6Th Meeting, Working Group on Exonyms, and Meeting of the Eurogeonames Project, Prague 17-18 May 2007
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The Assignment of Grammatical Gender in German: Testing Optimal Gender Assignment Theory
The Assignment of Grammatical Gender in German: Testing Optimal Gender Assignment Theory Emma Charlotte Corteen Trinity Hall September 2018 This dissertation is submitted for the degree of Doctor of Philosophy The Assignment of Grammatical Gender in German: Testing Optimal Gender Assignment Theory Emma Charlotte Corteen Abstract The assignment of grammatical gender in German is a notoriously problematic phenomenon due to the apparent opacity of the gender assignment system (e.g. Comrie 1999: 461). Various models of German gender assignment have been proposed (e.g. Spitz 1965, Köpcke 1982, Corbett 1991, Wegener 1995), but none of these is able to account for all of the German data. This thesis investigates a relatively under-explored, recent approach to German gender assignment in the form of Optimal Gender Assignment Theory (OGAT), proposed by Rice (2006). Using the framework of Optimality Theory, OGAT claims that the form and meaning of a noun are of equal importance with respect to its gender. This is formally represented by the crucial equal ranking of all gender assignment constraints in a block of GENDER FEATURES, which is in turn ranked above a default markedness hierarchy *NEUTER » *FEMININE » *MASCULINE, which is based on category size. A key weakness of OGAT is that it does not specify what constitutes a valid GENDER FEATURES constraint. This means that, in theory, any constraint can be proposed ad hoc to ensure that an OGAT analysis yields the correct result. In order to prevent any constraints based on ‘postfactum rationalisations’ (Comrie 1999: 461) from being included in the investigation, the GENDER FEATURES constraints which have been proposed in the literature for German are assessed according to six criteria suggested by Enger (2009), which seek to determine whether there is independent evidence for a GENDER FEATURES constraint. -
The Role of Grammatical Gender in Noun-Formation: a Diachronic Perspective from Norwegian
The role of grammatical gender in noun-formation: A diachronic perspective from Norwegian Philipp Conzett 1. The relationship between gender and word-formation According to Corbett (1991: 1) “[g]ender is the most puzzling of the grammatical categories”. In modern languages, however, gender is most often seen as nothing more than an abstract inherent classificatory feature of nouns that triggers agreement in associated words. Given this perspec- tive of gender as a redundant category, the question arises of why it none- theless is so persistent in a great number of languages. This question has been answered inter alia by referring to the identifying and disambiguating function gender can have in discourse (e.g., Corbett 1991: 320–321). In this article further evidence is provided for viewing grammatical gender (henceforth gender) as an integral part of Cognitive Grammar, more spe- cifically the domain of word-formation. The relationship between grammatical gender and word-formation can be approached from (at least) two different angles. In literature dealing with gender assignment, characteristics of word-formation are often used as a base for assigning gender to nouns. This approach is presented in sec- tion 1.1. On the other hand, gender is described as a feature involved in the formation of new nouns. This perspective is introduced in 1.2. 1.1. Gender assignment based on word-formation Regularities between the gender of nouns and their derivational morphol- ogy can be detected in a number of languages. Gender can be tied to overt or covert derivational features. The former type is usually realized by suf- fixation, e.g., Norwegian klok (adj. -
Graphemic Methods for Genderneutral
