Course Overview for Final May 8 (Tuesday), 8-10 AM (Bartlett Room 301)
|
|
- Isabel Griffith
- 6 years ago
- Views:
Transcription
1 Course Overview for Final May 8 (Tuesday), 8-10 AM (Bartlett Room 301) Course goals: o Learn about the methodology (and formalisms) used by linguists to explore the following questions: What do you know when you know a language? How do we map sounds to words, words to sentences, and words / sentences to meanings? How are languages put together? How can languages be different from each other? How must they be similar? o You will develop your skills of analytic reasoning (make abstractions from data, form hypotheses, test the hypotheses, propose a theory based on your observations). - The material we have covered addresses these course goals. Since the final is designed to address your mastery of the course goals, we ll review how what we ve learned fits into the goals of the course. o This review guide is intended to be representative of the types of questions you will see on the final. 1.0 Big Question 1: What do you know when you know a language? How are languages put together? (AKA, let s apply some formalisms) - You know a LEXICON and a GRAMMAR. o The lexicon is just a list of words. You have to actively acquire these words (e.g., your parent or caretaker points to an object and tells you what it is). o Your grammatical knowledge is subconscious and is not acquired consciously. It is the task of the linguist to investigate (using the scientific method) the details of the grammar of human language. o Languages differ in having different words (different lexicons), but also the rules contained in their grammars may be different But one of the most interesting questions in linguistics is how grammars can be different and how they must be similar. We return to this issue in Section 3 where we discuss the question of linguistic universals. - Our main focus in the class has been the structure of the grammar. o Question 1: How can we tell that there is some innate, universal mental organ of language (AKA, Universal Grammar)? Children are able to acquire language rapidly and with little input ( Poverty of the Stimulus ). People can produce sentences they ve never heard before. 1
2 1.1 Syntax o Question 2: What are the components of grammar? See below. - On a specific level, the syntax-related part of grammar tells you how words (of some category) can combine to form larger units, called constituents. - We determined a set of PHRASE STRUCTURE RULES for English. The following rules are the ones that you will be asked to apply on the test. Our PS (Phrase Structure) Rules: PS Rules for NPs PS Rule for Sentences NP (D) (A) N (PP) S NP VP PS Rules for VPs PS Rules for PPs VP VP PP PP P (NP) VP V (NP) PS Rule for Conjunction XP XP and XP - You learned: o How to apply the above rules to create a phrase structure tree for a given sentence. o How to associate different phrase structure trees with different meanings, in the case of ambiguous sentences. I return to the issue of ambiguity (syntactic and morphological) in Section 2. o How to determine, using tests, whether a string of words in a particular sentence. is a constituent or not: Coordination and swapping Quizzical intonation Substitution o What structural roles different parts of a tree have. HEAD: Word that gives a phrase its category and core meaning. Is not optional. V is head of VP, N is head of NP, P is head of NP. SISTER: A constituent is sister to another constituent if they have the same mother (e.g., if you can trace one line from both constituents and land at the same place). The notion of sisterhood is very important when it comes to determining how syntactic structure relates to meaning. We ll come back to this in Section 2. Syntax Mechanics Practice (1) Please draw a tree for the following sentence John and the student walked to class. (2) In your tree for (1), please circle the head of every phrase and tell me what constituent the PP to class is sister to. (3) Given the sentence John and the student walked to class : - Use one constituency test to show me that to class is a constituent. - Use a different test to show me that student walked is not a constituent. 2
3 1.2 Morphology - The morphology-related part of grammar tells you how morphemes (free and bound) can combine to form new words. - You learned: o How to determine and write a morphological rule for the combination of free and derivational morphemes. o How to tell the difference between a derivational and inflectional morpheme. There are four ways to tell. You should be able to apply these diagnostics. 1 Derivational morphemes can (but do not have to) change the category of the word. 2 All derivational morphemes must combine to form a free morpheme before inflectional morphemes can join (this is called the MORPHEME ORDERING PRINCIPLE. I return to it in Section 3). 3 Derivational morphemes are picky about the morphemes they can combine with. E.g., -able will combine with some verbs but not all verbs. By contrast, inflectional morphemes will combine with every word of particular category (e.g., there is a past tense form for every verb, there is a plural form for every noun). 4 Inflectional morphemes have grammatical meanings: they tell you when the action happened, how many nouns were involved, etc. Derivational morphemes have a wider range of meanings. o How to identify draw a morphological tree representing the order in which different morphemes combine. You can do this both for combinations of free morphemes (COMPOUNDING) and for combinations of free and bound morphemes. Rules for drawing trees: (1) Don t violate any rules. Only combine things that you re allowed to combine. (2) Make sure every pair of morphemes you combines sounds like a good word (free morpheme) of English. If in doubt, write me a note. o What structural roles different parts of a morphological tree have? HEAD: In English, the right-most morpheme with a category (so, either a derivational or free morpheme) in a word, which tells you the category of the entire word. Any word will only have one head (like a person ). RIGHT-HAND HEAD RULE BASE: The free morpheme to which a derivational morpheme attaches. A single word will have as many bases as it has derivational morphemes. 3
