Applicative Affixes in Peruvian Amazonian Languages
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Greek Grammar Review
Greek Study Guide Some Step-by-Step Translation Issues I. Part of Speech: Identify a word’s part of speech (noun, pronoun, adjective, verb, adverb, preposition, conjunction, particle, other) and basic dictionary form. II. Dealing with Nouns and Related Forms (Pronouns, Adjectives, Definite Article, Participles1) A. Decline the Noun or Related Form 1. Gender: Masculine, Feminine, or Neuter 2. Number: Singular or Plural 3. Case: Nominative, Genitive, Dative, Accusative, or Vocative B. Determine the Use of the Case for Nouns, Pronouns, or Substantives. (Part of examining larger syntactical unit of sentence or clause) C. Identify the antecedent of Pronouns and the referent of Adjectives and Participles. 1. Pronouns will agree with their antecedent in gender and number, but not necessarily case. 2. Adjectives/participles will agree with their referent in gender, number, and case (but will not necessary have the same endings). III. Dealing with Verbs (to include Infinitives and Participles) A. Parse the Verb 1. Tense/Aspect: Primary tenses: Present, Future, Perfect Secondary (past time) tenses: Imperfect, Aorist, Pluperfect 2. Mood: Moods: Indicative, Subjunctive, Imperative, or Optative Verbals: Infinitive or Participle [not technically moods] 3. Voice: Active, Middle, or Passive 4. Person: 1, 2, or 3. 5. Number: Singular or Plural Note: Infinitives do not have Person or Number; Participles do not have Person, but instead have Gender and Case (as do nouns and adjectives). B. Review uses of Infinitives, Participles, Subjunctives, Imperatives, and Optatives before translating these. C. Review aspect before translating any verb form. · See p. 60 in FGG (3rd and 4th editions) to translate imperfects and all present forms. -
Student's Quick Guide to Grammar Terms
Oxford Spanish Dictionary Skills Resource Pack Oxford Spanish Dictionary Skills Resource Pack Glossary H Review and questions Abbreviation A shortened form of a word Conjunction conj A word used to join indirectly affected by the verb: le escribí or phrase: Sr. = Mr clauses together: y = and; pero = but; una carta a mi madre = I wrote a letter to porque = Active In the active form the subject of the because my mother Finally, a brief review of the topics covered in the lecture: verb performs the action: Pedro besa a Consonant All the letters of the alphabet Indirect speech A report of what someone Ana = Pedro kisses Ana. See Passive. other than a, e, i, o, u has said which does not reproduce the • Important factors to bear in mind when choosing a bilingual [show slide 35] Adjectival phrase loc adj A phrase that Countable (count) noun [C] A noun that exact words: dijo que habían salido = she dictionary functions as an adjective: a ultranza = out- forms a plural and can take the indefinite said that they had gone out; he told me to • Navigating through an entry – English-Spanish, then Spanish-English and-out, fanatical; es nacionalista a article, e.g. a book, two books. See be quiet = me dijo que me callara ultranza = o Uncountable noun. he's a fanatical out-and-out Infinitive The base form of a verb: cantar = • Explaining abbreviations and symbols: nationalist, he's a nationalist through-and- Definite article def art: el/la/los/las = the to sing - common grammatical categories through Demonstrative adjective adj dem An Inflect To change -
Languages of the Middle Andes in Areal-Typological Perspective: Emphasis on Quechuan and Aymaran
Languages of the Middle Andes in areal-typological perspective: Emphasis on Quechuan and Aymaran Willem F.H. Adelaar 1. Introduction1 Among the indigenous languages of the Andean region of Ecuador, Peru, Bolivia, northern Chile and northern Argentina, Quechuan and Aymaran have traditionally occupied a dominant position. Both Quechuan and Aymaran are language families of several million speakers each. Quechuan consists of a conglomerate of geo- graphically defined varieties, traditionally referred to as Quechua “dialects”, not- withstanding the fact that mutual intelligibility is often lacking. Present-day Ayma- ran consists of two distinct languages that are not normally referred to as “dialects”. The absence of a demonstrable genetic relationship