Language Universals and 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.. -
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 -
Issues in Applied Linguistics
UCLA Issues in Applied Linguistics Title The Practice of Theory in the Language Classroom Permalink https://escholarship.org/uc/item/2s36f41d Journal Issues in Applied Linguistics, 18(2) ISSN 1050-4273 Author Norton, Bonny Publication Date 2010 DOI 10.5070/L4182005336 Peer reviewed eScholarship.org Powered by the California Digital Library University of California The Practice of Theory in the Language Classroom Bonny Norton University of British Columbia In this article, the author makes the case that poststructuralist theories of language, identity, and investment can be highly relevant for the practical deci- sion-making of language teachers, administrators and policy makers. She draws on her research in the international community to argue that while markers of identity such as accent, race, and gender impact the relationship between teach- ers and students, what is of far greater importance are the teachers’ pedagogical practices. This research suggests that language teaching is most effective when the teacher recognizes the multiple identities of students, and develops peda- gogical practices that enhance students’ investment in the language practices of the classroom. The author concludes that administrators and policy makers need to be supportive of language teachers as they seek to be more effective in linguistically diverse classrooms. Introduction One of the icons of language teaching in Canada, Mary Ashworth, was often heard to comment, “There is nothing as practical as a good theory.” As the United States struggles to adjust to the challenges and possibilities of linguistic diversity in American classrooms, and how research should inform educational policy mak- ing, I wish to bring theory back into the debate. -
Introduction to Applied Linguistics (3 Credit Hours) Spring 2015 Course
EDU 204A/B: Introduction to Applied Linguistics (3 Credit Hours) Spring 2015 Conceptual Framework: We believe that teachers are “Developers of Human Potential.” Like Martha Berry, we believe the role of excellent teachers is to help our candidates and the students they teach to reach their full potential by developing their head, heart and hands. Our philosophy and purposes are based on three dimensions to develop teachers and educational leaders who 1) Promote Reflection and Decision Making (head), 2) Facilitate Learning (hands), and (3) Enhance Self and Social Awareness (heart). Each of these dimensions is tied to one or more of the 10 program principals and is demonstrated by our candidates in the coursework, field and clinical experiences. Course Description: This course provides an introduction to the analysis and description of languages in general and English in particular. The major areas of linguistics (phonetics, phonology, morphology, syntax, semantics, and pragmatics) and English grammar in use are presented and discussed with an emphasis on applications, including first and second language acquisition. After an overview of the nature of language, we will study the sounds of language: how they are produced (phonetics), and how they are patterned into words (phonology). Next, we will look at different ways in which languages form words and sentences (morphology and syntax, respectively). Lastly, we will study how meaning is expressed in a language (semantics) and how context interacts with language (pragmatics). Student Learning Outcomes: 1. Appreciate the value and uniqueness in language (INTASC 4) 2. Identify patterns in the English language as a tool of analysis with which to examine language. -
The Utility and Ubiquity of Taboo Words Timothy Jay
PERSPECTIVES ON PSYCHOLOGICAL SCIENCE The Utility and Ubiquity of Taboo Words Timothy Jay Massachusetts College of Liberal Arts ABSTRACT—Taboo words are defined and sanctioned by This review is organized around eight questions that are used institutions of power (e.g., religion, media), and prohibi- to pique psychologists’ interest in taboo words and to promote a tions are reiterated in child-rearing practices. Native deeper understanding of them through future research: What are speakers acquire folk knowledge of taboo words, but it taboo words and why do they exist? What motivates people to use lacks the complexity that psychological science requires for taboo words? How often do people say taboo words, and who says an understanding of swearing. Misperceptions persist in them? What are the most frequently used taboo words? Does psychological science and in society at large about how psychological science acknowledge the significance of the frequently people swear or what it means when they do. frequency of taboo word use? Is a folk knowledge of taboo words Public recordings of taboo words establish the commonplace sufficient for psychological science? How should psychological occurrence of swearing (ubiquity), although frequency data science define language? Does psychological science even need are not always appreciated in laboratory research. A set of a theory of swearing? 10 words that has remained stable over the past 20 years accounts for 80% of public swearing. Swearing is positively WHATARE TABOO WORDS AND WHY DO THEY EXIST? correlated with extraversion and Type A hostility but neg- atively correlated with agreeableness, conscientiousness, I use the terms taboo words or swear words interchangeably to religiosity, and sexual anxiety. -
