The Shape of Irish Clauses
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Ireland: Savior of Civilization?
Constructing the Past Volume 14 Issue 1 Article 5 4-2013 Ireland: Savior of Civilization? Patrick J. Burke Illinois Wesleyan University, [email protected] Follow this and additional works at: https://digitalcommons.iwu.edu/constructing Recommended Citation Burke, Patrick J. (2013) "Ireland: Savior of Civilization?," Constructing the Past: Vol. 14 : Iss. 1 , Article 5. Available at: https://digitalcommons.iwu.edu/constructing/vol14/iss1/5 This Article is protected by copyright and/or related rights. It has been brought to you by Digital Commons @ IWU with permission from the rights-holder(s). You are free to use this material in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This material has been accepted for inclusion by editorial board of the Undergraduate Economic Review and the Economics Department at Illinois Wesleyan University. For more information, please contact [email protected]. ©Copyright is owned by the author of this document. Ireland: Savior of Civilization? Abstract One of the most important aspects of early medieval Ireland is the advent of Christianity on the island, accompanied by education and literacy. As an island removed from the Roman Empire, Ireland developed uniquely from the rest of western continental and insular Europe. Amongst those developments was that Ireland did not have a literary tradition, or more specifically a Latin literary tradition, until Christianity was introduced to the Irish. -
Pronouns and Prosody in Irish&Sast;
PRONOUNS AND PROSODY IN IRISH* RYAN BENNETT Yale University EMILY ELFNER University of British Columbia JAMES MCCLOSKEY University of California, Santa Cruz 1. BACKGROUND One of the stranger properties of human language is the way in which it creates a bridge between two worlds which ought not be linked, and which seem not to be linked in any other species—a bridge linking the world of concepts, ideas and propositions with the world of muscular gestures whose outputs are perceivable. Because this link is made in us we can do what no other creature can do: we can externalize our internal and subjective mental states in ways that expose them to scrutiny by others and by ourselves. The existence of this bridge depends in turn on a system or systems which can take the complex structures used in cognition (hierarchical and recursive) and translate them step by step into the kinds of representations that our motor system knows how to deal with. In the largest sense, our goal in the research reported on here is to help better understand those systems and in particular the processes of serialization and flattening that make it possible to span the divide between the two worlds. In doing this, we study something which is of central importance to the question of what language is and how it might have emerged in our species. Establishing sequential order is, obviously, a key part of the process of serialization. And given the overall perspective just suggested, it is *Four of the examples cited in this paper (examples (35), (38a), (38b), and (38c)) have sound-files associated with them. -
Understanding Irish Spelling
Understanding Irish Spelling A Handbook for Teachers and Learners Nancy Stenson and Tina Hickey Understanding Irish Spelling A Handbook for Teachers and Learners Nancy Stenson and Tina Hickey i © Stenson and Hickey 2018 ii Acknowledgements The preparation of this publication was supported by a grant from An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta, and we wish to express our sincere thanks to COGG, and to Muireann Ní Mhóráin and Pól Ó Cainín in particular. We acknowledge most gratefully the support of the Marie Skłodowska-Curie Fellowship scheme for enabling this collaboration through its funding of an Incoming International Fellowship to the first author, and to UCD School of Psychology for hosting her as an incoming fellow and later an as Adjunct Professor. We also thank the Fulbright Foundation for the Fellowship they awarded to Prof. Stenson prior to the Marie Curie fellowship. Most of all, we thank the educators at first, second and third level who shared their experience and expertise with us in the research from which we draw in this publication. We benefitted significantly from input from many sources, not all of whom can be named here. Firstly, we wish to thank most sincerely all of the participants in our qualitative study interviews, who generously shared their time and expertise with us, and those in the schools that welcomed us to their classrooms and facilitated observation and interviews. We also wish to thank the participants at many conferences, seminars and presentations, particularly those in Bangor, Berlin, Brighton, Hamilton and Ottawa, as well as those in several educational institutions in Ireland who offered comments and suggestions. -
Siollabas Bhonnleibhéal 1 (A1) Syllabus Bonnleibhéal 1 (A1)
Siollabas Bhonnleibhéal 1 (A1) Teastas Eorpach na Gaeilge Siollabas Bhonnleibhéal 1 (A1) Syllabus Bonnleibhéal 1 (A1) © Lárionad na Gaeilge, Ollscoil Mhá Nuad 3 Siollabas Bhonnleibhéal 1 (A1) Contents Page 1. Foreword .......................................................................................................... 3 2. The content of Siollabas Bhonnleibhéal 1........................................................ 3 3. Grammar .......................................................................................................... 5 4. Learners and the language learning process ................................................... 5 4.1 Learning and communication strategies ................................................... 5 4.2 Language awareness ................................................................................. 8 5. Sociocultural knowledge ................................................................................ 10 6. Skills ................................................................................................................ 10 7. Scrúdú Bhonnleibhéal 1 .................................................................................. 10 Topic 1: Meeting people .................................................................................... 11 Topic 2: Background and place of residence ..................................................... 14 Topic 3: The family ............................................................................................. 18 Topic 4: The house and accommodation -