between the Quechuan and Aymaran language families, accompanied by a lack of recognizable external gen- etic connections, suggests a long period of independent development, which may hark back to a period of incipient subsistence agriculture roughly dated between 8000 and 5000 BP (Torero 2002: 123–124), long before the Andean civilization at- tained its highest stages of complexity. Quechuan and Aymaran feature a great amount of detailed structural, phono- logical and lexical similarities and thus exemplify one of the most intriguing and intense cases of language contact to be found in the entire world. Often treated as a product of long-term convergence, the similarities between the Quechuan and Ay- maran families can best be understood as the result of an intense period of social and cultural intertwinement, which must have pre-dated the stage of the proto-lan- guages and was in turn followed by a protracted process of incidental and locally confined diffusion. -
Atajo Workshops Outline
Atajo for Students Atajo Basics: What does Atajo do? • Atajo is a reference keep Atajo open on the side of the computer while writing or studying in Spanish. • Dictionary search in either Spanish or English, see definition in opposite language, audio, examples and related links if available. • Verb Conjugator see correct conjugation in all tenses. If you’ve clicked on a word in Dictionary tab, it will automatically display when you go to Verb Conjugator. Click on the name of the tense to see detailed conjugation for all possible subjects (yo, tú, etc.). • Grammar read explanation and examples for grammar topics. • Vocabulary see words grouped by topic—useful for extending your vocabulary and finding synonyms or more precise words. • Phrases find expressions appropriate to use in different situations. Note: vocabulary tends to be casual rather than academic. • Search search within all of the above. • Accent Tool handy for inserting accented characters (or use keyboard shortcuts). • Help besides instructions for using the software, the Help document also lists all the abbreviations used in the dictionary (e.g., “nm” = “masculine noun”). Using Atajo to Develop Your Spanish Proficiency When writing (or preparing to speak): • Use search to look up words you’re not 100% sure of spelling, meaning, or pronunciation. • Check meanings in both languages to help you understand the connotation and ensure you’ve chosen the most appropriate word. • Reviewing the related topics in Vocabulary and Phrases can also help you to determine if your word usage is appropriate and discover more word options to choose from. • Check conjugation of verbs and subject-verb agreement. -
Improving Machine Translation of Null Subjects in Italian and Spanish
Improving Machine Translation of Null Subjects in Italian and Spanish Lorenza Russo, Sharid Loaiciga,´ Asheesh Gulati Language Technology Laboratory (LATL) Department of Linguistics – University of Geneva 2, rue de Candolle – CH-1211 Geneva 4 – Switzerland {lorenza.russo, sharid.loaiciga, asheesh.gulati}@unige.ch Abstract (2000) has shown that 46% of verbs in their test corpus had their subjects omitted. Continuation Null subjects are non overtly expressed of this work by Rello and Ilisei (2009) has found subject pronouns found in pro-drop lan- that in a corpus of 2,606 sentences, there were guages such as Italian and Spanish. In this study we quantify and compare the oc- 1,042 sentences without overtly expressed pro- currence of this phenomenon in these two nouns, which represents an average of 0.54 null languages. Next, we evaluate null sub- subjects per sentence. As for Italian, many anal- jects’ translation into French, a “non pro- yses are available from a descriptive and theoret- drop” language. We use the Europarl cor- ical perspective (Rizzi, 1986; Cardinaletti, 1994, pus to evaluate two MT systems on their among others), but to the best of our knowledge, performance regarding null subject trans- there are no corpus studies about the extent this lation: Its-2, a rule-based system devel- 2 oped at LATL, and a statistical system phenomenon has. built using the Moses toolkit. Then we Moreover, althought null elements have been add a rule-based preprocessor and a sta- largely treated within the context of Anaphora tistical post-editor to the Its-2 translation Resolution (AR) (Mitkov, 2002; Le Nagard and pipeline. -
