Halkomelem Denominal Verbs' 1 Denominal Verbs
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Clark, H.H. Clark, E.V. When Nouns Surface As Verbs 1979.Pdf
WHEN NOUNS SURFACE AS VERBS EVEV. CLARKand HERBERTH. CLARK Stanford University People readily create and understand denominal verbs they have never heard before, as in to porch a newspaper and to Houdini one's way out of a closet. The meanings are best accounted for by a theory of interpretation that specifies what the verbs mean on particular occasions of their use. Our proposal is that their use is regulated by a con- vention: in using such a verb, the speaker means to denote the kind of state, event, or process that, he has good reason to believe, the listener can readily and uniquely com- pute on this occasion, on the basis of their mutual knowledge, in such a way that the parent noun (e.g. porch or Houdini) denotes one role in the state, event, or process, and the remaining surface arguments of the denominal verb denote others of its roles. This convention accounts for the meaning and acceptability of innovative verbs in various contexts; similar conventions may be needed to account for other innovative uses of language.* One remarkable aspect of our capacity to use language is our ability to create and understand expressions we have never heard before; we will call these INNOVA- TIONS. In the right contexts, we readily understand He enfant terrible'd gracefully (said of a workshop participant), or Ruling in death of Ferrari woman (newspaper headline referring to a woman whose will stipulated that she be buried in her Ferrari), or Never ask two China trips to the same dinner party (cartoon caption referring to people who had taken trips to China)-even though we have never before heard enfant terrible used as a verb, Ferrari woman used as a compound noun, or China trips used as a shorthand expression. -
Innu-Aimun Legal Terms Kaueueshtakanit Aimuna
INNU-AIMUN LEGAL TERMS (criminal law) KAUEUESHTAKANIT AIMUNA Sheshatshiu Dialect FIRST EDITION, 2007 www.innu-aimun.ca Innu-aimun Legal Terms (Criminal Law) Kaueueshtakanit innu-aimuna Sheshatshiu Dialect Editors / Ka aiatashtaht mashinaikannu Marguerite MacKenzie Kristen O’Keefe Innu collaborators / Innuat ka uauitshiaushiht Anniette Bartmann Mary Pia Benuen George Gregoire Thomas Michel Anne Rich Audrey Snow Francesca Snow Elizabeth Williams Legal collaborators / Kaimishiht ka uitshi-atussemaht Garrett O’Brien Jason Edwards DEPARTMENT OF JUSTICE GOVERNMENT OF NEWFOUNDLAND AND LABRADOR St. John’s, Canada Published by: Department of Justice Government of Newfoundland and Labrador St. John’s, Newfoundland and Labrador, Canada First edition, 2007 Printed in Canada ISBN 978-1-55146-328-5 Information contained in this document is available for personal and public non-commercial use and may be reproduced, in part or in whole and by any means, without charge or further permission from the Department of Justice, Newfoundland and Labrador. We ask only that: 1. users exercise due diligence in ensuring the accuracy of the material reproduced; 2. the Department of Justice, Newfoundland and Labrador be identified as the source department; 3. the reproduction is not represented as an official version of the materials reproduced, nor as having been made in affiliation with or with the endorsement of the Department of Justice, Newfoundland and Labrador. Cover design by Andrea Jackson Printing Services by Memorial University of Newfoundland Foreword Access to justice is a cornerstone in our justice system. But it is important to remember that access has a broad meaning and it means much more than physical facilities. One of the key considerations in delivering justice services in Inuit and Innu communities is improving access through the use of appropriate language services. -
A Construction Approach to Innovative Verbs in Japanese*
