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English Phonology System

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ӨЗБЕКСТАН РЕСПУБЛИКАСЫ ЖОҚАРЫ ҲӘМ ОРТА АРНАЎЛЫ БИЛИМ МИНИСТРЛИГИ БЕРДАҚ АТЫНДАҒЫ ҚАРАҚАЛПАҚ МӘМЛЕКЕТЛИК УНИВЕРСИТЕТИ Шет тиллери факультети Инглис тили ҳәм әдебияты кафедрасы Нурумбетова Г. А., Ешимбетова Г. Д., Даулетмуратова Х. ИНГЛИС ТИЛИ ФОНОЛОГИЯЛЫҚ СИСТЕМАСЫ Оқыў-методикалық қолланба Нөкис – 2019 Нурумбетова Г. А., Ешимбетова Г. Д., Даулетмуратова Х. «ИНГЛИС ТИЛИ ФОНОЛОГИЯЛЫҚ СИСТЕМАСЫ» пәниниң оқытыў методикалық қолланбасы – Нөкис: ҚМУ 2019 – 240 бет. Бул оқытыў методикалық қолланба «ИНГЛИС ТИЛИ ФОНОЛОГИЯЛЫҚ СИСТЕМАСЫ» болып «ИНГЛИС ТИЛИ ТЕОРИЯЛЫҚ ФОНЕТИКАСЫ» пәниниң екинши басқышы ҳәм даўамы болып есапланады ҳәмде Мәмлекетлик тәлим стандарты ҳәм үлги ис бағдарламасы тийкарында дүзилген ҳәмде, оқытыў тематикалық ис бағдарлама режесин, пәнниң оқытылыў технологиясын, шегаралық хәм жуўмақлаўшы вариантларын хәм тестлерин, семинар ҳәм өз бетинше жумыслар дизимин өз ишине алады. Қарақалпақ мәмлекетлик университети Илимий-методикалық Кеңеси баслығы, оқыў ислери бойынша проректор М. Ибрагимов. «Инглис тили фонологиялық системасы» пәниниң оқытыў методикалық қолланбасы «Шет тиллери» факультети Илимий-методикалық Кеңеси мәжилисинде додаланды, баспадан шығарыў ҳәм қолланыўға усыныс етилди. 2019 жыл «5» январь «1» санлы баянламасы. «Шет тиллери» факультет Илимий-методикалық Кеңеси баслығы п.и.к., доцент Дж. Курбанбаев «Инглис тили фонологиялық системасы» пәниниң оқытыў методикалық қолланбасы «Инглис тили ҳәм әдебияты» кафедрасы мәжилисинде додаланды, баспадан шығарыў ҳәм қолланыўға усыныс етиледи. 2018 жыл «25» декабрь «4» санлы баянламасы. Кафедра баслығы ф.и.к., доцент Д. Хаджиева Пикир билдириўшилер: Тлеумуратов Г. ф.и.к., доцент Тажиева Д. п.и.к., доцент «Инглис тили фонологиялық системасы» пәниниң оқытыў методикалық қолланбасы Бердақ атындағы Қарақалпақ мәмлекетлик университети Илимий- методикалық Кеңеси мәжилисинде додаланды, баспадан шығарыў ҳәм қолланыўға усыныс етилди. 2019 жыл « 7 » январь «3» санлы баянламасы. 2 «ИНГЛИС ТИЛИ ФОНОЛОГИЯЛЫҚ СИСТЕМАСЫ» пәнин оқытыў бойынша методикалық көрсетпе «Инглис тили фонологиялық системасы» пәниниң оқыў процессиндеги орны ҳәм студентлер билимине талаплар Бул оқытыў методикалық қолланбасы «Инглис тили фонологиялық системасы» пәни бойынша Мәмлекетлик Тәлим Стандарты ҳәм үлги ис бағдарлама тийкарында дүзилген оқыў иc бағдарламасы, жыллық тематикалық календарь режеси, пәнниң оқытыў технологиясы, шегаралық ҳәм жуўмақлаўшы қадағалаў тестлери, семинар ҳәм өз бетинше жумыслар дизими ҳәм көргизбели оқыў қуралларын өз ишине қамтыйды. Бул оқытыў методикалық қолланба «Инглис тили фонологиялық системасы» пәни бойынша студентлериниң терең билимге ийе болыўына ҳәм оны әмелиятта қолланыў уқыблылықларын қәлиплестириўге бағдарланған. Ҳәзирги заман «Инглис тили фонологиялық системасы» ҳәм «Инглис тили теориялық фонетикасы» курсы усы тилдиң, фонетика ҳәм фонология басқышларына тийисли барлық ҳәдийслерди теориялық көз қарастан үйренеди. Фонология тил илиминиң тараўы сыпатында. Фонема тил бирлиги сыпатында. Фонеманың фонологиялық мектеплер тәрепинен берилген анықламалары. Фонология тилдиң сес ҳәм акустик қәсийетлерин сөзлер ҳәм гәп ағымындағы қубылыслардың ҳәдийслерин үйренетуғын лингвистиклық тараўы. Теориялық ҳәм әмелий излениўлер: Сегментал фонология ҳәм бирликлери. Суперсегментал фонология ҳәм бирликлери. Фонетиканың үйрениў обьектине қарай түрлери: Улыўмалық фонология Диалетологиялық фонологиясы Тарийхый фонология Салыстырмалы-типологиялық фонология Фонологияның аспектлери, түрлери ҳәм изертлеў методлары, артикуляцион сес ҳәм гәп ағымындағы аспектлери. Транскрипция: фонологиялық транскрипция – фонема, силлабема, графема, акцентема, интонема. Фонология тил илиминиң басқа тараўлары менен байланыслары. Бул курста тек