Key Ideas in Linguistics
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The Empirical Base of Linguistics: Grammaticality Judgments and Linguistic Methodology
UCLA UCLA Previously Published Works Title The empirical base of linguistics: Grammaticality judgments and linguistic methodology Permalink https://escholarship.org/uc/item/05b2s4wg ISBN 978-3946234043 Author Schütze, Carson T Publication Date 2016-02-01 DOI 10.17169/langsci.b89.101 Data Availability The data associated with this publication are managed by: Language Science Press, Berlin Peer reviewed eScholarship.org Powered by the California Digital Library University of California The empirical base of linguistics Grammaticality judgments and linguistic methodology Carson T. Schütze language Classics in Linguistics 2 science press Classics in Linguistics Chief Editors: Martin Haspelmath, Stefan Müller In this series: 1. Lehmann, Christian. Thoughts on grammaticalization 2. Schütze, Carson T. The empirical base of linguistics: Grammaticality judgments and linguistic methodology 3. Bickerton, Derek. Roots of language ISSN: 2366-374X The empirical base of linguistics Grammaticality judgments and linguistic methodology Carson T. Schütze language science press Carson T. Schütze. 2019. The empirical base of linguistics: Grammaticality judgments and linguistic methodology (Classics in Linguistics 2). Berlin: Language Science Press. This title can be downloaded at: http://langsci-press.org/catalog/book/89 © 2019, Carson T. Schütze Published under the Creative Commons Attribution 4.0 Licence (CC BY 4.0): http://creativecommons.org/licenses/by/4.0/ ISBN: 978-3-946234-02-9 (Digital) 978-3-946234-03-6 (Hardcover) 978-3-946234-04-3 (Softcover) 978-1-523743-32-2 -
Issues in Applied Linguistics
UCLA Issues in Applied Linguistics Title The Practice of Theory in the Language Classroom Permalink https://escholarship.org/uc/item/2s36f41d Journal Issues in Applied Linguistics, 18(2) ISSN 1050-4273 Author Norton, Bonny Publication Date 2010 DOI 10.5070/L4182005336 Peer reviewed eScholarship.org Powered by the California Digital Library University of California The Practice of Theory in the Language Classroom Bonny Norton University of British Columbia In this article, the author makes the case that poststructuralist theories of language, identity, and investment can be highly relevant for the practical deci- sion-making of language teachers, administrators and policy makers. She draws on her research in the international community to argue that while markers of identity such as accent, race, and gender impact the relationship between teach- ers and students, what is of far greater importance are the teachers’ pedagogical practices. This research suggests that language teaching is most effective when the teacher recognizes the multiple identities of students, and develops peda- gogical practices that enhance students’ investment in the language practices of the classroom. The author concludes that administrators and policy makers need to be supportive of language teachers as they seek to be more effective in linguistically diverse classrooms. Introduction One of the icons of language teaching in Canada, Mary Ashworth, was often heard to comment, “There is nothing as practical as a good theory.” As the United States struggles to adjust to the challenges and possibilities of linguistic diversity in American classrooms, and how research should inform educational policy mak- ing, I wish to bring theory back into the debate. -
Introduction to Applied Linguistics (3 Credit Hours) Spring 2015 Course
EDU 204A/B: Introduction to Applied Linguistics (3 Credit Hours) Spring 2015 Conceptual Framework: We believe that teachers are “Developers of Human Potential.” Like Martha Berry, we believe the role of excellent teachers is to help our candidates and the students they teach to reach their full potential by developing their head, heart and hands. Our philosophy and purposes are based on three dimensions to develop teachers and educational leaders who 1) Promote Reflection and Decision Making (head), 2) Facilitate Learning (hands), and (3) Enhance Self and Social Awareness (heart). Each of these dimensions is tied to one or more of the 10 program principals and is demonstrated by our candidates in the coursework, field and clinical experiences. Course Description: This course provides