Modelling Structures for Situated Discourse
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O Crystal, D., Internet Linguistics: a Student Guide
BOOK REVIEWS c CRYSTAL, D., INTERNET LINGUISTICS: A STUDENT GUIDE. (NEW YORK, ROUTLEDGE. 2011. PP. IX, 179) Review by Sean Rintel School of Journalism and Communication, The University of Queensland ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ I approached this book as a teacher of novices, taking seriously David Crystal’s proposition that Internet Linguistics:A Student Guide is an introduction to a nascent field for someone with no subject-matter knowledge beyond raw experience and no language research expertise beyond simple thematic analysis. From that perspective, Crystal succeeds in building an easily grasped overview of the way in which the linguistic discipline might approach the Internet as a principled research enterprise. Generalist overviews of fields of research always encounter debates over disciplinary roots, inclusion and exclusion of fields, -
Internet Linguistics (Ling 004B) Syllabus
Swarthmore College Works Digital Humanities Curricular Development Faculty Development 2020 Internet Linguistics (Ling 004B) Syllabus Miranda Weinberg Swarthmore College, [email protected] Follow this and additional works at: https://works.swarthmore.edu/dev-dhgrants Part of the Linguistics Commons Recommended Citation Miranda Weinberg. (2020). "Internet Linguistics (Ling 004B) Syllabus". Internet Linguistics. https://works.swarthmore.edu/dev-dhgrants/38 This work is licensed under a Creative Commons Attribution 4.0 License. This work is brought to you for free by Swarthmore College Libraries' Works. It has been accepted for inclusion in Digital Humanities Curricular Development by an authorized administrator of Works. For more information, please contact [email protected]. Internet Linguistics Ling 004B Spring 2020 Course meetings Mondays 1:15-4:00 pm Sci Center 103 Instructor Dr. Miranda Weinberg [email protected] Office: Pearson 103, office hours Thursdays 1-3pm Course Description Despite predictions to the contrary, it seems that the internet has not destroyed English. But how has the internet changed language use, and the study of linguistics? This course will be an exploration of the various forms that language takes online and in other digital formats, such as texting. We will explore questions such as: • Why do my parents insist on texting in full paragraphs? • Is the internet good or bad for the future of indigenous and minority languages? • Is there a difference in meaning between :), :-), ^_^,? • What are the differences and similarities between face-to-face and online communication? We will look at a range of sources and methods for investigating language use online, and use some of these methods in our own investigations of internet language. -
Towards a Philosophy of Language Management David Crystal
Towards a philosophy of language management David Crystal Keynote paper at the conference 'Integrating Content and Language in Higher education', Maastricht, 28 June 2006 Abstract Over the past twenty years, in a number of different domains, I have been preoccupied by the relationship between content and language. Finding myself the editor of a family of general encyclopedias in the late 1980s brought an encounter with 'knowledge' which had to be integrated with my professional linguistic concerns. This has since developed to include issues in document classification, search, e-commerce, and Internet security. Other directions of integration emerged in higher education, notably the need for a synergy between linguistic and cultural studies and between language and literature. And accompanying all this has been a major change in public attitudes to language, following the reaction against institutionalized linguistic prescriptivism and the evolution of a fresh understanding of the relationship between standard and nonstandard language. The varied nature of these examples suggests the need to consider the question of integration at an appropriately general level. and it is this - on analogy with established domains such as the philosophy of science or the philosophy of religion - that the title of my paper is intended to address. Integrating content and language. It is the story of my life - and especially during the last 20 years or so of it. [ have learned how difficult it is to do. And also how wOlthwhile it is to do it. [ cannot address the conference themes to do with the implementation of this aim in educational programmes, for I have not worked in that context for some time. -
Language and the Internet