Graphemic Methods for GenderNeutral Writing Yannis Haralambous & Joseph Dichy Abstract. In this paper we present a model and a classification of graphemic genderneutral writing methods, we explore current practices in French, Ger man, Greek, Italian, Portuguese and Spanish languages, and we investigate in teractions between genderneutral writing forms and regular expressions. 1. Introduction: The General Issue of, and behind, Gender Neutral Writing The issue behind genderneutral writing is that of the representation of intergender relations carried by languages. What is at stake is the representation of equality, or not, between genders. The issue is also re ferred to as “inclusive writing,” which apparently refers to human rights, but does not cover all cases, i.e., lesbian, gay, bisexual and transgender persons. The term “GenderNeutral Writing” is, in fact, both clearer and more inclusive. Generally speaking, languages are conservative, if not archaic. A sig nificant example is that of the idea of time, which is traditionally repre sented as a dot sliding along a straight line in a continuous movement. This has been a philosophical image of time since ancient Greek philoso phers and throughout the Middle Ages both in Arabic and European phi losophy, but can no longer be considered as a valid representation after 20th century existentialist philosophers and Heidegger’s Sein und Zeit. Yannis Haralambous 0000-0003-1443-6115 IMT Atlantique & LabSTICC UMR CNRS 6285 Brest, France [email protected] Joseph Dichy Professor of Arabic linguistics Lyon, France [email protected] Y. Haralambous (Ed.), Graphemics in the 21st Century. -
Geographical Names and Sustainable Tourism
No. 59 NOVEMBERNo. 59 NOVEMBER 2020 2020 Geographical Names and Sustainable Tourism Socio- Institutional cultural Sustainable Tourism Economic Environmental Table of Contents The Information Bulletin of the United Nations MESSAGE FROM THE CHAIRPERSON ............................................... 3 Group of Experts on Geographical Names (formerly Reconsidérer notre mobilité ......................................................... 3 UNGEGN Newsletter) is issued twice a year by the Secretariat of the Group of Experts. The Secretariat Reconsider our mobility ............................................................... 4 is served by the Statistics Division (UNSD), MESSAGE FROM THE SECRETARIAT ................................................. 5 Department for Economic and Social Affairs (DESA), Secretariat of the United Nations. Contributions “Geographical names and sustainable tourism ............................ 5 and reports received from the Experts of the Group, IN MEMORIAM ................................................................................ 7 its Linguistic/Geographical Divisions and its Working Groups are reviewed and edited jointly by the Danutė Janė Mardosienė (1947-2020) ........................................ 7 Secretariat and the UNGEGN Working Group on SPECIAL FEATURE: GEOGRAPHICAL NAMES AND SUSTAINABLE Publicity and Funding. Contributions for the TOURISM ......................................................................................... 9 Information Bulletin can only be considered when they are made -
Learning About Phonology and Orthography
EFFECTIVE LITERACY PRACTICES MODULE REFERENCE GUIDE Learning About Phonology and Orthography Module Focus Learning about the relationships between the letters of written language and the sounds of spoken language (often referred to as letter-sound associations, graphophonics, sound- symbol relationships) Definitions phonology: study of speech sounds in a language orthography: study of the system of written language (spelling) continuous text: a complete text or substantive part of a complete text What Children Children need to learn to work out how their spoken language relates to messages in print. Have to Learn They need to learn (Clay, 2002, 2006, p. 112) • to hear sounds buried in words • to visually discriminate the symbols we use in print • to link single symbols and clusters of symbols with the sounds they represent • that there are many exceptions and alternatives in our English system of putting sounds into print Children also begin to work on relationships among things they already know, often long before the teacher attends to those relationships. For example, children discover that • it is more efficient to work with larger chunks • sometimes it is more efficient to work with relationships (like some word or word part I know) • often it is more efficient to use a vague sense of a rule How Children Writing Learn About • Building a known writing vocabulary Phonology and • Analyzing words by hearing and recording sounds in words Orthography • Using known words and word parts to solve new unknown words • Noticing and learning about exceptions in English orthography Reading • Building a known reading vocabulary • Using known words and word parts to get to unknown words • Taking words apart while reading Manipulating Words and Word Parts • Using magnetic letters to manipulate and explore words and word parts Key Points Through reading and writing continuous text, children learn about sound-symbol relation- for Teachers ships, they take on known reading and writing vocabularies, and they can use what they know about words to generate new learning. -