4 Morphology, cont. We determined a rules for derivational morphemes in English. Here is my list. Verb + -able verb Adjective + -en verb Adjective + -ness noun Verb + -er noun Un + verb verb Un + adjective adjective Re + verb verb Morphology Mechanics Practice (1) Please draw morphological trees for the following words: a. unforgiveable b. long jumper (treat long jump as a compound noun) c. rebuilder a. A 3 A A un 3 V A forgive -able Head: -able Bases: forgive, forgiveable Deriv. morphemes: un-, -able. b. N 3 V N 3 -er A V long jump Head: -er Base: long jump Deriv. morphemes: -er c. N 3 V N 3 -er V V re build Head: -er Base: build, rebuild Deriv. morphemes: re-, -er 4
5 (3) Are the underlined morphemes in the following words derivational or inflectional? How can you tell? Unforgiveable rewrite hunter s 1.3 Phonology and Phonotactics - The phonology-related part of grammar tells you how the sound system of a language is organized (AKA, which phones are phonemes? Which are allophones of a phoneme?). If two phones are allophones of each other, the phonology tells you the circumstances under which the allophones appear. o This part of the grammar also tells you how to syllabify words. This is called the phonotactic part of grammar Phonology - You learned: o The differences between PHONEMES and ALLOPHONES. PHONEME: the underlying (or, mental representation) of a sound. ALLOPHONE: the way in which the phoneme is pronounced in a particular phonological environment (i.e., when surrounded by certain other sounds). The allophone may look like the phoneme or different from it. o How to think in terms of features, and describe a set of phones as having particular features in common. o How to approach a set of phonology data and determine: Whether two sounds (or, two sets of sounds) are individual phonemes (or sets of phonemes) or allophones of each other. The environment in which a phoneme becomes its different-looking allophone. Two individual phonemes One phoneme, two allophones /α/ /β/ /α/ [α] [β] [α] [β] o You also learned how to put all of these individual pieces together and write a phonological rule entirely in features. 5
6 Phonology Mechanics Practice (1) There is some feature that is held by every phone in the following list except one phone. Tell me the uniting feature and the phone that doesn t have this feature. (There may be more than one possible answer). a. [aɪ, aʊ, ɔɪ, æ] b. [w, θ, ŋ, h, z] c. [m, r, l, j, ð] (2) Please re-write the following rule in terms of features. /t, d/ [tʃ, dʒ] / [i, u] (3) Complete the following phonology problem: [upsa] if [ugsonz] will [unã] no [wzulza] you [spads] see [ditùomz] minimal [udsasku] look [ogùa] that [Ùids] pairs [IwzgumZi] closely [umzudùi] there [mãonzu] at [UmÃ] you [SIlÃ] are [slilz] all Compare the sounds that are [ -voice +strident ] with the sounds that are [ +voice +strident ].Ifthese groups of sounds constitute different phonemes, then circle a minimal pair that shows this. If they are allophones, then write the rule that controls their distribution. Be sure to write this rule with features. (4) Complete the following phonology problem: [kunezulu] heaven [aʒimola] alms [nzwetu] our [lolonʒi] to wash houses [zevo] then [zeŋɡa] to cut [ʒima] stretch [kesoka] to be cut [ŋkoʃi] lion [kasu] emaciation [nselele] termite Compare the phones [s,z] to [ʃ,ʒ]. Are they different phonemes? Or is one set allophones of the other? If they stand in a phoneme-allophone relationship, write a phonological rule in terms of features Phonotactics - The phonotactic part of grammar tells you how phones can be arranged into syllables in a given language. o Which phones can occur together in an onset? In what order? o Which phones are good syllable nuclei? o Which phones can occur together in a coda? In what order? - You learned: o How to draw a syllabification tree given the phonotactic constraints of English. o You learned which phones can be syllable nuclei. [all vowels], [n, l, m, r] 6
