Types and Functions of Reduplication in Palembang
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Moroccan Arabic Borrowed Circumfix from Berber: Investigating Morphological Categories in a Language Contact Situation
Lingvistika-2011-01-93 1/5/12 1:32 PM Page 231 Georgia Zellou UDK 811.411.21(64)’06:811.413 University of Colorado Boulder* MOROCCAN ARABIC BORROWED CIRCUMFIX FROM BERBER: INVESTIGATING MORPHOLOGICAL CATEGORIES IN A LANGUAGE CONTACT SITUATION 1. INTRODUCTION Moroccan Arabic (MA, hereafter) has a bound derivational noun circumfix /ta-. .-t/. This circumfix productively attaches to base nouns to derive various types of abstract nouns. This /ta-. .-t/ circumfix is unique because it occurs in no other dialect of Arabic (Abdel-Massih 2009, Bergman 2005, Erwin 1963). There is little question that this mor - pheme has been borrowed from Berber into Moroccan Arabic, as has been noted by some of the earliest analyses of the language (c.f. Guay 1918, Colon 1945). This circumfix is highly productive on native MA noun stems but not productive on borrowed Berber stems (which are rare in MA). This pattern of productivity is taken to be evidence in support of direct borrowing of morphology (c.f. Steinkruger and Seifart 2009) and against a theory where borrowed morphology enters a language as part of unanalyzed complex forms which later spread to native stems (c.f. Thomason and Kaufman 1988; Thomason 2001). Furthermore, it challenges the principle of a “borrowability hierarchy” (c.f. Haugen 1950) where lexical morphemes are borrowed before grammatical morphemes. Additionally, the prefixal portion of the MA circumfix, ta- , is a complex (presumably unanalyzed) form from the Berber /t-/ feminine + /a-/ absolute state. Moreover, the morpheme in MA has been bor - rowed as a derivational morpheme while the primary functions of the donor mor - phemes in Berber are inflectional. -
Timeline for the Eleventh Conference on Applied
TIMELINE FOR THE ELEVENTH CONFERENCE ON APPLIED LINGUISTICS November 27 - 28, 2018 Banana Inn Hotel in Bandung DAY 1 RUANG/ROOM- WAKTU/TIME NAME/NAMA JUDUL/TITLE INSTITUSI/INSTITUTION GEDUNG/BUILDING 07.30 - 08.30 Registration Ballroom 08.30 - 09.00 Opening Ballroom PLENARY SESSION 1 09.00 - 09.40 Assoc. Prof. David Mallows Learning to Teach English University College London, Ballroom 09.40 - 10.00 Q & A United Kingdom 10.00 - 10.15 Coffee Break Plaza of B'Leaf Café PARALLEL SESSION 1 Students' Problems in Writing Recount: Delving Through the Lens of SFL Universitas Pendidikan Adriani Yulia Purwaningrum and MALL Approach Indonesia An Error Analysis of Cohesive Devices in Senior High School Students' Natalia Anggrarini, Mulyono, University of Wiralodra Ballroom Writing Recount Text Ramli , Endry Boeriswati, The Effect of Teaching Methods on Students' Skill in Writing Essay Universitas Negeri jakarta Emzir Self-regulated Strategy Development Approach: A Solution for Students' Indonesia University of Satrio Aji Pramono Problem in Exposition Writing Education The Influence Of Collaborative Writing Strategy In Students' Writing Yuniar Duda, Katrina Hapili Universitas Negeri Gorontalo Recount Text Mangosteen 10.15-11.15 The Effect Of Dialogue Journal on Indonesian EFL Learners' Writing Universitas Negeri Semarang Ida Yulianawati Performance & Universitas Wiralodra Widhiyanto Textual Engagement in Undergraduate students' texts Universitas Negeri Semarang Lidwina Ardiasih, Emzir, Constructivism-based Online Learning for Writing Skill: Learners' -
Computational Analysis of Affixed Words in Malay Language Bali RANAIVO-MALANÇON School of Computer Sciences Universiti Sains Malaysia [email protected]
Computational analysis of affixed words in Malay language Bali RANAIVO-MALANÇON School of Computer Sciences Universiti Sains Malaysia [email protected] A full-system Malay morphological analyser must contain modules that can analyse affixed words, compound words, and reduplicated words. In this paper, we propose an algorithm to analyse automatically Malay affixed words as they appear in a written text by applying successively segmentation, morphographemic, morphotactic, and interpretation rules. To get an accurate analyser, we have classified Malay affixed words into two groups. The first group contains affixed words that cannot be analysed automatically. They are lexicalised affixed words (e.g. berapa, mengapa), idiosyncrasy (e.g. bekerja, penglipur), and infixed words because infixation is not productive any more in Malay language. Affixed words that belong to the first group will be