Fourth International Olympiad in Theoretical, Mathematical and Applied Linguistics

Similar documents
Using a Native Language Reference Grammar as a Language Learning Tool

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative

BASIC ENGLISH. Book GRAMMAR

A Minimalist Approach to Code-Switching. In the field of linguistics, the topic of bilingualism is a broad one. There are many

Unit 8 Pronoun References

Lesson 2. La Familia. Independent Learner please see your lesson planner for directions found on page 43.

International Journal of Informative & Futuristic Research ISSN (Online):

Year 4 National Curriculum requirements

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths.

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading

Syntactic types of Russian expressive suffixes

Words come in categories

BULATS A2 WORDLIST 2

Language contact in East Nusantara

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature

Writing a composition

UKLO Round Advanced solutions and marking schemes. 6 The long and short of English verbs [15 marks]

MARK¹² Reading II (Adaptive Remediation)

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.

Sari locative noun classes Contents

Dear Teacher: Welcome to Reading Rods! Reading Rods offer many outstanding features! Read on to discover how to put Reading Rods to work today!

English 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

Word Stress and Intonation: Introduction

The analysis starts with the phonetic vowel and consonant charts based on the dataset:

First Grade Curriculum Highlights: In alignment with the Common Core Standards

Developing Grammar in Context

CAVE LANGUAGES KS2 SCHEME OF WORK LANGUAGE OVERVIEW. YEAR 3 Stage 1 Lessons 1-30

Coast Academies Writing Framework Step 4. 1 of 7

Common Core ENGLISH GRAMMAR & Mechanics. Worksheet Generator Standard Descriptions. Grade 2

Emmaus Lutheran School English Language Arts Curriculum

2017 national curriculum tests. Key stage 1. English grammar, punctuation and spelling test mark schemes. Paper 1: spelling and Paper 2: questions

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks

Text: envisionmath by Scott Foresman Addison Wesley. Course Description

ELD CELDT 5 EDGE Level C Curriculum Guide LANGUAGE DEVELOPMENT VOCABULARY COMMON WRITING PROJECT. ToolKit

What the National Curriculum requires in reading at Y5 and Y6

PolicePrep Comprehensive Guide to Canadian Police Officer Exams

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words,

Mercer County Schools

Phonological and Phonetic Representations: The Case of Neutralization

(3) Vocabulary insertion targets subtrees (4) The Superset Principle A vocabulary item A associated with the feature set F can replace a subtree X

Author: Fatima Lemtouni, Wayzata High School, Wayzata, MN

MARK 12 Reading II (Adaptive Remediation)

The Noun Phrase in Hawrami * Anders Holmberg, University of Newcastle David Odden, Ohio State University

An Empirical and Computational Test of Linguistic Relativity

A Computational Evaluation of Case-Assignment Algorithms

SAMPLE PAPER SYLLABUS

Books Effective Literacy Y5-8 Learning Through Talk Y4-8 Switch onto Spelling Spelling Under Scrutiny

Copyright 2002 by the McGraw-Hill Companies, Inc.

INSTANT VOCABULARY 6-10

Written by: YULI AMRIA (RRA1B210085) ABSTRACT. Key words: ability, possessive pronouns, and possessive adjectives INTRODUCTION

a) analyse sentences, so you know what s going on and how to use that information to help you find the answer.

Adjectives tell you more about a noun (for example: the red dress ).

Presentation Exercise: Chapter 32

Tutorial on Paradigms

Case government vs Case agreement: modelling Modern Greek case attraction phenomena in LFG

UC Berkeley Berkeley Undergraduate Journal of Classics

Introduction to HPSG. Introduction. Historical Overview. The HPSG architecture. Signature. Linguistic Objects. Descriptions.

Beyond constructions:

On the Notion Determiner

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)

In Udmurt (Uralic, Russia) possessors bear genitive case except in accusative DPs where they receive ablative case.

