Quantitative Analyses of Typological Data
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Modeling Language Variation and Universals: a Survey on Typological Linguistics for Natural Language Processing
Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing Edoardo Ponti, Helen O ’Horan, Yevgeni Berzak, Ivan Vulic, Roi Reichart, Thierry Poibeau, Ekaterina Shutova, Anna Korhonen To cite this version: Edoardo Ponti, Helen O ’Horan, Yevgeni Berzak, Ivan Vulic, Roi Reichart, et al.. Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing. 2018. hal-01856176 HAL Id: hal-01856176 https://hal.archives-ouvertes.fr/hal-01856176 Preprint submitted on 9 Aug 2018 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing Edoardo Maria Ponti∗ Helen O’Horan∗∗ LTL, University of Cambridge LTL, University of Cambridge Yevgeni Berzaky Ivan Vuli´cz Department of Brain and Cognitive LTL, University of Cambridge Sciences, MIT Roi Reichart§ Thierry Poibeau# Faculty of Industrial Engineering and LATTICE Lab, CNRS and ENS/PSL and Management, Technion - IIT Univ. Sorbonne nouvelle/USPC Ekaterina Shutova** Anna Korhonenyy ILLC, University of Amsterdam LTL, University of Cambridge Understanding cross-lingual variation is essential for the development of effective multilingual natural language processing (NLP) applications. -
Essentials of Language Typology
Lívia Körtvélyessy Essentials of Language Typology KOŠICE 2017 © Lívia Körtvélyessy, Katedra anglistiky a amerikanistiky, Filozofická fakulta UPJŠ v Košiciach Recenzenti: Doc. PhDr. Edita Kominarecová, PhD. Doc. Slávka Tomaščíková, PhD. Elektronický vysokoškolský učebný text pre Filozofickú fakultu UPJŠ v Košiciach. Všetky práva vyhradené. Toto dielo ani jeho žiadnu časť nemožno reprodukovať,ukladať do informačných systémov alebo inak rozširovať bez súhlasu majiteľov práv. Za odbornú a jazykovú stánku tejto publikácie zodpovedá autor. Rukopis prešiel redakčnou a jazykovou úpravou. Jazyková úprava: Steve Pepper Vydavateľ: Univerzita Pavla Jozefa Šafárika v Košiciach Umiestnenie: http://unibook.upjs.sk Dostupné od: február 2017 ISBN: 978-80-8152-480-6 Table of Contents Table of Contents i List of Figures iv List of Tables v List of Abbreviations vi Preface vii CHAPTER 1 What is language typology? 1 Tasks 10 Summary 13 CHAPTER 2 The forerunners of language typology 14 Rasmus Rask (1787 - 1832) 14 Franz Bopp (1791 – 1867) 15 Jacob Grimm (1785 - 1863) 15 A.W. Schlegel (1767 - 1845) and F. W. Schlegel (1772 - 1829) 17 Wilhelm von Humboldt (1767 – 1835) 17 August Schleicher 18 Neogrammarians (Junggrammatiker) 19 The name for a new linguistic field 20 Tasks 21 Summary 22 CHAPTER 3 Genealogical classification of languages 23 Tasks 28 Summary 32 CHAPTER 4 Phonological typology 33 Consonants and vowels 34 Syllables 36 Prosodic features 36 Tasks 38 Summary 40 CHAPTER 5 Morphological typology 41 Morphological classification of languages (holistic -
A Quantitative and Typological Approach to Correlating Linguistic
A Quantitative and Typological Approach to Correlating Linguistic Complexity Yoon Mi Oh François Pellegrino Egidio Marsico Christophe Coupé Laboratoire Dynamique du Langage, Université de Lyon and CNRS, France {yoon-mi.oh, francois.pellegrino}@univ-lyon2.fr, {egidio.marsico, christophe.coupe}@cnrs.fr Hypothesis and objectives The equal complexity hypothesis states that "all human languages are equally complex" (Bane, 2008). Menzerath's law is well-known for explaining the phenomenon of self- regulation in phonology: "the more sounds in a syllable the smaller their relative length" (Altmann, 1980). Altmann, who made the mathematical formula of this law (Forns and Ferrer-i-Cancho, 2009), assumed that it can be applied to morphology as well - "the longer the word the shorter its morphemes" (Altmann, 1980) - and proved that the clause length depends on sentence length (Teupenhayn and Altmann, 1984). Some previous works on morphological complexity (Bane, 2008; Juola, 1998) assert- ed that morphology is a good starting point for complexity computation for its clearness, compared to other more ambiguous domains such as semantics. The best-known method of calculating morphological complexity is to take the numbers of linguistic constituents into account (Bane, 2008; Moscoso del Prado, 2011), with different mathematical formu- la to be applied to these figures. The following two paradigms are commonly employed: i) information theory (Fenk et al., 2006; Moscoso del Prado et al., 2004; Pellegrino et al., 2011) ii) Kolmogorov complexity (Bane, 2008; Juola, 1998). The main goal of our work is to explore interactions between phonological and mor- phological modules by means of crossing parameters of these two linguistic levels. -