First Language Acquisition Theories and Transition to SLA Mohammad
The Asian Conference on Language Learning 2013 Official Conference Proceedings Osaka, Japan First Language Acquisition Theories and Transition to SLA Mohammad Torikul Islam Jazan University, Saudi Arabia 0289 The Asian Conference on Language Learning 2013 Official Conference Proceedings 2013 Abstract First language (L1) acquisition studies have been an interesting issue to both linguists and psycholinguists. A lot of research studies have been carried out over past several decades to investigate how L1 or child language acquisition mechanism takes place. The end point of L1 acquisition theories leads to interlanguage theories which eventually lead to second language acquisition (SLA) research studies. In this paper, I will show that there have been at least three theories that have offered new ideas on L1 acquisition. However, two theories of L1 acquisition have been very prominent as they have propounded two revolutionary schools of thought: Behaviorism and Mentalism. Therefore, in the first segment of this paper I will deal with the detailed theoretical assumptions on these two theories along with a brief discussion on Social Interactionist Theory of L1 acquisition. The second segment will deal with interlanguage theories and their seminal contributions to subsequent language researchers. Finally, I will briefly show how L1 acquisition theories and interlanguage theories have paved the way for new ideas into SLA research studies. iafor The International Academic Forum www.iafor.org 499 The Asian Conference on Language Learning 2013 Official Conference Proceedings Osaka, Japan Behaviorist Theory Behaviorism or Behaviorist Theory of first language (L1) plays a crucial role in understanding the early importance attached to the role of the first language acquisition. -
Morphological Causatives Are Voice Over Voice
Morphological causatives are Voice over Voice Yining Nie New York University Abstract Causative morphology has been associated with either the introduction of an event of causation or the introduction of a causer argument. However, morphological causatives are mono-eventive, casting doubt on the notion that causatives fundamentally add a causing event. On the other hand, in some languages the causative morpheme is closer to the verb root than would be expected if the causative head is responsible for introducing the causer. Drawing on evidence primarily from Tagalog and Halkomelem, I argue that the syntactic configuration for morphological causatives involves Voice over Voice, and that languages differ in whether their ‘causative marker’ spells out the higher Voice, the lower Voice or both. Keywords: causative, Voice, argument structure, morpheme order, typology, Tagalog 1. Introduction Syntactic approaches to causatives generally fall into one of two camps. The first view builds on the discovery that causatives may semantically consist of multiple (sub)events (Jackendoff 1972, Dowty 1979, Parsons 1990, Levin & Rappaport Hovav 1994, a.o.). Consider the following English causative–anticausative pair. The anticausative in (1a) consists of an event of change of state, schematised in (1b). The causative in (2a) involves the same change of state plus an additional layer of semantics that conveys how that change of state is brought about (2b). (1) a. The stick broke. b. [ BECOME [ stick STATE(broken) ]] (2) a. Pat broke the stick. b. [ Pat CAUSE [ BECOME [ stick STATE(broken) ]]] Word Structure 13.1 (2020): 102–126 DOI: 10.3366/word.2020.0161 © Edinburgh University Press www.euppublishing.com/word MORPHOLOGICAL CAUSATIVES ARE VOICE OVER VOICE 103 Several linguists have proposed that the semantic CAUSE and BECOME components of the causative are encoded as independent lexical verbal heads in the syntax (Harley 1995, Cuervo 2003, Folli & Harley 2005, Pylkkänen 2008, a.o.). -
Language Development Language Development
Language Development rom their very first cries, human beings communicate with the world around them. Infants communicate through sounds (crying and cooing) and through body lan- guage (pointing and other gestures). However, sometime between 8 and 18 months Fof age, a major developmental milestone occurs when infants begin to use words to speak. Words are symbolic representations; that is, when a child says “table,” we understand that the word represents the object. Language can be defined as a system of symbols that is used to communicate. Although language is used to communicate with others, we may also talk to ourselves and use words in our thinking. The words we use can influence the way we think about and understand our experiences. After defining some basic aspects of language that we use throughout the chapter, we describe some of the theories that are used to explain the amazing process by which we Language9 A system of understand and produce language. We then look at the brain’s role in processing and pro- symbols that is used to ducing language. After a description of the stages of language development—from a baby’s communicate with others or first cries through the slang used by teenagers—we look at the topic of bilingualism. We in our thinking. examine how learning to speak more than one language affects a child’s language develop- ment and how our educational system is trying to accommodate the increasing number of bilingual children in the classroom. Finally, we end the chapter with information about disorders that can interfere with children’s language development. -