L1 and L2 acquisition. Holger Diessel

DOWNSTEP IN SUPYIRE* Robert Carlson Societe Internationale de Linguistique, Mali

The Noun Phrase in Hawrami 1 Anders Holmberg and David Odden

The Acquisition of Person and Number Morphology Within the Verbal Domain in Early Greek

Phenomena of gender attraction in Polish *

Minimalism is the name of the predominant approach in generative linguistics today. It was first

Preschool - Pre-Kindergarten (Page 1 of 1)

An Interface between Prosodic Phonology and Syntax in Kurdish

Ch VI- SENTENCE PATTERNS.

CALCULUS III MATH

Handout #8. Neutralization

CHILDREN S POSSESSIVE STRUCTURES: A CASE STUDY 1. Andrew Radford and Joseph Galasso, University of Essex

Inleiding Taalkunde. Docent: Paola Monachesi. Blok 4, 2001/ Syntax 2. 2 Phrases and constituent structure 2. 3 A minigrammar of Italian 3

Part I. Figuring out how English works

Lesson 34 B (intermediate) Finding a Home for Luli

MOBILE OBJECT MARKERS IN MORO: THE ROLE OF TONE. University of California, Berkeley University of California, San Diego

Programma di Inglese

Creation. Shepherd Guides. Creation 129. Tear here for easy use!

5 Star Writing Persuasive Essay

Intra-talker Variation: Audience Design Factors Affecting Lexical Selections

Characteristics of the Text Genre Informational Text Text Structure

LNGT0101 Introduction to Linguistics

Quiz for Teachers. by Paul D. Slocumb, Ed.D. Hear Our Cry: Boys in Crisis

Welcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading

Senior Stenographer / Senior Typist Series (including equivalent Secretary titles)

GCSE. Mathematics A. Mark Scheme for January General Certificate of Secondary Education Unit A503/01: Mathematics C (Foundation Tier)

California Treasures Combination Classrooms. A How-to Guide with Weekly Lesson Planners

Constraining X-Bar: Theta Theory

STUDENTS' RATINGS ON TEACHER

Name of Course: French 1 Middle School. Grade Level(s): 7 and 8 (half each) Unit 1

The Structure of Relative Clauses in Maay Maay By Elly Zimmer

Grade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7

Frequency and pragmatically unmarked word order *

Proof Theory for Syntacticians

GERM 3040 GERMAN GRAMMAR AND COMPOSITION SPRING 2017

Primary English Curriculum Framework

SAMPLE. Chapter 1: Background. A. Basic Introduction. B. Why It s Important to Teach/Learn Grammar in the First Place

French II Map/Pacing Guide

Transcription:

Fourth International Olympiad in Theoretical, Mathematical and Applied Linguistics Solutions of the Problems of the Individual Contest Problem #1 The word order is SOV. Nouns are followed by ki {this is actually an article}. Interrogative sentences end by he. The subject and object markers on the verb are as follows: subject object 1sg wa- ma- 2sg ya- ni- 3sg 0 0 3pl -pi wičha- If there is an object prefix as well as a subject prefix, they come in this order. The number of the nouns is not expressed by the nouns themselves, only by the verbs. tuwa means who as well as someone. Coordinating constructions use the two conjunctions ną and čha: ną means that the subject is the same, čha indicates different subjects (or: coordinated predicates are joined by ną, clauses within a composite sentence by čha; or any other statement to the same effect). 1. I came and the Indians called the bears. 2. The man killed you and called me. 3. The man killed you and he called me. (So it is rendered in English at any rate; we can t be sure whether he can be the man from the first clause or has to be someone else.) 4. He killed you. 1. Whom did he kill? 2. Who killed him? There is not enough evidence to support the existence of other translations. Assignment 3. 1. lakhota ki hokšita ki ktepi čha matho ki hi 2. yahi ną lakhota ki yakte 3. tuwa wačho he 4. wičhaša ki hipi čha tuwa wičhakte Problem: Pyotr Arkadiev Solution: Alexander Piperski

