), and Zwicky & Pullum (1983) no relationship between the semantic class of Adjectival meanings and the grammatically defined class of longer accommodates acategorial parts of speech. The category of 'particles' is acategorial in that members of Adjectives in Coast Tsimshian. this category share no positive defining properties. In general, forms have made their way into this class by virtue of not clearly belonging anywhere else. This is often because the function and distribution of the particles The class of Adjectives does not occur as a large open class in aU languages. In this paper I will argue that is poorly understood. When Boas listed the particles of Coast Tsimshian. he made it clear that his analysis was Coast Tsimshian is a language which has a small closed Adjective cla~s (§ 1). -
Smog Readability Formula
The Smog Readability Formula Adapted from McLaughlin, G. (1969). SMOG grading: A new readability formula. Journal of Reading, 12 (8). 639-646. The SMOG conversion tables were developed by Harold C. McGraw, Office of Educational Research, Baltimore Co. Public Schools, Towson, MD. The SMOG Readability Formula is a simple method you can use to determine the reading level of your written materials. If a person reads at or above a grade level, they will understand 90-100% of the information. Generally, you need to aim for a reading level of sixth grade or less. In addition, to ensure that the text is clear and readable, read your draft aloud. How to use the SMOG formula: 1. Count 10 sentences in a row near the beginning of your material. Count 10 sentences in the middle. Count 10 sentences near the end. (30 total sentences) 2. Count every word with three or more syllables in each group of sentences, even if the same word appears more than once. 3. Add the total number of words counted. Use the SMOG Conversion Table I to find the grade level. If your material has fewer than 30 sentences, follow the instructions for "SMOG on Shorter Passages" and use SMOG Conversion Table II. Word Counting Rules: • A sentence is any group of words ending with a period, exclamation point, or question mark. • Words with hyphens count-as-one-word. • Proper nouns are counted. • Read numbers out loud to decide the number of syllables. • In long sentences with colons or semicolons followed by a list, count each part of the list with the beginning phrase of the sentence as an individual sentence. -
Variable Affix Order: Grammar and Learning
VARIABLEAFFIX ORDER: GRAMMAR AND LEARNING Kevin M. Ryan University of California, Los Angeles While affix ordering often reflects general syntactic or semantic principles, it can also be arbi- trary or variable. This article develops a theory of morpheme ordering based on local morphotac- tic restrictions encoded as weighted bigram constraints. I examine the formal properties of morphotactic systems, including arbitrariness, nontransitivity, context-sensitivity, analogy, and variation. Several variable systems are surveyed before turning to a detailed corpus study of a vari- able affix in Tagalog. Bigram morphotactics is shown to cover Tagalog and the typology, while other formalisms, such as alignment, precedence, and position classes, undergenerate. Moreover, learning simulations reveal that affix ordering under bigram morphotactics is subject to analogical pressures, providing a learning-theoretic motivation for the specific patterns of variation observed in Tagalog. I raise a different set of objections to rule-based approaches invoking affix movement. Finally, I demonstrate that bigram morphotactics is restrictive, being unable to generate unattested scenarios such as nonlocal contingency in ordering.* Keywords: affix order, morphotactics, morphology, variation, Tagalog Though the order in which morphemes are realized within a word is sometimes predictable on general syntactic or semantic grounds, ordering can also be subject to language-specific constraints, or exhibit free variation. Without denying the roles of the interfaces in affix ordering, this article focuses on the grammar and learnability of its ar- bitrary aspects. The theory of morphotactics must cover phenomena such as countersco- pal or otherwise arbitrary ordering restrictions, nontransitivity (e.g. X-Y [*Y-X] and Y-Z [*Z-Y], but Z-X [*X-Z]), context-sensitivity (e.g.