A construction approach to innovative verbs in Japanese* NATSUKO TSUJIMURA and STUART DAVIS Abstract Innovative verbs in Japanese are formed from nouns of various sources includ- ing loanwords, Sino-Japanese nouns, mimetics, and proper names. Regardless of their different origin, these innovative denominal verbs exhibit a collection of intriguing properties, ranging from phonological, morphological, to seman- tic and pragmatic. These properties are not strictly predictable from the com- ponent parts including the nature of the parent noun and verbal morphology. Such an unpredictable nature is suggestive of a constructional analysis. The form-meaning-function complex takes a templatic representation, which ex- presses the phonological and morphological characteristics, and associated with it are semantic and pragmatic properties. These phonological, morpho- logical, semantic, and pragmatic properties combine to capture the nature of innovative denominal verbs as a construction. The analysis supports the idea of applying construction grammar to morphology along the lines of the devel- oping field of construction morphology (e.g., Booij 2005, 2007, 2009a, 2009b). We further show how insights from templatic (or prosodic) morphology (e.g., McCarthy and Prince 1986, 1990) can be conceptualized in terms of construc- tion grammar. * Acknowledgements: We would like to thank Adam Albright, Adele Goldberg, and Satoshi Ue- hara for their helpful comments on an earlier version of this paper. Aspects of the current work were presented at Waseda University, Tokyo, Japan, in May 2008, at the 5th International Con- ference on Construction Grammar at the University of Texas at Austin in September 2008, at a workshop on the lexicon held at the National Institute for Japanese Language and Linguistics, Tokyo, Japan, in March 2010, and at the 14th International Morphology Meeting held in Buda- pest, Hungary, in May 2010. -
Indigenous Languages
INDIGENOUS LANGUAGES PRE-TEACH/PRE-ACTIVITY Have students look at the Indigenous languages and/or language groups that are displayed on the map. Discuss where this data came from (the 2016 census) and what biases or problems this data may have, such as the fear of self-identifying based on historical reasons or current gaps in data. Take some time to look at how censuses are performed, who participates in them, and what they can learn from the data that is and is not collected. Refer to the online and poster map of Indigenous Languages in Canada featured in the 2017 November/December issue of Canadian Geographic, and explore how students feel about the number of speakers each language has and what the current data means for the people who speak each language. Additionally, look at the language families listed and the names of each language used by the federal government in collecting this data. Discuss with students why these may not be the correct names and how they can help in the reconciliation process by using the correct language names. LEARNING OUTCOMES: • Students will learn about the number and • Students will learn about the importance of diversity of languages and language groups language and the ties it has to culture. spoken by Indigenous Peoples in Canada. • Students will become engaged in learning a • Students will learn that Indigenous Peoples local Indigenous language. in Canada speak many languages and that some languages are endangered. INDIGENOUS LANGUAGES Foundational knowledge and perspectives FIRST NATIONS “One of the first acts of colonization and settlement “Our languages are central to our ceremonies, our rela- is to name the newly ‘discovered’ land in the lan- tionships to our lands, the animals, to each other, our guage of the colonizers or the ‘discoverers.’ This is understandings, of our worlds, including the natural done despite the fact that there are already names world, our stories and our laws.” for these places that were given by the original in- habitants. -
Reflections on Noun-To-Verb Conversion in English*
Reflections on Noun-to-Verb Conversion In English* HEIKE BAESKOW Abstract English denominal verbs formed by conversion adopt complex morpho- syntactic and semantic information in a rather mysterious way. For exam- ple, the lexical item bottle is unambiguously interpreted as a referential expression in a sentence like John bought a bottle of wine, but how do we account for the event-reading of the same lexical item in a sentence like John bottled the wine? In this study it will be argued that the lexical information of converted denominal verbs is not provided by an unspecified zero-affix, but by conceptual qualia structures, i. e. by modes of explana- tion, and that these make explicit the implicit knowledge speakers of Eng- lish have about the referents of nominal bases and determine the interpreta- tion and formation of the corresponding verbs. Moreover, qualia structures yield not only the basic meanings of denominal verbs, but also allow for context-dependent