an introduction to the analysis and description of languages in general and English in particular. The major areas of linguistics (phonetics, phonology, morphology, syntax, semantics, and pragmatics) and English grammar in use are presented and discussed with an emphasis on applications, including first and second language acquisition. After an overview of the nature of language, we will study the sounds of language: how they are produced (phonetics), and how they are patterned into words (phonology). Next, we will look at different ways in which languages form words and sentences (morphology and syntax, respectively). Lastly, we will study how meaning is expressed in a language (semantics) and how context interacts with language (pragmatics). Student Learning Outcomes: 1. Appreciate the value and uniqueness in language (INTASC 4) 2. Identify patterns in the English language as a tool of analysis with which to examine language. -
Corpus Linguistics 2013: Conference Programme
Corpus Linguistics 2013: Conference Programme WORKSHOP DAY (MONDAY 22nd JULY) – see separate programme(s) DAY 1: TUESDAY 23rd JULY 9:00-11:00 Registration Faraday Building Foyer 10:45-11:00 Opening of the conference Faraday Lecture Theatre 11:00-12:00 Plenary session: Michael Hoey (with Matthew Brook O’Donnell) The textual dimensions of Lexical Priming Faraday Lecture Theatre Chair: Tony McEnery 12:00-1:00 Discourse #1 Stylistics Grammar #1 Lexis and lexicography #1 Frankland Lecture Theatre Cavendish Lecture Theatre Frankland Colloquium Room Cavendish Colloquium Room Chair: Marina Bondi Chair: Mike Scott Chair: Stefan Evert Chair: Tony McEnery Lan-fen Huang Jonathan Culpeper, Jane Anna Čermáková, František Petra Storjohann A complementary approach to Demmen Čermák Lexical, corpus-methodological corpus study: a text-based Using lockwords to investigate It was X that type of cleft and lexicographic approaches to exploration of the factors in the similarities in Early Modern sentences and their Czech paronyms (non-)use of discourse markers English drama by Shakespeare equivalents in InterCorp and other contemporaneous playwrights Matthew Peacock Michaela Mahlberg, Kathy Katrin Menzel Isabella Chiari Stance adverbials in research Conklin A corpus linguistic study of Basic vocabulary and absolute writing Reading Dickens’s characters: ellipsis as a cohesive device homonyms: a corpus-based investigating the cognitive evaluation reality of patterns in texts 1 DAY 1: TUESDAY 23rd JULY (cont’d) 1:00-2:00 Lunch County Dining Room / County Lecture -
The Power of Locality Domains in Phonology∗
The Power of Locality Domains in Phonology∗ Thomas Graf Stony Brook University Abstract Domains play an integral role in linguistic theories. This paper com- bines locality domains with current work on the computational complex- ity of phonology. The first result is that if a specific formalism — Strictly Piecewise (SP) grammars — is supplemented with a mechanism to enforce first-order definable domain restrictions, its power increases so much that it subsumes almost the full hierarchy of subregular languages. However, if domain restrictions are based on linguistically natural intervals, one in- stead obtains an empirically more adequate model. On the on hand, this model subsumes only those subregular classes that have been argued to be relevant for phonotactic generalizations. On the other hand, it excludes unnatural generalizations that involve counting or elaborate conditionals. It is also shown that SP grammars with interval-based domains are theo- retically learnable unlike SP grammars with arbitrary, first-order domains. Keywords: locality, phonological domains, first-order logic, tiers, sub- regular hierarchy, strictly piecewise, learnability 1 Introduction It has been known for a long time that the phonological systems of natural lan- guages are finite-state in nature and thus generate regular languages (Johnson 1972; Kaplan and Kay 1994). However, this characterization is insufficent in the sense that phonological dependencies instantiate much simpler patterns — the ∗I am greatly indebted to two anonymous reviewers and the editors of this issue. Their de- tailed feedback led to major changes that, hopefully, have resulted in a much more accessible and phonologically grounded paper. This paper has also profited tremendously from regular discussions of subregular phonology with Alëna Aksënova, Hyunah Baek, Aniello De Santo, and Chikako Takahashi. -