Британия, Америка илимпазлардың теориялық пикирлери ғана емес, ал рус ҳәм Европа тилшилери және тюркий тиллер, соның ишинде өзбек, қарақалпақ илимпазлардың усы пән бойынша ерискен табыслары ҳәм пикирлерине орын берилген. Курстың тийкарғы мақсети – студентлерге инглис тили фонетикасы ҳәм фонология системасынан терең билим бериўден ибарат. Бул пәнди үйренип өзлестирген студент төмендеги ўазыйпаларды орынлаўы тийис: а) фонологияның басқа лингвистикалық пәнлери арасында тутқан орнын билиў; б) тил сеслериниң акустикалық, физиологиялық ҳәм инглис тилиниң диалектлер функционаллық аспектлерин парық етиў; в) инглис тилиниң буўын дүзилиси, акцентлик, акустикалық структурасы ҳәм олардың студенттиң ана тилинде буўын ҳәм пәт өзгешеликлерин ийелеў; г) инглис тилинде гәплердиң интонацион дүзилиси; д) инглис тилиниң әдебий (норматив), диалектлер ҳәм акцентлерге тән айтылыў нормаларын билиў ҳәм оларды инглис тилин миллий аудиторияда оқытыў усылларын билиўлери тийис. 3 «ИНГЛИС ТИЛИ ФОНОЛОГИЯЛЫҚ СИСТЕМАСЫ» пәни бойынша студентлердиң билимине, оқыўына ҳәм көнликпелерине қойылатуғын талаплар Бул курсты тыңлап тамамлаған студентлер, лекцияларда берилген теориялық билимлерди терең үйренип, ҳәр түрли айтылыў формаларын тийисли жеринде әмелде пайдаланып билиў, диалектлер ҳәм акцентлердиң, парықларын түсиндире билиў қәбилетине ийе болыўлары лазым. Фонологияның бөлимлеринде көтерилген мәселелер бойынша берилген пикирлерди түсиндире билиўлери, ҳәмде сол мәселелерге өзлериниң көз қарасларын билдириўге умтылыўлары талап етиледи. Оқыў жобасындағы басқа пәнлер менен байланысы теориялық фонетикасы ҳәм инглис тили фонологиялық системасы жоқары оқыў орнында өтилетуғын барлық пәнлер менен тиккелей байланысқан. 1. Тилдиң басқышларындағы сеслер, буўынлар, сөзлер ҳәтте гәп дүзилислеринде ҳәр қандай сегментал хәм супрасегментал өзгерислер фонетика ҳәм фонологияның хызметлери арқалы жүз береди. 2. Тилдеги бир басқыштың сөйлесиўге өтиўи екинши басқыштың хызметин талап етеди. 3. Студентлер усындай байланысларды олардың, формаларын, инглис тилиниң айтылыўларының себеплерин билиўлери керек. 4. Студентлер ҳәзирги заман инглис тили айтылыўының үстем бағдарларын, ҳэмде дүнья жүзине таралған диалектлериниң паркына дыққат аўдара отырып билип барыўлары, оларды қәсип қәнийгелигине таярлаў, сегментал ҳәм суперсегментал фонетикалық ҳэм фонологиялық қәтелерди өзлери аңсызлаўы, оларды анықлаў усылларын, ҳәмде оларды сапластырыў жоллары үстинде ислеўи керек. 5. Фонология улыўма тил илиминиң бир бөлеги екенлиги, соның менен бир қатарда, басқа пәнлер физиология, акустика, психология ҳәм психолингвистика, социология ҳәм социолингвистика, нейролингвистика, жоқары математика, статистика ҳәм экспериментал фонетикаға байланыслы екенлигин көрсетиледи. 6. Аудиториялық сабақлардың көлеми, оқытыў ҳәм студентлердиң билимин баҳалаў жобасы, пәнниң бағдарламасы менен тәмийнлениўи. «Инглис тили фонологиялық системасы» пәни «Инглис тили теориялық фонетикасы» пәнниң екинши ҳәм айырылмас баскышы ретинде «Шет тили ҳәм адебияты» бакалавр бағдары «Инглис тили» қәнигелиги студентлери ушын өтиледи. «Инглис тили теориялық фонетикасы» ҳәм «Инглис тили фонологиялық системасы» пән бойынша ҳәммеси болып 100 саат, соның ишинде 28 саат лекция, 30 саат семинар ҳәм 42 саат өзбетинше жумысы саатлар болып бөлистирилген. «Инглис тили теориялық фонетикасы» ҳәм «Инглис тили фонологиялық системасы» пәнди оқытыўдағы жаңа технологиялар ҳәр бир пәнди өзлестириў ҳәм оқытыўдың үш усылы бар. Теориялық пән болғаны ушын оны әмелият пенен байланыстырып алып барыў талап етиледи. Курсты жобаластырыў әпиўайы фонологиялық материаллардан қурамалы теорияға өтип барылады. Фонологиялық бирликлерди тиккелей көрип, гүзетип, тыңлап түсиниў усылы, яғный аудиторияда аудио-видео үскенелер кең қоллаўды талап етиледи. Семинар сабақларында ҳәм әмелий жумысларын ислеў даўамында студенттиң билим көлеми анықланады. Студентлерге илимий әдебият үстинде ислеў, презентация, проект жумысларын шөлкемлестириў, реферат, курс ҳәм диплом жумыслрын жазыў бойынша мәслаҳәтлар бериледи. Илимий дереклерден қандай пайдаланыў, үйренилип атырған мәселени критикалық ҳәм унамлы анализ ете билиў, әдебиятлардағы пикирлерди улыўмаластырыўы үйрениледи. 