Typology, Documentation, Description, and 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 -
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. -
Research on Language and Learning: Implications for Language Teaching
Research on Language and Learning: Implications for Language Teaching EVA ALCÓN' Universitat Jaume 1 ABSTRACT Taking into account severa1 limitations of communicative language teaching (CLT), this paper calls for the need to consider research on language use and learning through communication as a basis for language teaching. It will be argued that a reflective approach towards language teaching and learning might be generated, which is explained in terms of the need to develop a context-sensitive pedagogy and in terms of teachers' and learners' development. KEYWORDS: Language use, teaching, leaming. INTRODUCTION The limitations of the concept of method becomes obvious in the literature on language teaching methodology. This is also referred to as the pendulum metaphor, that is to say, a method is proposed as a reform or rejection of a previously accepted method, it is applied in the language classroom, and eventually it is criticised or extended (for a review see Alcaraz et al., 1993; Alcón, 2002a; Howatt, 1984; Richards & Rodgers, 1986; Sánchez, 1993, 1997). Furthermore, * Addressfor correspondence: Eva Alcón Soler, Dpto. Filología Inglesa y Románica, Facultat Cikncies Humanes i Socials, Universitat Jaume 1, Avda. Sos Baynat, s/n, 12071 Castellón. Telf. 964-729605, Fax: 964-729261. E-mail: [email protected] O Servicio de Publicaciones. Universidad de Murcia. All rights reserved. IJES, VOL 4 ((1,2004, pp. 173-196 174 Eva Alcón as reported by Nassaji (2000), throughout the history of English language teaching methodology, there seems to be a dilema over focused analytic versus unfocused experiential language teaching. While the former considers learning as the development of formal rule-based knowledge, the latter conceptualises learning as the result of naturalistic use of language. -
Reconsidering the “Isolating Protolanguage Hypothesis” in the Evolution of Morphology Author(S): Jaïmé Dubé Proceedings
Reconsidering the “isolating protolanguage hypothesis” in the evolution of morphology Author(s): Jaïmé Dubé Proceedings of the 37th Annual Meeting of the Berkeley Linguistics Society (2013), pp. 76-90 Editors: Chundra Cathcart, I-Hsuan Chen, Greg Finley, Shinae Kang, Clare S. Sandy, and Elise Stickles Please contact BLS regarding any further use of this work. BLS retains copyright for both print and screen forms of the publication. BLS may be contacted via http://linguistics.berkeley.edu/bls/. The Annual Proceedings of the Berkeley Linguistics Society is published online via eLanguage, the Linguistic Society of America's digital publishing platform. Reconsidering the Isolating Protolanguage Hypothesis in the Evolution of Morphology1 JAÏMÉ DUBÉ Université de Montréal 1 Introduction Much recent work on the evolution of language assumes explicitly or implicitly that the original language was without morphology. Under this assumption, morphology is merely a consequence of language use: affixal morphology is the result of the agglutination of free words, and morphophonemic (MP) alternations arise through the morphologization of once regular phonological processes. This hypothesis is based on at least two questionable assumptions: first, that the methods and results of historical linguistics can provide a window on the evolution of language, and second, based on the claim that some languages have no morphology (the so-called isolating languages), that morphology is not a necessary part of language. The aim of this paper is to suggest that there is in fact no basis for what I will call the Isolating Proto-Language Hypothesis (henceforth IPH), either on historical or typological grounds, and that the evolution of morphology remains an interesting question. -
Transparency in Language a Typological Study
Transparency in language A typological study Published by LOT phone: +31 30 253 6111 Trans 10 3512 JK Utrecht e-mail: [email protected] The Netherlands http://www.lotschool.nl Cover illustration © 2011: Sanne Leufkens – image from the performance ‘Celebration’ ISBN: 978-94-6093-162-8 NUR 616 Copyright © 2015: Sterre Leufkens. All rights reserved. Transparency in language A typological study ACADEMISCH PROEFSCHRIFT ter verkrijging van de graad van doctor aan de Universiteit van Amsterdam op gezag van de Rector Magnificus prof. dr. D.C. van den Boom ten overstaan van een door het college voor promoties ingestelde commissie, in het openbaar te verdedigen in de Agnietenkapel op vrijdag 23 januari 2015, te 10.00 uur door Sterre Cécile Leufkens geboren te Delft Promotiecommissie Promotor: Prof. dr. P.C. Hengeveld Copromotor: Dr. N.S.H. Smith Overige leden: Prof. dr. E.O. Aboh Dr. J. Audring Prof. dr. Ö. Dahl Prof. dr. M.E. Keizer Prof. dr. F.P. Weerman Faculteit der Geesteswetenschappen i Acknowledgments When I speak about my PhD project, it appears to cover a time-span of four years, in which I performed a number of actions that resulted in this book. In fact, the limits of the project are not so clear. It started when I first heard about linguistics, and it will end when we all stop thinking about transparency, which hopefully will not be the case any time soon. Moreover, even though I might have spent most time and effort to ‘complete’ this project, it is definitely not just my work. Many people have contributed directly or indirectly, by thinking about transparency, or thinking about me. -