Quantitative Linguistics*
PERSPECTIVE PAPER: QUANTITATIVE LINGUISTICS* Wolf Moskovich The Hebrew Uni\ersity of Jerusalem Introduction Qualitative analysis of language is based on the study of the opposition presence-absence of a certain linguistic phenomenon in the structure of language without taking into consideration the frequency of the phenomenon. Quantitative analysis, on the other hand, is a way of describing a linguistic system based on an estimate of the relative frequencies of the phenomena under investigation. Quantitative linguistics (statistical linguistics, linguistical statistics) is a part of modern linguistics "using statistical methods for investigation of acts of speech and the system of language" (Akhmanova, 1966, p. 219). While analyzing the application of quantitative linguistics to information science, one has to take into consideration all the three apices of the triangle: mathematical statistics, linguistics, and information science. Representatives of all three disciplines are involved in research in the field, and their attitudes towards, and judgments of quantitative linguistics are often influenced by their professional background. In the following discussion, we shall come across conflicting approaches to quantitative linguistics and its application to information science, and our judgment will always be on the side of quantitative linguistics as a sovereign linguistic field of study. Though it is commonly accepted that quantitative linguistics is a part of mathematical linguistics (or computational linguistics), every now and then there are attempts to exclude it from these disciplines. This opposition usually comes from certain mathematicians who consider mathematical linguistics to be a mathematical and not a linguistic discipline. They reduce it to a study of deductive linguistic calculi or linguistic algorithms (e.g., Gladkij and Mel'cuk, 1970). -
Languages of New York State Is Designed As a Resource for All Education Professionals, but with Particular Consideration to Those Who Work with Bilingual1 Students
TTHE LLANGUAGES OF NNEW YYORK SSTATE:: A CUNY-NYSIEB GUIDE FOR EDUCATORS LUISANGELYN MOLINA, GRADE 9 ALEXANDER FFUNK This guide was developed by CUNY-NYSIEB, a collaborative project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the Graduate Center, The City University of New York, and funded by the New York State Education Department. The guide was written under the direction of CUNY-NYSIEB's Project Director, Nelson Flores, and the Principal Investigators of the project: Ricardo Otheguy, Ofelia García and Kate Menken. For more information about CUNY-NYSIEB, visit www.cuny-nysieb.org. Published in 2012 by CUNY-NYSIEB, The Graduate Center, The City University of New York, 365 Fifth Avenue, NY, NY 10016. [email protected]. ABOUT THE AUTHOR Alexander Funk has a Bachelor of Arts in music and English from Yale University, and is a doctoral student in linguistics at the CUNY Graduate Center, where his theoretical research focuses on the semantics and syntax of a phenomenon known as ‘non-intersective modification.’ He has taught for several years in the Department of English at Hunter College and the Department of Linguistics and Communications Disorders at Queens College, and has served on the research staff for the Long-Term English Language Learner Project headed by Kate Menken, as well as on the development team for CUNY’s nascent Institute for Language Education in Transcultural Context. Prior to his graduate studies, Mr. Funk worked for nearly a decade in education: as an ESL instructor and teacher trainer in New York City, and as a gym, math and English teacher in Barcelona. -