7 o You learned the phonotactic constraints of English, which govern which phones can appear together in an onset and/or coda. Phonotactic Constraints - Nucleus Constraint: Syllable nuclei must be [+sonorant]. - Coda Voicing Constraint 1: In a coda, if the first of two consonants is [-voiced], the second consonant must also be [-voiced]. - Coda Voicing Constraint 2: In a coda, if the first of two consonants is [+voiced, -sonorant], the second consonant must also be [+voiced]. - Maximum Onset Principle: Syllabify such that onsets are as large as possible and codas are as small as possible. - Onset Phonotactic Principle: In an onset, if one consonant is [+sonorant], it must come second. Phonotactics Mechanics Practice (1) Can the following words be syllabified? If not, tell me which part(s) of the word prevent it from being syllabified according to English phonotactic constraints. a. [bɛθlɡlɪbz] This word can be syllabified. σ σ σ ty ty t1y O N O N O N C [b ɛ θ l ɡ l ɪ b z] b. [klævrɡrɛp] This word cannot be syllabified. There is no way that [vr] can be syllabified as a coda. [rg] also cannot be an onset ( Onset Phonotactic Principle. ) 2.0 Big Question 2: How do we map words and strings of words to meanings? - We ve addressed this problem primarily by looking at cases of AMBIGUITY, where our structural rules of syntax and morphology can generate two (or more) different structures for a single word or single sentence. o Each structure has a different meaning. - For syntactic ambiguity, remember the Principle of Modification: A PP modifies the phrase (VP) or head (N) that it is sister to. - For morphological ambiguity, remember the following observation: Each time two morphemes (free + free, or free + bound) come together in a tree, they form a new possible 7
8 free morpheme. It is this free morpheme (whatever it means) that goes on to combine as a single unit with any other morphemes in the tree. Ambiguity Practice (1) The following word has two possible meanings. Please draw a tree for each meaning and paraphrase the meaning of each tree. unlockable A 2 V A 2-able V V un lock Able to be unlocked. A 2 A A un 2 V A lock -able Not able to be locked. (2) The following sentence has two possible meanings. Please draw a tree for each meaning and paraphrase the meaning of each tree. Then, tell me (for each tree) what the PP is sister to. The girl watched the cat from the tall building. S qp NP VP 3 4 D N VP PP The girl 3 rp V NP P NP watched 2from r1o D N D A N the cat the tall building The girl watched the cat. She did her watching while in a tall building. The PP from the tall building modifies the VP watched the cat. S qp NP VP 3 3 D N V NP The girl watched r1p D N PP the cat rp P NP from r1o D A N the tall building The girl watched cat. Specifically, she watched the cat the came from the tall building. The PP from the tall building modifies the N cat. 8
9 3.0 Big Question 3: How are languages similar? How can they be different? - A big issue that we addressed this semester was while there are many, many languages in the world (~6000), we find features or tendencies that are common to all (or nearly all) languages. Linguistic Universals (i) Phonology: - Maximum Onset Principle: Make onsets to syllables as large as possible. - Sonority Sequencing Principle: ( - Place and Manner of Articulation Assimilation: Languages tend to have (ii) Morphology: - Morpheme Ordering Constraint: Derivational morphemes combine with words before inflectional morphemes. Derivational morphemes cannot combine with a word that has already combined with inflectional morphemes. (iii) Syntax: - Subject always precedes object - Furthermore, even when languages are different from each other (e.g., Japanese vs. English), we find that they vary in constrained ways. o E.g., if a language has the rule VP V NP, it will also have the rule PP P NP. That would be a HEAD-INITIAL language like English. If a language has the rule VP NP V, it will also have the rule PP NP P. That would be a HEAD-FINAL language like Japanese. - Linguists have a particular conception of Universal Grammar called the Principles and Parameters theory. o PRINCIPLE: Finite set of linguistic universals; the part of grammar common to all speakers. o PARAMETER: Options for which a language can have different settings (e.g., HEAD- INITIAL vs. HEAD-FINAL). What kinds of evidence led linguists to posit an approach like Principles and Parameters and Universal Grammar? Language acquisition: Children are able to acquire languages rapidly and with limited, imperfect input ( Poverty of the Stimulus ). Creoles: When new languages are developing without fluent bilinguals, new features develop in the resulting creoles. When linguists compare many creoles, they find features in common, even though the languages were formed in very different places or from different languages. Language universals: There are limits on the types of language variation found. There are properties that all languages have in common. 9
10 10
ENGBG1 ENGBL1 Campus Linguistics. Meeting 2. Chapter 7 (Morphology) and chapter 9 (Syntax) Pia Sundqvist
Meeting 2 Chapter 7 (Morphology) and chapter 9 (Syntax) Today s agenda Repetition of meeting 1 Mini-lecture on morphology Seminar on chapter 7, worksheet Mini-lecture on syntax Seminar on chapter 9, worksheet
More informationPhonological Processing for Urdu Text to Speech System
Phonological Processing for Urdu Text to Speech System Sarmad Hussain Center for Research in Urdu Language Processing, National University of Computer and Emerging Sciences, B Block, Faisal Town, Lahore,
More informationDerivational: Inflectional: In a fit of rage the soldiers attacked them both that week, but lost the fight.
Final Exam (120 points) Click on the yellow balloons below to see the answers I. Short Answer (32pts) 1. (6) The sentence The kinder teachers made sure that the students comprehended the testable material
More informationA Minimalist Approach to Code-Switching. In the field of linguistics, the topic of bilingualism is a broad one. There are many
Schmidt 1 Eric Schmidt Prof. Suzanne Flynn Linguistic Study of Bilingualism December 13, 2013 A Minimalist Approach to Code-Switching In the field of linguistics, the topic of bilingualism is a broad one.