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 -
Foreign Language Teaching and Learning Aleidine Kramer Moeller University of Nebraska–Lincoln, [email protected]
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications: Department of Teaching, Department of Teaching, Learning and Teacher Learning and Teacher Education Education 2015 Foreign Language Teaching and Learning Aleidine Kramer Moeller University of Nebraska–Lincoln, [email protected] Theresa Catalano University of Nebraska-Lincoln, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/teachlearnfacpub Part of the Bilingual, Multilingual, and Multicultural Education Commons, Educational Methods Commons, International and Comparative Education Commons, and the Teacher Education and Professional Development Commons Moeller, Aleidine Kramer and Catalano, Theresa, "Foreign Language Teaching and Learning" (2015). Faculty Publications: Department of Teaching, Learning and Teacher Education. 196. http://digitalcommons.unl.edu/teachlearnfacpub/196 This Article is brought to you for free and open access by the Department of Teaching, Learning and Teacher Education at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications: Department of Teaching, Learning and Teacher Education by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in J.D. Wright (ed.), International Encyclopedia for Social and Behavioral Sciences 2nd Edition. Vol 9 (Oxford: Pergamon Press, 2015), pp. 327-332. doi: 10.1016/B978-0-08-097086-8.92082-8 Copyright © 2015 Elsevier Ltd. Used by permission. digitalcommons.unl.edu Foreign Language Teaching and Learning Aleidine J. Moeller and Theresa Catalano 1. Department of Teaching, Learning and Teacher Education, University of Nebraska–Lincoln, USA Abstract Foreign language teaching and learning have changed from teacher-centered to learner/learning-centered environments. Relying on language theories, research findings, and experiences, educators developed teaching strategies and learn- ing environments that engaged learners in interactive communicative language tasks. -
Contributors
Contributors Editors Xuesong (Andy) Gao is an associate professor in the School of Education, the University of New South Wales (Australia). His current research and teaching interests are in the areas of learner autonomy, sociolinguistics, vocabulary studies, language learning narratives and language teacher education. His major publications appear in journals including Applied Linguistics, Educational Studies, English Language Teaching Journal, Journal of Multilingual and Multicultural Development, Language Teaching Research, Research Papers in Education, Studies in Higher Education, System, Teaching and Teacher Education, TESOL Quarterly and World Englishes. In addition, he has published one research mono- graph (Strategic Language Learning) and co-edited a volume on identity, motivation and autonomy with Multilingual Matters. He is a co-editor for the System journal and serves on the editorial and advisory boards for journals including The Asia Pacific Education Researcher, Journal of Language, Identity and Education and Teacher Development. Hayriye Kayi-Aydar is an assistant professor of English applied linguistics at the University of Arizona. Her research works with discourse, narra- tive and English as a second language (ESL) pedagogy, at the intersections of the poststructural second language acquisition (SLA) approaches and interactional sociolinguistics. Her specific research interests are agency, identity and positioning in classroom talk and teacher/learner narratives. Her most recent work investigates how language teachers from different ethnic and racial backgrounds construct professional identities and how they position themselves in relation to others in contexts that include English language learners. Her work on identity and agency has appeared in various peer-reviewed journals, such as TESOL Quarterly, Teaching and Teacher Education, ELT Journal, Critical Inquiry in Language Stud- ies, Journal of Language, Identity, and Education, Journal of Latinos and Education, System and Classroom Discourse. -
Dictionary Writing System
