Number Systems in Grammar Position Paper
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Computational Analysis of Affixed Words in Malay Language Bali RANAIVO-MALANÇON School of Computer Sciences Universiti Sains Malaysia [email protected]
Computational analysis of affixed words in Malay language Bali RANAIVO-MALANÇON School of Computer Sciences Universiti Sains Malaysia [email protected] A full-system Malay morphological analyser must contain modules that can analyse affixed words, compound words, and reduplicated words. In this paper, we propose an algorithm to analyse automatically Malay affixed words as they appear in a written text by applying successively segmentation, morphographemic, morphotactic, and interpretation rules. To get an accurate analyser, we have classified Malay affixed words into two groups. The first group contains affixed words that cannot be analysed automatically. They are lexicalised affixed words (e.g. berapa, mengapa), idiosyncrasy (e.g. bekerja, penglipur), and infixed words because infixation is not productive any more in Malay language. Affixed words that belong to the first group will be filtered, treated and take off before the segmentation phase. The second group contain affixed words that can be segmented according to segmentation and morphographemic rules. Affixes are classified following their origin (native vs. borrowed), their position in relation to the base (prefix, suffix, circumfix), and the spelling variations they may create when they are added to a base. At the moment, the analyser can process affixed words containing only native prefixes, suffixes and circumfixes. In Malay language, only five native prefixes (ber-, per-, ter-, me-, pe-) may create some modification (deletion, insertion, assimilation) at the point of contact with the base. Thus the main problem in segmenting prefixed words in Malay is to determine the end of the prefix and the beginning of the base. To solve the problem, we state that each affix in Malay has only one form (i.e. -
Third Declension, That Is, Consonant-Stem Nouns; Patterns I
Chapter 7: Third-Declension Nouns Chapter 7 covers the following: third declension, that is, consonant-stem nouns; patterns in the formation of the nominative singular of third declension; and the agreement between third- declension nouns and first/second-declension adjectives. At the end of the lesson, we’ll review the vocabulary which you should memorize in this chapter. There is only one important rule to remember here: the genitive singular ending in third declension is -is . We’ve already encountered first- and second-declension nouns. Now we’ll address the third. A fair question to ask, and one which some of you may be asking, is why is there a third declension at all? Third declension is Latin’s “catch-all” category for nouns. Into it have been put all nouns whose bases end with consonants ─ any consonant! That makes third declension very different from first and second declension. First declension, as you’ll remember, is dominated by a-stem nouns like femina and cura . Second declension is dominated by o- or u-stem nouns like amicus or oculus . Those vowels give those declensions a certain consistency, but the same is not true of third declension where one form, the nominative singular, is affected by the fact that its ending -s runs into the wide variety of consonants found at the ends of the bases of third-declension nouns, and the collision of those consonants causes irregular forms to appear in the nominative singular. That’s the bad news. The good news is that only one case and number is affected by this, the nominative singular. -
3.1. Government 3.2 Agreement
e-Content Submission to INFLIBNET Subject name: Linguistics Paper name: Grammatical Categories Paper Coordinator name Ayesha Kidwai and contact: Module name A Framework for Grammatical Features -II Content Writer (CW) Ayesha Kidwai Name Email id [email protected] Phone 9968655009 E-Text Self Learn Self Assessment Learn More Story Board Table of Contents 1. Introduction 2. Features as Values 3. Contextual Features 3.1. Government 3.2 Agreement 4. A formal description of features and their values 5. Conclusion References 1 1. Introduction In this unit, we adopt (and adapt) the typology of features developed by Kibort (2008) (but not necessarily all her analyses of individual features) as the descriptive device we shall use to describe grammatical categories in terms of features. Sections 2 and 3 are devoted to this exercise, while Section 4 specifies the annotation schema we shall employ to denote features and values. 2. Features and Values Intuitively, a feature is expressed by a set of values, and is really known only through them. For example, a statement that a language has the feature [number] can be evaluated to be true only if the language can be shown to express some of the values of that feature: SINGULAR, PLURAL, DUAL, PAUCAL, etc. In other words, recalling our definitions of distribution in Unit 2, a feature creates a set out of values that are in contrastive distribution, by employing a single parameter (meaning or grammatical function) that unifies these values. The name of the feature is the property that is used to construct the set. Let us therefore employ (1) as our first working definition of a feature: (1) A feature names the property that unifies a set of values in contrastive distribution. -