Fourth International Linguistic Olympiad. Solutions of the Problems of the Individual Contest 2 Problem #2 1. Articles. The problem features words with the articles el (pl. els) and la (pl. les). Clearly these articles precede masculine and feminine nouns, respectively; this can be seen, among other things, from the words meaning (male) follower and (female) follower. 2. Stress. We can see that the mark ` is placed over e, o, a and the mark over i, u. Examining the words ending in s, we notice that the stress marks in them are placed on the last syllable or the third one from the end. We can assume that in such words the stressed syllable is usually the penultimate, and the stress is explicitly marked when it is not. In all other words stress usually falls on the last syllable, and is marked when it does not. 3. Plural. We see that the ending s mentioned in the statement of the problem is not added to words whose singular form already ends in s. Also, in the problem there are words with the plural ending os. Let us divide all words into groups according to their gender, final consonant and plural ending: Final Plural in s (0 after s) Plural in os consonant masculine feminine masculine feminine -s el cactus la càries el gimnàs el pàncrees la trencadís el permís -x el apèndix el índex la hèlix -ç la faç (la sequaç) el vas el flux el suffix el teix el contumaç el pedaç (el sequaç) We see that feminine nouns can only have the ending -s (0 after s) in the plural, while masculine nouns get os if they are stressed on the last (or only) syllable, s (0 after s) otherwise. el bastaix els bastaixos el troleibús els troleibusos la clos les clos el iris els iris el llaç els llaços el ònix els ònixs la pelvis les pelvis el pis els pisos el sequaç els sequaços la les sequaçs el tastaolletes els tastaolletes la xeix les xeixs Theoretically one might derive the forms *la clo and *el tastaollete, but those are poorly compatible with the statement of the problem, which talks of nouns ending in the letters s, x or ç only. The forms *el sequaços and *la sequaçs are also wrong, because it is hinted that the words for (male) follower and (female) follower are only differentiated by their articles in the singular. The marks ` and are used when the stress falls on a non-default syllable. Assignment 3. When there is no ` or mark, the stress is penultimate if the word ends in s, otherwise it is final. Problem and solution: Boris Iomdin

Fourth International Linguistic Olympiad. Solutions of the Problems of the Individual Contest 3 Problem #3 The hook that each word has in the middle or at the right edge (if the word is written by two characters) marks a vowel. The little circle on top of it indicates brevity (accordingly, the absence of a circle indicates length). From the words passion and turn around, which contain a character not found anywhere else, we see that the direction of the script is left to right and the rare character stands for k. The other characters in these words are m (the final consonant in passion ) and ŋ (in turn around ). No word but have begins with m, so we derive the character for n. And so on; each consonant has its letter, except for final m after a short vowel; there is also a special character for the absence of an initial consonant. ka:m passion a:c passion am suck (a breast) cam suck (a breast) piъm delta poьm delta noьm lead, guide aŋ lead, guide ŋoьm inarticulately peьŋ inarticulately ŋiъk turn around miъn turn around caŋ trim, rough-hew To write the words in the Roman script, we need to determine the rules that govern the choice of the vowel: since it is always written by the same character, its quality will have to depend on the consonants (and, possibly, its quantity). Here is a summary of what we observe: short vowel long vowel final m final ŋ initial p, m, n or ŋ oь eь poьm, noьm, ŋoьm peьŋ initial c, k or zero a am, cam, aŋ, caŋ kam spoke (in a wheel) ca:m Cham ka:k crow niъ:m name ŋeьŋ bright red moьm robust iъ piъm, miъn, ŋiъk a: a:c, ka:m Problem: Sergei Dmitrenko Solution: Svetlana Burlak, ed. by Ivan Derzhanski

