Romanian; an Essential Grammar
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Language Group Specific Informational Reports
Rhode Island College M.Ed. In TESL Program Language Group Specific Informational Reports Produced by Graduate Students in the M.Ed. In TESL Program In the Feinstein School of Education and Human Development Language Group: Romanian Author: Jean Civil Program Contact Person: Nancy Cloud ([email protected]) RHODE ISLAND COLLEGE TESL 539-01: ROMANIAN LANGUAGE Student: Jean Ocelin Civil Prof: Nancy Cloud Spring 2010 Introduction Thousands of languages, dialects, creoles and pidgins are spoken worldwide. Some people, endowed by either an integrative or extrinsic motivation, want to be bilingual, trilingual or multilingual. So, the interlanguage interference becomes unavoidable. Those bilingual individuals are omnipresent in the State of Rhode Island. As prospective ESL teachers, our job requirement is to help them to achieve English proficiency. Knowing the interference problems attributable to their native language is the sine qua none pre- condition to helping them. However, you may have trouble understanding Romanian native speakers due to communication barriers here in the State of Rhode Island. The nature of our research is to use a Contrastive Analysis Approach to the Romanian language, so we can inquire about their predicted errors. In the following PowerPoint presentation, we will put emphasis specifically on phonology, grammar, communication style, and semantic problems. Romanian History 1. Before 106 AD, the Dacians lived in Romanian territory. They spoke Thracian tongue. 2. 106 AD, the defeat of the Dacians, (an indo-European people), led to a period of intense Romanization. A vulgar Latin became the language of commerce and administration. Thracian and Latin combined gave birth to Romanian Language. 3. -
Romanian Timebank: an Annotated Parallel Corpus for Temporal Information
Romanian TimeBank: An Annotated Parallel Corpus for Temporal Information Corina Forăscu1,2, Dan Tufiş1 1 Research Institute in Artificial Intelligence, Romanian Academy, Bucharest 1,2 Faculty of Computer Science, Alexandru Ioan Cuza University of Iași, Romania 16, General Berthelot, Iasi 700483, Romania E-mail: [email protected], [email protected] Abstract The paper describes the main steps for the construction, annotation and validation of the Romanian version of the TimeBank corpus. Starting from the English TimeBank corpus – the reference annotated corpus in the temporal domain, we have translated all the 183 English news texts into Romanian and mapped the English annotations onto Romanian, with a success rate of 96.53%. Based on ISO-Time - the emerging standard for representing temporal information, which includes many of the previous annotations schemes -, we have evaluated the automatic transfer onto Romanian and, and, when necessary, corrected the Romanian annotations so that in the end we obtained a 99.18% transfer rate for the TimeML annotations. In very few cases, due to language peculiarities, some original annotations could not be transferred. For the portability of the temporal annotation standard to Romanian, we suggested some additions for the ISO-Time standard, concerning especially the EVENT tag, based on linguistic evidence, the Romanian grammar, and also on the localisations of TimeML to other Romance languages. Future improvements to the Ro-TimeBank will take into consideration all temporal expressions, signals and events in texts, even those with a not very clear temporal anchoring. Keywords: temporal information, annotation standards, Romanian language expressions – references to a calendar or clock system, 1. -
A Pedagogical Perspective on the Definite and the Indefinite Article in the Romanian Language