September 2009 Special Edition Language, Culture and Identity in Asia
The Linguistics Journal – September 2009 The Linguistics Journal September 2009 Special Edition Language, Culture and Identity in Asia Editors: Francesco Cavallaro, Andrea Milde, & Peter Sercombe The Linguistics Journal – Special Edition Page 1 The Linguistics Journal – September 2009 The Linguistics Journal September 2009 Special Edition Language, Culture and Identity in Asia Editors: Francesco Cavallaro, Andrea Milde, & Peter Sercombe The Linguistics Journal: Special Edition Published by the Linguistics Journal Press Linguistics Journal Press A Division of Time Taylor International Ltd Trustnet Chambers P.O. Box 3444 Road Town, Tortola British Virgin Islands http://www.linguistics-journal.com © Linguistics Journal Press 2009 This E-book is in copyright. Subject to statutory exception no reproduction of any part may take place without the written permission of the Linguistics Journal Press. No unauthorized photocopying All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior written permission of The Linguistics Journal. [email protected] Editors: Francesco Cavallaro, Andrea Milde, & Peter Sercombe Senior Associate Editor: Katalin Egri Ku-Mesu Journal Production Editor: Benjamin Schmeiser ISSN 1738-1460 The Linguistics Journal – Special Edition Page 2 The Linguistics Journal – September 2009 Table of Contents Foreword by Francesco Cavallaro, Andrea Milde, & Peter Sercombe………………………...... 4 - 7 1. Will Baker……………………………………………………………………………………… 8 - 35 -Language, Culture and Identity through English as a Lingua Franca in Asia: Notes from the Field 2. Ruth M.H. Wong …………………………………………………………………………….. 36 - 62 -Identity Change: Overseas Students Returning to Hong Kong 3. Jules Winchester……………………………………..………………………………………… 63 - 81 -The Self Concept, Culture and Cultural Identity: An Examination of the Verbal Expression of the Self Concept in an Intercultural Context 4. -
The Critical Period Hypothesis for Language Acquisition 1) an Empirical Claim: There Is a Limited Period, in the First Years Of
The critical period hypothesis for language acquisition 1) an empirical claim: There is a limited period, in the first years of life, during which humans can acquire a language to a native- like level of proficiency. 2) a theory: The neural substrate required for language learning “loses plasticity” with maturation. Penfield & Roberts (1959) Speech and Brain mechanisms. Lenneberg (1967) The Biological Fundations of Language. “Language acquisition circuitry is not needed once it has been used. It should be dismantled if keeping it around incurs any cost [...] Greedy neural tissue lying around beyond its point of usefulness is a good candidate for the recycling bin.” Pinker, 1994, The Language Instinct. Note that there several possible explanations: - maturationnal constraints (“loss of plasiticity”) - “use it then lose it” - “use it or lose it” (Tom Bever) Critical Periodes in Animals ● Effect of visual deprivation on ocular dominance – Hubel & Wiesel (1965) Comparison of the effects of unilateral and bilateral eye closure on cortical unit responses in kittens. J Neurophysiology. ● Song learning in sparrows – Marler & Peters (2010) A Sensitive Period for Song Acquisition in the Song Sparrow, Melospiza melodia: A Case of Age- limited Learning. Ethology ● Plasticity of auditory space map: – Knudsen EI, Knudsen PF (1990) Sensitive and critical periods for visual calibration of sound localization by barn owls. J Neurosci. Knudsen and Knudsen, 1990 ● Owls equipped with prismatic spectacles within the first month of life exhibited large adaptive shifts in auditory orienting behavior, whereas owls equipped with prisms as adults did not. ● The capacity of abnormal vision to alter sound localization declined to adult levels by 70–100 d of age. -
Linguistics 001 Final Exam