Systemic Functional Linguistic Discourse Features in the Personal Essay Anna Jones Rollins [email protected]
Marshall University Marshall Digital Scholar Theses, Dissertations and Capstones 1-1-2012 Systemic Functional Linguistic Discourse Features in the Personal Essay Anna Jones Rollins [email protected] Follow this and additional works at: http://mds.marshall.edu/etd Part of the Creative Writing Commons, Higher Education and Teaching Commons, and the Liberal Studies Commons Recommended Citation Rollins, Anna Jones, "Systemic Functional Linguistic Discourse Features in the Personal Essay" (2012). Theses, Dissertations and Capstones. Paper 216. This Thesis is brought to you for free and open access by Marshall Digital Scholar. It has been accepted for inclusion in Theses, Dissertations and Capstones by an authorized administrator of Marshall Digital Scholar. For more information, please contact [email protected]. SYSTEMIC FUNCTIONAL LINGUISTIC DISCOURSE FEATURES IN THE PERSONAL ESSAY A Thesis submitted to the Graduate College of Marshall University In partial fulfillment of the requirements for the degree of Master of Arts in English by Anna Jones Rollins Approved by Hyo-Chang Hong, Ph.D., Committee Chairperson Rachael Peckham, Ph.D. Kelli Prejean, Ph.D. Marshall University May 2012 i Acknowledgments First, I would like to thank my husband, James, for bearing with me, and bearing with me gracefully, throughout the entire process of writing this thesis. Thank you for supporting me, for making dinner on those late nights (and early nights – and, well, pretty much every night), for listening to the thoughts that ―came to me‖ always too early in the morning; thank you for your love. Likewise, I would like to thank my family – my dad, Bob, my mom, Carol, and my brother, Bobby – for supporting me throughout my entire life, and specifically, for listening to each mini triumph and tragedy that occurred during the process of writing this document. -
BRIGHTEN: an Exploration of Where the Linguists Are Working Dr. Anna Marie Trester Career Linguist
BRIGHTEN: An exploration of where the linguists are working Dr. Anna Marie Trester Career Linguist Thinking about careers can tend to be quite linear. Such thinking would lead one to conclude that if one studied linguistics, one ought to be doing something recognizeably “linguistic” as part of one’s subsequent professional expression of that training. I tend to approach the question instead in terms of the kinds of challenges a linguist might be drawn to and then ask: which of her linguistic skills and training does she bring to this work? Often, these are the things that make her uniquely successful! In some fields, linguistic training is known and recognized as valuable. However, in most cases we linguists will need to more actively cultivate opportunities for using our skills. But in just about any work that we do, we will likely find ways to express things like cross-cultural awareness, our ability to abstract away from understanding and misunderstanding, and to apply an empirical orientation to understanding human behavior. Thus, one of my answers to “what can you do with a degree in linguistics?” is BRIGHTEN! This works to gently encourage optimism and serve as a command to gloomy would-be nay-sayers who only want to focus only on the challenges, difficulties, and anxieties of the job search process “hey, the future is BRIGHT!” but the acronym also serves as a handy “world of work” educational tool. BRIGHTEN stands for: Business, Research, Innovation/Industry, Government, Healthcare, Technology, Education/Entrepreneurship, and Non-Profits. These are some of the areas in which the linguists I know have found meaningful professional expression of their skills and training. -
A Computational Model of Cognitive Constraints in Syntactic Locality