filtered, treated and take off before the segmentation phase. The second group contain affixed words that can be segmented according to segmentation and morphographemic rules. Affixes are classified following their origin (native vs. borrowed), their position in relation to the base (prefix, suffix, circumfix), and the spelling variations they may create when they are added to a base. At the moment, the analyser can process affixed words containing only native prefixes, suffixes and circumfixes. In Malay language, only five native prefixes (ber-, per-, ter-, me-, pe-) may create some modification (deletion, insertion, assimilation) at the point of contact with the base. Thus the main problem in segmenting prefixed words in Malay is to determine the end of the prefix and the beginning of the base. To solve the problem, we state that each affix in Malay has only one form (i.e. -
55913518.Pdf
Advances in Social Science, Education and Humanities Research, volume 255 1st International Conference on Arts and Design Education (ICADE 2018) The Style of Silampari Dance of Lubuklinggau as a Greeting Dance in South Sumatera Indonesia Saian Badaruddin, Juju Masunah Arts Education Study Program, The School of Post-Graduate Studies Universitas Pendidikan Indonesia Bandung, Indonesia [email protected], [email protected] Abstract—The purpose of this article is to discuss the style of cultural processes of modernization, adaptation and social silampari dance different from the guest greeting dance in South change have been going on simultaneously throughout human Sumatra. This article is based on qualitative research with history. The point is to guard against the loss of ritual traditions ethnocoreological approach aimed to study the text and dance in their tribalized forms [3]. The motion is still very simple and context of silampari dances. The research used descriptive- many repetitions motion. In this case the Musi Rawas analysis method. Data were obtained through observation, community is not only the Silampari dance place is alive and interview, documentation and literature review. The research developing, but the Musi Rawas community integral helped revealed silampari dances serve as a guest-welcoming dance, shape the performance of the silampari dance [1]. while the difference lies in the style of the dances as shown through their movements, costumes, and accompanying music. Seeing the differences and distinctive features of the The difference result from the desire of each region to have an Lubuklinggau City silampari dance as a greetings dance in identity or unique feature that becomes its pride. -
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. -
Theoretical Aspects of Gitksan Phonology by Jason Camy Brown B.A., California State University, Fresno, 2000 M.A., California St
Theoretical Aspects of Gitksan Phonology by Jason Camy Brown B.A., California State University, Fresno, 2000 M.A., California State University, Fresno, 2002 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in The Faculty of Graduate Studies (Linguistics) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) December 2008 © Jason Camy Brown, 2008 Abstract This thesis deals with the phonology of Gitksan, a Tsimshianic language spoken in northern British Columbia, Canada. The claim of this thesis is that Gitksan exhibits several gradient phonological restrictions on consonantal cooccurrence that hold over the lexicon. There is a gradient restriction on homorganic consonants, and within homorganic pairs, there is a gradient restriction on major class and manner features. It is claimed that these restrictions are due to a generalized OCP effect in the grammar, and that this effect can be relativized to subsidiary features, such as place, manner, etc. It is argued that these types of effects are best analyzed with the system of weighted constraints employed in Harmonic Grammar (Legendre et al. 1990, Smolensky & Legendre 2006). It is also claimed that Gitksan exhibits a gradient assimilatory effect among specific consonants. This type of effect is rare, and is unexpected given the general conditions of dissimilation. One such effect is the frequency of both pulmonic pairs of consonants and ejective pairs of consonants, which occur at rates higher than expected by chance. Another is the occurrence of uvular-uvular and velar-velar pairs of consonants, which also occur at rates higher than chance. This pattern is somewhat surprising, as there is a gradient prohibition on cooccurring pairs of dorsal consonants. -