More informationLING 329 : MORPHOLOGY
LING 329 : MORPHOLOGY TTh 10:30 11:50 AM, Physics 121 Course Syllabus Spring 2013 Matt Pearson Office: Vollum 313 Email: pearsonm@reed.edu Phone: 7618 (off campus: 503-517-7618) Office hrs: Mon 1:30 2:30,
More informationELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading
ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix
More informationCS 598 Natural Language Processing
CS 598 Natural Language Processing Natural language is everywhere Natural language is everywhere Natural language is everywhere Natural language is everywhere!"#$%&'&()*+,-./012 34*5665756638/9:;< =>?@ABCDEFGHIJ5KL@
More informationBooks Effective Literacy Y5-8 Learning Through Talk Y4-8 Switch onto Spelling Spelling Under Scrutiny
By the End of Year 8 All Essential words lists 1-7 290 words Commonly Misspelt Words-55 working out more complex, irregular, and/or ambiguous words by using strategies such as inferring the unknown from
More informationDerivational and Inflectional Morphemes in Pak-Pak Language
Derivational and Inflectional Morphemes in Pak-Pak Language Agustina Situmorang and Tima Mariany Arifin ABSTRACT The objectives of this study are to find out the derivational and inflectional morphemes
More informationLinguistics 220 Phonology: distributions and the concept of the phoneme. John Alderete, Simon Fraser University
Linguistics 220 Phonology: distributions and the concept of the phoneme John Alderete, Simon Fraser University Foundations in phonology Outline 1. Intuitions about phonological structure 2. Contrastive
More informationSyntax Parsing 1. Grammars and parsing 2. Top-down and bottom-up parsing 3. Chart parsers 4. Bottom-up chart parsing 5. The Earley Algorithm
Syntax Parsing 1. Grammars and parsing 2. Top-down and bottom-up parsing 3. Chart parsers 4. Bottom-up chart parsing 5. The Earley Algorithm syntax: from the Greek syntaxis, meaning setting out together
More informationInformatics 2A: Language Complexity and the. Inf2A: Chomsky Hierarchy
Informatics 2A: Language Complexity and the Chomsky Hierarchy September 28, 2010 Starter 1 Is there a finite state machine that recognises all those strings s from the alphabet {a, b} where the difference
More information1/20 idea. We ll spend an extra hour on 1/21. based on assigned readings. so you ll be ready to discuss them in class
If we cancel class 1/20 idea We ll spend an extra hour on 1/21 I ll give you a brief writing problem for 1/21 based on assigned readings Jot down your thoughts based on your reading so you ll be ready
More informationFlorida Reading Endorsement Alignment Matrix Competency 1
Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending
More informationFirst Grade Curriculum Highlights: In alignment with the Common Core Standards
First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features
More informationLanguage Acquisition by Identical vs. Fraternal SLI Twins * Karin Stromswold & Jay I. Rifkin
Stromswold & Rifkin, Language Acquisition by MZ & DZ SLI Twins (SRCLD, 1996) 1 Language Acquisition by Identical vs. Fraternal SLI Twins * Karin Stromswold & Jay I. Rifkin Dept. of Psychology & Ctr. for
More informationWord Stress and Intonation: Introduction
Word Stress and Intonation: Introduction WORD STRESS One or more syllables of a polysyllabic word have greater prominence than the others. Such syllables are said to be accented or stressed. Word stress
More informationOpportunities for Writing Title Key Stage 1 Key Stage 2 Narrative
English Teaching Cycle The English curriculum at Wardley CE Primary is based upon the National Curriculum. Our English is taught through a text based curriculum as we believe this is the best way to develop
More information1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature
1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details
More informationLexical phonology. Marc van Oostendorp. December 6, Until now, we have presented phonological theory as if it is a monolithic
Lexical phonology Marc van Oostendorp December 6, 2005 Background Until now, we have presented phonological theory as if it is a monolithic unit. However, there is evidence that phonology consists of at
More informationProof Theory for Syntacticians
Department of Linguistics Ohio State University Syntax 2 (Linguistics 602.02) January 5, 2012 Logics for Linguistics Many different kinds of logic are directly applicable to formalizing theories in syntax
More informationTaught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words,
First Grade Standards These are the standards for what is taught in first grade. It is the expectation that these skills will be reinforced after they have been taught. Taught Throughout the Year Foundational
More informationThe analysis starts with the phonetic vowel and consonant charts based on the dataset:
Ling 113 Homework 5: Hebrew Kelli Wiseth February 13, 2014 The analysis starts with the phonetic vowel and consonant charts based on the dataset: a) Given that the underlying representation for all verb
More informationa) analyse sentences, so you know what s going on and how to use that information to help you find the answer.
Tip Sheet I m going to show you how to deal with ten of the most typical aspects of English grammar that are tested on the CAE Use of English paper, part 4. Of course, there are many other grammar points
More informationEnglish Language and Applied Linguistics. Module Descriptions 2017/18
English Language and Applied Linguistics Module Descriptions 2017/18 Level I (i.e. 2 nd Yr.) Modules Please be aware that all modules are subject to availability. If you have any questions about the modules,
More informationEnglish for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4
Lessons 1 4 Checklist Getting Started Lesson 1 Lesson 2 Lesson 3 Lesson 4 Introducing yourself Numbers 0 10 Names Indefinite articles: a / an this / that Useful expressions Classroom language Imperatives
More informationInleiding Taalkunde. Docent: Paola Monachesi. Blok 4, 2001/ Syntax 2. 2 Phrases and constituent structure 2. 3 A minigrammar of Italian 3
Inleiding Taalkunde Docent: Paola Monachesi Blok 4, 2001/2002 Contents 1 Syntax 2 2 Phrases and constituent structure 2 3 A minigrammar of Italian 3 4 Trees 3 5 Developing an Italian lexicon 4 6 S(emantic)-selection
More information2017 national curriculum tests. Key stage 1. English grammar, punctuation and spelling test mark schemes. Paper 1: spelling and Paper 2: questions
2017 national curriculum tests Key stage 1 English grammar, punctuation and spelling test mark schemes Paper 1: spelling and Paper 2: questions Contents 1. Introduction 3 2. Structure of the key stage
More informationLanguage acquisition: acquiring some aspects of syntax.