This page intentionally left blank Language and the Internet David Crystal investigates the nature of the impact which the Internet is making on language. There is already a widespread popular mythology that the Internet is going to be bad for the future of language – that technospeak will rule, standards be lost, and creativity diminished as globalization imposes sameness. The argument of this book is the reverse: that the Internet is in fact enabling a dramatic expansion to take place in the range and variety of language, and is providing unprecedented opportunities for personal creativity. The Internet has now been around long enough for us to ‘take a view’ about the way in which it is being shaped by and is shaping language and languages, and there is no one better placed than David Crystal to take that view. His book is written to be accessible to anyone who has used the Internet and who has an interest in language issues. DAVID CRYSTAL is one of the world’s foremost authorities on language, and as editor of the Cambridge Encyclopedia database he has used the Internet for research purposes from its earliest manifestations. His work for a high technology company involved him in the development of an information classification system with several Internet applications, and he has extensive professional experience of Web issues. Professor Crystal is author of the hugely successful Cambridge Encyclopedia of Language (1987; second edition 1997), Cambridge Encyclopedia of the English Language (1995), English as a Global Language (1997), and Language Death (2000). An internationally renowned writer, journal editor, lecturer and broadcaster, he received an OBE in 1995 for his services to the English language. -
Implicitness of Discourse Relations
Implicitness of Discourse Relations F atemeh T orabi Asr and V era Demberg Cluster of Excellence Multimodal Computing and Interaction (MMCI) Saarland University Campus C7.4, !"# Saarbrüc&en, Germany [email protected], [email protected] Abstract The annotations of explicit and implicit discourse connectives in the Penn Discourse Treebank make it possible to investigate on a large scale how different types of discourse relations are expressed. Assuming an account of the Uniform Information Density hypothesis we expect that discourse relations should be expressed explicitly with a discourse connector when they are unexpected, but may be implicit when the discourse relation can be anticipated. !e investigate whether discourse relations which have been argued to be expected by the comprehender exhibit a higher ratio of implicit connectors. !e "nd support for two hypotheses put forth in previous research which suggest that continuous and causal relations are presupposed by language users when processing consecutive sentences in a text. !e then proceed to analyze the effect of Implicit Causality (IC) verbs (which have been argued to raise an expectation for an explanation) as a local cue for an upcoming causal relation. Keywords: Causality Continuity Discourse relations, Discourse cues Implicit discourse relations, Corpus study Uniform Information Density. Proceedings of COLING 2012: Technical Papers, pages 2669–2684, COLING 2012, Mumbai, December 2012. 2669 1 Introduction David Hume in his prominent work “An enquiry concerning human understanding” proposed that ideas in the human mind were associated according to at least three types of relations: resemblance contiguity in time or place, and causality (Hume, 1784). -
Putting the Democracy Into Edemocracy
Putting the Democracy into eDemocracy: An investigation into the arguments for the democratic potential of the Internet ALLISON VERITY ORR 2120304 1 CONTENTS Contents ................................................................................................................................................ 2 CHAPTER 1 – INTRODUCTION............................................................................................................... 5 Overview ......................................................................................................................................... 10 The Internet ..................................................................................................................................... 13 A Brief History of the Internet ......................................................................................................... 15 Language and the Internet .............................................................................................................. 18 CHAPTER 2 - METHODOLOGY .............................................................................................................. 26 Essentially Contested Concepts ....................................................................................................... 29 Constellations of Concepts .............................................................................................................. 30 Political Disagreement and Rhetorical Arguments ......................................................................... -
Is Internet Really Ruining the English Language?