Human Impersonals in the Outskirts 11-12/11/2018
Human impersonals in the outskirts 11-12/11/2018 Human impersonals in the outskirts Workshop on typological and functional perspectives to human impersonals Organizers: Pekka Posio (Stockholm University) and Max Wahlström (University of Helsinki) Venue: Department of Romance Languages and Classics, Stockholm University October 11-12 2018 This workshop brings together linguists interested in human impersonal constructions (Malchu- kov & Siewierska 2011) and working on languages situated in the outskirts of the Standard Aver- age European (SAE) language area (Whorf 1956, Haspelmath 2001). By the word “outskirts” we refer to both geographic location on the edges of the linguistic area, e.g. varieties of Portuguese, Finnish and Karelian – the latter two sharing many grammatical features with SAE but not usually included in the group – and non-standard varieties of SAE languages, e.g. dialectal varieties of Ibero-Romance and South Slavonic languages. The term human impersonals is nowadays widely used in the functional and typological linguis- tics to refer to constructions that are syntactically and/or semantically impersonal and refer to unspecified human participants (see e.g. Siewierska 2011, Siewierska & Malchukov 2011, Posio & Vilkuna 2013, Gast & van der Auwera 2013). Human impersonals include e.g. the man-imper- sonal constructions found in Germanic languages (man) and French (on), the impersonal or non- referential uses of personal pronouns and verb forms such as the second person singular and the third person plural (both found in -
Unstated Subject Identification in Czech
WDS'11 Proceedings of Contributed Papers, Part I, 149–154, 2011. ISBN 978-80-7378-184-2 © MATFYZPRESS Unstated Subject Identification in Czech G. L. Ngụy and M. Ševčíková Charles University in Prague, Faculty of Mathematics and Physics, Prague, Czech Republic. Abstract. In this paper we aim to automatically identify subjects, which are not expressed but nevertheless understood in Czech sentences. Our system uses the maximum entropy method to identify different types of unstated subjects and the system has been trained and tested on the Prague Dependency Treebank 2.0. The results of our experiments bring out further consideration over the suitability of the chosen corpus for our task. Introduction In Czech, the subject is often expressed in the surface shape of the sentence but can be omitted as well. When present, it is expressed by a sentence member (e.g. noun phrase or pronoun in nominative case, infinitive phrase) or by a dependent clause; we speak about an overt subject. Concerning sentences in which the subject position is not occupied, the subject can be understood from the respective verb form or from the context and/or situation (and added into the surface sentence structure) in most cases; these unstated (covert, null, zero, empty) subjects are the main concern of the present paper. However, there are several subjectless verbs such as Prší lit.: ‘Rains’ (‘It rains’), which cannot be accompanied with a subject at all. These cases are taken into consideration in our work as well. In a subjectless finite verb clause we distinguish four following types of unstated subjects: Implicit subject: The subject is omitted in the surface text but can be understood from the verb morphological information; most often it stands for an entity already mentioned in the text or can be deictic. -
What Really Happened to Impersonal Constructions in Medieval English
[REVIEW ARTICLE] WHAT REALLY HAPPENED TO IMPERSONAL CONSTRUCTIONS IN MEDIEVAL ENGLISH MICHIKO OGURA Keio University The Early English Impersonal Construction: An Analysis of Verbal and Constructional Meaning, by Ruth Möhlig-Falke, Oxford University Press, Oxford, 2012, xvii+546pp. Ruth Möhlig-Falke’s The Early English Impersonal Construction (2012) is a thoroughgoing investigation of the Old English impersonal construction, from a syntactic perspective, within the framework of cognitive grammar and corpus-based data. In the present review, however, some oversight and problems requiring further investigations are identified including the follow- ing points: (1) polysemous situations and syntactic