Corpus Linguistics, Translation and Error Analysis
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Deborah Schiffrin Editor
Meaning, Form, and Use in Context: Linguistic Applications Deborah Schiffrin editor Meaning, Form, and Use in Context: Linguistic Applications Deborah Schiffrin editor Georgetown University Press, Washington, D.C. 20057 BIBLIOGRAPHIC NOTICE Since this series has been variously and confusingly cited as: George- town University Monographic Series on Languages and Linguistics, Monograph Series on Languages and Linguistics, Reports of the Annual Round Table Meetings on Linguistics and Language Study, etc., beginning with the 1973 volume, the title of the series was changed. The new title of the series includes the year of a Round Table and omits both the monograph number and the meeting number, thus: Georgetown University Round Table on Languages and Linguistics 1984, with the regular abbreviation GURT '84. Full bibliographic references should show the form: Kempson, Ruth M. 1984. Pragmatics, anaphora, and logical form. In: Georgetown University Round Table on Languages and Linguistics 1984. Edited by Deborah Schiffrin. Washington, D.C.: Georgetown University Press. 1-10. Copyright (§) 1984 by Georgetown University Press All rights reserved Printed in the United States of America Library of Congress Catalog Number: 58-31607 ISBN 0-87840-119-9 ISSN 0196-7207 CONTENTS Welcoming Remarks James E. Alatis Dean, School of Languages and Linguistics vii Introduction Deborah Schiffrin Chair, Georgetown University Round Table on Languages and Linguistics 1984 ix Meaning and Use Ruth M. Kempson Pragmatics, anaphora, and logical form 1 Laurence R. Horn Toward a new taxonomy for pragmatic inference: Q-based and R-based implicature 11 William Labov Intensity 43 Michael L. Geis On semantic and pragmatic competence 71 Form and Function Sandra A. -
Greece, Bulgaria and Albania1 General Introduct
Translating Socio-Cultural Anthropology into Education Educational Anthropology and Anthropology of education in SE European countries: Greece, Bulgaria and Albania1 Ioannis Manos, Gerorgia Sarikoudi University of Macedonia, Thessaloniki, Greece General Introduction Education System I. Greece The education system in Greece is under the central responsibility and supervision of the state administration, and more specifically, the Ministry of Education, Research and Religious Affairs (MERRA). It consists of three levels: primary, secondary (divided in lower and upper-secondary), and tertiary (higher) education. 1. Overview of the Greek education system According to the Greek constitution, the Greek state is bound to provide all Greek citizens with access to free education at all levels of the state education system. The Greek education system2 consists of three levels: primary, secondary (divided in lower and upper-secondary), and higher (tertiary) education. a) Primary Education3 Primary education includes the pre-primary (kindergarten/‘παιδικός σταθμός’/paidikos stathmos) and the primary schools (‘δημοτικό’/dimotiko). Pre-primary education is compulsory4 and 1 DISCLAIMER: The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 2 For a summary of the Greek education system, see, https://eacea.ec.europa.eu/national- policies/eurydice/content/greece_en 3 A non-compulsory early childhood education is provided to children from the age of 2 months to 4-years-old by municipal public institutions (Infant Centers, Infant/Child Centers and Child Centers) or private, pre-school education and care centers. -
Annotating Tense, Mood and Voice for English, French and German
Annotating tense, mood and voice for English, French and German Anita Ramm1;4 Sharid Loaiciga´ 2;3 Annemarie Friedrich4 Alexander Fraser4 1Institut fur¨ Maschinelle Sprachverarbeitung, Universitat¨ Stuttgart 2Departement´ de Linguistique, Universite´ de Geneve` 3Department of Linguistics and Philology, Uppsala University 4Centrum fur¨ Informations- und Sprachverarbeitung, Ludwig-Maximilians-Universitat¨ Munchen¨ [email protected] [email protected] fanne,[email protected] Abstract features. They may, for instance, be used to clas- sify texts with respect to the epoch or region in We present the first open-source tool for which they have been produced, or for assigning annotating morphosyntactic tense, mood texts to a specific author. Moreover, in cross- and voice for English, French and Ger- lingual research, tense, mood, and voice have been man verbal complexes. The annotation is used to model the translation of tense between based on a set of language-specific rules, different language pairs (Santos, 2004; Loaiciga´ which are applied on dependency trees et al., 2014; Ramm and Fraser, 2016)). Identi- and leverage information about lemmas, fying the morphosyntactic tense is also a neces- morphological properties and POS-tags of sary prerequisite for identifying the semantic tense the verbs. Our tool has an average accu- in synthetic languages such as English, French racy of about 76%. The tense, mood and or German (Reichart and Rappoport, 2010). The voice features are useful both as features extracted tense-mood-voice (TMV) features may in computational modeling and for corpus- also be useful for training models in computational linguistic research. linguistics, e.g., for modeling of temporal relations (Costa and Branco, 2012; UzZaman et al., 2013). -
