Chapter 4: Linguistic Typology
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Why Is Language Typology Possible?
Why is language typology possible? Martin Haspelmath 1 Languages are incomparable Each language has its own system. Each language has its own categories. Each language is a world of its own. 2 Or are all languages like Latin? nominative the book genitive of the book dative to the book accusative the book ablative from the book 3 Or are all languages like English? 4 How could languages be compared? If languages are so different: What could be possible tertia comparationis (= entities that are identical across comparanda and thus permit comparison)? 5 Three approaches • Indeed, language typology is impossible (non- aprioristic structuralism) • Typology is possible based on cross-linguistic categories (aprioristic generativism) • Typology is possible without cross-linguistic categories (non-aprioristic typology) 6 Non-aprioristic structuralism: Franz Boas (1858-1942) The categories chosen for description in the Handbook “depend entirely on the inner form of each language...” Boas, Franz. 1911. Introduction to The Handbook of American Indian Languages. 7 Non-aprioristic structuralism: Ferdinand de Saussure (1857-1913) “dans la langue il n’y a que des différences...” (In a language there are only differences) i.e. all categories are determined by the ways in which they differ from other categories, and each language has different ways of cutting up the sound space and the meaning space de Saussure, Ferdinand. 1915. Cours de linguistique générale. 8 Example: Datives across languages cf. Haspelmath, Martin. 2003. The geometry of grammatical meaning: semantic maps and cross-linguistic comparison 9 Example: Datives across languages 10 Example: Datives across languages 11 Non-aprioristic structuralism: Peter H. Matthews (University of Cambridge) Matthews 1997:199: "To ask whether a language 'has' some category is...to ask a fairly sophisticated question.. -
Traditional Grammar
Traditional Grammar Traditional grammar refers to the type of grammar study Continuing with this tradition, grammarians in done prior to the beginnings of modern linguistics. the eighteenth century studied English, along with many Grammar, in this traditional sense, is the study of the other European languages, by using the prescriptive structure and formation of words and sentences, usually approach in traditional grammar; during this time alone, without much reference to sound and meaning. In the over 270 grammars of English were published. During more modern linguistic sense, grammar is the study of the most of the eighteenth and nineteenth centuries, grammar entire interrelated system of structures— sounds, words, was viewed as the art or science of correct language in meanings, sentences—within a language. both speech and writing. By pointing out common Traditional grammar can be traced back over mistakes in usage, these early grammarians created 2,000 years and includes grammars from the classical grammars and dictionaries to help settle usage arguments period of Greece, India, and Rome; the Middle Ages; the and to encourage the improvement of English. Renaissance; the eighteenth and nineteenth century; and One of the most influential grammars of the more modern times. The grammars created in this eighteenth century was Lindley Murray’s English tradition reflect the prescriptive view that one dialect or grammar (1794), which was updated in new editions for variety of a language is to be valued more highly than decades. Murray’s rules were taught for many years others and should be the norm for all speakers of the throughout school systems in England and the United language. -
Manual for Language Test Development and Examining
Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe © Council of Europe, April 2011 The opinions expressed in this work are those of the authors and do not necessarily reflect the official policy of the Council of Europe. All correspondence concerning this publication or the reproduction or translation of all or part of the document should be addressed to the Director of Education and Languages of the Council of Europe (Language Policy Division) (F-67075 Strasbourg Cedex or [email protected]). The reproduction of extracts is authorised, except for commercial purposes, on condition that the source is quoted. Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe Language Policy Division Council of Europe (Strasbourg) www.coe.int/lang Contents Foreword 5 3.4.2 Piloting, pretesting and trialling 30 Introduction 6 3.4.3 Review of items 31 1 Fundamental considerations 10 3.5 Constructing tests 32 1.1 How to define language proficiency 10 3.6 Key questions 32 1.1.1 Models of language use and competence 10 3.7 Further reading 33 1.1.2 The CEFR model of language use 10 4 Delivering tests 34 1.1.3 Operationalising the model 12 4.1 Aims of delivering tests 34 1.1.4 The Common Reference Levels of the CEFR 12 4.2 The process of delivering tests 34 1.2 Validity 14 4.2.1 Arranging venues 34 1.2.1 What is validity? 14 4.2.2 Registering test takers 35 1.2.2 Validity -