Syntax-Prosody Interactions in Irish Emily Elfner University of Massachusetts Amherst, [email protected]
University of Massachusetts Amherst ScholarWorks@UMass Amherst Open Access Dissertations 2-2012 Syntax-Prosody Interactions in Irish Emily Elfner University of Massachusetts Amherst, [email protected] Follow this and additional works at: https://scholarworks.umass.edu/open_access_dissertations Part of the Phonetics and Phonology Commons, and the Syntax Commons Recommended Citation Elfner, Emily, "Syntax-Prosody Interactions in Irish" (2012). Open Access Dissertations. 505. https://doi.org/10.7275/3545-6n54 https://scholarworks.umass.edu/open_access_dissertations/505 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Open Access Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. SYNTAX-PROSODY INTERACTIONS IN IRISH A Dissertation Presented by EMILY JANE ELFNER Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY February 2012 Department of Linguistics © Copyright by Emily Jane Elfner 2012 All Rights Reserved SYNTAX-PROSODY INTERACTIONS IN IRISH A Dissertation Presented by EMILY JANE ELFNER Approved as to style and content by: _________________________________________ Elisabeth O. Selkirk, Chair _________________________________________ John Kingston, Member _________________________________________ John J. McCarthy, Member _________________________________________ James McCloskey, Member _________________________________________ Mark Feinstein, Member ________________________________________ Margaret Speas, Department Head Linguistics ACKNOWLEDGMENTS This dissertation could not have been written without the input and support from many different people. First and foremost, I would like to thank my advisor, Lisa Selkirk. Her input and support throughout the last few years has been invaluable, and I couldn’t have asked for more in an advisor. -
The Interface Between English and the Celtic Languages
Universität Potsdam Hildegard L. C. Tristram (ed.) The Celtic Englishes IV The Interface between English and the Celtic Languages Potsdam University Press In memoriam Alan R. Thomas Contents Hildegard L.C. Tristram Inroduction .................................................................................................... 1 Alan M. Kent “Bringin’ the Dunkey Down from the Carn:” Cornu-English in Context 1549-2005 – A Provisional Analysis.................. 6 Gary German Anthroponyms as Markers of Celticity in Brittany, Cornwall and Wales................................................................. 34 Liam Mac Mathúna What’s in an Irish Name? A Study of the Personal Naming Systems of Irish and Irish English ......... 64 John M. Kirk and Jeffrey L. Kallen Irish Standard English: How Celticised? How Standardised?.................... 88 Séamus Mac Mathúna Remarks on Standardisation in Irish English, Irish and Welsh ................ 114 Kevin McCafferty Be after V-ing on the Past Grammaticalisation Path: How Far Is It after Coming? ..................................................................... 130 Ailbhe Ó Corráin On the ‘After Perfect’ in Irish and Hiberno-English................................. 152 II Contents Elvira Veselinovi How to put up with cur suas le rud and the Bidirectionality of Contact .................................................................. 173 Erich Poppe Celtic Influence on English Relative Clauses? ......................................... 191 Malcolm Williams Response to Erich Poppe’s Contribution -
(A1) Syllabus Bonnleibhéal 1
Siollabas Bhonnleibhéal 1 (A1) Teastas Eorpach na Gaeilge Siollabas Bhonnleibhéal 1 (A1) Syllabus Bonnleibhéal 1 (A1) © Lárionad na Gaeilge, Ollscoil Mhá Nuad 3 Siollabas Bhonnleibhéal 1 (A1) Contents Page 1. Foreword ..........................................................................................................3 2. The content of Siollabas Bhonnleibhéal 1 .......................................................3 3. Grammar ..........................................................................................................5 4. Learners and the language learning process ...................................................5 4.1 Learning and communication strategies ...................................................5 4.2 Language awareness .................................................................................8 5. Sociocultural knowledge ................................................................................10 6. Skills ................................................................................................................10 7. Scrúdú Bhonnleibhéal 1 ..................................................................................10 Topic 1: Meeting people ....................................................................................11 Topic 2: Background and place of residence .....................................................14 Topic 3: The family .............................................................................................18 Topic 4: The house and accommodation ...........................................................22 -
The Distribution of the Old Irish Infixed Pronouns: Evidence for the Syntactic Evolution of Insular Celtic?