Exonyms – Standards Or from the Secretariat Message from the Secretariat 4
NO. 50 JUNE 2016 In this issue Preface Message from the Chairperson 3 Exonyms – standards or From the Secretariat Message from the Secretariat 4 Special Feature – Exonyms – standards standardization? or standardization? What are the benefits of discerning 5-6 between endonym and exonym and what does this divide mean Use of Exonyms in National 6-7 Exonyms/Endonyms Standardization of Geographical Names in Ukraine Dealing with Exonyms in Croatia 8-9 History of Exonyms in Madagascar 9-11 Are there endonyms, exonyms or both? 12-15 The need for standardization Exonyms, Standards and 15-18 Standardization: New Directions Practice of Exonyms use in Egypt 19-24 Dealing with Exonyms in Slovenia 25-29 Exonyms Used for Country Names in the 29 Repubic of Korea Botswana – Exonyms – standards or 30 standardization? From the Divisions East Central and South-East Europe 32 Division Portuguese-speaking Division 33 From the Working Groups WG on Exonyms 31 WG on Evaluation and Implementation 34 From the Countries Burkina Faso 34-37 Brazil 38 Canada 38-42 Republic of Korea 42 Indonesia 43 Islamic Republic of Iran 44 Saudi Arabia 45-46 Sri Lanka 46-48 State of Palestine 48-50 Training and Eucation International Consortium of Universities 51 for Training in Geographical Names established Upcoming Meetings 52 UNGEGN Information Bulletin No. 50 June 2106 Page 1 UNGEGN Information Bulletin The Information Bulletin of the United Nations Group of Experts on Geographical Names (formerly UNGEGN Newsletter) is issued twice a year by the Secretariat of the Group of Experts. The Secretariat is served by the Statistics Division (UNSD), Department for Economic and Social Affairs (DESA), Secretariat of the United Nations. -
Eighth United Nations Conference on the Standardization of Geographical Names Berlin, 27 August-5 September 2002 Item 10 of the Provisional Agenda"
a E/CONF..94/HNF.82 29 August 2002 Original: English Eighth United Nations Conference on the Standardization of Geographical Names Berlin, 27 August-5 September 2002 Item 10 of the provisional agenda" EXONYMS Italian Main Exonyms of European Geographical Elements (Submitted by Italy) *E/CONF.94/1 8th UNITED NATION CONFERENCE ON THE STANDARDIZATION OF GEOGRAPHICAL NAMES Berlin, 26/08/02 - 05/09/02 Item 12 of the provisional agenda SANDRO TONIOLO ITALIAN MAIN EXONYMS OF EUROPEAN GEOGRAPHICAL ELEMENTS Report of Italy Submitted by Giovanni ORRU it a I ia 1-1 o 2 rincipaii esonimi italiani di elernersti geografici eurspei Scritto da Sandro Toniolo pubblicato su <<CUniverso)>(ISSN: 0042-0409) anno LXXXi (2001) n. 2 II problema degli esonimi 1! quanto mai complesso: infatti se ne discute da oltre tre decenni nel Gruppo di esperti delle Nazioni Unite sulla riormalizzazione dei nomi geogra- fici. II Gruppo di esperti si e espresso fin dall'inizio - e continua nella sua lodevole posizio- ne - in favore di una progressiva eliminazione degli esonimi, che dovrebbero essere sosti- tuiti dai rispettivi endonimi. iVla tale raccomandazione, certamente valida per molti aspet- ti, incontra due difficolta: a) I'uso stabilizzato da secoli nelle varie lingue di esonimi ormai insostituibili (pensiamo per noi italiani ai termini Parigi, Svizzera, Tamigi, che non potranno essere facilmente sosti- tuiti nell'uso comune dagli endonimi corrispondenti Paris, die Schweiz, Thames); b) la scarsa conoscenza della pronuncia della lingua in cui Sono scritti quegli endoni- mi che vorremmo adottare al posto degli esonimi italiani, con iI rischio di rendere quei toponimi del tutto irriconoscibili (pensiamo solo agli endonimi Szczecin e Aachen, che stanno rispettivamente per Stettino e Aquisgrana). -
Orthographies in Grammar Books