Language acquisition: acquiring some aspects of syntax. Anne Christophe and Jeff Lidz Laboratoire de Sciences Cognitives et Psycholinguistique Language: a productive system the unit of meaning is the word
More informationMinimalism is the name of the predominant approach in generative linguistics today. It was first
Minimalism Minimalism is the name of the predominant approach in generative linguistics today. It was first introduced by Chomsky in his work The Minimalist Program (1995) and has seen several developments
More informationProgram Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading
Program Requirements Competency 1: Foundations of Instruction 60 In-service Hours Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language,
More informationIntroduction to HPSG. Introduction. Historical Overview. The HPSG architecture. Signature. Linguistic Objects. Descriptions.
to as a linguistic theory to to a member of the family of linguistic frameworks that are called generative grammars a grammar which is formalized to a high degree and thus makes exact predictions about
More informationAspectual Classes of Verb Phrases
Aspectual Classes of Verb Phrases Current understanding of verb meanings (from Predicate Logic): verbs combine with their arguments to yield the truth conditions of a sentence. With such an understanding
More informationMore Morphology. Problem Set #1 is up: it s due next Thursday (1/19) fieldwork component: Figure out how negation is expressed in your language.
More Morphology Problem Set #1 is up: it s due next Thursday (1/19) fieldwork component: Figure out how negation is expressed in your language. Martian fieldwork notes Image of martian removed for copyright
More informationConstraining X-Bar: Theta Theory
Constraining X-Bar: Theta Theory Carnie, 2013, chapter 8 Kofi K. Saah 1 Learning objectives Distinguish between thematic relation and theta role. Identify the thematic relations agent, theme, goal, source,
More informationSample Goals and Benchmarks
Sample Goals and Benchmarks for Students with Hearing Loss In this document, you will find examples of potential goals and benchmarks for each area. Please note that these are just examples. You should
More informationParsing of part-of-speech tagged Assamese Texts
IJCSI International Journal of Computer Science Issues, Vol. 6, No. 1, 2009 ISSN (Online): 1694-0784 ISSN (Print): 1694-0814 28 Parsing of part-of-speech tagged Assamese Texts Mirzanur Rahman 1, Sufal
More informationContext Free Grammars. Many slides from Michael Collins
Context Free Grammars Many slides from Michael Collins Overview I An introduction to the parsing problem I Context free grammars I A brief(!) sketch of the syntax of English I Examples of ambiguous structures
More informationApproaches to control phenomena handout Obligatory control and morphological case: Icelandic and Basque
Approaches to control phenomena handout 6 5.4 Obligatory control and morphological case: Icelandic and Basque Icelandinc quirky case (displaying properties of both structural and inherent case: lexically
More informationAn Introduction to the Minimalist Program
An Introduction to the Minimalist Program Luke Smith University of Arizona Summer 2016 Some findings of traditional syntax Human languages vary greatly, but digging deeper, they all have distinct commonalities:
More informationCorrespondence between the DRDP (2015) and the California Preschool Learning Foundations. Foundations (PLF) in Language and Literacy
1 Desired Results Developmental Profile (2015) [DRDP (2015)] Correspondence to California Foundations: Language and Development (LLD) and the Foundations (PLF) The Language and Development (LLD) domain
More informationHoughton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)
Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade1) 8.3 JOHNNY APPLESEED Biography TARGET SKILLS: 8.3 Johnny Appleseed Phonemic Awareness Phonics Comprehension Vocabulary
More informationProgram in Linguistics. Academic Year Assessment Report
Office of the Provost and Vice President for Academic Affairs Program in Linguistics Academic Year 2014-15 Assessment Report All areas shaded in gray are to be completed by the department/program. ISSION
More informationGrammars & Parsing, Part 1:
Grammars & Parsing, Part 1: Rules, representations, and transformations- oh my! Sentence VP The teacher Verb gave the lecture 2015-02-12 CS 562/662: Natural Language Processing Game plan for today: Review
More informationNAME: East Carolina University PSYC Developmental Psychology Dr. Eppler & Dr. Ironsmith
Module 10 1 NAME: East Carolina University PSYC 3206 -- Developmental Psychology Dr. Eppler & Dr. Ironsmith Study Questions for Chapter 10: Language and Education Sigelman & Rider (2009). Life-span human
More informationArgument structure and theta roles
Argument structure and theta roles Introduction to Syntax, EGG Summer School 2017 András Bárány ab155@soas.ac.uk 26 July 2017 Overview Where we left off Arguments and theta roles Some consequences of theta
More informationFisk Street Primary School
Fisk Street Primary School Literacy at Fisk Street Primary School is made up of the following components: Speaking and Listening Reading Writing Spelling Grammar Handwriting The Australian Curriculum specifies
More informationUniversal contrastive analysis as a learning principle in CAPT
Universal contrastive analysis as a learning principle in CAPT Jacques Koreman, Preben Wik, Olaf Husby, Egil Albertsen Department of Language and Communication Studies, NTNU, Trondheim, Norway jacques.koreman@ntnu.no,