University of Pennsylvania Working Papers in Linguistics Volume 6 Issue 3 Current Work in Linguistics Article 7 2000 The Distribution of the Old Irish Infixed Pronouns: Evidence for the Syntactic Evolution of Insular Celtic? Ronald Kim University of Pennsylvania Follow this and additional works at: https://repository.upenn.edu/pwpl Recommended Citation Kim, Ronald (2000) "The Distribution of the Old Irish Infixed Pronouns: Evidence for the Syntactic Evolution of Insular Celtic?," University of Pennsylvania Working Papers in Linguistics: Vol. 6 : Iss. 3 , Article 7. Available at: https://repository.upenn.edu/pwpl/vol6/iss3/7 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/pwpl/vol6/iss3/7 For more information, please contact [email protected]. The Distribution of the Old Irish Infixed Pronouns: Evidence for the Syntactic Evolution of Insular Celtic? This working paper is available in University of Pennsylvania Working Papers in Linguistics: https://repository.upenn.edu/pwpl/vol6/iss3/7 The Distribution of the Old Irish Infixed Pronouns: Evidence for the Syntactic Evolution of Insular Celtic?* Ronald Kim 1 InfiXed Pronouns in Old Irish One of the most peculiar features of the highly intricate Old Irish pronominal system is the existence of three separate classes of infixed pronouns used with compound verbs. These sets, denoted as A, B, and C, are not inter changeable: each is found with particular preverbs or, in the case of set C, under specific syntactic conditions. Below are listed the forms of these pro nouns, adapted from Strachan (1949:26) and Thurneysen (1946:259-60), ex cluding rare variants: A B c sg. -
The Autonomous and the Passive Progressive in 20Th-Century Irish
ACTA UNIVERSITATIS UPSALIENSIS Studia Celtica Upsaliensia 5 Karin Hansson The Autonomous and the Passive Progressive in 20th-Century Irish Dissertation for the degree of Doctor of Philosophy in Celtic Languages presented at Uppsala University in 2004 ABSTRACT Hansson, K. 2004. The Autonomous and the Passive Progressive in 20th-Century Irish. Acta Universitatis Upsaliensis. Studia Celtica Upsaliensia 5. 176 pp. Uppsala. ISBN 91-554- 5899-8. The present study deals with the use of two Irish verb constructions, the auto-nomous (e.g. cuireadh litreacha chun bealaigh, ‘letters were dispatched’) and the passive progressive (e.g. bhí m’athair á leigheas acu, ‘my father was being cured by them’), in a corpus of 20th- century texts. From this corpus, 2,956 instances of the autonomous and 467 instances of the passive progressive were extracted and included in the analysis. Dialectal variation concern- ing the use of these two constructions is also surveyed. The study explores and compares the use of the autonomous and the passive progressive. The main aim of the study is to investigate the two constructions with regard to their textual functions. The features studied relate to verb and clause type, as well as the measuring of topicality of patients, implicit agents, and—in the passive progressive only—overt agents. The autonomous tends to be used when the patient is topical, or central, in the text. The passive progressive, on the other hand, is mainly used with an overt agent that is considera- bly more topical than the patient. In agent-less passive progressives, patients and implicit agents are equally low in topicality. -
GOO-80-02119 392P
DOCUMENT RESUME ED 228 863 FL 013 634 AUTHOR Hatfield, Deborah H.; And Others TITLE A Survey of Materials for the Study of theUncommonly Taught Languages: Supplement, 1976-1981. INSTITUTION Center for Applied Linguistics, Washington, D.C. SPONS AGENCY Department of Education, Washington, D.C.Div. of International Education. PUB DATE Jul 82 CONTRACT GOO-79-03415; GOO-80-02119 NOTE 392p.; For related documents, see ED 130 537-538, ED 132 833-835, ED 132 860, and ED 166 949-950. PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MF01/PC16 Plus Postage. DESCRIPTORS Annotated Bibliographies; Dictionaries; *InStructional Materials; Postsecondary Edtmation; *Second Language Instruction; Textbooks; *Uncommonly Taught Languages ABSTRACT This annotated bibliography is a supplement tothe previous survey published in 1976. It coverslanguages and language groups in the following