4 English Phonology System 5111400 - Шет тили ҳәм әдебияты (инглис тили) бакалавр бағдары студентлери ушын 5 PREFACE Phonological analysis of English often concentrates on or uses, as a reference point, one or more of the prestige or standard accents, such as Received Pronunciation for England, General American for the United States and General Australian for Australia. Nevertheless, many other dialects of English are spoken, which have developed independently from these standardized accents, particularly regional dialects. Information about these standardized accents functions only as a limited guide to all of English Phonology, which one can later expand upon once one becomes more familiar with some of the many other dialects of English that are spoken. Like many other languages, English has wide variation in pronunciation, both historically and from dialect to dialect. In general, however, the regional dialects of English share a largely similar but not identical Phonological system. Among other things, most dialects have vowel reduction in unstressed syllables and a complex set of Phonological features that distinguish fortis and lenis consonants: stop, affricate, and fricatives. Most dialects of English preserve the consonant /w/ spelled [w] and many preserve /θ/, /ð/ spelled [th], while most other Germanic languages have shifted them to /v/ and /t/, /d/: compare English will [wil] and then [ðen] with German will [vil] ‘want’ denn [den] ‘because’. The Study Guide has the following aims: to help learners of English specializing in Cross- cultural Communication organize their Self-study sessions by learning and using the fundamental principles of the English Phonological
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    ICPhS XVII Regular Session Hong Kong, 17-21 August 2011 THE ACQUISITION OF PLOSIVES AND IMPLOSIVES BY A FULFULDE-SPEAKING CHILD AGED1 FROM 5 TO 10;29 MONTHS Ibrahima Cissé, Didier Demolin & Nathalie Vallée Gipsa-lab, CNRS, Grenoble Université, France [email protected] ABSTRACT half an hour twice a month from the age of 5 months to 10 months 29 days in his family (in the This paper reports an analysis of the acquisition of village of Nokara). M was recorded interacting plosives and implosives by a Fulfulde monolingual with his mother during “normal” daily life child aged from 5 months to 10 months and 29 activities. M is growing up in a Fulfulde days. Analyses revealed that before 11 months the monolingual family and village. child was making use of complex consonant-like implosives and prenasal plosives. We provided 2.1.2. The adult data new aerodynamic analyses of adult‟s implosive /ɓ/. These aerodynamic data revealed that in Fulfulde The adult data on implosives are from I., a 28 this phoneme exhibits both voiced and voiceless years old male native speaker of Fulfulde from allophones. Nokara. A list of words containing implosives was recorded. Each word was recorded 3 times using Keywords: acquisition of plosives and implosives, an EVA2® portable workstation. This portable Fulfulde workstation provides simultaneously synchronized intra-oral pressure (Ps) measured in hPa and an 1. INTRODUCTION audio waveform of speech. The audio recording Research on child phonological acquisition focuses sampling was at 44100KHz. on several aspects of the emergence of speech production in children: prosody [7], segments [2], 2.2.
  • A Patois of Saintonge: Descriptive Analysis of an Idiolect and Assessment of Present State of Saintongeais