We Want Europe in Nagorno-Karabakh
WE WANT EUROPE IN NAGORNO-KARABAKH This appeal was endorsed by the following public figures from across Europe: Frank Engel, Member of the European Parliament (Luxembourg) - Michèle Rivasi, Member of the European Parliament (France) - Aloys Kabanda, Author, survivor of the genocide of the Tutsi, Ibuka (Belgium) - Bart Staes, Member of the European Parliament (Belgium) - Jill Evans, Member of the European Parliament (United Kingdom) - Peter Niedermüller, Member of the European Parliament (Germany) - Benjamin Abtan, President of the European Grassroots Antiracist Movement - EGAM, Coordinator of the Elie Wiesel Network of Parliamentarians of Europe for the Prevention of Mass Atrocities and Genocides and against Genocide Denial (France) - Josep Maria Terricabras, Member of the European Parliament – (Esquerra Republicana de Catalunya) - Bernard Coulie, Professor and former Dean, the Catholic University of Louvain (Belgium) - Daniyel Demir, President of BDVAD, umbrella organization for Arameans in Germany - Dr Mark Levene, Reader in History at the University of Southampton (United Kingdom) - Dr Ruth Barnett, psychiatrist and writer (United Kingdom) - Dr. Tessa Hofmann, author and chairwoman of the human rights NGO Working Group "Recognition Against Genocide" (Germany) - Francisco Palacios Romeo, Professor of Constitutional Law, Faculty of Law, University of Zaragoza (Spain)- Frank de Boer, Federal Union of European Nationalities (FUEN) (Belgium) - Fredrik Malm, Member of Swedish Parliament, Federal Chairman of the Liberal Party of Sweden, Deputy -
Decomposability and Mental Representation of French Verbs Gustavo Estivalet, Fanny Meunier
Decomposability and mental representation of French verbs Gustavo Estivalet, Fanny Meunier To cite this version: Gustavo Estivalet, Fanny Meunier. Decomposability and mental representation of French verbs. Fron- tiers in Human Neuroscience, Frontiers, 2015, 10.3389/fnhum.2015.00004. hal-01247734 HAL Id: hal-01247734 https://hal.archives-ouvertes.fr/hal-01247734 Submitted on 22 Dec 2015 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. ORIGINAL RESEARCH ARTICLE published: 20 January 2015 HUMAN NEUROSCIENCE doi: 10.3389/fnhum.2015.00004 Decomposability and mental representation of French verbs Gustavo L. Estivalet 1,2* and Fanny E. Meunier 1,2 1 Centre National de la Recherche Scientifique UMR5304, Laboratoire sur le Langage, le Cerveau et la Cognition, Lyon, France 2 Université de Lyon, Université Claude Bernard Lyon 1, Lyon, France Edited by: In French, regardless of stem regularity, inflectional verbal suffixes are extremely regular Mirjana Bozic, University of and paradigmatic. Considering the complexity of the French verbal system, we argue that Cambridge, UK all French verbs are polymorphemic forms that are decomposed during visual recognition Reviewed by: independently of their stem regularity. We conducted a behavioral experiment in which we Marcus Taft, University of New South Wales, Australia manipulated the surface and cumulative frequencies of verbal inflected forms and asked João Veríssimo, University of participants to perform a visual lexical decision task. -
Leçon 15: Verb Forms
Leçon 15: Verb Forms As you know, many French verbs end in ER in the infinitive. The INFINITIVE is the basic form of a verb, the one you would look up in a dictionary. Once you know all the forms of one ER verb, you know how to get the forms of the rest. The present tense of ER verbs is formed by taking the ER off the infinitive to get the STEM, then adding ENDINGS based on the subject. The present tense endings for ER verbs are: Je : E Nous : ONS Tu : ES Vous : EZ Il / Elle : E Ils / Elles : ENT Let’s take, for example, the French verb parler Infinitive = PARLER Remove the ER to get the stem => PARL Add the endings: Je PARLE Nous PARLONS Tu PARLES Vous PARLEZ Il PARLE Ils PARLENT Elle PARLE Elles PARLENT A chart, like the one above, showing all the forms of a verb is called a CONJUGATION. Verbs that follow a predictable pattern, like the ER verbs, as called REGULAR VERBS. NOTE: (1) when the subject is not a pronoun, but is a noun (Jean-Claude, le crayon, les pupitres), use the third person endings E or ENT depending on whether the noun is singular or plural. (2) Because the ENT ending is silent, the je, tu, il, elle, ils, and elles forms of the verb all sound alike. Only the nous and vous forms have a difference you can hear. (3) Verbs that have a G on the end of their stem have one special form: the nous form adds EONS: Nous mangeons, nous nageons for example. -
Cultural Differences in a Globalizing World