divisions:(1) Western Europe/Pidgins and Creoles (European-based); (2) Eastern Europeand the Soviet Union; (3) the Middle East and North Africa; (4) SouthAsia;(5) Eastern Asia; (6) Sub-Saharan Africa; (7) SoutheastAsia and the Pacific; and (8) North, Central, and South Anerica. The primaryemphasis of the bibliography is on materials for the use of theadult learner whose native language is English. Under each languageheading, the items are arranged as follows:teaching materials, readers, grammars, and dictionaries. The annotations are descriptive.Whenever possible, each entry contains standardbibliographical information, including notations about reprints and accompanyingtapes/records -
FIRST Irish Grammar
100600315009 FIRST Irish Grammar EEVISID AND ENLAKGED BY THE CHRISTIAN BROTHERS PrtaUd kv CaHIU. a Co., Ltd.. ParkaaU PritUina Worlem, DuMin. PRECAT m^ s^.Ml FIRST Irish Grammar REVISED AND ENLARGED BY THE CHRISTIAN BROTHERS DUBLIN W H GILL & SON, LTD., O'CONNELL STREET ionlon: bukns and oates, 28 orchard «;t., w. a CONTENTS C3577 PART I. ' PAflF The Alphabet .- . • Aspiration and. Rules Governing Aspiration . EcLiPsis . • . Insertion of n, c and In . Attenuation and Syncope ... The Article ..... Xouns-^Their GaNDERS and Cases. Declension of Nouns .... Declension of Adjectives Declension of Nouns and Adjectives (in Agreement' Comparison of Adjectives .... Irregular Comparatives .... Numerals. Dual Number. Personal Numerals Adjectives—Possessive, Demonstrative, Indefinite Distributive . Pronouns—Conjunctive and Disjunctive. Emphatic Forms ...... Pronouns—Prepositional, Relative, Demonstrative Interrogative ..... Conjugations— Synthetic, Analytic, Autonomous Forms The First Conjugation .... Notes on the Conjugations and on Usages The Second Conjugation- .... Formation of Verbal Nouns The Verb c ..... The Verb is. Dependent Forms . Irregular Verbs ..... Defective Verbs ..... Interrogatives ..... Adverbs ...... Prepositions. Conjunctions PART II.—Syntax. The Article ..... The Noun . , ... The Adjective ..... The Pronoun ..... The Verb and Verbal Noun Indirect Speech ..... <r)A and X)A ...... Abstract Nouns (Their Formation and Use) Functions of the Verb is ... Sentences of Classification and Identification Definite Nouns ..... Variety and Characteristics of (some) SENTr.yrr'= Identification .... I'sES OF THE Verb is to ma:;^ Emphasis . • Grammatical Terms . • • PART I. ACCIDENCE (T)eittieotAr). 1. The Irish alphabet contains eighteen letters ; the vowels are a, e, i, o, u; the consonants, b, c, x), p, 5, n, t, m, n, p, r, r, c- 2. A, o, u are called broad vowels; e and 1 are called slender vowels. -
Mac Grianna and Conrad: a Case Study in Translation
Mac Grianna and Conrad: A Case Study in Translation Sinéad Coyle Thesis submitted for the degree of Ph.D. to the Faculty of Arts, University of Ulster, Magee Campus, Derry October 2018 I confirm that the word count of this thesis is less than 100,000 words I Contents ACKNOWLEDGMENTS………………………………………………………………… IV ABSTRACT………………………………………………………………………………… V ABBREVIATIONS VI ACCESS TO CONTENTS ........................................................................................ VII INTRODUCTION .................................................................................................... - 1 - METHODOLOGY ................................................................................................... - 6 - CHAPTER 1 ........................................................................................................... - 7 - REVIEW OF TRANSLATION STUDIES ................................................................. - 7 - INTRODUCTION: BACKGROUND TO TRANSLATION STUDIES ....................................... - 7 - TRANSLATION BEFORE THE TWENTIETH CENTURY .................................................... - 9 - LINGUISTIC THEORIES OF TRANSLATION................................................................. - 18 - POSTMODERN THEORY AND ITS INFLUENCE ON TRANSLATION STUDIES ................... - 25 - POST-COLONIAL TRANSLATION THEORY ................................................................ - 29 - PHILOSOPHICAL APPROACHES TO TRANSLATION .................................................... - 32 - DERRIDA AND DECONSTRUCTION