An Analysis of Semantic and Syntactic Negation in Oshiwambo and English
JULACE: Journal of University of Namibia Language Centre Volume 4, No. 2, 2019 (ISSN 2026-8297) An analysis of semantic and syntactic negation in Oshiwambo and English Immanuel N. Shatepa1 Namibia University of Science and Technology Abstract Negation in languages has been documented since the 1970s and 1980s. This paper attempts to explain the negation structures in semantic and syntactic structures of Oshiwambo and English languages. These two languages have two complete negation structures and how they function to achieve negation is far from being similar. The focus of the paper was on the analysis of the sentential negation and how negative particles are used in English and Oshiwambo, a Bantu language. It analyzes and compares the use of full negatives, affixes and quasi negative words to achieve negation in English and Oshiwambo language. The Oshiwambo and English texts/contents were purposely sampled and content analysis was performed accordingly. The analysis shows that Bantu languages share a common rule of negation which is the use of a pre- initial prefix while the rules to changing negative imperative to interrogative or declarative are different between English and Oshiwambo. Keywords: pre-initial, negation, marker, imperative, declarative, integrative, syntactic, semantic, Bantu Introduction A number of studies on negation of English and Bantu languages have been conducted by linguists. Studies by Kim and Sag (1995); Neba and Tanda (2005) and Weir (2013) show that negation differs from language to language. They further state highlighted that since every language has its own morphological and semantic components to express negation, one rule fits all simply does not work. -
Measuring the Comprehension of Negation in 2- to 4-Year-Old Children Ann E
Measuring the comprehension of negation in 2- to 4-year-old children Ann E. Nordmeyer Michael C. Frank [email protected] [email protected] Department of Psychology Department of Psychology Stanford University Stanford University Abstract and inferential negation (i.e. negation of inferred beliefs of others). Regardless of taxonomy, negation is used in a variety Negation is one of the most important concepts in human lan- guage, and yet little is known about children’s ability to com- of contexts to express a range of different thoughts. prehend negative sentences. In this experiment, we explore The relationship between different types of negation is un- how children’s comprehension of negative sentences changes between 2- to 4-year-old children, as well as how comprehen- known. One possibility is that distinct categories of negation sion is influenced by how negative sentences are used. Chil- belong to a single cohesive concept. Even pre-linguistically, dren between the ages of 2 and 4 years watched a video in nonexistence, rejection, and denial could all fall under a su- which they heard positive and negative sentences. Negative sentences, such as “look at the boy with no apples”, referred perordinate conceptual category of negation. It is also pos- either to an absence of a characteristic or an alternative char- sible, however, that these types of negation represent fun- acteristic. Older children showed significant improvements in damentally different concepts. For example, the situation in speed and accuracy of looks to target. Children showed more rejection difficulty when the negative sentence referred to nothing, com- which a child expresses a dislike for going outside ( ) pared to when it referred to an alternative. -
Deixis and Reference Tracing in Tsova-Tush (PDF)
DEIXIS AND REFERENCE TRACKING IN TSOVA-TUSH A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAIʻI AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN LINGUISTICS MAY 2020 by Bryn Hauk Dissertation committee: Andrea Berez-Kroeker, Chairperson Alice C. Harris Bradley McDonnell James N. Collins Ashley Maynard Acknowledgments I should not have been able to finish this dissertation. In the course of my graduate studies, enough obstacles have sprung up in my path that the odds would have predicted something other than a successful completion of my degree. The fact that I made it to this point is a testament to thekind, supportive, wise, and generous people who have picked me up and dusted me off after every pothole. Forgive me: these thank-yous are going to get very sappy. First and foremost, I would like to thank my Tsova-Tush host family—Rezo Orbetishvili, Nisa Baxtarishvili, and of course Tamar and Lasha—for letting me join your family every summer forthe past four years. Your time, your patience, your expertise, your hospitality, your sense of humor, your lovingly prepared meals and generously poured wine—these were the building blocks that supported all of my research whims. My sincerest gratitude also goes to Dantes Echishvili, Revaz Shankishvili, and to all my hosts and friends in Zemo Alvani. It is possible to translate ‘thank you’ as მადელ შუნ, but you have taught me that gratitude is better expressed with actions than with set phrases, sofor now I will just say, ღაზიშ ხილჰათ, ბედნიერ ხილჰათ, მარშმაკიშ ხილჰათ.. -