Preprints (www.preprints.org) | NOT PEER-REVIEWED | Posted: 30 July 2018 doi:10.20944/preprints201807.0565.v1 Tomislav Stojanov, [email protected], [email protected] Institute of Croatian Language and Linguistic Republike Austrije 16, 10.000 Zagreb, Croatia Orthographies in Grammar Books – Antiquity and Humanism Summary This paper researches the as yet unstudied topic of orthographic content in antique, medieval, and Renaissance grammar books in European languages, as part of a wider research of the origin of orthographic standards in European languages. As a central place for teachings about language, grammar books contained orthographic instructions from the very beginning, and such practice continued also in later periods. Understanding the function, content, and orthographic forms in the past provides for a better description of the nature of the orthographic standard in the present. The evolution of grammatographic practice clearly shows the continuity of development of orthographic content from a constituent of grammar studies through the littera unit gradually to an independent unit, then into annexed orthographic sections, and later into separate orthographic manuals. 5 antique, 22 Latin, and 17 vernacular grammars were analyzed, describing 19 European languages. The research methodology is based on distinguishing orthographic content in the narrower sense (grapheme to meaning) from the broader sense (grapheme to phoneme). In this way, the function of orthographic description was established separately from the study of spelling. As for the traditional description of orthographic content in the broader sense in old grammar books, it is shown that orthographic content can also be studied within the grammatographic framework of a specific period, similar to the description of morphology or syntax. -
(Or Between Speech Sounds and Letters) A. in Each Group of Three, C
Exercise on the Difference Between Orthography and Phonetics (or between speech sounds and letters) A. In each group of three, circle the word with the oddball initial speech sound; e.g., for people, physics, pistol, the word with the initial sound that does not match the other two words is physics ; that is, while all three words start with the letter ‘p’, only people and pistol start with a ‘p’ sound (physics, despite the spelling, starts with an ‘f’ – the same sound that begins the words feel and fit ). The idea in all of these is to pay attention to the sounds, not the letters. 1. knife kitten gnat 2. Thailand think trace 3. knapsack kettle pneumonia 4. gnat know garage 5. pepper psychology sister 6. hiccough Jose jam 7. fantasy pharmacy pill 8. juggle George garage 9. chaotic children kayak 10. century crank silly B. In each group of three, circle the word with the oddball final speech sound; e.g., if you listen carefully to the final consonant sounds in the words pace, jazz, and faces, you’ll find that both jazz and faces end with a ‘z’ sound while pace ends with an ‘s’. Again, the idea is to pay attention to the sounds, not the letters. 1. dogs cats gripes 2. hiccup calf Ralph 3. canned walked rancid 4. plow flow allow 5. merlot slow cow 6. fact mapped mobbed 7. bough tow now 8. jig thing rang 9. rough thorough lithograph 10. of stove graph ANSWERS A. In each group of three, circle the word with the oddball initial speech sound; e.g., for people, physics, pistol, the word with the initial sound that does not match the other two words is physics . -
Words Their Way®: Sixth Edition © 2016 Stages of Spelling Development
Words Their Way®: Word Study for Phonics, Vocabulary, and Spelling Instruction, Sixth Edition © 2016 Stages of Spelling Development Words Their Way®: Sixth Edition © 2016 Stages of Spelling Development Introduction In this tutorial, we will learn about the stages of spelling development included in the professional development book titled, Words Their Way®: Word Study for Phonics, Vocabulary, and Spelling Instruction, Sixth Edition. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. 1 Words Their Way®: Word Study for Phonics, Vocabulary, and Spelling Instruction, Sixth Edition © 2016 Stages of Spelling Development Three Layers of English Orthography There are three layers of orthography, or spelling, in the English language-the alphabet layer, the pattern layer, and the meaning layer. Students' understanding of the layers progresses through five predictable stages of spelling development. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. 