A COMPUTATIONAL MODEL OF COGNITIVE CONSTRAINTS IN SYNTACTIC LOCALITY A Dissertation Presented to the Faculty of the Graduate School of Cornell University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Marisa Ferrara Boston January 2012 c 2012 Marisa Ferrara Boston ALL RIGHTS RESERVED A COMPUTATIONAL MODEL OF COGNITIVE CONSTRAINTS IN SYNTACTIC LOCALITY Marisa Ferrara Boston, Ph.D. Cornell University 2012 This dissertation is broadly concerned with the question: how do human cognitive limitations influence difficult sentences? The focus is a class of grammatical restrictions, locality con- straints. The majority of relations between words are local; the relations between question words and their governors are not. Locality constraints restrict the formation of these non-local dependencies. Though necessary, the origin, operation, and scope of locality constraints is a controversial topic in the literature. The dissertation describes the implementation of a computational model that clarifies these issues. The model tests, against behavioral data, a series of cognitive constraints argued to account for locality. The result is an explanatory model predictive of a variety of cross-linguistic locality data. The model distinguishes those cognitive limitations that affect locality processing, and addresses the competence-performance debate by determining how and when cognitive constraints explain human behavior. The results provide insight into the nature of locality constraints, and promote language models sensitive to human cognitive limitations. BIOGRAPHICAL SKETCH Marisa Ferrara Boston (nee´ Marisa Angela Ferrara) was born January 26, 1981 in Painesville, Ohio. She received a Bachelor of Arts degree in Individualized Studies from Eastern Michigan University in 2001, and a Master of Arts degree in English Linguistics from Eastern Michigan University in 2005. -
Structuralism 1. the Nature of Meaning Or Understanding
Structuralism 1. The nature of meaning or understanding. A. The role of structure as the system of relationships Something can only be understood (i.e., a meaning can be constructed) within a certain system of relationships (or structure). For example, a word which is a linguistic sign (something that stands for something else) can only be understood within a certain conventional system of signs, which is language, and not by itself (cf. the word / sound and “shark” in English and Arabic). A particular relationship within a شرق combination society (e.g., between a male offspring and his maternal uncle) can only be understood in the context of the whole system of kinship (e.g., matrilineal or patrilineal). Structuralism holds that, according to the human way of understanding things, particular elements have no absolute meaning or value: their meaning or value is relative to other elements. Everything makes sense only in relation to something else. An element cannot be perceived by itself. In order to understand a particular element we need to study the whole system of relationships or structure (this approach is also exactly the same as Malinowski’s: one cannot understand particular elements of culture out of the context of that culture). A particular element can only be studied as part of a greater structure. In fact, the only thing that can be studied is not particular elements or objects but relationships within a system. Our human world, so to speak, is made up of relationships, which make up permanent structures of the human mind. B. The role of oppositions / pairs of binary oppositions Structuralism holds that understanding can only happen if clearly defined or “significant” (= essential) differences are present which are called oppositions (or binary oppositions since they come in pairs). -
Philosophy of Linguistics
Philosophy of Linguistics Brian Rabern Philosophy DSB 4.04c 0131 651 5178 [email protected] Geoff Pullum Linguistics DSB 2.23 0131 650 3603 [email protected] Meetings The class meetings are from 11:00 to 13:00 each Wednesday from 19th September to 28th November in Old Library 2.19, Geography building, Old Infirmary complex (weeks 1–3 and 6–11) and in 01M.469 Teaching Room 12 (Doorway 3), Medical School building. Class meetings are mandatory. Readings Required reading is to be done before the class meets; background reading to be studied as time and specific interests permit. Assessment (i) short paper (1000-1500 words) to be turned in by 5 p.m. on Monday 15th October (topics will be provided); (ii) final essay examination with choice of questions from the whole of the course. Week 1 (19th September; Old Library 2.19): Introduction What linguistics is. Linguistics as a special science. Syntax and semantics as conceived in logic. Charles Morris’s trichotomy of syntax, semantics, and pragmatics. Philosophy of science applied to