variations are often found with verbs used impersonally; (2) though the dative-accusative syncretism has already started, unambiguous case-endings are kept throughout the Old English period; (3) synonyms influence on each other syntactically; (4) when there is ambiguity, there is a need to go back to the manuscript(s); (5) many exceptions, if not too many, remain that must be explained in some way or the other. The best way to analyse the impersonal construction is still to be found. Keywords: Old English, Middle English, impersonal, meaning and form 1. Introduction Möhlig-Falke’s (M-F’s) book consists of two parts: eight chapters of theo- retical discussions with examples (pp. 3–236) and Appendices (pp. 237–522). This study seems to be at the threshold of a new approach of historical linguistics based on the data of the Dictionary of Old English Web Corpus (DOEC in the text). This kind of approach may well guarantee statistic precision in the number of examples of a verb in various forms; it avoids a human error in miscalculation or the careless omission of one or two ex- amples. -
ARAWAK LANGUAGES” by Alexandra Y
OXFORD BIBLIOGRAPHIES IN LINGUISTICS “ARAWAK LANGUAGES” by Alexandra Y. Aikhenvald © Oxford University Press Not for distribution. For permissions, please email [email protected]. xx Introduction General Overviews Monographs and Dissertations Articles and Book Chapters North Arawak Languages Monographs and Dissertations Articles and Book Chapters Reference Works Grammatical and Lexical Studies Monographs and Dissertations Articles and Book Chapters Specific Issues in the Grammar of North Arawak Languages Mixed Arawak-Carib Language and the Emergence of Island Carib Language Contact and the Effects of Language Obsolescence Dictionaries of North Arawak Languages Pre-andine Arawak Languages Campa Languages Monographs and Dissertations Articles and Book Chapters Amuesha Chamicuro Piro and Iñapari Apurina Arawak Languages of the Xingu Indigenous Park Arawak Languages of Areas near Xingu South Arawak Languages Arawak Languages of Bolivia Introduction The Arawak family is the largest in South America, with about forty extant languages. Arawak languages are spoken in lowland Amazonia and beyond, covering French Guiana, Suriname, Guiana, Venezuela, Colombia, Peru, Brazil, and Bolivia, and formerly in Paraguay and Argentina. Wayuunaiki (or Guajiro), spoken in the region of the Guajiro peninsula in Venezuela and Colombia, is the largest language of the family. Garifuna is the only Arawak language spoken in Belize, Honduras, Nicaragua, and Guatemala in Central America. Groups of Arawak speakers must have migrated from the Caribbean coast to the Antilles a few hundred years before the European conquest. At least several dozen Arawak languages have become extinct since the European conquest. The highest number of recorded Arawak languages is centered in the region between the Rio Negro and the Orinoco. -
Gros Ventre Student Grammar
1 Gros Ventre/White Clay Student Reference Grammar Vol. 1 Compiled by Andrew Cowell, based on the work of Allan Taylor, with assistance from Terry Brockie and John Stiffarm, Gros Ventre Tribe, Montana Published by Center for the Study of Indigenous Languages of the West (CSILW), University of Colorado Copyright CSILW First Edition, August 2012 Second Edition (revised by Terry Brockie), April 2013 Note: Permission is hereby granted by CSILW to all Gros Ventre individuals and institutions to make copies of this work as needed for educational purposes and personal use, as well as to institutions supporting the Gros Ventre language, for the same purposes. All other copying is restricted by copyright laws. 1 2 TABLE OF CONTENTS 1. Introduction p. 3 2. Affirmative Statements p. 8 3. Non-Affirmative Statements p. 16 4. Commands p. 24 5. Background Statements p. 28 6. Nouns p. 38 7. Nouns from Verbs (Participles) p. 43 8. Modifying Verbs (Prefixes) p. 45 9. Using entire phrases as subjects, objects, p. 49 or verb modifiers (Complement and Adverbial Clauses) 10. Words that don’t change (Particles) p. 53 11. Numbers, Counting and Time p. 54 12. Appendix: Grammatical Abbreviations p. 55 13. Appendix: Grammar for Students of Gros Ventre p. 56 2 3 Gros Ventre Student Reference Grammar Vol. 1 Part One: Introduction Purpose of This Book This grammar is designed to be used by Gros Ventre students of the Gros Ventre/White Clay language. It is oriented primarily towards high school and college students and adult learners, rather than children. It will be easiest to use this grammar in conjunction with a class on the language, with a language teacher, but of course you can use it on your own as well. -