How to Get Published in ESOL and Applied Linguistics Serials
How to Get Published in TESOL and Applied Linguistics Serials TESOL Convention & Exhibit (TESOL 2016 Baltimore) Applied Linguistics Editor(s): John Hellermann & Anna Mauranen Editor/Journal E-mail: [email protected] Journal URL: http://applij.oxfordjournals.org/ Journal description: Applied Linguistics publishes research into language with relevance to real-world problems. The journal is keen to help make connections between fields, theories, research methods, and scholarly discourses, and welcomes contributions which critically reflect on current practices in applied linguistic research. It promotes scholarly and scientific discussion of issues that unite or divide scholars in applied linguistics. It is less interested in the ad hoc solution of particular problems and more interested in the handling of problems in a principled way by reference to theoretical studies. Applied linguistics is viewed not only as the relation between theory and practice, but also as the study of language and language-related problems in specific situations in which people use and learn languages. Within this framework the journal welcomes contributions in such areas of current enquiry as: bilingualism and multilingualism; computer-mediated communication; conversation analysis; corpus linguistics; critical discourse analysis; deaf linguistics; discourse analysis and pragmatics; first and additional language learning, teaching, and use; forensic linguistics; language assessment; language planning and policies; language for special purposes; lexicography; literacies; multimodal communication; rhetoric and stylistics; and translation. The journal welcomes both reports of original research and conceptual articles. The Journal’s Forum section is intended to enhance debate between authors and the wider community of applied linguists (see Editorial in 22/1) and affords a quicker turnaround time for short pieces. -
Syntax and Morphology Semantics
Parent Tip Sheet Language Syntax & Morphology yntax is the development of sentence structure meaning your child’s first attempts at putting two words together. SMorphology refers to the structure and construction of words and the rules that determine changes in word meaning; it’s knowing plural forms 9 and correct use of verb tense. Introduce words from many different categories: nouns, verbs, adjectives, adverbs, prepositions and conjunctions. The emergence of first words 9 typically begins around 12 months of Use the Plus One Rule: add a word to expand the length of your child’s utterance to model longer sentences. Also use correct grammar, even age. Syntax typically begins when if it means adding more than one word. E.g., if your child says ‘blue a child begins to combine words in ball” you can say “The blue ball is big.” early two word utterances (ex. Daddy 9 work) around 18-24 months. Read books with repetition, such as: We’re Going on a Bear Hunt or I Went Walking. 9 A child needs approximately 50 Watch videos of people or objects in action and describe what is happening. words to begin to combine them 9 Pay attention to the use of plurals with an “s”, add them whenever into short phrases. When children possible. Point out words that do not use an “s” to be plural (e.g., men, begin to learn words, they learn that children) to understand placement in space. some words refer to objects, some 9 Play games with “in” and “on.” To focus on correlation with space. -
The Syntactic and Semantic Relationship in Synthetic Languages
This is the published version of the bachelor thesis: Navarro Caparrós, Raquel; van Wijk Adan, Malou, dir. The Syntactic and Semantic Relationship in Synthetic Languagues : Linear Modification in Latin and Old English. 2016. 41 pag. (838 Grau en Estudis d’Anglès i de Clàssiques) This version is available at https://ddd.uab.cat/record/164293 under the terms of the license The Syntactic and Semantic Relationship in Synthetic Languages: Linear Modification in Latin and Old English TFG – Grau d’Estudis d’Anglès i Clàssiques Supervisor: Malou van Wijk Adan Raquel Navarro Caparrós June 2016 ACKNOWLEDGMENTS First and foremost, I would like to express my gratitude to my supervisor Ms. Malou van Wijk Adan for her assistance and patience during the period of my research. This project would not have been possible without her guidance and valuable comments throughout. I would also like to thank all my teachers of Classical Studies and English Studies for sharing their knowledge with me throughout these four years. Finally, I wish to acknowledge my mum and my sister Ruth whose invaluable support helped me to overcome any obstacle, especially in the last two years. Without them, I am sure that I would have never been able to get where I am now. TABLE OF CONTENTS List of Abbreviations ...................................................................................................... ii List of Tables .................................................................................................................. iii Abstract .......................................................................................................................... -