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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. -
University of California Santa Cruz Minimal Reduplication
UNIVERSITY OF CALIFORNIA SANTA CRUZ MINIMAL REDUPLICATION A dissertation submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in LINGUISTICS by Jesse Saba Kirchner June 2010 The Dissertation of Jesse Saba Kirchner is approved: Professor Armin Mester, Chair Professor Jaye Padgett Professor Junko Ito Tyrus Miller Vice Provost and Dean of Graduate Studies Copyright © by Jesse Saba Kirchner 2010 Some rights reserved: see Appendix E. Contents Abstract vi Dedication viii Acknowledgments ix 1 Introduction 1 1.1 Structureofthethesis ...... ....... ....... ....... ........ 2 1.2 Overviewofthetheory...... ....... ....... ....... .. ....... 2 1.2.1 GoalsofMR ..................................... 3 1.2.2 Assumptionsandpredictions. ....... 7 1.3 MorphologicalReduplication . .......... 10 1.3.1 Fixedsize..................................... ... 11 1.3.2 Phonologicalopacity. ...... 17 1.3.3 Prominentmaterialpreferentiallycopied . ............ 22 1.3.4 Localityofreduplication. ........ 24 1.3.5 Iconicity ..................................... ... 24 1.4 Syntacticreduplication. .......... 26 2 Morphological reduplication 30 2.1 Casestudy:Kwak’wala ...... ....... ....... ....... .. ....... 31 2.2 Data............................................ ... 33 2.2.1 Phonology ..................................... .. 33 2.2.2 Morphophonology ............................... ... 40 2.2.3 -mut’ .......................................... 40 2.3 Analysis........................................ ..... 48 2.3.1 Lengtheningandreduplication. -
A LINGUISTIC ANALYSIS Susi Herti Afriani School
Journal of Malay Islamic Studies Vol. 3 No. 1 June 2019 KELAKAR BETHOOK IN PALEMBANG MALAY LANGUAGE: A LINGUISTIC ANALYSIS Susi Herti Afriani School of Humanities and Communication Arts Western Sydney University, Australia Email: [email protected] Abstract This paper examines distinctive culturally-linguistic humour and directives in Palembang Malay language (hereafter referred as Palembangnese) in Indonesia. Two transcribed samples of Kelakar Bethook (KB) in Palembangnese humour were selected. The data analyses and discussion show the uniqueness of humour and directives in KB in Palembangnese. This present research contributes to the nature of linguistics in language documentation and extends the scope of speech act research in a non-western language. This study also contributes to enhancing the linguistic-cultural theory in Eastern language and culture. This research thereby contributes to distinguishing one facet of language Malay civilization by exploring distinctive cultural-linguistic practices and promoting a wider awareness of Palembangnese culture and humour. Keywords: affective-face theory, cultural-linguistic practices, directives, humour, Kelakar Bethook, Palembang Malay language. Introduction Humour and directives are two widely used communication tools in society. Palembang Malay language (hereafter Palembangnese) is a language spoken on the island of Sumatera in Indonesia. Humour plays an important role in the Palembang community and in the Palembangnese is defined as kelakar which means a joke. “Jokes refer to humorous utterances in general” (Tsakona, 2017, p. 490). Previous studies in Palembangnese have investigated Palembangnese from morphology, phonology, syntaxis, semantics and sociolinguistics analysis (Amalia & Ramlan, 2002; Dungcik, 2017; Muhidin, 2018; Oktovianny, 2004; Purnama, 2008). However, no research has investigated Palembangnese humour and directives at the level of a discourse analysis. -
USAN Naming Guidelines for Monoclonal Antibodies |
Monoclonal Antibodies In October 2008, the International Nonproprietary Name (INN) Working Group Meeting on Nomenclature for Monoclonal Antibodies (mAb) met to review and streamline the monoclonal antibody nomenclature scheme. Based on the group's recommendations and further discussions, the INN Experts published changes to the monoclonal antibody nomenclature scheme. In 2011, the INN Experts published an updated "International Nonproprietary Names (INN) for Biological and Biotechnological Substances—A Review" (PDF) with revisions to the monoclonal antibody nomenclature scheme language. The USAN Council has modified its own scheme to facilitate international harmonization. This page outlines the updated scheme and supersedes previous schemes. It also explains policies regarding post-translational modifications and the use