    A Patois of Saintonge: Descriptive Analysis of an Idiolect and Assessment of Present State of Saintongeais

    70-13,996 CHIDAINE, John Gabriel, 1922- A PATOIS OF SAINTONGE: DESCRIPTIVE ANALYSIS OF AN IDIOLECT AND ASSESSMENT OF PRESENT STATE OF SAINTONGEAIS. The Ohio State University, Ph.D., 1969 Language and Literature, linguistics University Microfilms, Inc., Ann Arbor, Michigan •3 COPYRIGHT BY JOHN GABRIEL CHIDAINE 1970 THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED A PATOIS OF SAINTONGE : DESCRIPTIVE ANALYSIS OF AN IDIOLECT AND ASSESSMENT OF PRESENT STATE OF SAINTONGEAIS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By John Gabriel Chidaine, B.A., M.A. ****** The Ohio State University 1969 Approved by Depart w .. w PLEASE NOTE: Not original copy. Some pages have indistinct print. Filmed as received. UNIVERSITY MICROFILMS PREFACE The number of studies which have been undertaken with regard to the southwestern dialects of the langue d'oi'l area is astonishingly small. Most deal with diachronic considerations. As for the dialect of Saintonge only a few articles are available. This whole area, which until a few generations ago contained a variety of apparently closely related patois or dialects— such as Aunisian, Saintongeais, and others in Lower Poitou— , is today for the most part devoid of them. All traces of a local speech have now’ disappeared from Aunis. And in Saintonge, patois speakers are very limited as to their number even in the most remote villages. The present study consists of three distinct and unequal phases: one pertaining to the discovering and gethering of an adequate sample of Saintongeais patois, as it is spoken today* another presenting a synchronic analysis of its most pertinent features; and, finally, one attempting to interpret the results of this analysis in the light of time and area dimensions.
  • The Changing EFL Teacher-Textbook Relationship in Ukraine, 1917 – 2010: a Non-Native English-Speaking Teacher’S Perspective

    The Changing EFL Teacher-Textbook Relationship in Ukraine, 1917 – 2010: a Non-Native English-Speaking Teacher’S Perspective