Computational Challenges for Polysynthetic Languages
Computational Modeling of Polysynthetic Languages Judith L. Klavans, Ph.D. US Army Research Laboratory 2800 Powder Mill Road Adelphi, Maryland 20783 [email protected] [email protected] Abstract Given advances in computational linguistic analysis of complex languages using Machine Learning as well as standard Finite State Transducers, coupled with recent efforts in language revitalization, the time was right to organize a first workshop to bring together experts in language technology and linguists on the one hand with language practitioners and revitalization experts on the other. This one-day meeting provides a promising forum to discuss new research on polysynthetic languages in combination with the needs of linguistic communities where such languages are written and spoken. Finally, this overview article summarizes the papers to be presented, along with goals and purpose. Motivation Polysynthetic languages are characterized by words that are composed of multiple morphemes, often to the extent that one long word can express the meaning contained in a multi-word sentence in lan- guage like English. To illustrate, consider the following example from Inuktitut, one of the official languages of the Territory of Nunavut in Canada. The morpheme -tusaa- (shown in boldface below) is the root, and all the other morphemes are synthetically combined with it in one unit.1 (1) tusaa-tsia-runna-nngit-tu-alu-u-junga hear-well-be.able-NEG-DOER-very-BE-PART.1.S ‘I can't hear very well.’ Kabardian (Circassian), from the Northwest Caucasus, also shows this phenomenon, with the root -še- shown in boldface below: (2) wə-q’ə-d-ej-z-γe-še-ž’e-f-a-te-q’əm 2SG.OBJ-DIR-LOC-3SG.OBJ-1SG.SUBJ-CAUS-lead-COMPL-POTENTIAL-PAST-PRF-NEG ‘I would not let you bring him right back here.’ Polysynthetic languages are spoken all over the globe and are richly represented among Native North and South American families. -
Linguistics 203 - Languages of the World Language Study Guide
Linguistics 203 - Languages of the World Language Study Guide This exam may consist of anything discussed on or after October 20. Be sure to check out the slides on the class webpage for this date onward, as well as the syntax/morphology language notes. This guide discusses the aspects of specific languages we looked at, and you will want to look at the notes of specific languages in the ‘language notes: syntax/morphology’ section of the webpage for examples and basic explanations. This guide does not discuss the linguistic topics we discussed in a more general sense (i.e. where we didn’t focus on a specific language), but you are expected to understand these area as well. On the webpage, these areas are found in the ‘lecture notes/slides’ section. As you study, keep in mind that there are a number of ways I might pose a question to test your knowledge. If you understand the concept, you should be able to answer any of them. These include: Definitional If a language is considered an ergative-absolutive language, what does this mean? Contrastive (definitional) Explain how an ergative-absolutive language differs from a nominative- accusative language. Identificational (which may include a definitional question as well...) Looking at the example below, identify whether language A is an ergative- absolutive language or a nominative accusative language. How do you know? (example) Contrastive (identificational) Below are examples from two different languages. In terms of case marking, how is language A different from language B? (ex. of ergative-absolutive language) (ex. of nominative-accusative language) True / False question T F Basque is an ergative-absolutive language. -
II Levels of Language
II Levels of language 1 Phonetics and phonology 1.1 Characterising articulations 1.1.1 Consonants 1.1.2 Vowels 1.2 Phonotactics 1.3 Syllable structure 1.4 Prosody 1.5 Writing and sound 2 Morphology 2.1 Word, morpheme and allomorph 2.1.1 Various types of morphemes 2.2 Word classes 2.3 Inflectional morphology 2.3.1 Other types of inflection 2.3.2 Status of inflectional morphology 2.4 Derivational morphology 2.4.1 Types of word formation 2.4.2 Further issues in word formation 2.4.3 The mixed lexicon 2.4.4 Phonological processes in word formation 3 Lexicology 3.1 Awareness of the lexicon 3.2 Terms and distinctions 3.3 Word fields 3.4 Lexicological processes in English 3.5 Questions of style 4 Syntax 4.1 The nature of linguistic theory 4.2 Why analyse sentence structure? 4.2.1 Acquisition of syntax 4.2.2 Sentence production 4.3 The structure of clauses and sentences 4.3.1 Form and function 4.3.2 Arguments and complements 4.3.3 Thematic roles in sentences 4.3.4 Traces 4.3.5 Empty categories 4.3.6 Similarities in patterning Raymond Hickey Levels of language Page 2 of 115 4.4 Sentence analysis 4.4.1 Phrase structure grammar 4.4.2 The concept of ‘generation’ 4.4.3 Surface ambiguity 4.4.4 Impossible sentences 4.5 The study of syntax 4.5.1 The early model of generative grammar 4.5.2 The standard theory 4.5.3 EST and REST 4.5.4 X-bar theory 4.5.5 Government and binding theory 4.5.6 Universal grammar 4.5.7 Modular organisation of language 4.5.8 The minimalist program 5 Semantics 5.1 The meaning of ‘meaning’ 5.1.1 Presupposition and entailment 5.2 -