Ovidiu Ivancu Institute of Romanian Language, Bucharest, Caransebeș 1, Bucharest Vilnius University, University 5, Vilnius [email protected] Research interests: cultural studies, literature, linguistics, theory of literature A Pedagogical Perspective on the Definite and the Indefinite Article in the Romanian Language. Challenges for Foreign Learners Abstract All Romance languages have developed the definite and the indefinite article via the Vulgar Latin (Classical Latin did not use articles), the language of the Roman colonists. According to Joseph H. Greenberg (1978), the definite article predated the indefinite one by approximately two centuries, being developed from demonstratives through a complex process of grammaticalization. Many areas of nowadays` Romania were incorporated into the Roman Empire for about 170 years. After two military campaign, the Roman emperor Trajan conquered Dacia, east of Danube. The Romans imposed their own administration and inforced Latin as lingua franca. The language of the colonists, mixed with the native language and, later on, with various languages spoken by the many migrant populations that followed the Roman retreat resulted in a new language (Romanian), of Latin origins. The Romanian language, attested in the 16th Century, in documents written by foreign travellers, uses four different types of articles. Being a highly inflected language, Romanian changes the form of the articles according to the gender, the number and the case of the noun As compared to the other Romance languages, Romanian uses the definite article enclitically. Thus, the definite article and the noun constitute a single word. The present paper aims at discussing, analysing and providing an overview of the use of definite and indefinite articles. -
(Romanian) on L2/L3 Learning (Catalan/Spanish) Simona Popa
Nom/Logotip de la Universitat on s’ha llegit la tesi Language transfer in second language acquisition. Some effects of L1 instruction (Romanian) on L2/L3 learning (Catalan/Spanish) Simona Popa http://hdl.handle.net/10803/380548 ADVERTIMENT. L'accés als continguts d'aquesta tesi doctoral i la seva utilització ha de respectar els drets de la persona autora. Pot ser utilitzada per a consulta o estudi personal, així com en activitats o materials d'investigació i docència en els termes establerts a l'art. 32 del Text Refós de la Llei de Propietat Intel·lectual (RDL 1/1996). Per altres utilitzacions es requereix l'autorització prèvia i expressa de la persona autora. En qualsevol cas, en la utilització dels seus continguts caldrà indicar de forma clara el nom i cognoms de la persona autora i el títol de la tesi doctoral. No s'autoritza la seva reproducció o altres formes d'explotació efectuades amb finalitats de lucre ni la seva comunicació pública des d'un lloc aliè al servei TDX. Tampoc s'autoritza la presentació del seu contingut en una finestra o marc aliè a TDX (framing). Aquesta reserva de drets afecta tant als continguts de la tesi com als seus resums i índexs. ADVERTENCIA. El acceso a los contenidos de esta tesis doctoral y su utilización debe respetar los derechos de la persona autora. Puede ser utilizada para consulta o estudio personal, así como en actividades o materiales de investigación y docencia en los términos establecidos en el art. 32 del Texto Refundido de la Ley de Propiedad Intelectual (RDL 1/1996). -
Romanian Grammar
1 Cojocaru Romanian Grammar 0. INTRODUCTION 0.1. Romania and the Romanians 0.2. The Romanian language 1. ALPHABET AND PHONETICS 1.1. The Romanian alphabet 1.2. Potential difficulties related to pronunciation and reading 1.2.1. Pronunciation 1.2.1.1. Vowels [ ǝ ] and [y] 1.2.1.2. Consonants [r], [t] and [d] 1.2.2. Reading 1.2.2.1. Unique letters 1.2.2.2. The letter i in final position 1.2.2.3. The letter e in the initial position 1.2.2.4. The ce, ci, ge, gi, che, chi, ghe, ghi groups 1.2.2.5. Diphthongs and triphthongs 1.2.2.6. Vowels in hiatus 1.2.2.7. Stress 1.2.2.8. Liaison 2. MORPHOPHONEMICS 2.1. Inflection 2.1.1. Declension of nominals 2.1.2. Conjugation of verbs 2.1.3. Invariable parts of speech 2.2. Common morphophonemic alternations 2.2.1. Vowel mutations 2.2.1.1. the o/oa mutation 2.2.1.2. the e/ea mutation 2.2.1.3. the ă/e mutation 2.2.1.4. the a/e mutation 2.2.1.5. the a/ă mutation 2.2.1.6. the ea/e mutation 2.2.1.7. the oa/o mutation 2.2.1.8. the ie/ia mutation 2.2.1.9. the â/i mutation 2.2.1.10. the a/ă mutation 2.2.1.11. the u/o mutation 2.2.2. Consonant mutations 2.2.2.1. the c/ce or ci mutation 2.2.2.2. -
'Until' and 'Before' Clauses: Zooming in on Linguistic Diversity