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. -
BRIGHTEN: an Exploration of Where the Linguists Are Working Dr. Anna Marie Trester Career Linguist
BRIGHTEN: An exploration of where the linguists are working Dr. Anna Marie Trester Career Linguist Thinking about careers can tend to be quite linear. Such thinking would lead one to conclude that if one studied linguistics, one ought to be doing something recognizeably “linguistic” as part of one’s subsequent professional expression of that training. I tend to approach the question instead in terms of the kinds of challenges a linguist might be drawn to and then ask: which of her linguistic skills and training does she bring to this work? Often, these are the things that make her uniquely successful! In some fields, linguistic training is known and recognized as valuable. However, in most cases we linguists will need to more actively cultivate opportunities for using our skills. But in just about any work that we do, we will likely find ways to express things like cross-cultural awareness, our ability to abstract away from understanding and misunderstanding, and to apply an empirical orientation to understanding human behavior. Thus, one of my answers to “what can you do with a degree in linguistics?” is BRIGHTEN! This works to gently encourage optimism and serve as a command to gloomy would-be nay-sayers who only want to focus only on the challenges, difficulties, and anxieties of the job search process “hey, the future is BRIGHT!” but the acronym also serves as a handy “world of work” educational tool. BRIGHTEN stands for: Business, Research, Innovation/Industry, Government, Healthcare, Technology, Education/Entrepreneurship, and Non-Profits. These are some of the areas in which the linguists I know have found meaningful professional expression of their skills and training. -
Case Grammar and Its Implications to Developing Writing Skills
n°11 (1998), 53-62 Case grammar and its implications to developing writing skills Abstract This article exposes the existing controversy among researchers about the role of traditional grammar in helping students to overcome their grammatical errors. It consequently shows the relevance of Fillmore’s Case Grammar to developing writing skills and improving linguistic proficiency. The strength of this semantic grammar lies in its "universalism and "generativism". It enables its users to generate MOUMENE Ahmed an infinitude of sentences and to avoid the burden of negative transfer. Institut des Langues It also offers new strategies to understand, analyse and criticise the Etrangères novel and the short story in an objectively-satisfying manner. Université Mentouri Constantine, Algérie 1.THE STATE OF THE ART he word grammar has first begun with the TGreek philosophical speculations and has come to mean “the art of speaking and writing correctly”. The twentieth century, however, has brought about many doubts about the contribution of ﻣﻠﺨﺺ traditional grammar to the development of linguistic ﻳﺘﻨﺎول هﺬا اﻟﻤﻘﺎل اﻟﺠﺪل اﻟﻘﺎﺋﻢ proficiency. As a result, some linguistic theories have ﺑﻴﻦ اﻟﺒﺎﺣﺜﻴﻦ ﺣﻮل دور اﻟﻘﻮاﻋﺪ been put forward to help learners to grapple with the اﻟﺘﻘﻠﻴﺪﻳﺔ ﻓﻲ ﻡﺴﺎﻋﺪة اﻟﻄﻠﺒﺔ ﻋﻠﻰ intricacies of language. Case Grammar has become ﺕﺨﻄﻲ اﻷﺧﻄﺎء اﻟﻨﺤﻮﻳﺔ، وﻳﺒﺮز ﻡﺪى very popular because it can account for linguistic ﻥﺠﺎﻋﺔ ﻗﻮاﻋﺪ اﻟﺤﺎﻻت ﻟـ : ﻓﻴﻠﻤﻮر ﻓﻲ structures that cannot be accounted for by traditional, structural and transformational grammars. This is due ﺕﻄﻮﻳﺮ ﻡﻬﺎراﺕﻬﻢ اﻟﻜﺘﺎﺑﻴﺔ و ﺕﺤﺴﻴﻦ to the fact that this theory deals with sentences ﻗﺪراﺕﻬﻢ اﻟﻠﻐﻮﻳﺔ . وﺕﻜﻤﻦ ﻗﻮة هﺬﻩ without losing sight of the interaction of syntactic and اﻟﻘﻮاﻋﺪ اﻟﺪﻻﻟﻴﺔ ﻓﻲ آﻮﻥﻬﺎ ﻗﻮاﻋﺪ semantic valency. -
Understanding and Measuring Morphological Complexity
OUP CORRECTED PROOF – FINAL, 5/3/2015, SPi Understanding and Measuring Morphological Complexity Edited by MATTHEW BAERMAN, DUNSTAN BROWN, AND GREVILLE G. CORBETT 1 OUP CORRECTED PROOF – FINAL, 5/3/2015, SPi 3 Great Clarendon Street, Oxford, ox2 6dp, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © editorial matter and organization Matthew Baerman, Dunstan Brown, and Greville G. Corbett 2015 © the chapters their several authors 2015 Themoralrightsoftheauthorshavebeenasserted First Edition published in 2015 Impression: 1 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016, United States of America British Library Cataloguing in Publication Data Data available Library of Congress Control Number: 2014947260 ISBN 978–0–19–872376–9 Printed and bound by CPI Group (UK) Ltd, Croydon, cr0 4yy Links to third party websites are provided by Oxford in good faith and for information only.