http://elr.sciedupress.com English Linguistics Research Vol. 5, No. 2; 2016 “I Have Lost All Ability To Can”: Is Internet Really Ruining The English Language? Oyedokun-Alli Wasiu Ademola1 Ph.D 1Department of English and Literary Studies, Federal University, Oye –Ekiti, Nigeria Correspondence: Oyedokun-Alli Wasiu Ademola, Ph. D, Department of English and Literary Studies, Federal University, Oye –Ekiti, Nigeria Received: March 22, 2015 Accepted: May 6, 2016 Online Published: May 26, 2016 doi:10.5430/elr.v5n2p28 URL: http://dx.doi.org/10.5430/elr.v5n2p28 Paper Presented At The 31st Annual National Conference Of The Nigeria English Studies Association (NESA), At The Federal University Lokoja, 26 -29 October, 2015. Abstract Language is an important instrument through which members of a given community express their thoughts, feelings and emotions; it is one of the most fundamental means of human communication and a primary object of the study of linguistics. It is perhaps no more than trite to suggest that the internet has become a fact of social life globally. However, proving this fact needs an ordered frame of reference. Internet linguistics is yet another domain of linguistics advocated by the English linguist, David Crystal. It studies “new language styles and forms that have arisen under the influence of the Internet and other New Media, such as Short Message Service (SMS) text messaging”, (Wikipedia). There have arisen great disputations on whether or not the use of the Internet is hindering language development. This paper examines these arguments in relation to students’ proficiency in language use, generally. To what extent can one generalize the findings in other climes within the Nigerian context? Using both the Critical Discourse Analysis theory and Braddock communication model, the study examines “sent” and “received” SMS and e-mails from the sample population, with a view to determining the impact on the users’ proficiency level in English language Keywords: Language, Internet linguistics, Text messaging 1. -
Media, Power and Representation Clara Neary & Helen Ringrow
Media, power and representation Item Type Book chapter Authors Neary, Clara; Ringrow, Helen Citation Neary, C., & Ringrow, H. (2018) Media, power and representation. In P. Seargeant, A. Hewings, & S. Pihlaja (Eds.), The Routledge Handbook of English Language Studies (pp. 294-309). London: Routledge. Publisher Routledge Rights Attribution-NonCommercial-NoDerivs 3.0 United States Download date 26/09/2021 08:09:56 Item License http://creativecommons.org/licenses/by-nc-nd/3.0/us/ Link to Item http://hdl.handle.net/10034/621529 1 Media, Power and Representation Clara Neary & Helen Ringrow ABSTRACT: As the influence of the media continues to grow – largely powered by ever- changing and increasingly rapid technological changes – continued investigation into how it uses language to create meaning is crucial. In addition, media institutions play a significant role in society as they simultaneously construct and maintain societal norms and values. Media English is a broad term referring to the ways in which language is used to construct reality on media platforms, ranging from the front cover of a print newspaper to magazine advertisements, radio programmes, text messages and tweets. This chapter summarises the key linguistic approaches to and debates within the study of Media English. It explains key contemporary media terminology; considers the dominance of English in Media English; and details research into media power and representation(s) in terms of social class, race, ethnicity, gender and so on. Both ‘traditional’ and ‘new’ media texts are considered while changes wrought by digitisation in general are discussed, particularly in terms of the rise of social media. The chapter concludes with a look at future directions in the study of Media English, highlighting new and developing research on the changing communicative choices and shifting contexts of media output. -
Discourse Relations and Defeasible Knowledge`
DISCOURSE RELATIONS AND DEFEASIBLE KNOWLEDGE* Alex Lascarides t Nicholas Asher Human Communication Research Centre Center for Cognitive Science University of Edinburgh University of Texas 2 Buccleuch Place, Edinburgh, EH8 9LW Austin, Texas 78712 Scotland USA alex@uk, ac. ed. cogsc£ asher@sygmund, cgs. utexas, edu Abstract of the event described in a, i.e. fl's event is part of the preparatory phase of a's: 2 This paper presents a formal account of the temporal interpretation of text. The distinct nat- (2) The council built the bridge. The architect ural interpretations of texts with similar syntax drew up the plans. are explained in terms of defeasible rules charac- terising causal laws and Gricean-style pragmatic Explanation(a, fl): For example the event de- maxims. Intuitively compelling patterns of defea,- scribed in clause fl caused the event described in sible entailment that are supported by the logic clause a: in which the theory is expressed are shown to un- derly temporal interpretation. (3) Max fell. John pushed him. Background(a, fl): For example the state de- The Problem scribed in fl is the 'backdrop' or circumstances under which the event in a occurred (so the event and state temporally overlap): The temporal interpretation of text involves an account of how the events described are related (4) Max opened the door. The room was pitch to each other. These relations follow from the dark. discourse relations that are central to temporal import. 1 Some of these are listed below, where Result(a, fl): The event described in a caused the clause a appears in the text before fl: the event or state described in fl: Narration(a,fl): The event described in fl is a consequence of (but not necessarily caused by) (5) Max switched off the light. -