BALTIC LINGUISTICS ISSN 2081- 9 (2018), 141–2 ‘As long as’, ‘until’ and ‘before’ clauses: Zooming in on linguistic diversity Be W Stockholm University This paper investigates ‘before’, ‘until’ and ‘as long as’ clauses in the Baltic languages in their wider areal and genealogical context in a sample of 2 modern and ancient doculects of European and Indo-European languages. In a bottom-up construction of the semantic map of ‘before’, ‘until’ and ‘as long as’ connectors from parallel text data, a fourth cluster intermediate between ‘before’ and ‘until’ with negative main clauses is identified. The typology resulting from the different overlaps of clusters locates Baltic languages in an intermediate zone between Western, Eastern, and Northern European languages. This goes hand-in-hand with a high diversity of Baltic languages in their typology of ‘before’, ‘until’ and ‘as long as’ clauses. The temporal connectors found in Baltic varieties can be classified according to whether they originate from strategies expressing temporal identity (simultaneity) or non-identity (non-simultaneity). Many connectors in Baltic derive from correlative constructions and originally express iden- tity, but can then shift from simultaneity towards posteriority as they gradually lose their association with correlative constructions. Since temporal clauses are never at- emporal and are hence incompatible with permanent states and since negation often expresses permanent states, negation—a marker of non-identity—is prone to develop non-polarity functions in ‘before’ and ‘until’ clauses. The Baltic and Slavic languages are rich in various kinds of expanded negation (translation equivalents in other languages lack negation) and expletive negation (negation does not have the function of expressing negative polarity) in ‘before’ and ‘until’ clauses. -
The Hungarian Language in Education in Romania
The Hungarian language in education in Romania European Research Centre on Multilingualism and Language Learning hosted by HUNGARIAN The Hungarian language in education in Romania c/o Fryske Akademy Doelestrjitte 8 P.O. Box 54 NL-8900 AB Ljouwert/Leeuwarden The Netherlands T 0031 (0) 58 - 234 3027 W www.mercator-research.eu E [email protected] | Regional dossiers series | tca r cum n n i- ual e : Available in this series: This document was published by the Mercator European Research Centre on Multilingualism Albanian; the Albanian language in education in Italy Aragonese; the Aragonese language in education in Spain and Language Learning with financial support from the Fryske Akademy and the Province Asturian; the Asturian language in education in Spain (2nd ed.) of Fryslân. Basque; the Basque language in education in France (2nd ed.) Basque; the Basque language in education in Spain (2nd ed.) Breton; the Breton language in education in France (2nd ed.) Catalan; the Catalan language in education in France Catalan; the Catalan language in education in Spain (2nd ed.) © Mercator European Research Centre on Multilingualism Cornish; the Cornish language in education in the UK (2nd ed.) Corsican; the Corsican language in education in France (2nd ed.) and Language Learning, 2019 Croatian; the Croatian language in education in Austria Danish; The Danish language in education in Germany ISSN: 1570 – 1239 Frisian; the Frisian language in education in the Netherlands (4th ed.) Friulian; the Friulian language in education in Italy The contents of this dossier may be reproduced in print, except for commercial purposes, Gàidhlig; The Gaelic Language in Education in Scotland (2nd ed.) Galician; the Galician language in education in Spain (2nd ed.) provided that the extract is proceeded by a complete reference to the Mercator European German; the German language in education in Alsace, France (2nd ed.) Research Centre on Multilingualism and Language Learning. -
Lexical-Functional Grammar∗
Lexical-Functional Grammar∗ Ash Asudeh & Ida Toivonen August 10, 2009 [19:17] CORRECTED FINAL DRAFT To appear in Bernd Heine and Heiko Narrog, eds., The Oxford Handbook of Linguistic Analysis. Oxford: Oxford University Press. Contents 1 Introduction 1 2 C-structure and F-structure 2 2.1 C-structure ........................................ 3 2.2 F-structure ......................................... 4 3 Structures and Structural Descriptions 8 3.1 Constraints on C-structures ................................ 8 3.2 Constraints on F-structures ................................ 10 4 The C-structure to F-structure Correspondence 15 4.1 How the C-structure to F-structure Mapping Works ................... 15 4.2 Flexibility in Mapping .................................. 