More informationTheoretical Syntax Winter Answers to practice problems
Linguistics 325 Sturman Theoretical Syntax Winter 2017 Answers to practice problems 1. Draw trees for the following English sentences. a. I have not been running in the mornings. 1 b. Joel frequently sings
More informationUniversal Grammar 2. Universal Grammar 1. Forms and functions 1. Universal Grammar 3. Conceptual and surface structure of complex clauses
Universal Grammar 1 evidence : 1. crosslinguistic investigation of properties of languages 2. evidence from language acquisition 3. general cognitive abilities 1. Properties can be reflected in a.) structural
More informationLanguage Acquisition Fall 2010/Winter Lexical Categories. Afra Alishahi, Heiner Drenhaus
Language Acquisition Fall 2010/Winter 2011 Lexical Categories Afra Alishahi, Heiner Drenhaus Computational Linguistics and Phonetics Saarland University Children s Sensitivity to Lexical Categories Look,
More informationPhonological and Phonetic Representations: The Case of Neutralization
Phonological and Phonetic Representations: The Case of Neutralization Allard Jongman University of Kansas 1. Introduction The present paper focuses on the phenomenon of phonological neutralization to consider
More informationDeveloping Grammar in Context
Developing Grammar in Context intermediate with answers Mark Nettle and Diana Hopkins PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United
More informationCase government vs Case agreement: modelling Modern Greek case attraction phenomena in LFG
Case government vs Case agreement: modelling Modern Greek case attraction phenomena in LFG Dr. Kakia Chatsiou, University of Essex achats at essex.ac.uk Explorations in Syntactic Government and Subcategorisation,
More informationNatural Language Processing. George Konidaris
Natural Language Processing George Konidaris gdk@cs.brown.edu Fall 2017 Natural Language Processing Understanding spoken/written sentences in a natural language. Major area of research in AI. Why? Humans
More informationWords come in categories
Nouns Words come in categories D: A grammatical category is a class of expressions which share a common set of grammatical properties (a.k.a. word class or part of speech). Words come in categories Open
More informationHow to analyze visual narratives: A tutorial in Visual Narrative Grammar
How to analyze visual narratives: A tutorial in Visual Narrative Grammar Neil Cohn 2015 neilcohn@visuallanguagelab.com www.visuallanguagelab.com Abstract Recent work has argued that narrative sequential
More informationLNGT0101 Introduction to Linguistics
LNGT0101 Introduction to Linguistics Lecture #11 Oct 15 th, 2014 Announcements HW3 is now posted. It s due Wed Oct 22 by 5pm. Today is a sociolinguistics talk by Toni Cook at 4:30 at Hillcrest 103. Extra
More informationCh VI- SENTENCE PATTERNS.
Ch VI- SENTENCE PATTERNS faizrisd@gmail.com www.pakfaizal.com It is a common fact that in the making of well-formed sentences we badly need several syntactic devices used to link together words by means
More informationSOME MINIMAL NOTES ON MINIMALISM *
In Linguistic Society of Hong Kong Newsletter 36, 7-10. (2000) SOME MINIMAL NOTES ON MINIMALISM * Sze-Wing Tang The Hong Kong Polytechnic University 1 Introduction Based on the framework outlined in chapter
More informationDear Teacher: Welcome to Reading Rods! Reading Rods offer many outstanding features! Read on to discover how to put Reading Rods to work today!
Dear Teacher: Welcome to Reading Rods! Your Sentence Building Reading Rod Set contains 156 interlocking plastic Rods printed with words representing different parts of speech and punctuation marks. Students
More informationCoast Academies Writing Framework Step 4. 1 of 7
1 KPI Spell further homophones. 2 3 Objective Spell words that are often misspelt (English Appendix 1) KPI Place the possessive apostrophe accurately in words with regular plurals: e.g. girls, boys and
More informationBasic Syntax. Doug Arnold We review some basic grammatical ideas and terminology, and look at some common constructions in English.
Basic Syntax Doug Arnold doug@essex.ac.uk We review some basic grammatical ideas and terminology, and look at some common constructions in English. 1 Categories 1.1 Word level (lexical and functional)
More informationOrganizing Comprehensive Literacy Assessment: How to Get Started
Organizing Comprehensive Assessment: How to Get Started September 9 & 16, 2009 Questions to Consider How do you design individualized, comprehensive instruction? How can you determine where to begin instruction?
More informationThe Journey to Vowelerria VOWEL ERRORS: THE LOST WORLD OF SPEECH INTERVENTION. Preparation: Education. Preparation: Education. Preparation: Education
VOWEL ERRORS: THE LOST WORLD OF SPEECH INTERVENTION The Journey to Vowelerria An adventure across familiar territory child speech intervention leading to uncommon terrain vowel errors, Ph.D., CCC-SLP 03-15-14
More informationCalifornia Department of Education English Language Development Standards for Grade 8
Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language
More informationHandout #8. Neutralization
Handout #8 Neutralization German obstruents ([-son]) [-cont, -delrel] [+lab, - cor, -back] p, b [-lab, +cor, -back] t, d [-lab, -cor, +back] k, g [-cont, +delrel] pf ts, ts [+cont, +delrel] f, v s, z,
More informationChapter 4: Valence & Agreement CSLI Publications
Chapter 4: Valence & Agreement Reminder: Where We Are Simple CFG doesn t allow us to cross-classify categories, e.g., verbs can be grouped by transitivity (deny vs. disappear) or by number (deny vs. denies).