Negation Markers and Discourse Connective Omission
Uniform Information Density at the Level of Discourse Relations: Negation Markers and Discourse Connective Omission Fatemeh Torabi Asr & Vera Demberg Saarland University fatemeh|[email protected] Abstract About half of the discourse relations annotated in Penn Discourse Treebank (Prasad et al., 2008) are not explicitly marked using a discourse connective. But we do not have extensive theories of when or why a discourse relation is marked explicitly or when the connective is omitted. Asr and Demberg (2012a) have suggested an information-theoretic perspective according to which discourse connectives are more likely to be omitted when they are marking a relation that is expected or pre- dictable. This account is based on the Uniform Information Density theory (Levy and Jaeger, 2007), which suggests that speakers choose among alternative formulations that are allowed in their lan- guage the ones that achieve a roughly uniform rate of information transmission. Optional discourse markers should thus be omitted if they would lead to a trough in information density, and be inserted in order to avoid peaks in information density. We here test this hypothesis by observing how far a specific cue, negation in any form, affects the discourse relations that can be predicted to hold in a text, and how the presence of this cue in turn affects the use of explicit discourse connectives. 1 Introduction Discourse connectives are known as optional linguistic elements to construct relations between clausal units in text: in the Penn Discourse Treebank (PDTB Prasad et al. 2008), only about half of the annotated discourse relations are marked in the text by a discourse connective. -
Obligatory Presupposition in Discourse
Obligatory presupposition in discourse Pascal Amsili1 & Claire Beyssade2* 1Université Paris Diderot & Laboratoire de Linguistique Formelle, CNRS/2Institut Jean Nicod, CNRS Paris Some presupposition triggers, like too, seem to be obligatory in discourses where the presupposition they induce is explicitely expressed. We show that this phenomenon concerns a larger class than is usually acknowledged, and suggest that this class corresponds to the class of presupposition triggers that have no asserted content. We then propose a pragmatic explanation relying on the neo-gricean notion of antipresupposition. We also show that the phenomenon has a complex interaction with discourse relations. 1. Introduction The starting point of this work is a number of situations where some presupposition triggers seem obligatory in discourse. Here are two examples. (1) a. Jean est allé il y a deux ans au Canada. Il n’ira plus là-bas. John went to Canada two years ago. He won’t go there anymore b. #Jean est allé il y a deux ans au Canada. Il n’ira pas là-bas. John went to Canada two years ago. He won’t go there c. Léa a fait une bêtise. Elle ne la refera pas. Lea did a silly thing. She won’t re-do it. d. #Léa a fait une bêtise. Elle ne la fera pas. Lea did a silly thing. She won’t do it. *This article benefitted from comments from the audience at CiD’06 (Maynooth), and particularly from discussion with Henk Zeevat. We are also very grateful to an anonymous reviewer who provided very detailed and constructive comments. -
Introduction: Sociolinguistics and Computer-Mediated Communication
Journal of Sociolinguistics 10/4, 2006: 419–438 Introduction: Sociolinguistics and computer-mediated communication Jannis Androutsopoulos University of Hannover, Germany This theme issue of Journal of Sociolinguistics comprises a number of empirical studies focusing on a range of ways in which people use language in computer-mediated communication (CMC). This introduction contextualizes the contributions to this issue by providing an outline of linguistically focused CMC studies. A critique of the research on the ‘language of CMC’ is given, and aspects of CMC research from a sociolinguistic viewpoint are presented: the move from the ‘language of CMC’ to socially situated computer- mediated discourse; its grounding in the notion of online community; and the application of sociolinguistic methodologies to its study. It is argued that CMC provides a new empirical arena for various research traditions in sociolinguistics; conversely, sociolinguistics can contribute to the interdisciplinary theorizing of CMC by demonstrating the role of language useandlinguisticvariabilityintheconstructionofinterpersonalrelationships and social identities on the Internet. KEYWORDS: Computer-mediated communication, sociolinguistics ‘WEBSLANG’ AND ‘NETSPEAK’: CHALLENGING NEW LANGUAGE MYTHS In early 2005 the Bild, Germany’s most popular tabloid newspaper, launched on its website a series of quizzes dedicated to language use on the Internet. Bearing headings such as ‘Do you understand Internet slang?’ and ‘Do you speak Chattish?’ these quizzes consist of a mixture