Essentials of Ashéninka Perené Grammar
ESSENTIALS OF ASHÉNINKA PERENÉ GRAMMAR by Elena Mihas A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy In Linguistics at The University of Wisconsin-Milwaukee December 2010 http://www.etnolinguistica.org/tese:mihas_2010 está disponível para download no seguinte endereço: Este arquivo, fornecido pela autora em dezembro de 2010, ESSENTIALS OF ASHÉNINKA PERENÉ GRAMMAR by Elena Mihas A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy In Linguistics at The University of Wisconsin-Milwaukee December 2010 ________________________________________________________________________ Major Professor Date ________________________________________________________________________ Graduate School Approval Date ii ABSTRACT ESSENTIALS OF ASHÉNINKA PERENÉ GRAMMAR by Elena Mihas The University of Wisconsin-Milwaukee, 2010 Under the Supervision of Fred Eckman The objective of this dissertation is to present a preliminary grammatical account of Ashéninka Perené, an endangered Arawak language of Southeastern Peru. The description and analysis of the language is based on the 29-week field research conducted in an area of the Southwest Amazonian high jungle. Interesting issues of Ashéninka Perené grammar include a lack of phonemic voice distinction in stops, fricatives, and affricates, a series of palatalized stops, and a set of palatalized alveolar phonemes. Grammatical morphemes exhibit a great deal of multifunctionality. Possession is marked on the possessee or by juxtaposition. Non-masculine is the default gender. There is a small underived adjective class with mere thirteen members. The nominal classification system is fairly extensive. There is an array of highly productive applicative derivations. Aspectual and modal systems are very complex. Ashéninka Perené shows a straightforward correspondence between unreal events and their encoding in the language as irrealis. -
Italy Made Easy | (0/3)
Ask Manu Italiano [Ep.025] How to use the Particle NE (Lesson 3 of 4) Exercises Translate sentences 1 to 5 into Italian and 5 to 10 into English. Answers will be discussed in the next Video Episode of Ask Manu Italiano. 1. I don't have any kids. How many do you have? 2. Apples? I'll have three, thanks! 3. Yesterday I bought a few books. I bought five! 4. My sister has two kids. Have you seen them? 5. I love strudel! I'll have 3 slices! 1. ___________________________________________________________________ 2. ___________________________________________________________________ 3. ___________________________________________________________________ 4. ___________________________________________________________________ 5. ___________________________________________________________________ 6. Che ne dici se andiamo al cinema stasera? 7. Hai fatti biscotti? Quanti tipi ne hai fatti? 8. I tuoi libri? Mi dispiace, non ne so nulla... 9. Elisa è una grande artista e ne rispetto l'originalità. 10. Io non sono mai a casa, e i miei figli se ne approfittano. 6. ___________________________________________________________________ 7. ___________________________________________________________________ 8. ___________________________________________________________________ 9. ___________________________________________________________________ 10. ___________________________________________________________________ How to use the particle NE By Manu Venditti Lesson 3 on this little monster: 'NE". Make sure you watch and study Episode 23 and Episode 24 of Ask Manu Italiano before moving on to this episode. The Italian version of Phrasal Verbs Similarly to phrasal verbs in English (verbs made up by a verb and one or more prepositions), Italian has lots of verbs that are made up of a verb and one or more pronouns or particles. These verbs are tough to understand and use (for a non native Italian speaker), since the meaning of these verbs often differs from the sum of all its components.