Linguisti cs 001 Final Exam This exam has three parts: a section of multiple choice questions, a section of short ll-in questions, and an essay. Each section counts the same towards the overall exam grade. Your SSN Your Name Part one Multiple choice question. Select only ONE answer for each question. 1. Two languages are considered to b e related memb ers of a \language family" (a) if the ma jority of memb ers of the sp eech communities involved are of the same biological sto ck. (b) if they develop ed by normal pro cesses of language change from a common ancestor. (c) if they share at least 50% of the words in their basic vo cabulary. (d) if their sound systems, word order and in ectional categories are essentially the same. 2. Language-related sex di erences in human biology concern (a) the larynx and the lips. (b) the striate cortex and the mobility of the tongue tip. (c) the corpus cal losum and the larynx. (d) the velum and the resonant cavities of the chest. 3. The typical numb er of displays in an animal's rep ertoire is said to b e (a) ab out 3 (b) ab out 30 (c) ab out 300 (d) ab out 3,000 (e) ab out 30,000 4. In a logographic writing system, the basic written units generally corresp ond to (a) phonemes (b) morphemes (c) concepts (d) sp eech acts 5. Metered verse primarily involves restrictions on which asp ects of language structure? (a) phonology (b) morphology (c) syntax (d) semantics (e) pragmatics 1 6. -
An Introduction to Linguistic Typology
An Introduction to Linguistic Typology An Introduction to Linguistic Typology Viveka Velupillai University of Giessen John Benjamins Publishing Company Amsterdam / Philadelphia TM The paper used in this publication meets the minimum requirements of 8 the American National Standard for Information Sciences – Permanence of Paper for Printed Library Materials, ansi z39.48-1984. Library of Congress Cataloging-in-Publication Data An introduction to linguistic typology / Viveka Velupillai. â. p cm. â Includes bibliographical references and index. 1. Typology (Linguistics) 2. Linguistic universals. I. Title. P204.V45 â 2012 415--dc23 2012020909 isbn 978 90 272 1198 9 (Hb; alk. paper) isbn 978 90 272 1199 6 (Pb; alk. paper) isbn 978 90 272 7350 5 (Eb) © 2012 – John Benjamins B.V. No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any other means, without written permission from the publisher. John Benjamins Publishing Company • P.O. Box 36224 • 1020 me Amsterdam • The Netherlands John Benjamins North America • P.O. Box 27519 • Philadelphia PA 19118-0519 • USA V. Velupillai: Introduction to Typology NON-PUBLIC VERSION: PLEASE DO NOT CITE OR DISSEMINATE!! ForFor AlTô VelaVela anchoranchor and and inspiration inspiration 2 Table of contents Acknowledgements xv Abbreviations xvii Abbreviations for sign language names xx Database acronyms xxi Languages cited in chapter 1 xxii 1. Introduction 1 1.1 Fast forward from the past to the present 1 1.2 The purpose of this book 3 1.3 Conventions 5 1.3.1 Some remarks on the languages cited in this book 5 1.3.2 Some remarks on the examples in this book 8 1.4 The structure of this book 10 1.5 Keywords 12 1.6 Exercises 12 Languages cited in chapter 2 14 2. -
Malebicta INTERNATIONAL JOURNAL of VERBAL AGGRESSION
MAlebicTA INTERNATIONAL JOURNAL OF VERBAL AGGRESSION III . Number 2 Winter 1979 REINHOLD AMAN ," EDITOR -a· .,.'.""",t!. 1'''' ...... ".......... __... CD MALEDICTA PRESS WAUKESHA 196· - MALEDICTA III Animal metaphors: Shit linked with animal names means "I don't believe a word of it," as in pig, buzzard, hen, owl, whale, turtle, rat, cat, and bat shit, as well as the ever-popular horseshit. But bullshit remains the most favored, probably because of the prodigious quantity of functional droppings associated with the beast. On payday the eagle shits. Ill. Insults Shit on YDU!, eat shit!, go shit in your hat!, full ofshit, tough shit, shit-head (recall Lieutenant Scheisskopf in Catch-22), ELEMENTARY RUSSIAN OBSCENITY You shit, little shit, stupid shit, dumb shit, simple shit, shit heel; he don't know shit from Shinola, shit or get offthe pot, ·Boris Sukitch Razvratnikov chickenshit, that shit don't fetch, to be shit on, not worth diddly (or doodly) shit, don't know whether to shit orgo blind, he thinks his shit don't stink, he thinks he's King Shit, shit This article wiII concern itself with the pedagogical problems eating grin. encountered in attempting to introduce the basic concepts of IV: Fear Russian obscenity (mat) to English-speaking first-year students Scared shitless, scare the shit out of, shit green (or blue), shit at the college level. The essential problem is the fact that Rus .v,''' bricks, shit bullets, shit little blue cookies, shit out of luck, sian obscenity is primarily derivational while English (i.e., in 'r" almost shit in his pants (or britches), on someone's shit-list, this context, American) obscenity is analytic. -