Modeling Language Variation and Universals: a Survey on Typological Linguistics for Natural Language Processing
Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing Edoardo Ponti, Helen O ’Horan, Yevgeni Berzak, Ivan Vulic, Roi Reichart, Thierry Poibeau, Ekaterina Shutova, Anna Korhonen To cite this version: Edoardo Ponti, Helen O ’Horan, Yevgeni Berzak, Ivan Vulic, Roi Reichart, et al.. Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing. 2018. hal-01856176 HAL Id: hal-01856176 https://hal.archives-ouvertes.fr/hal-01856176 Preprint submitted on 9 Aug 2018 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. Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing Edoardo Maria Ponti∗ Helen O’Horan∗∗ LTL, University of Cambridge LTL, University of Cambridge Yevgeni Berzaky Ivan Vuli´cz Department of Brain and Cognitive LTL, University of Cambridge Sciences, MIT Roi Reichart§ Thierry Poibeau# Faculty of Industrial Engineering and LATTICE Lab, CNRS and ENS/PSL and Management, Technion - IIT Univ. Sorbonne nouvelle/USPC Ekaterina Shutova** Anna Korhonenyy ILLC, University of Amsterdam LTL, University of Cambridge Understanding cross-lingual variation is essential for the development of effective multilingual natural language processing (NLP) applications. -
“Today's Morphology Is Yeatyerday's Syntax”
MOTHER TONGUE Journal of the Association for the Study of Language in Prehistory • Issue XXI • 2016 From North to North West: How North-West Caucasian Evolved from North Caucasian Viacheslav A. Chirikba Abkhaz State University, Sukhum, Republic of Abkhazia The comparison of (North-)West Caucasian with (North-)East Caucasian languages suggests that early Proto-West Caucasian underwent a fundamental reshaping of its phonological, morphological and syntactic structures, as a result of which it became analytical, with elementary inflection and main grammatical roles being expressed by lexical means, word order and probably also by tones. The subsequent development of compounding and incorporation resulted in a prefixing polypersonal polysynthetic agglutinative language type typical for modern West Caucasian languages. The main evolutionary line from a North Caucasian dialect close to East Caucasian to modern West Caucasian languages was thus from agglutinative to the analytical language-type, due to a near complete loss of inflection, and then to the agglutinative polysynthetic type. Although these changes blurred the genetic relationship between West Caucasian and East Caucasian languages, however, this can be proven by applying standard procedures of comparative-historical linguistics. 1. The West Caucasian languages.1 The West Caucasian (WC), or Abkhazo-Adyghean languages constitute a branch of the North Caucasian (NC) linguistic family, which consists of five languages: Abkhaz and Abaza (the Abkhaz sub-group), Adyghe and Kabardian (the Circassian sub-group), and Ubykh. The traditional habitat of these languages is the Western Caucasus, where they are still spoken, with the exception of the extinct Ubykh. Typologically, the WC languages represent a rather idiosyncratic linguistic type not occurring elsewhere in Eurasia. -
The Twilight of Structuralism in Linguistics?*
Ewa Jędrzejko Univesity of Silesia in Katowice nr 3, 2016 The Twilight of Structuralism in Linguistics?* Key words: structuralism, linguistics, methodological principles, evolution of studies on language I would like to start with some general remarks in order to avoid misunderstandings due to the title of this paper. “The question that our title / has cast in deathless bronze”1 is just a mere trigger, and a signal of reference to animated discussions held in many disci- plines of modern liberal arts: philosophy, literary studies, social sciences, aesthetics, cultural studies (just to mention areas closest to linguistics), concerning their current methodologi- cal state and future perspectives regarding theoretical research. What I mean by that is, among others, the dispute around deconstructionism being in opposition to neo-positivistic stance, as well as some views on the current situation in art expressed in the volume called Zmierzch estetyki – rzekomy czy autentyczny? [The twilight of aesthetics – alleged or true?] (Morawski, 1987),2 or problems signalled by the literary scholars in the tellingly entitled Po strukturalizmie [After structuralism] (Nycz, 1992).3 The statements included in this article are for me one out of many voices in the discus- sion on the changes observed in linguistics in the context of questions about the future of structuralism. Since in a way the situation in contemporary linguistics (including Polish linguistics) is similar. The shift in the scope of interest of linguistics and the way it is presented may