of 2-word names. The council has no plans to retroactively change names already coined. They believe that changing names of monoclonal antibodies would confuse physicians, other health care professionals and patients. Manufacturers should be aware that nomenclature practices are continually evolving. Consequently, further updates may occur any time the council believes changes are necessary. Changes to the monoclonal antibody nomenclature scheme, however, should be carefully considered and implemented only when necessary. Elements of a Name The suffix "-mab" is used for monoclonal antibodies, antibody fragments and radiolabeled antibodies. For polyclonal mixtures of antibodies, "-pab" is used. The -pab suffix applies to polyclonal pools of recombinant monoclonal antibodies, as opposed to polyclonal antibody preparations isolated from blood. It differentiates polyclonal antibodies from individual monoclonal antibodies named with -mab. Sequence of Stems and Infixes The order for combining the key elements of a monoclonal antibody name is as follows: 1. -
Greek and Latin Roots, Prefixes, and Suffixes
GREEK AND LATIN ROOTS, PREFIXES, AND SUFFIXES This is a resource pack that I put together for myself to teach roots, prefixes, and suffixes as part of a separate vocabulary class (short weekly sessions). It is a combination of helpful resources that I have found on the web as well as some tips of my own (such as the simple lesson plan). Lesson Plan Ideas ........................................................................................................... 3 Simple Lesson Plan for Word Study: ........................................................................... 3 Lesson Plan Idea 2 ...................................................................................................... 3 Background Information .................................................................................................. 5 Why Study Word Roots, Prefixes, and Suffixes? ......................................................... 6 Latin and Greek Word Elements .............................................................................. 6 Latin Roots, Prefixes, and Suffixes .......................................................................... 6 Root, Prefix, and Suffix Lists ........................................................................................... 8 List 1: MEGA root list ................................................................................................... 9 List 2: Roots, Prefixes, and Suffixes .......................................................................... 32 List 3: Prefix List ...................................................................................................... -
05-06 2013 GPD Insides.Indd
Front Cover [Do not print] Replace with page 1 of cover PDF WILLIAM CAREY LIBRARY NEW RELEASE Developing Indigenous Leaders Lessons in Mission from Buddhist Asia (SEANET 10) Every movement is only one generation from dying out. Leadership development remains the critical issue for mission endeavors around the world. How are leaders developed from the local context for the local context? What is the role of the expatriate in this process? What models of hope are available for those seeking further direction in this area, particularly in mission to the Buddhist world of Asia? To answer these and several other questions, SEANET proudly presents the tenth volume in its series on practical missiology, Developing Indigenous Leaders: Lessons in Mission from Buddhist Asia. Each chapter in this volume is written by a practitioner and a mission scholar. Th e ten authors come from a wide range of ecclesial and national backgrounds and represent service in ten diff erent Buddhist contexts of Asia. With biblical integrity and cultural sensitivity, these chapters provide honest refl ection, insight, and guidance. Th ere is perhaps no more crucial issue than the development of dedicated indigenous leaders who will remain long after missionaries have returned home. If you are concerned about raising up leaders in your ministry in whatever cultural context it may be, this volume will be an important addition to your library. ISBN: 978-0-87808-040-3 List Price: $17.99 Paul H. De Neui Our Price: $14.39 WCL | Pages 243 | Paperback 2013 3 or more: $9.89 www.missionbooks.org 1-800-MISSION Become a Daily World Christian What is the Global Prayer Digest? Loose Change Adds Up! Th e Global Prayer Digest is a unique devotion- In adapting the Burma Plan to our culture, al booklet.