Dictionary Writing System (DWS) + Corpus Query Package (CQP): The Case of TshwaneLex Gilles-Maurice de Schryver, Department of African Languages and Cul- tures, Ghent University, Ghent, Belgium; Xhosa Department, University of the Western Cape, Bellville, Republic of South Africa; and TshwaneDJe HLT, Pretoria, Republic of South Africa ([email protected]), and Guy De Pauw, CNTS — Language Technology Group, University of Antwerp, Belgium; and School of Computing and Informatics, University of Nairobi, Kenya ([email protected]) Abstract: In this article the integrated corpus query functionality of the dictionary compilation software TshwaneLex is analysed. Attention is given to the handling of both raw corpus data and annotated corpus data. With regard to the latter it is shown how, with a minimum of human effort, machine learning techniques can be employed to obtain part-of-speech tagged corpora that can be used for lexicographic purposes. All points are illustrated with data drawn from English and Northern Sotho. The tools and techniques themselves, however, are language-independent, and as such the encouraging outcomes of this study are far-reaching. Keywords: LEXICOGRAPHY, DICTIONARY, SOFTWARE, DICTIONARY WRITING SYS- TEM (DWS), CORPUS QUERY PACKAGE (CQP), TSHWANELEX, CORPUS, CORPUS ANNO- TATION, PART-OF-SPEECH TAGGER (POS-TAGGER), MACHINE LEARNING, NORTHERN SOTHO (SESOTHO SA LEBOA) Samenvatting: Woordenboekaanmaaksysteem + corpusanalysepakket: een studie van TshwaneLex. In dit artikel wordt het geïntegreerde corpusanalysepakket van het woordenboekaanmaaksysteem TshwaneLex geanalyseerd. Aandacht gaat zowel naar het verwer- ken van onbewerkte corpusdata als naar geannoteerde corpusdata. Wat het laatste betreft wordt aangetoond hoe, met een minimum aan intellectuele arbeid, automatische leertechnieken met suc- ces kunnen worden ingezet om corpora voor lexicografische doeleinden aan te maken waarin de woordklassen expliciet worden vermeld. -
Social Use of Language (Sociolinguistics) - J
LINGUISTIC ANTHROPOLOGY - Social Use of Language (Sociolinguistics) - J. Joseph Errington SOCIAL USE OF LANGUAGE (SOCIOLINGUISTICS) J. Joseph Errington Department of Anthropology, Yale University, USA Keywords: deixis, diglossia, footing, interactional networks, language ideology, performative, literacy, social identity, symbolic capital, variationist sociolinguistics Contents 1. Introduction 2. The deictic life of talk 3. Interactional dynamics and social practice 4. Language variation and language ideology 5. Social hierarchy and linguistic identities 6. Conclusion Glossary Bibliography Biographical Sketch Summary Speech, the basic mode of language use, creates and derives meaning from integral relations between abstract patterns which comprise it on one hand, and social dynamics in which it figures on the other. Empirical approaches to the study of speech patterns in social contexts have been developed so as to foreground the multiple meanings of language structure in interpersonal experience. Such meanings emerge in different temporal dynamics, ranging from the “real-time” of situated talk in interactional relations to long-term, historical processes of sociolinguistic change. Research paradigms and findings summarized here contribute important empirical sociolinguistic correctives to received common sense ideologies of languages. Taken together they demonstrate that common conceptions of homogeneous, unitary languages can have important political effects, and make language variation play into and reproduce social difference and hierarchy. 1. Introduction UNESCO – EOLSS Empirical, descriptive approaches to language have traditionally centered on the patterns and SAMPLEstructures, which make speech CHAPTERS a distinctively human form of communication. Those patterns are discovered in partial, recurring sameness of sound and meaning which make it possible for transient physical events of behavior (talk) to embody and convey multiple symbolic significances (meanings). -
Language Association Journal New York State Association of Foreign Language Teachers, Inc
Language Association Journal New York State Association of Foreign Language Teachers, Inc. Vol. 67 2018 No. 2 Table of Contents 1 Language Association Journal Language Association Journal A publication of the New York State Association of Foreign Language Teachers 2400 Main Street Buffalo, New York 14214 716.836.3130 www.nysaflt.org Founded 1917 2018 Executive Committee and Staff President: Michelle Shenton, Midlakes Central Schools President- Elect: Beth Slocum, Genesee Valley Educational Partnership First Vice-President: Leslie Kudlack, Greenville Central Schools Second Vice-President: Sally Barnes, Croton-Harmon UFSD Secretary-Treasurer: Maureen Geagan, Mohonasen CSD Executive Director: John Carlino, Buffalo State College 2018 Board of Directors Heidi Connell (2018), Western, Canandaigua MS Eleanor Dana (2019), Mid-Hudson/Westchester, Pine Bush CSD AJ Ferris (2020), Saratoga Springs City School District Megan Fleck (2018), Western, Mt. St. Mary Academy MaryNoel Goetz (2019), Capital-East, Argyle Central School Valérie Greer (2019), NYC/Long Island, Bay Shore UFSD Michele Sennon-Britton (2020), NYCDOE Marisol Marcin (2018), Central, Binghamton University & Vestal Central Schools Laura Rouse (2019), Central, Vernon-Verona-Sherrill SD Charlene Sirlin (2018), Mid-Hudson/Westchester, Croton Harmon UFSD Language Association Journal Editor Mary Caitlin Wight, Ph.D. Greece Central School District, Board of Education State University of New York at Geneseo [email protected] Editorial Board Marium Abugasea Heidt, Ph.D., SUNY, The College at Brockport Christina Agostinelli-Fucile, Ph.D. Northeastern University Eleanor Dana, Pine Bush CSD Carol Dean, Ph.D., SUNY Oneonta, Retired D. Reid Evans, University at Buffalo Beth Slocum, Genesee Valley Educational Partnership Megan Fleck, Mt. St.