interpretations, which are a result of coercion (e. g. John bottled the spectators). A mapping relation between qualia struc- tures and argument structures, the latter of which are part of the lexical representation of the denominal verbs, will be established by meaning pos- tulates. Keywords: word-formation, conversion, lexicon, qualia structures, coercion, proto-roles * I would like to thank Gisa Rauh, Thilo Tappe, Stefan Engelberg, Colin Foskett, Patrick Deegan, the participants of the linguistic colloquium held at the University of Wupper- tal and two anonymous reviewers for helpful comments on this study. Remaining mis- takes are however my responsibility. I am particularly indebted to the Fritz Thyssen Stiftung (Cologne), whose financial support enabled me to complete the work on this study, which is part of the project on “Word-Formation and the Lexicon” supervised by Gisa Rauh. -
Some Problems in the Translation of Converted Denominal Verbs from Nouns Denoting Animate Beings'
M. I. BAL1EIRO FERNPNDEZ-PROBLEMS IN TilE TRANSLATION OF CONVERTED DENOMINAL VERBS SOME PROBLEMS IN THE TRANSLATION OF CONVERTED DENOMINAL VERBS FROM NOUNS DENOTING ANIMATE BEINGS'. M' ISABEL BALTEIRO FERNANDEZ U niversidad de Santiago 1. INTRODUCTION As the title indicates, this paper is primarily concerned with translation problems, those of converted denominal verbs from nouns denoting animate beings. But what do I mean by converted denominal verbs? Converted denominal verbs are those verbs which are the resut of conversion processes in which a noun has undergone a change in grammatical category (from noun to verb), no change in form being acknowledged. As Quirk et al. (1985: 1558) have defmed it, conversion is then "the derivational process whereby an item is adapted or converted to a new class without the addition of an affix". This seems to be a quite productive (and therefore important) word-formation process as far as English language is concerned. And this is so for several reasons: a) it allows the creation of new items by using words already existing in the language; b) it allows language users to effectively communicate what they have in mind; c) it allows economy of expression, coherence, and precision. In Spanish, however, this tendency to form new words from already existing ones without the addition of an affix does not seem to be so marked. Having explained the object of study, it seems necessary to explain at this point why the study of these verbs in translation is interesting: Firsdy. as we have just said, since the tendency to form converted verbs in Spanish is apparently less pronounced than in English, and, as Baker (1992: 11) argues, there is no one-to-one correspondence between orthographic words and elements of meaning within or across languages, it seems interesting to look at the ways in which these items should be translated. -
Bare Nouns in Innu-Aimun: What Can Semantics Tell Us About Syntax?1
Bare nouns in Innu-aimun: what can semantics tell us about syntax?1 Carrie Gillon Arizona State University The structure of bare nouns has long been controversial. Many researchers argue that bare nouns involve a covert determiner (e.g., Longobardi 1994, Progovac 1998); many others argue that bare nouns are truly bare (e.g., Chierchia 1998, Rullmann and You 2003, Bošković (2008), Bošković and Gajewski to appear). Others argue that bare nouns can vacillate between NP and DP structures (Franks and Pereltsvaig 2004, Ajíbóyè, 2006). In this paper, I use semantic diagnostics to shed light on the structure of bare nouns in Innu- aimun (Algonquian). In previous work, I argue that, crosslinguistically, determiners are associated with a particular semantics: domain restriction (Gillon 2006, 2009b). Using this as a starting point, I investigate the behaviour of bare nouns in Innu-aimun and show that they must involve two different structures: DP and NP. I also argue that the covert determiner must be associated with a non-definite semantics. 1 Introduction This paper addresses two related questions. First, this paper addresses the question of whether semantics can provide us with insight into the structure of bare nouns.2 I explore the idea that the semantics can help us uncover the structure of bare nouns. Bare nouns have no overt functional superstructure. The question is whether bare nouns in languages that lack articles have covert determiners; that is, whether they are covert DPs or simply NPs.3 I argue that there is a covert determiner in Innu-aimun, but that it is not always present, based on the semantic variability of bare nouns. -