More informationCompositional Semantics
Compositional Semantics CMSC 723 / LING 723 / INST 725 MARINE CARPUAT marine@cs.umd.edu Words, bag of words Sequences Trees Meaning Representing Meaning An important goal of NLP/AI: convert natural language
More informationParallel Evaluation in Stratal OT * Adam Baker University of Arizona
Parallel Evaluation in Stratal OT * Adam Baker University of Arizona tabaker@u.arizona.edu 1.0. Introduction The model of Stratal OT presented by Kiparsky (forthcoming), has not and will not prove uncontroversial
More information**Note: this is slightly different from the original (mainly in format). I would be happy to send you a hard copy.**
**Note: this is slightly different from the original (mainly in format). I would be happy to send you a hard copy.** REANALYZING THE JAPANESE CODA NASAL IN OPTIMALITY THEORY 1 KATSURA AOYAMA University
More informationDIBELS Next BENCHMARK ASSESSMENTS
DIBELS Next BENCHMARK ASSESSMENTS Click to edit Master title style Benchmark Screening Benchmark testing is the systematic process of screening all students on essential skills predictive of later reading
More informationGenerative Second Language Acquisition & Foreign Language Teaching Winter 2009
Generative Second Language Acquisition & Foreign Language Teaching Winter 2009 Instructor: Tiffany Judy Course Content: Generative Second Language Acquisition (GSLA): This course will present a brief overview
More informationSOUND STRUCTURE REPRESENTATION, REPAIR AND WELL-FORMEDNESS: GRAMMAR IN SPOKEN LANGUAGE PRODUCTION. Adam B. Buchwald
SOUND STRUCTURE REPRESENTATION, REPAIR AND WELL-FORMEDNESS: GRAMMAR IN SPOKEN LANGUAGE PRODUCTION by Adam B. Buchwald A dissertation submitted to The Johns Hopkins University in conformity with the requirements
More informationPseudo-Passives as Adjectival Passives
Pseudo-Passives as Adjectival Passives Kwang-sup Kim Hankuk University of Foreign Studies English Department 81 Oedae-lo Cheoin-Gu Yongin-City 449-791 Republic of Korea kwangsup@hufs.ac.kr Abstract The
More informationOn the nature of voicing assimilation(s)
On the nature of voicing assimilation(s) Wouter Jansen Clinical Language Sciences Leeds Metropolitan University W.Jansen@leedsmet.ac.uk http://www.kuvik.net/wjansen March 15, 2006 On the nature of voicing
More informationEnhancing Unlexicalized Parsing Performance using a Wide Coverage Lexicon, Fuzzy Tag-set Mapping, and EM-HMM-based Lexical Probabilities
Enhancing Unlexicalized Parsing Performance using a Wide Coverage Lexicon, Fuzzy Tag-set Mapping, and EM-HMM-based Lexical Probabilities Yoav Goldberg Reut Tsarfaty Meni Adler Michael Elhadad Ben Gurion
More informationLanguage contact in East Nusantara
Language contact in East Nusantara Introduction The aim of this workshop will be to try to uncover some of the range of language contact phenomena exhibited by languages from throughout the East Nusantara
More informationADDIS ABABA UNIVERSITY SCHOOL OF GRADUATE STUDIES MODELING IMPROVED AMHARIC SYLLBIFICATION ALGORITHM
ADDIS ABABA UNIVERSITY SCHOOL OF GRADUATE STUDIES MODELING IMPROVED AMHARIC SYLLBIFICATION ALGORITHM BY NIRAYO HAILU GEBREEGZIABHER A THESIS SUBMITED TO THE SCHOOL OF GRADUATE STUDIES OF ADDIS ABABA UNIVERSITY
More informationL1 and L2 acquisition. Holger Diessel
L1 and L2 acquisition Holger Diessel Schedule Comparing L1 and L2 acquisition The role of the native language in L2 acquisition The critical period hypothesis [student presentation] Non-linguistic factors
More informationGrade 2 Unit 2 Working Together
Grade 2 Unit 2 Working Together Content Area: Language Arts Course(s): Time Period: Generic Time Period Length: November 13-January 26 Status: Published Stage 1: Desired Results Students will be able to
More informationJoan Bybee, Phonology and Language Use. Cambridge: Cambridge University Press, 2001,
Reflections on usage-based phonology Review article of Joan Bybee, Phonology and Language Use. Cambridge: Cambridge University Press, 2001, xviii + 238 p. Geert Booij (Vrije Universiteit Amsterdam) The
More informationTo appear in The TESOL encyclopedia of ELT (Wiley-Blackwell) 1 RECASTING. Kazuya Saito. Birkbeck, University of London
To appear in The TESOL encyclopedia of ELT (Wiley-Blackwell) 1 RECASTING Kazuya Saito Birkbeck, University of London Abstract Among the many corrective feedback techniques at ESL/EFL teachers' disposal,
More informationPrediction of Maximal Projection for Semantic Role Labeling
Prediction of Maximal Projection for Semantic Role Labeling Weiwei Sun, Zhifang Sui Institute of Computational Linguistics Peking University Beijing, 100871, China {ws, szf}@pku.edu.cn Haifeng Wang Toshiba