CULTURAL DIFFERENCES IN A GLOBALIZING WORLD CULTURAL DIFFERENCES IN A GLOBALIZING WORLD BY MICHAEL MINKOV FOREWORD BY GEERT HOFSTEDE United Kingdom North America Japan India Malaysia China Emerald Group Publishing Limited Howard House, Wagon Lane, Bingley BD16 1WA, UK First edition 2011 Copyright r 2011 Emerald Group Publishing Limited Reprints and permission service Contact: [email protected] No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. No responsibility is accepted for the accuracy of information contained in the text, illustrations or advertisements. The opinions expressed in these chapters are not necessarily those of the Editor or the publisher. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library ISBN: 978-0-85724-613-4 Emerald Group Publishing Limited, Howard House, Environmental Management System has been certified by ISOQAR to ISO 14001:2004 standards Awarded in recognition of Emerald’s production department’s adherence to quality systems and processes when preparing scholarly journals for print Contents Quotes vii Acknowledgements ix Foreword xi Introduction xv 1. The Study of Culture and its Origins 1 2. Major Cross-Cultural Studies 45 3. Industry versus Indulgence 51 4. Monumentalism versus Flexumility 93 5. Hypometropia versus Prudence 137 6. Exclusionism versus Universalism 179 7. A Cultural Map of the World 225 8. -
Performative Sentences and the Morphosyntax-Semantics Interface in Archaic Vedic
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Journal of South Asian Linguistics JSAL volume 1, issue 1 October 2008 Performative Sentences and the Morphosyntax-Semantics Interface in Archaic Vedic Eystein Dahl, University of Oslo Received November 1, 2007; Revised October 15, 2008 Abstract Performative sentences represent a particularly intriguing type of self-referring assertive clauses, as they constitute an area of linguistics where the relationship between the semantic-grammatical and the pragmatic-contextual dimension of language is especially transparent. This paper examines how the notion of performativity interacts with different tense, aspect and mood categories in Vedic. The claim is that one may distinguish three slightly different constraints on performative sentences, a modal constraint demanding that the proposition is represented as being in full accordance with the Common Ground, an aspectual constraint demanding that there is a coextension relation between event time and reference time and a temporal constraint demanding that the reference time is coextensive with speech time. It is shown that the Archaic Vedic present indicative, aorist indicative and aorist injunctive are quite compatible with these constraints, that the basic modal specifications of present and aorist subjunctive and optative violate the modal constraint on performative sentences, but give rise to speaker-oriented readings which in turn are compatible with that constraint. However, the imperfect, the present injunctive, the perfect indicative and the various modal categories of the perfect stem are argued to be incompatible with the constraints on performative sentences. 1 Introduction Performative sentences represent a particularly intriguing type of self-referring assertive clauses, as they constitute an area of linguistics where the relationship between the semantic-grammatical and the pragmatic-contextual dimension of language is especially transparent. -
Kiril Avramov
Kiril Avramov Center for Russian, East European and Eurasian Studies The University of Texas at Austin 2505 University Avenue, BUR 578 Austin, TX 78712 Phone: (512)-475-6145 [email protected] EDUCATION 2003-2008: Ph.D., Political Science (Република България Министерски съвет, ВАК, образователна и научна степен „Доктор“), University of Sofia, Bulgaria Degree: Ph.D. 4/08 Dissertation: Success Strategies of the Bulgarian Economic Elite 1990-2001. Supervisor: Prof. Alexander Tomov (Deputy PM of Bulgaria 1990-1991). (Public defense on 04/09/2008, unanimous pass, cum laude) – (Образователна и научна степен „Доктор “по научната специалност 05.11.02 „Политология “; тема: „Стратегии за успех на българския икономически елит (1990-2001) “Научна комисия 12, Протокол № 10 от 06.10.2008 г.) 2005- 2006: Central European University (CEU), Budapest, Hungary. Doctoral Support Program (DSP) at the Department of Political Science. (Full tuition scholarship from the University). Academic adviser: Prof. Nenad Dimitrijevic. 2001- 2002: M.A., Diplomacy & International Relations. Department of Political Science, New Bulgarian University, Sofia, Bulgaria. Thesis: “The Epidemic Infectious Disease as an Element of the Stability of the International Security” Academic adviser: Dr. Ivan Nachev. (Cum laude). 1995- 1999: B.A., Political Science, Gustavus Adolphus College, St. Peter, (MN), USA Department of Political Science, Gustavus Adolphus College, St. Peter, (MN). Thesis: “NATO Enlargement in Eastern Europe–Political and Strategic Consequences”. Count Folke Bernadotte Memorial Scholarship recipient. Academic Adviser: Prof. Richard Leitch. 1997-98 AY: Academic exchange year at the University of Aberdeen. Departments of Political Science and Economics. Aberdeen, Scotland, United Kingdom. PROFESSIONAL EXPERIENCE 8/20020 – date: Assistant Professor (tenure-track), Department of Slavic and Eurasian Studies, 1 COLA, The University of Texas at Austin. -