    University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2019-01-25 The Changing EFL Teacher-Textbook Relationship in Ukraine, 1917 – 2010: A Non-Native English-Speaking Teacher’s Perspective. An Autoethnography Chebotaryov, Oleksandr Chebotaryov, O. (2019). The Changing EFL Teacher-Textbook Relationship in Ukraine, 1917 – 2010: A Non-Native English-Speaking Teacher’s Perspective. An Autoethnography (Unpublished master's thesis). University of Calgary, Calgary, AB. http://hdl.handle.net/1880/109860 master thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY The Changing EFL Teacher-Textbook Relationship in Ukraine, 1917 – 2010: A Non-Native English-Speaking Teacher’s Perspective An Autoethnography by Oleksandr Chebotaryov A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS GRADUATE PROGRAM IN EDUCATIONAL RESEARCH CALGARY, ALBERTA JANUARY, 2019 © Oleksandr Chebotaryov 2019 Abstract The goal of this autoethnographic study is to understand the relationship between a non-native English-speaking teacher of English as a foreign language and their textbooks at different stages of their professional development, in different socio-cultural and political – Soviet and post- Soviet – contexts with the growing tendency of opposing or rejecting textbooks as educational tools.
  • The Ethiopian Language Area,Journal of Ethio Ian Studies, 8/2167-80

    The Ethiopian Language Area,Journal of Ethio Ian Studies, 8/2167-80

    DOCUMEUT RESUME FL 002 580 ED 056 566 46 AUTHOR Ferguson, Charles A. TITLE The Ethiopean LanguageArea. INSTITUTION Stanford Univ., Calif. SPONS AGENCY Institute of InternationalStudies (DHEW/OE) Washingtn, D.C. PUB DATE Jul 71 CONTRACT OEC-0-71-1018(823) NOTE 22p. EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Amharic; Consonants;*Descriptive Linguistics; *Distinctive Features;Geographic Distribution; *Grammar; *LanguageClassification; Language Patterns; LanguageTypology7 Morphology(Languages); Phonemes; *Phonology;Pronunciation; Semitic Languages; Sumali;Structural Analysis; Syntax; Tables (Data); Verbs;Vowels IDENTIFIERS *Ethiopia ABSTRACT This paper constitutesthe fifth chapterof the forthcoming volume Languagein Ethiopia.ft In aneffort to better linguistic area, theauthor analyzes define the particular in the area have phonological and grammaticalfeatures that languages in common. A numberof features havebeen identified as characteristic of the area,and this chapterdiscusses eight phonological and eighteengrammatical characteristicswhich constitute significantitems within thelanguages under illustrate the distributionof these features consideration. Tables is included. among theparticular languages. Alist of references cm Cr. D 1-LtLet_121 ar_.ok 43./4 FL THE ETHIOPIAN LANGUAGEAREA Charles A. Ferguson HEW Contract No. OEC-0-71-1018(823) Institute of InternationalStudies U.S. Office of Education U.S. DEPARTMENT OF HEALTH,EDUCATION & WcI PARE OFFICE In- EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FRO M TH E PERSONOR ORGANIZATION
  • An Introduction to English Phonetics for the Estonian Learner

    An Introduction to English Phonetics for the Estonian Learner

    TARTU STATE UNIVERSITY AN INTRODUCTION TO ENGLISH PHONETICS FOR THE ESTONIAN LEARNER O.MUTT TARTU SSm 19 7 1 TARTU STATE UNIVERSITY Chair of English AN INTRODUCTION TO ENGLISH PHONETICS FO R M ESTONIAN LEARNER O.MUTT'S preface The present survey of English pronunciation is primar­ ily intended to serve as a handbook for students of English in the Estonian S.S.R. There has been no shortage of good surveys of the pho­ netic system of British (and more recently of American) Eng­ lish either abroad or in the Soviet Union. What has been lacking, however, is a more-or-less complete account of the pronunciation of English written from the point of view of the Estonian learner. We do now have a competently written and thorough survey of English intonation and accentuation in comparison with that of Estonian (П. К. Ваараск, Тониче­ ские средства речи, ч. I—II, Таллин 1964 ), but there is as yet no comprehensive account of the English vowels and con­ sonants, of various assimilatory phenomena in English, etc. written with the Estonian learner in mind. The present hand­ book constitutes a modest attempt to fill this gap. The aim of this publication is to provide advanced Estonian learners of English with the essential theoretical and practical material which would enable them to master English pronunciation themselves and to learn how to teach it to others. Chapters 1-2, and the first four sections of Chapter 3» contain material from the course on theoretical » phonetics provided for students of English at universities and institutes in the Soviet Union.
  • Ettien Koffi's Note for Students of African Orthographies in Latin Script, This Is a Very Important Document. the Decisions C