More informationThe Acquisition of English Grammatical Morphemes: A Case of Iranian EFL Learners
105 By Fatemeh Behjat & Firooz Sadighi The Acquisition of English Grammatical Morphemes: A Case of Iranian EFL Learners Fatemeh Behjat fb_304@yahoo.com Islamic Azad University, Abadeh Branch, Iran Fatemeh
More informationUnderlying and Surface Grammatical Relations in Greek consider
0 Underlying and Surface Grammatical Relations in Greek consider Sentences Brian D. Joseph The Ohio State University Abbreviated Title Grammatical Relations in Greek consider Sentences Brian D. Joseph
More informationImproved Effects of Word-Retrieval Treatments Subsequent to Addition of the Orthographic Form
Orthographic Form 1 Improved Effects of Word-Retrieval Treatments Subsequent to Addition of the Orthographic Form The development and testing of word-retrieval treatments for aphasia has generally focused
More informationCELTA. Syllabus and Assessment Guidelines. Third Edition. University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom
CELTA Syllabus and Assessment Guidelines Third Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is accredited by Ofqual (the regulator of qualifications, examinations and
More informationUnderlying Representations
Underlying Representations The content of underlying representations. A basic issue regarding underlying forms is: what are they made of? We have so far treated them as segments represented as letters.
More informationWriting a composition
A good composition has three elements: Writing a composition an introduction: A topic sentence which contains the main idea of the paragraph. a body : Supporting sentences that develop the main idea. a
More informationPart I. Figuring out how English works
9 Part I Figuring out how English works 10 Chapter One Interaction and grammar Grammar focus. Tag questions Introduction. How closely do you pay attention to how English is used around you? For example,
More informationPhonological Encoding in Sentence Production
Phonological Encoding in Sentence Production Caitlin Hilliard (chillia2@u.rochester.edu), Katrina Furth (kfurth@bcs.rochester.edu), T. Florian Jaeger (fjaeger@bcs.rochester.edu) Department of Brain and
More informationThe presence of interpretable but ungrammatical sentences corresponds to mismatches between interpretive and productive parsing.
Lecture 4: OT Syntax Sources: Kager 1999, Section 8; Legendre et al. 1998; Grimshaw 1997; Barbosa et al. 1998, Introduction; Bresnan 1998; Fanselow et al. 1999; Gibson & Broihier 1998. OT is not a theory
More informationIntensive English Program Southwest College
Intensive English Program Southwest College ESOL 0352 Advanced Intermediate Grammar for Foreign Speakers CRN 55661-- Summer 2015 Gulfton Center Room 114 11:00 2:45 Mon. Fri. 3 hours lecture / 2 hours lab
More informationPobrane z czasopisma New Horizons in English Studies Data: 18/11/ :52:20. New Horizons in English Studies 1/2016
LANGUAGE Maria Curie-Skłodowska University () in Lublin k.laidler.umcs@gmail.com Online Adaptation of Word-initial Ukrainian CC Consonant Clusters by Native Speakers of English Abstract. The phenomenon
More informationDeveloping a TT-MCTAG for German with an RCG-based Parser
Developing a TT-MCTAG for German with an RCG-based Parser Laura Kallmeyer, Timm Lichte, Wolfgang Maier, Yannick Parmentier, Johannes Dellert University of Tübingen, Germany CNRS-LORIA, France LREC 2008,
More informationMandarin Lexical Tone Recognition: The Gating Paradigm
Kansas Working Papers in Linguistics, Vol. 0 (008), p. 8 Abstract Mandarin Lexical Tone Recognition: The Gating Paradigm Yuwen Lai and Jie Zhang University of Kansas Research on spoken word recognition
More informationCORPUS ANALYSIS CORPUS ANALYSIS QUANTITATIVE ANALYSIS
CORPUS ANALYSIS Antonella Serra CORPUS ANALYSIS ITINEARIES ON LINE: SARDINIA, CAPRI AND CORSICA TOTAL NUMBER OF WORD TOKENS 13.260 TOTAL NUMBER OF WORD TYPES 3188 QUANTITATIVE ANALYSIS THE MOST SIGNIFICATIVE
More informationConsiderations for Aligning Early Grades Curriculum with the Common Core
Considerations for Aligning Early Grades Curriculum with the Common Core Diane Schilder, EdD and Melissa Dahlin, MA May 2013 INFORMATION REQUEST This state s department of education requested assistance
More informationAdjectives tell you more about a noun (for example: the red dress ).
Curriculum Jargon busters Grammar glossary Key: Words in bold are examples. Words underlined are terms you can look up in this glossary. Words in italics are important to the definition. Term Adjective
More information