Native American Languages, Indigenous Languages of the Native Peoples of North, Middle, and South America
Native American Languages, indigenous languages of the native peoples of North, Middle, and South America. The precise number of languages originally spoken cannot be known, since many disappeared before they were documented. In North America, around 300 distinct, mutually unintelligible languages were spoken when Europeans arrived. Of those, 187 survive today, but few will continue far into the 21st century, since children are no longer learning the vast majority of these. In Middle America (Mexico and Central America) about 300 languages have been identified, of which about 140 are still spoken. South American languages have been the least studied. Around 1500 languages are known to have been spoken, but only about 350 are still in use. These, too are disappearing rapidly. Classification A major task facing scholars of Native American languages is their classification into language families. (A language family consists of all languages that have evolved from a single ancestral language, as English, German, French, Russian, Greek, Armenian, Hindi, and others have all evolved from Proto-Indo-European.) Because of the vast number of languages spoken in the Americas, and the gaps in our information about many of them, the task of classifying these languages is a challenging one. In 1891, Major John Wesley Powell proposed that the languages of North America constituted 58 independent families, mainly on the basis of superficial vocabulary resemblances. At the same time Daniel Brinton posited 80 families for South America. These two schemes form the basis of subsequent classifications. In 1929 Edward Sapir tentatively proposed grouping these families into superstocks, 6 in North America and 15 in Middle America. -
Nunavut Utilities Technical Guide, Version 2.1, June 2, 2005 1 CONTENTS
Nunavut Utilities Technical Guide Prepared by Multilingual E-Data Solutions For the Nunavut Department of Culture, Language, Elders and Youth Nunavut Utilities Technical Guide, Version 2.1, June 2, 2005 1 CONTENTS 1. Introduction................................................................................................................... 4 2. Syllabic Font Conversions............................................................................................ 4 2.1 Using Unicode as a Pivot Font.................................................................................. 5 2.2 Conversions to Unicode............................................................................................ 6 2.3 Conversions back to “Legacy” fonts......................................................................... 6 2.4 Special Processing Routines ................................................................................. 6 2.4.1 Placement of Long vowel markers .................................................................... 6 2.4.2 Extra Long vowel markers................................................................................. 7 2.4.3 Typing variations and collapsing characters...................................................... 7 3. Roman/Syllabic Transliteration Conversions ............................................................ 8 3.1 Introduction............................................................................................................... 8 3.2 Inuit Cultural Institute (ICI) Writing System........................................................... -
Spirit Bear: Fishing for Knowledge, Catching Dreams Based on a True Story