    Ettien Koffi's Note for Students of African Orthographies in Latin Script, This Is a Very Important Document. the Decisions C

    1 Ettien Koffi’s Note For students of African orthographies in Latin script, this is a very important document. The decisions contained in this document have influenced the orthography of African languages. I have seen this document quoted in several documents. However, this is the first time I have seen the document in its entirety. I’m happy to post it on my website. However, the entire document can also be found at: http://www.bisharat.net/Documents/poal30.htm INTERNATIONAL INSTITUTE OF AFRICAN LANGUAGES AND CULTURES MEMORANDUM I Revised Edition PRACTICAL ORTHOGRAPHY OF AFRICAN LANGUAGES Published by the OXFORD UNIVERSITY PRESS for the INTERNATIONAL INSTITUTE OF AFRICAN LANGUAGES AND CULTURES 22 CRAVEN STREET LONDON, W.C. 2 1930 PRACTICAL ORTHOGRAPHY OF AFRICAN LANGUAGES INTRODUCTION THE first edition of the Practical Orthography of African Languages, consisting of 3,500 copies (3,000 in English and 500 in German) has been sold out within two years. This fact proves that the problem of finding a practical and uniform method of writing African languages has aroused widespread interest, and that the efforts of the Institute towards the solution of the problem have met with considerable response. The second edition is being printed in English, French, and German. 2 Up to the present, the principles of orthography recommended by the Institute have been accepted for the following languages: Fante, Twi, Ga, Ewe on the Gold Coast; Efik, lbo, Yoruba, and partially for Hausa in Nigeria; for Mende, Temne, Soso, Konno, Limba in Sierra Leone; Shilluk, Nuer, Dinka, Bari, Latuko, Madi, and Zande in the Sudan; in Mashonaland it is proposed for a written language to be called Shona, based on the closely related dialects of Karanga, Zezuru, Ndau, Korekore, and Manyika.
  • Ročník 68, 2017

    Ročník 68, 2017

    2 ROČNÍK 68, 2017 JAZYKOVEDNÝ ČASOPIS ________________________________________________________________VEDEcKÝ ČASOPIS PrE OtáZKY tEórIE JAZYKA JOUrNAL Of LINGUIStIcS ScIENtIfIc JOUrNAL fOr thE thEOrY Of LANGUAGE ________________________________________________________________ hlavná redaktorka/Editor-in-chief: doc. Mgr. Gabriela Múcsková, PhD. Výkonní redaktori/Managing Editors: PhDr. Ingrid Hrubaničová, PhD., Mgr. Miroslav Zumrík, PhD. redakčná rada/Editorial Board: doc. PhDr. Ján Bosák, CSc. (Bratislava), PhDr. Klára Buzássyová, CSc. (Bratislava), prof. PhDr. Juraj Dolník, DrSc. (Bratislava), PhDr. Ingrid Hrubaničová, PhD. (Bra tislava), Doc. Mgr. Martina Ivanová, PhD. (Prešov), Mgr. Nicol Janočková, PhD. (Bratislava), Mgr. Alexandra Jarošová, CSc. (Bratislava), prof. PaedDr. Jana Kesselová, CSc. (Prešov), PhDr. Ľubor Králik, CSc. (Bratislava), PhDr. Viktor Krupa, DrSc. (Bratislava), doc. Mgr. Gabriela Múcsková, PhD. (Bratislava), Univ. Prof. Mag. Dr. Ste- fan Michael Newerkla (Viedeň – Rakúsko), Associate Prof. Mark Richard Lauersdorf, Ph.D. (Kentucky – USA), doc. Mgr. Martin Ološtiak, PhD. (Prešov), prof. PhDr. Slavomír Ondrejovič, DrSc. (Bratislava), prof. PaedDr. Vladimír Patráš, CSc. (Banská Bystrica), prof. PhDr. Ján Sabol, DrSc. (Košice), prof. PhDr. Juraj Vaňko, CSc. (Nitra), Mgr. Miroslav Zumrík, PhD. prof. PhDr. Pavol Žigo, CSc. (Bratislava). technický_______________________________________________________________ redaktor/technical editor: Mgr. Vladimír Radik Vydáva/Published by: Jazykovedný ústav Ľudovíta Štúra Slovenskej
  • Microsyntactic Annotation of Corpora and Its Use in Computational Linguistics Tasks1