2 Words Their Way®: Word Study for Phonics, Vocabulary, and Spelling Instruction, Sixth Edition © 2016 Stages of Spelling Development Alphabet Layer The alphabet layer represents a one-to-one correspondence between letters and sounds. In this layer, students use the sounds of individual letters to accurately spell words. Copyright © 2017 by Pearson Education, Inc. All Rights Reserved. 3 Words Their Way®: Word Study for Phonics, Vocabulary, and Spelling Instruction, Sixth Edition © 2016 Stages of Spelling Development Pattern Layer The pattern layer overlays the alphabet layer, as there are 42 to 44 sounds in English but only 26 letters in the alphabet. In this layer, students explore combinations of sound spellings that form visual and auditory patterns. Copyright © 2017 by Pearson Education, Inc. -
Onomastica Uralica
Edited by RICHARD COATES KATALIN RESZEGI Debrecen–Helsinki 2018 Onomastica Uralica President of the editorial board István Hoffmann, Debrecen Co-president of the editorial board Terhi Ainiala, Helsinki Editorial board Tatyana Dmitrieva, Yekaterinburg Sándor Maticsák, Debrecen Kaisa Rautio Helander, Irma Mullonen, Petrozavodsk Guovdageaidnu Aleksej Musanov, Syktyvkar Marja Kallasmaa, Tallinn Peeter Päll, Tallinn Nina Kazaeva, Saransk Janne Saarikivi, Helsinki Lyudmila Kirillova, Izhevsk Valéria Tóth, Debrecen Technical editor Edit Marosi Cover design and typography József Varga The volume was published under the auspices of the Research Group on Hungarian Language History and Toponomastics (University of Debrecen–Hungarian Academy of Sciences). It was supported by the International Council of Onomastic Sciences, the University of Debrecen as well as the ÚNKP-18-4 New National Excellence Program of The Ministry of Human Capacities. The papers of the volume were peer-reviewed by Terhi Ainiala, Barbara Bába, Keith Briggs, Richard Coates, Eunice Fajobi, Milan Harvalík, Róbert Kenyhercz, Adrian Koopman, Unni-Päivä Leino, Staffan Nyström, Harry Parkin, Katalin Reszegi, Maggie Scott, Dmitry Spiridonov, Pavel Štěpán, Judit Takács, Peter Trudgill, Mats Wahlberg, Christian Zschieschang. The studies are to be found on the following website http://mnytud.arts.unideb.hu/onomural/ ISSN 1586-3719 (Print), ISSN 2061-0661 (Online) ISBN 978-963-318-660-2 Published by Debrecen University Press, a member of the Hungarian Publishers’ and Booksellers’ Association established in 1975. Managing Publisher: Gyöngyi Karácsony, Director General Printed by Kapitális Nyomdaipari és Kereskedelmi Bt. Contents GRANT W. SMITH The symbolic meanings of names .......................................................... 5 ANNAMÁRIA ULLA SZABÓ T. Bilingualism: binominalism? ................................................................. 17 ESZTER DITRÓI Statistical Approaches to Researching Onomastic Systems ................. -
The Importance of Morphology, Etymology, and Phonology
3/16/19 OUTLINE Introduction •Goals Scientific Word Investigations: •Spelling exercise •Clarify some definitions The importance of •Intro to/review of the brain and learning Morphology, Etymology, and •What is Dyslexia? •Reading Development and Literacy Instruction Phonology •Important facts about spelling Jennifer Petrich, PhD GOALS OUTLINE Answer the following: •Language History and Evolution • What is OG? What is SWI? • What is the difference between phonics and •Scientific Investigation of the writing phonology? system • What does linguistics tell us about written • Important terms language? • What is reading and how are we teaching it? • What SWI is and is not • Why should we use the scientific method to • Scientific inquiry and its tools investigate written language? • Goal is understanding the writing system Defining Our Terms Defining Our Terms •Linguistics à lingu + ist + ic + s •Phonics à phone/ + ic + s • the study of languages • literacy instruction based on small part of speech research and psychological research •Phonology à phone/ + o + log(e) + y (phoneme) • the study of the psychology of spoken language •Phonemic Awareness • awareness of phonemes?? •Phonetics à phone/ + et(e) + ic + s (phone) • the study of the physiology of spoken language •Orthography à orth + o + graph + y • correct spelling •Morphology à morph + o + log(e) + y (morpheme) • the study of the form/structure of words •Orthographic phonology • The study of the connection between graphemes and phonemes 1 3/16/19 Defining Our Terms The Beautiful Brain •Phonemeà