Classifiers: a Typology of Noun Categorization Edward J
Western Washington University Western CEDAR Modern & Classical Languages Humanities 3-2002 Review of: Classifiers: A Typology of Noun Categorization Edward J. Vajda Western Washington University, [email protected] Follow this and additional works at: https://cedar.wwu.edu/mcl_facpubs Part of the Modern Languages Commons Recommended Citation Vajda, Edward J., "Review of: Classifiers: A Typology of Noun Categorization" (2002). Modern & Classical Languages. 35. https://cedar.wwu.edu/mcl_facpubs/35 This Book Review is brought to you for free and open access by the Humanities at Western CEDAR. It has been accepted for inclusion in Modern & Classical Languages by an authorized administrator of Western CEDAR. For more information, please contact [email protected]. J. Linguistics38 (2002), I37-172. ? 2002 CambridgeUniversity Press Printedin the United Kingdom REVIEWS J. Linguistics 38 (2002). DOI: Io.IOI7/So022226702211378 ? 2002 Cambridge University Press Alexandra Y. Aikhenvald, Classifiers: a typology of noun categorization devices.Oxford: OxfordUniversity Press, 2000. Pp. xxvi+ 535. Reviewedby EDWARDJ. VAJDA,Western Washington University This book offers a multifaceted,cross-linguistic survey of all types of grammaticaldevices used to categorizenouns. It representsan ambitious expansion beyond earlier studies dealing with individual aspects of this phenomenon, notably Corbett's (I99I) landmark monograph on noun classes(genders), Dixon's importantessay (I982) distinguishingnoun classes fromclassifiers, and Greenberg's(I972) seminalpaper on numeralclassifiers. Aikhenvald'sClassifiers exceeds them all in the number of languages it examines and in its breadth of typological inquiry. The full gamut of morphologicalpatterns used to classify nouns (or, more accurately,the referentsof nouns)is consideredholistically, with an eye towardcategorizing the categorizationdevices themselvesin terms of a comprehensiveframe- work. -
Grammatical Gender and Grammatical Stems
Grammatical gender and grammatical stems How many grammatical genders exist in Czech? How can we tell the grammatical gender of a noun? What is a grammatical stem and how do we determine it? Why is knowing the grammatical stem important? How does the ending of a noun help us to know whether it is a hard- or soft-stem noun? Like other European languages (German, French, Spanish) but unlike English, Czech nouns are marked for grammatical gender. Czech has three grammatical genders: Masculine (M), Feminine (F), and Neuter (N). M and F partly overlap with the natural gender of human beings, so we have učitel for a male teacher and učitelka for a female teacher, sportovec for a male athlete and sportovkyně for a female athlete… But grammatical gender is a feature of all nouns (names of inanimate things, places, abstractions…), and it plays an important role in how Czech grammar works. To determine the grammatical gender of a noun (Maskulinum, femininum nebo neutrum?), we look at the ending—the last consonant or vowel—of the word in the Nominative singular (the basic or dictionary form of the word). 1. The great majority of nouns that end in a consonant are Masculine: profesor (professor), hrad (castle), stůl (table), pes (dog), autobus (bus), počítač (computer), čaj (tea), sešit (workbook), mobil (cell-phone)… Masculine nouns can be further divided into animate nouns (people and animals) and inanimate nouns (things, places, abstractions). 2. The great majority of nouns that end in -a are Feminine: profesorka (professor), lampa (lamp), kočka (cat), kniha (book), ryba (fish), fotka (photo), třída (classroom), podlaha (floor), budova (building)… 3. -
The Term Declension, the Three Basic Qualities of Latin Nouns, That
Chapter 2: First Declension Chapter 2 covers the following: the term declension, the three basic qualities of Latin nouns, that is, case, number and gender, basic sentence structure, subject, verb, direct object and so on, the six cases of Latin nouns and the uses of those cases, the formation of the different cases in Latin, and the way adjectives agree with nouns. At the end of this lesson we’ll review the vocabulary you should memorize in this chapter. Declension. As with conjugation, the term declension has two meanings in Latin. It means, first, the process of joining a case ending onto a noun base. Second, it is a term used to refer to one of the five categories of nouns distinguished by the sound ending the noun base: /a/, /ŏ/ or /ŭ/, a consonant or /ĭ/, /ū/, /ē/. First, let’s look at the three basic characteristics of every Latin noun: case, number and gender. All Latin nouns and adjectives have these three grammatical qualities. First, case: how the noun functions in a sentence, that is, is it the subject, the direct object, the object of a preposition or any of many other uses? Second, number: singular or plural. And third, gender: masculine, feminine or neuter. Every noun in Latin will have one case, one number and one gender, and only one of each of these qualities. In other words, a noun in a sentence cannot be both singular and plural, or masculine and feminine. Whenever asked ─ and I will ask ─ you should be able to give the correct answer for all three qualities. -