    Microsyntactic Annotation of Corpora and Its Use in Computational Linguistics Tasks1

    JAZyKOVEDNÝ ČASOPIS, 2017, roč. 68, č. 2 MICROSyntactic Annotation Of CORPORA AND ITS USE IN Computational LINGUISTICS TASKS1 LEONID IOMDIN A. A. Kharkevich Institute for Information Transmission Problems, Russian Academy of Sciences, Moscow, Russia IOMDIN, Leonid: Microsyntactic Annotation of Corpora and Its Use in Computational Linguistics Tasks. Journal of Linguistics, 2017, Vol. 68, No 2, pp. 169 – 178. Abstract: Microsyntax is a linguistic discipline dealing with idiomatic elements whose important properties are strongly related to syntax. In a way, these elements may be viewed as transitional entities between the lexicon and the grammar, which explains why they are often underrepresented in both of these resource types: the lexicographer fails to see such elements as full-fledged lexical units, while the grammarian finds them too specific to justify the creation of individual well-developed rules. As a result, such elements are poorly covered by linguistic models used in advanced modern computational linguistic tasks like high-quality machine translation or deep semantic analysis. A possible way to mend the situation and improve the coverage and adequate treatment of microsyntactic units in linguistic resources is to develop corpora with microsyntactic annotation, closely linked to specially designed lexicons. The paper shows how this task is solved in the deeply annotated corpus of Russian, SynTagRus. Keywords: Text corpora, Russian syntactically tagged corpus SynTagRus, syntactic idioms, microsyntactic annotation, microsyntactic dictionary 1 INtrODUctOrY rEMArKS The theory of microsyntax has been developed by the author over the last 15 years (recent publications include [1], [2], [3], [4]). In this theory, which has much in common with construction grammar (see e.g.
  • Ferdinand De Saussure

    Ferdinand De Saussure

    Introduction to Theoretical and Applied Linguistics Ferdinand de Saussure /1857-1913/ Introduction to Theoretical and Applied Linguistics FERDINAND DE SAUSSURE /1857-1913/ PERSONALIA PAGE FERDINAND DE SAUSSURE • Ferdinand de Saussure (/soʊˈsjʊər/; French: [fɛʁdinɑ̃ də sosyʁ]; 26 November 1857 – 22 February 1913) was a Swiss linguist and semiotician. His ideas laid a foundation for many significant developments in both linguistics and semiology in the 20th century. • He is widely considered one of the founders of 20th- century linguistics and one of two major founders (together with Charles Sanders Peirce (/pɜːrs/ "purse"; 10 September 1839 – 19 April 1914) ) of semiotics/ semiology. SAUSSURE'S SYSTEM OF SCIENCES General Psychology Social Psychology Semiology Linguistics External Internal Synchronic Diachronic SEMIOLOGY • Beginning with the Greek word sēméion meaning "sign", Saussure proposes a new science of "Semiology": "a science that studies the life of signs within society" SYNTAGMATIC AND PARADIGMATIC RELATIONS • Syntagmatic means one element selects the other element either to precede it or to follow it. For example, the definitive article "the" selects a noun and not a verb. “ SAUSSUREAN TRICHOTOMY [trɪ'kɔtəmɪ] OF LANGUAGE • Le Langage is most easily understood and indeed explained as a rule-abiding game. It is a universal system which has an underlying, fundamental, structure so that linguistic communication can work. • La langue is the actual language spoken, for instance; French, German or English. The language of the speaker. • La parole is the individual speech act. Romantic and humanistic readings influence one’s parole. READ MORE ON THIS TOPIC LINK SYNTAGMATIC AND PARADIGMATIC RELATIONS • Paradigmatic analysis is the analysis of paradigms embedded in the text rather than of the surface structure (syntax) of the text which is termed syntagmatic analysis.