Fourth International Linguistic Olympiad. Solutions of the Problems of the Individual Contest 4 Problem #4 The problem features nouns and personal pronouns. Three pronouns are given in the data, the fourth (required in Assignment 2) will have to be constructed by analogy: Sg Pl 1 st person bi (bu) 2 nd person si su All expressions in the problem denote something (X) belonging to someone or something else (Y). The possessor (Y) comes first, unmarked. The possessee (X) receives a suffix (-i, -ni, -u) indicating the possessor s person and number. This marker may be preceded by the suffix -ŋi, which indicates that the possession is alienable (that is, the possessed and the possessor are not in a part whole relationship). Two occurrences of the vowel i merge into i: on a suffix boundary. If there are two possessors with different possessees (e.g., thy son s shoulder ), each gets the appropriate suffixes. If there are two possessors with the same possessee ( my boar head, your cow thigh ), the possessee gets a suffix which indicates the current possessor, that is, the one of which it is not a part. Let us summarise all of this in a table: possessor possessee examples Sg (1 st or 2 nd person) Y X-(ŋi)-i bi wo:i, si bogdoloi bi mo:ŋi:, si ja:ŋi: bi nakta diliŋi:, si b ataŋi: bogdoloni Sg (3 rd person) Y X-(ŋi)-ni ja: xabani, dili tekpuni b ata zä:ŋini si b ataŋi: bogdoloni Pl (1 st or 2 nd person) Y X-(ŋi)-u su zä:ŋiu, su ja: wo:ŋiu su b ataŋiu zä:ŋini your son s money si teŋku bugdiŋi: thy stool leg si teŋkuŋi: bugdini thy stool s leg the boy s thigh b ata wo:ni our boar bu naktaŋiu my daughter s tree bi azigaŋi mo:ŋini Assignment 3. bi xabai Yes: my udder (a cow speaking, shall we say, in a fairy-tale) su b ataŋiu bugdiŋini Yes: your son s leg (not his own, though, but perhaps a chicken s leg belonging to him) si igi No ( my tail would be si igi:) Assignment 4. bi tekpui my skin (the skin of my body) bi tekpuŋi: my skin (e.g., an animal s skin belonging to me) Problem and solution: Boris Iomdin

Fourth International Linguistic Olympiad. Solutions of the Problems of the Individual Contest 5 Problem #5 It is easy to tell what all nouns and the only verb mean. All common nouns denoting people have the prefix m- in the singular and the prefix va- in the plural. There are two possible orders of the Subject, Verb, Direct Object and Indirect Object: (1) S V DO IO (2) S V IO DO The verb buy has the structure (a/va)(m/va)guli, with the first prefix denoting the number of S and the second, of IO; DO s number is not marked at all in the verb. We have no examples where both S and IO are plural. Clearly one or both prefixes may be omitted; however, (*) If IO is marked in the verb, so shall S. If the word order is (1), both S and IO must be marked. If the word order is (2), they may but need not be, as long as (*) is fulfilled. Assignment: Clearly sentences (11) mean The woman bought the beer for Mwangi. This can be said correctly in the following four ways: Mdala amguli ugimbi Mwangi Mdala amguli Mwangi ugimbi Mdala aguli Mwangi ugimbi Mdala guli Mwangi ugimbi The errors are: (11a) word order (1), but neither S nor IO marked in the verb. (11b) only IO marked, breaking (*). (11c) word order (1), but only S marked. Sentences (12) mean Kamau bought the goat for the grandmothers. That is: Kamau avaguli mene vabuya Kamau avaguli vabuya mene Kamau aguli vabuya mene Kamau guli vabuya mene The errors are: (12a) the numbers of both S and IO incorrectly marked. (12b) word order (1), but neither S nor IO marked in the verb. (12c) only IO marked, breaking (*). (Or else: IO not marked, which word order (2) allows, but number of S marked incorrectly). Problem: Olga Fyodorova Solution: Alexander Berdichevsky