Pluractionals in Fwe
DEPARTMENT OF LANGUAGES AND CULTURES BANTUGENT - UGENT CENTRE FOR BANTU STUDIES PLURACTIONALS IN FWE Hilde Gunnink - 28 August 2017 - CALL 47 Fwe • +- 20.000 speakers • spoken in Zambia and Namibia • Eastern Bantu, Bantu Botatwe (Bostoen 2009, de Luna 2010) Pluractionality pluractionality / verbal number: multiple events • ètêndè rìcóːkêtè ‘His leg is broken.’ • ètêndèrìcó ːkáùkìtè> PLURACTIONAL ‘His leg is broken in multiple places.’ Pluractionals 1. Suffix -a-: event-internal pluractionality 2. Stem reduplication: event-internal/external pluractionality 3. Prefix -kabú- / -yabú-: locative pluractional Pluractional -a- • derivational suffix -a- • obligatorily followed by another derivational suffix: – -ur- / -uk-: separative – -ik-: impositive – -ir-: applicative Pluractional -a- Pluractional -a- with separative -ur-/-uk- -dàm-à-ùr-à ‘to beat up, beat to a pulp’ -cènk-à-ùk-à ‘to look over both shoulders’ Pluractional -a- with transitive impositive -ik- -dáns-à-ìk-à ‘to scatter’ -hánj-à-ìk-à ‘to hang up (multiple objects)’ Pluractional -a- with applicative -ir- -shónj-à-ìr-à ‘to throw (multiple times)’ -sòs-à-ìr-à ‘to keep on poking a fire’ Pluractional -a- From *-ag- “imperfective/repetitive/habitual” (Meeussen 1967) Or from *-ad- “extensive: be in a spread-out position” (Schadeberg 2003)? “Extensive” -a- Yeyi (R41) -aar- “extensive” -tj’embaara ‘pinch repeatedly’ Tonga (M64) -aul-/-auk- “dispersive/frequentative” -yandaula ‘seek for, want in many places’ Lamba (M54) -al-/-aul-/-auk- “extensive” -kwamaula ~ -kwamala ‘tear to bits’ Kwangali -
Introduction to Latin Nouns 1. Noun Entries – Chapter 3, LFCA Example
Session A3: Introduction to Latin Nouns 1. Noun entries – Chapter 3, LFCA When a Latin noun is listed in a dictionary it provides three pieces of information: The nominative singular, the genitive singular, and the gender. The first form, called nominative (from Latin nömen, name) is the means used to list, or name, words in a dictionary. The second form, the genitive (from Latin genus, origin, kind or family), is used to find the stem of the noun and to determine the declension, or noun family to which it belongs. To find the stem of a noun, simply look at the genitive singular form and remove the ending –ae. The final abbreviation is a reference to the noun’s gender, since it is not always evident by the noun’s endings. Example: fëmina, fëminae, f. woman stem = fëmin/ae 2. Declensions – Chapters 3 – 10, LFCA Just as verbs are divided up into families or groups called conjugations, so also nouns are divided up into groups that share similar characteristics and behavior patterns. A declension is a group of nouns that share a common set of inflected endings, which we call case endings (more on case later). The genitive reveals the declension or family of nouns from which a word originates. Just as the infinitive is different for each conjugation, the genitive singular is unique to each declension. 1 st declension mënsa, mënsae 2 nd declension lüdus, lüdï ager, agrï dönum, dönï 3 rd declension vöx, vöcis nübës, nübis corpus, corporis 4 th declension adventus, adventüs cornü, cornüs 5 th declension fidës, fideï Practice: 1. -
USAN Naming Guidelines for Monoclonal Antibodies |
Monoclonal Antibodies In October 2008, the International Nonproprietary Name (INN) Working Group Meeting on Nomenclature for Monoclonal Antibodies (mAb) met to review and streamline the monoclonal antibody nomenclature scheme. Based on the group's recommendations and further discussions, the INN Experts published changes to the monoclonal antibody nomenclature scheme. In 2011, the INN Experts published an updated "International Nonproprietary Names (INN) for Biological and Biotechnological Substances—A Review" (PDF) with revisions to the monoclonal antibody nomenclature scheme language. The USAN Council has modified its own scheme to facilitate international harmonization. This page outlines the updated scheme and supersedes previous schemes. It also explains policies regarding post-translational modifications and the use of 2-word names. The council has no plans to retroactively change names already coined. They believe that changing names of monoclonal antibodies would confuse physicians, other health care professionals and patients. Manufacturers should be aware that nomenclature practices are continually evolving. Consequently, further updates may occur any time the council believes changes are necessary. Changes to the monoclonal antibody nomenclature scheme, however, should be carefully considered and implemented only when necessary. Elements of a Name The suffix "-mab" is used for monoclonal antibodies, antibody fragments and radiolabeled antibodies. For polyclonal mixtures of antibodies, "-pab" is used. The -pab suffix applies to polyclonal pools of recombinant monoclonal antibodies, as opposed to polyclonal antibody preparations isolated from blood. It differentiates polyclonal antibodies from individual monoclonal antibodies named with -mab. Sequence of Stems and Infixes The order for combining the key elements of a monoclonal antibody name is as follows: 1.