18 5 The Correspondence Architecture 19 6 Some Recent Developments 20 7 Concluding Remarks 21 A Example: Unbounded Dependency, Adjuncts, Raising, Control 23 References 25 ∗This work was supported by the Social Sciences and Humanities Research Council of Canada, Standard Research Grant 410-2006-1650. We would like to thank Mary Dalrymple, Bernd Heine, Daniela Isac, Helge Lødrup, Kumiko Murasugi, Heiko Narrog, Kenji Oda, Chris Potts, and Nigel Vincent for helpful comments and suggestions. We would also like to thank Daniela Isac and Cristina Moldoveanu for checking the Romanian data. Any remaining errors are our own. i Abstract Lexical-Functional Grammar (LFG) is a lexicalist, declarative (non-transformational), constraint- based theory of generative grammar. LFG has a detailed, industrial-strength computational imple- mentation. The theory has also proven useful for descriptive/documentary linguistics. The gram- matical architecture of LFG, sometimes called the ‘Correspondence Architecture’, posits that dif- ferent kinds of linguistic information are modelled by distinct, simultaneously present grammatical structures, each having its own formal representation. -
Free Foreign Language Teacher Resources from the Language Resource Centers
Free Foreign Language Teacher Resources from the Common LRC Website Language Resource Centers http://www.nflrc.org Download a PDF with hotlinks from the LRC Common Website at http://www.nflrc.org/lrc_broc_full.pdf Visit the LRC Common Website for regular updates and additional information. Visit the LRC Common Website for information on summer workshops, institutes, and scholarship opportunities Last updated 09/2013 Free Resources from Language Resource Centers For updated information visit the LRC common website at www.nflrc.org Page 1 of 26 Entries marked with * are new for 2012-2013 / Entries marked with ** have been expanded in 2012-2013 Teacher Guides & Tools – General Alphabet Charts Full color alphabet charts with transcription and sound examples, IPA symbols, and letter CeLCAR http://iub.edu/~celcar/language_informat names for Azerbaijani, Dari, Kazakh, Kyrgyz, Mongolian, Pashto, Tajiki, Turkmen, Uyghur, ional_materials.php Uzbek. Arabic Online Corpus Online corpus mostly from the Arabic press and search tools that provide students, teachers, NMELRC http://nmelrc.org/online-arabic-corpus and material developers powerful tools to access authentic language in context. Bringing the Standards to the Handbook for teachers on how to implement the standards in their classrooms. NFLRC – K12 archived Classroom: A Teacher’s Guide http://web.archive.org/web/2010110314 5446/http://nflrc.iastate.edu/pubs/standa rds/standards.html **California Subject Examinations for These materials attempt to provide CSET-Arabic takers with basic review notes and practice LARC http://larc.sdsu.edu/downloads/CSET/CSE Teachers (CSET): Arabic Language questions covering solely domains in Subtest I: General Linguistics and Linguistics of the TArabicLanguagePowerPoint.pdf Preparation Material Target Language, and Literary and Cultural Texts and Traditions. -
Most Vs. the Most in Languages Where the More Means Most Elizabeth Coppock Boston University University of Gothenburg Linnea Strand University of Gothenburg
Chapter 12 Most vs. the most in languages where the more means most Elizabeth Coppock Boston University University of Gothenburg Linnea Strand University of Gothenburg This paper focuses on languages in which a superlative interpretation is typically indicated merely by a combination of a definiteness marker with a comparative marker, including French, Spanish, Italian, Romanian, and Greek (def+cmp lan- guages). Despite ostensibly using definiteness markers to form the superlative, su- perlatives are not always definite-marked in these languages, and the distribution of definiteness-marking varies across languages. Constituency structure appears to vary across languages as well. To account for these patterns of variation, we iden- tify conflicting pressures that all of the languages in consideration may besubject to, and suggest that different languages prioritize differently in the resolution of these conflicts. What these languages have in common, we suggest, is amecha- nism of Definite Null Instantiation for the degree-type standard argument ofthe comparative. Among the parameters along which languages are proposed to differ is the relative importance of marking uniqueness vs. avoiding determiners with predicates of entities that are not individuals. 