Spirit Bear: Fishing for Knowledge, Catching Dreams Based on a True Story LakE BEArbine Dream Chipewyan: Nati Michif – Prairie: Pawatamihk Nipissing Dialect – Nishinaabemwin: Bwaajgan Innu – Montagnais: Paumu Innu – QC: Puamun Blackfoot: Papokan Quechua (Peru): Musquy Noray House Dialect – Cree: Pawahmowin Algonquin: Wejibaabandam Saulteaux: Pawatan Mushkego (Swampy) Cree: obwamowin Māori: Moemoea Anishinaabemowin: Bawajigan Carrier: Wahlelh Inuktitut: Sinakturtuq Dene: Nats’e’te Dream Chipewyan: Nati Michif – Prairie: Pawatamihk Nipissing Dialect – Nishinaabemwin: Bwaajgan Innu – Montagnais: Paumu Innu – QC: Puamun Blackfoot: Papokan Quechua (Peru): Musquy Noray House Dialect – Cree: Pawahmowin Algonquin: Wejibaabandam Saulteaux: Pawatan Mushkego (Swampy) Cree: obwamowin Māori: Moemoea Anishinaabemowin: Bawajigan Carrier: Wahlelh Inuktitut: Sinakturtuq Dene: Nats’e’te Dream Chipewyan: Nati Michif – Prairie: Pawatamihk Nipissing Dialect – Nishinaabemwin: Bwaajgan Innu – Montagnais: Paumu Innu – QC: Puamun Blackfoot: Papokan Quechua (Peru): Musquy Noray House Dialect – Cree: Pawahmowin Algonquin: Wejibaabandam Saulteaux: Pawatan Mushkego (Swampy) Cree: obwamowin Māori: Moemoea Anishinaabemowin: Bawajigan Carrier: Wahlelh Inuktitut: Sinakturtuq Dene: Nats’e’te Dream Chipewyan: Nati Michif – Prairie: Pawatamihk Nipissing Dialect – Nishinaabemwin: Bwaajgan Innu – Montagnais: Paumu Innu – QC: Puamun Blackfoot: Papokan Quechua (Peru): Musquy Noray House Dialect – Cree: Pawahmowin Algonquin: Wejibaabandam Saulteaux: Pawatan Mushkego (Swampy) -
Lessons from Halkomelem Salish
University of Pennsylvania Working Papers in Linguistics Volume 13 2007 Issue 1 Proceedings of the 30th Annual Penn Article 28 Linguistics Colloquium 2007 Requirements for a unified Binding Theory: Lessons from Halkomelem Salish Dennis R. Storoshenko Follow this and additional works at: https://repository.upenn.edu/pwpl Recommended Citation Storoshenko, Dennis R. (2007) "Requirements for a unified Binding Theory: Lessons from Halkomelem Salish," University of Pennsylvania Working Papers in Linguistics: Vol. 13 : Iss. 1 , Article 28. Available at: https://repository.upenn.edu/pwpl/vol13/iss1/28 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/pwpl/vol13/iss1/28 For more information, please contact [email protected]. Requirements for a unified Binding Theory: Lessons from Halkomelem Salish This working paper is available in University of Pennsylvania Working Papers in Linguistics: https://repository.upenn.edu/pwpl/vol13/iss1/28 Requirements for a Unified Binding Theory: Lessons from Halkomelem Salish Dennis Ryan Storoshenko* 1 Introduction In characterizing the distribution of pronouns and reflexives in natural lan guage, two schools of thought are generally cited. One, which I will refer to as the structural approach, is based in the binding conditions of Chomsky (1981), as modified through later permutations of his syntactic theory. An other approach, defined in Reinhart and Reuland (1993 ), makes reference to predicate-argument structure; this will be identified as the predicate approach. In this paper, I present data on reflexivity and the distribution pronominals in Halkomelem Salish, demonstrating that neither the structural nor the predicate approach will accurately account for the phenomena observed. Once reached, this conclusion will feed further research into binding theory, outlining the phenomena a unified binding theory will need to capture. -
Learning from Innu Activist Elizabeth Penashue's Diaries
The Pedagogy of Translation: Learning from Innu activist Elizabeth Penashue’s Diaries ELIZABETH YEOMAN Memorial University of Newfoundland Collaborating In every communicative act there is a gap -- between teller and listener, between writer and reader, between signifier and signified. However, this gap can be a creative space in which new forms of agency and of voice may arise... A diversity of forms of affiliation is possible and indeed necessary to recognize the struggle of writing and of telling a more just story of Indigenous presence in North America, through the mode of cross-cultural collaboration. (Sophie McCall, 2011, p. 213) You don’t have to write exactly what I said because my English is not that good. You can use other words but it have to mean exactly what I said. (Elizabeth Penashue) I first met Elizabeth Penashue when I interviewed her for a CBC Ideas radio documentary on the theme of walking. I was in St. John’s and she Journal of the Canadian Association for Curriculum Studies Volume 10 Number 2, 2012 The Pedagogy of Translation: Learning from Innu activist Elizabeth Penashue’s Diaries YEOMAN was in Goose Bay. It was the first interview she had ever given in English and she had brought her daughter to help her. As she described the annual weeks-long walk she leads on snowshoes across the Labrador wilderness, and its meaning in relation to her quest for environmental justice and cultural survival for the Innu, she wept … and so did I. Somehow across our vast cultural and linguistic difference and through our tears, we connected.