New Bulgarian University Fact Sheet
NEW BULGARIAN UNIVERSITY FACT SHEET Full legal name of the institution New Bulgarian University Montevideo Str. 21, 1618 Sofia, Address Bulgaria Institution’s web site www.nbu.bg Institutional Erasmus coordinator Elena Hazarbasanova +359 2 8110222 Contact information (E-mail, Telephone, Fax) +359 2 8110260 [email protected] Web site for Incoming Students http://nbu.bg/index.php?l=994 Contact the Academic Departmental For courses offered for Incoming Students Coordinator Language of instruction English, French, Italian, Bulgarian Students’ Exchange coordinator – Savena Borisova INCOMING students +359 2 8110672 Contact information (E-mail, Telephone, Fax) +359 28110592 [email protected] Students’ Exchange coordinator – Savena Borisova OUTGOING students +359 2 8110672 Contact information (E-mail, Telephone, Fax) +359 28110592 [email protected] Students organization web site http://www.nbu.bg/index.php?l=188 Erasmus Student Network (ESN) You could contact them for help with the e-mail: [email protected] accommodation NBU, Building 1, floor 2, room 210A, Contact information (E-mail, Telephone, Fax) telephone: +359 2 8110 210 Please find here the list of some organizations (the university has no agreement with them) that the students can contact directly. 1. Imoti BG, website: Housing (private rooms) www.imotibg.com, tel.: + 359 088309151. Contact information (E-mail, Telephone) 2. EPPI, e-mail: [email protected], tel.: + 359 087255979. 3. Art Hostel in the city centre of Sofia, close to the National Palace of Culture www.art-hostel.com Semester dates: 1st October – 17th February Winter semester (including exam session) 23rd February – 10th July Spring semester (including exam session) Application deadlines: Winter semester 1st June Spring semester 1st December Yes, we offer two courses during the academic year: Are there any Bulgarian language courses Winter semester - It is 30 h. -
French Verbs in a Nutshell
June, 1929] THE VIRGINIA TEACHER 181 tinues to make every effort to do so. It on the rest and fearlessly proceed to form is precisely by enlarging its fields of activ- all tenses from four principal parts—four ity and by fulfilling more completely the only. duties towards its members that the Asso- The responsibility is squarely left upon ciation feels that it is doing a necessary each root-verb to stand for its whole fam- piece of work. The very encouraging and ily of derivatives. When these deviate even enthusiastic results of its efforts make from its manner of conjugation, due notice it wish to extend its work and serve more of the unlikeness will be given. For in- of the many thousands of teachers of stance, when it is stated that venir and tenir French in the United States and keep them take a d in the future tense, it goes without in closer touch with each other in order that saying that the same is true of the two doz- the spirit of co-operation may grow among verbs compounded from these by means of them and make for a more efficient and prefixes (retenir, devenir, etc.). more agreeable discharge of their duties. Fortunately, those verbs presenting the It is as a national organization that it can most irregularities are the strong, service- best carry out its aims, and it is as such able auxiliaries and semi-auxiliaries that that it hopes for continued support. have to be learned early, before the student Edmond A. Meeas, Secretary. -
The Role of Syntactic and Semantic Level in Middle-Irish Verbal Noun: This Paper Aims to Provide Some Insights Into the Interact
The role of syntactic and semantic level in middle-Irish verbal noun: This paper aims to provide some insights into the interaction between the syntactic level and the semantic one, with special regards on the middle-Irish verbal noun The research concentrates on the syntactic and semantic functions of Verbal Noun in Irish. One of the more striking features of the Celtic languages is their lack of a category of infinitive comparable to that found in most other Indo-European languages. Instead, a nominalization is used, which is usually termed “Verbal Noun”. This Verbal Noun is a true noun: it is declined like other nominals and takes its argument in genitive case. One of the recurring issues in the literature on the Irish Verbal Noun has been whether or not the Verbal Noun is an infinitive. The answer to this question depends on which criteria are used. From a syntactic point of view, a Verbal Noun behaves like a verbal argument and it could assume a nominal function or a verbal function (in this sense it could be the verb of a subordinate clause): a. When a Verbal Noun functions as a noun, it could be syntactically subject, direct object, indirect object, governed by a preposition, noun of a nominal predicate. From a semantic point of view, the verbal noun can code two meanings: 1. an abstract meaning “action of Vx”, i.e. an entity with the traits [-animate], [-human]. For example: From Táin Bó Cúalnge (1967), rigo 90-92: Ra iarfacht Dare do Mac Roth cid ask:IND.PERF.3.SG Dare:NOM.SG.