linguistics. Required reading • Hunter, Geoffrey (1971) Metalogic: An Introduction to the Metatheory of Standard First Order Logic (Berkeley: University of California Press), pp. 4–13. Background reading • Stainton, Robert (2014) ‘Philosophy of linguistics’, Oxford Handbooks Online. Online at https://works.bepress.com/robertstainton/126/ Week 2 (26th September; Old Library 2.19): Language and languages The metaphysics of linguistics. The vexed question of whether language should be regarded as psychological, social, or purely abstract. The descriptive linguistics of the American structuralists and the mentalist/cognitive backlash; ‘God’s truth’ (realism) vs. -
The Syntax–Semantics Interface in Systemic Functional Grammar: Halliday’S Interpretation of the Hjelmslevian Model of Stratification
PREPRINT NOTICE This is a PREPRINT of an article to be published in Journal of Pragmatics. Copyright © Elsevier 2011. For citation, please consult the published version. ↓ P U B L I S H E D Full reference: VERSION Taverniers, Miriam (2011) The syntax–semantics interface in Systemic Functional Grammar: Halliday’s interpretation of the Hjelmslevian model of stratification. Journal of Pragmatics 43(4): 1100–1126. DOI:10.1016/j.pragma.2010.09.003 F U R T H E R http://users.UGent.be/~mtaverni/ INFORMATION & C ONTACT [email protected] The syntax–semantics interface in Systemic Functional Grammar: Halliday’s interpretation of the Hjelmslevian model of stratification Miriam Taverniers (Ghent University) English Department Ghent University Rozier 44 9000 Gent Belgium [email protected] Phone: + 32 9 264 3789 Fax: + 32 9 264 4179 PREPRINT. Taverniers, Miriam (2011) The syntax–semantics interface in Systemic Functional Grammar: Halliday’s interpretation of the Hjelmslevian model of stratification. Journal of Pragmatics 43(4): 1100–1126. Abstract The aim of this article is to explore how exactly the idea of distinguishing different coding levels in language has been theorized in different stages of Hallidayan systemic functional grammar (SFG), focusing on its view of the syntax–semantics interface. This is done by juxtaposing the levels of the Hallidayan model and the various components of Hjelmslev’s model of stratification, on the basis of Halliday’s re-interpretation of Hjelmslev’s theory at various stages in the development of SFG. In this exploration, specific attention is paid to two important theoretical aspects of the design of Hjelmslev’s and Halliday’s models: (1) the different dimensions along which semiotic distinctions are made in the two models, i.e. -
Linguistic Determinism and Mutability: the Sapir-Whorf "Hypothesis" and Intercultural Communication
DOCUMENT RESUME ED 403 761 FL 024 384 AUTHOR van Troyer, Gene TITLE Linguistic Determinism and Mutability: The Sapir-Whorf "Hypothesis" and Intercultural Communication. PUB DATE Dec 94 NOTE 18p. PUB TYPE Reports Evaluative/Feasibility (142) Journal Articles (080) JOURNAL CIT JALT Journal; v16 n2 p163-78 Dec 1994 EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS Foreign Countries; *Intercultural Communication; *Language Research; *Linguistic Theory; Research Methodology; Scientific Methodology IDENTIFIERS *Sapir (Edward); Whorf (Benjamin Lee); *Whorfian Hypothesis ABSTRACT The Sapir-Whorf Hypothesis, long considered a factor in intercultural communication, is discussed. Empirical studies that have tended to validate the hypothesis are reviewed, and the hypothesis is then considered from the standpoint of empirical and scientific research requirements. It is shown that the hypothesis has never been formally defined for testing, and therefore does not exist as a scientifically testable thesis. As a result, all studies that have attempted to interpret empirical data accorded to the hypothesis are either flawed or invalid because they have tested something other than the hypothesis. It is concluded that the Sapir-Whorf Hypothesis exists only as a notion, and has no meaningful relation to intercultural communication. Includes an abstract in Japanese. Contains 22 references. (Author/MSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE EDUCATIONAL RESOURCES INFORMATION AND CENTER (ERIC) DISSEMINATE THIS MATERIAL This document has been reproduced as HAS BE N GRANTEDBY ceived from the person or organization originating it. Minor changes have been made to improve reproduction quality.