Linguistics in the College of Arts and Letters
Linguistics In the College of Arts and Letters OFFICE: Education and Business Administration 334 Advising TELEPHONE: 619-594-5268 / FAX: 619-594-4877 All College of Arts and Letters majors are urged to consult with their http://www-rohan.sdsu.edu/dept/linguist/index.html department adviser as soon as possible; they are required to meet with their department adviser within the first two semesters after decla- Faculty ration or change of major. Emeritus: Bar-Lev, Donahue, Elgin, Frey, Johns, Seright, Underhill, Webb Chair: Kaplan Major Academic Plans (MAPs) Professors: Choi, Gawron, Higurashi, Kaplan, Visit http://www.sdsu.edu/mymap for the recommended courses Robinson needed to fulfill your major requirements. The MAPs Web site was Associate Professors: Csomay, Kitajima, Osman, Poole, Samraj, Wu, created to help students navigate the course requirements for their Zhang majors and to identify which General Education course will also fulfill a Assistant Professors: Keating, Malouf major preparation course requirement. Offered by the Department of Linguistics and Asian/Middle Eastern Languages Linguistics Major Master of Arts degree in linguistics. With the B.A. Degree in Liberal Arts and Sciences Major in linguistics with the B.A. degree in liberal arts and sciences. (Major Code: 15051) Minor in linguistics. All candidates for a degree in liberal arts and sciences must Certificate in teaching English as a second or foreign language complete the graduation requirements listed in the section of this (TESL/TEFL), basic and advanced. catalog on “Graduation Requirements.” No more than 48 units in lin- guistics courses can apply to the degree. The Major Students majoring in linguistics must complete a minor in another Linguistics is the scientific study of language. -
Measuring Orthographic Transparency and Morphological-Syllabic Complexity in Alphabetic Orthographies: a Narrative Review
Read Writ DOI 10.1007/s11145-017-9741-5 Measuring orthographic transparency and morphological-syllabic complexity in alphabetic orthographies: a narrative review Elisabeth Borleffs1 · Ben A. M. Maassen1 · Heikki Lyytinen2,3 · Frans Zwarts1 © The Author(s) 2017. This article is an open access publication Abstract This narrative review discusses quantitative indices measuring differences between alphabetic languages that are related to the process of word recognition. The specific orthography that a child is acquiring has been identified as a central element influencing reading acquisition and dyslexia. However, the development of reliable metrics to measure differences between language scripts hasn’t received much attention so far. This paper therefore reviews metrics proposed in the literature for quantifying orthographic transparency, syllabic complexity, and morphological complexity of alphabetic languages. The review included searches of Web of Science, PubMed, Psy- chInfo, Google Scholar, and various online sources. Search terms pertained to orthographic transparency, morphological complexity, and syllabic complexity in relation to reading acquisition, and dyslexia. Although the predictive value of these metrics is promising, more research is needed to validate the value of the metrics discussed and to understand the ‘developmental footprint’ of orthographic transparency, morphological complexity, and syllabic complexity in the lexical organization and processing strategies. & Elisabeth Borleffs [email protected] Ben A. M. Maassen [email protected] Heikki Lyytinen heikki.j.lyytinen@jyu.fi; http://heikki.lyytinen.info Frans Zwarts [email protected] 1 Center for Language and Cognition Groningen (CLCG), School of Behavioral and Cognitive Neurosciences (BCN), University of Groningen, P.O. Box 716, 9700 AS Groningen, The Netherlands 2 Department of Psychology, University of Jyva¨skyla¨, P.O.