1 Introduction In French, placing a definite article before a comparative adjective, as in(1), suf- fices to produce a superlative interpretation: Elizabeth Coppock & Linnea Strand. 2019. Most vs. the most in languages where the more means most. In Ana Aguilar-Guevara, Julia Pozas Loyo & Violeta Vázquez-Rojas Maldonado (eds.), Definiteness across languages, 371–417. Berlin: Language Science Press. DOI:10.5281/zenodo.3252030 Elizabeth Coppock & Linnea Strand (1) Elle est la plus grande. (French) she is the cmp tall ‘She is the tallest.’ French is not alone; other Romance languages, as well as Modern Greek, Mal- tese and others, make do with the same limited resources. -
The Loss of Case Inflection in Bulgarian and Macedonian
SLAVICA HELSINGIENSIA 47 THE LOSS OF CASE INFLECTION IN BULGARIAN AND MACEDONIAN Max Wahlström HELSINKI 2015 SLAVICA HELSINGIENSIA 47 Series editors Tomi Huttunen, Jouko Lindstedt, Ahti Nikunlassi Published by: Department of Modern Languages P.O. Box 24 (Unioninkatu 40 B) 00014 University of Helsinki Finland Copyright © by Max Wahlström ISBN 978-951-51-1185-2 (paperback) ISBN 978-951-51-1186-9 (PDF) ISSN-L 0780-3281, ISSN 0780-3281 (Print), ISSN 1799-5779 (Online) Summary Case inflection, characteristic of Slavic languages, was lost in Bulgarian and Macedonian approximately between the 11th and 16th centuries. My doctoral dissertation examines the process of this language change and sets out to find its causes and evaluate its consequences. In the earlier research literature, the case loss has been attributed either to language contacts or language internal sound changes, yet none of the theories based on a single explaining factor has proven satisfactory. In this study, I argue that the previous researchers of the Late Medieval manuscripts have often tried to date changes in the language earlier than what is plausible in light of the textual evidence. Also, I propose that the high number of second language speakers is among the key factors that reduced the number of morphological categories in the language, but, at the same time, several minor developments related to the case loss—for instance, in the marking of possession—are likely to result from a specific contact mechanism known as the Balkan linguistic area. My main methodological argument is that the study of language contacts must take into account a general typological perspective to determine the uniqueness of the suspected contact-induced changes. -
LESSON NOTES Basic Bootcamp S1 #1 Self Introductions and Basic Greetings in Formal Romanian
LESSON NOTES Basic Bootcamp S1 #1 Self Introductions and Basic Greetings in Formal Romanian CONTENTS 2 Romanian 2 English 2 Vocabulary 2 Sample Sentences 3 Grammar 5 Cultural Insight # 1 COPYRIGHT © 2016 INNOVATIVE LANGUAGE LEARNING. ALL RIGHTS RESERVED. ROMANIAN 1. Recepţionist: Bună ziua , Doamnă. Mă numesc Paul Iordache. 2. D-na Popescu: Îmi pare bine, Domnule. Mă numesc Popescu Georgiana. 3. Recepţionist: Îmi pare bine, Doamnă. ENGLISH 1. Receptionist: Hello, madam. I'm Paul Iordache. 2. Mrs. Popescu: Nice to meet you, sir. I'm Popescu Georgiana. 3. Receptionist: Nice to meet you, Madam. VOCABULARY Romanian English Class bună ziua hello, good day adjective +noun Doamnă madam, lady noun Mă numesc… My name is… verb îmi pare bine nice to meet you phrasal verb, phrase SAMPLE SENTENCES Bună ziua Domnule Bună ziua Doamnă "Hello, sir." "Hello, madam." ROMANIANPOD101.COM BASIC BOOTCAMP S1 #1 - SELF INTRODUCTIONS AND BASIC GREETINGS IN FORMAL ROMANIAN 2 Mă numesc Nicoleta. Îmi pare bine să vă întâlnesc. "My name is Nicoleta." "I'm pleased to meet you." Bună tuturor! Îmi pare bine. "Hi everyone! Nice to meet you." GRAMMAR T he Focus of T his Lesson Is Introducing Yourself and Basic Greetings in Formal Romanian Bună ziua, Doamnă. "Hello, madam." Bine aţi venit ("Welcome") to the Romanian language basics. Introducing yourself is inevitable in any situation, but is actually quite easy! Let's start with the phrase bună ziua! Bună ziua ("Hello"/"Good day") For a more classical and frequent greeting, use bună ziua, which literally means "good day," but basically means "hello." You can use bună ziua anytime during the daytime, in any circumstance; whether you are speaking to a friend, an elderly person, or an unknown person in an informal or formal situation, use buna ziua.