Esperanto parts of speech in functional discourse grammar

Linguistics ◽  
2013 ◽  
Vol 51 (3) ◽  
Author(s):  
Wim Jansen
Linguistics ◽  
2016 ◽  
Vol 54 (5) ◽  
Author(s):  
Wim Jansen

AbstractThis study takes Functional Discourse Grammar (FDG) as its theoretical framework, and applies to the phenomena under study the FDG terminology, which may differ from what many readers are used to. Esperanto has an agglutinating morphology. Its words are built on stems which are associated with contentive lexemes in a flexible system of parts of speech. The language has an elaborate stock of lexically dependent morphemes (roots in FDG) for lexeme building. Many basic words are stem-root combinations in Esperanto. The roots applied in them also appear in complex structures, and can be reordered and interchanged easily to produce different complex stems. For this reason, derivation is taken to be hosted in the lexicon. The lexicon must contain a highly developed procedural knowledge component, of which the derivation system is assumed to be a part. Some of the suffixable roots have homonymous variants that define grammatical processes. The combinatorial freedom of roots provides for a lexical expansion tool which is easy to handle, but not without complications. Problematic is the (in)transitivity of lexemes destined to verbal encoding, when applied in an environment that is not naturally theirs. This phenomenon is known to be an important source of mistakes among speakers of the language. It is argued that the lexicon of Esperanto speakers contains paired transitive and intransitive representations of the most current lexemes of this category. The study aims at providing support to better understand the mechanisms at work inside the lexicon and at the interface between the lexicon and the grammar of agglutinating languages.


2008 ◽  
Vol 32 (3) ◽  
pp. 753-785 ◽  
Author(s):  
Kees Hengeveld ◽  
Eva van Lier

In this paper we use the Theory of Functional Discourse Grammar to show that parts-of-speech (PoS) and dependent clauses (DCs) can both be defined in terms of the functions they may express. On the basis of this parallel treatment, we predict that the functional possibilities of PoS and DCs in languages are comparable. This hypothesis is tested using a sample of 23 languages. The results do show similarities between the functional patterns of the two types of constructions.


Linguistics ◽  
2019 ◽  
Author(s):  
Inge Genee

Functional Discourse Grammar (FDG) is an expanded version of the Functional Grammar framework developed by Simon Dik at the University of Amsterdam from the 1970s through the middle of the 1990s. It occupies a middle position in the functional-to-formal continuum: it is functional in being centrally concerned with the effects of pragmatics and semantics on morphosyntactic and phonological form, and it is formal in being interested only in systematic effects on linguistic form and in admitting the existence of arbitrary form where functional explanations fail. FDG is often compared to Role and Reference Grammar and Systemic Functional Linguistics as well as to various cognitive approaches to language. FDG sees itself as responsible for accounting for the linguistic component within a wider model of verbal interaction. The grammar is flanked by components that house those other aspects, including a conceptual component, a contextual component, and an output component. FDG is strongly typologically based in its insistence on investigating the formal and functional limits of human linguistic form. The basic unit of analysis in FDG is the discourse act. All linguistic utterances are analyzed at four separate levels, each of which is internally layered. The interpersonal level deals with the actional aspect of language use, including pragmatics, and accounts for such things as reference, identifiability, illocution, and pragmatic functions such as topic, focus, and contrast. The representational level deals with semantics and accounts for such things as ontological categories (entity types) and distinctions related to tense, aspect, modality, evidentiality, polarity, quantification, qualification, location, manner, valency, semantic functions, and parts-of-speech. The morphosyntactic level deals with morphology and syntax and accounts for such things as word and morpheme order, alignment, dummy insertion, agreement, raising and other displacement phenomena, and the internal structure of words. The phonological level deals with phonology and accounts for such things as prosody, stress, reduplication (to the extent that it is phonological), tone and intonation, syllable structure, and the language’s inventory of phonemes and suprasegmentals. The grammar is flanked by a storehouse often called the fund, which houses primitives that feed the grammatical process at each level. In addition to the lexicon proper, the fund contains the structicon (frames and templates) and the grammaticon (operators). Much recent and current work in FDG concerns itself in one way or another with matters of scope within layers, interactions between levels, interfaces, and mappings between units at different levels or layers. In addition to a descriptively and explanatorily adequate account of specific data, the goal is often to produce generalizations in the forms of hierarchies that produce clear predictions in terms of expected typological patterns, diachronic pathways, and acquisition processes. The author wishes to thank several members of the FDG community for sending crucial references or for assistance with important publications in languages with which she is not familiar, in particular John Connolly, Evelien Keizer, Kees Hengeveld, Lachlan Mackenzie, Hella Olbertz, Thomas Schwaiger, and an anonymous reviewer.


2018 ◽  
pp. 4-7
Author(s):  
S. I. Zenko

The article raises the problem of classification of the concepts of computer science and informatics studied at secondary school. The efficiency of creation of techniques of training of pupils in these concepts depends on its solution. The author proposes to consider classifications of the concepts of school informatics from four positions: on the cross-subject basis, the content lines of the educational subject "Informatics", the logical and structural interrelations and interactions of the studied concepts, the etymology of foreign-language and translated words in the definition of the concepts of informatics. As a result of the first classification general and special concepts are allocated; the second classification — inter-content and intra-content concepts; the third classification — stable (steady), expanding, key and auxiliary concepts; the fourth classification — concepts-nouns, conceptsverbs, concepts-adjectives and concepts — combinations of parts of speech.


Author(s):  
Ramandeep Kaur ◽  
◽  
Lakhvir Singh Garcha ◽  
Mohita Garag ◽  
Satinderpal Singh ◽  
...  

Author(s):  
Yabing Zhang

This article is devoted to the problem of using Russian time-prepositions by foreigners, especially by the Chinese. An analysis of modern literature allows the author to identify the main areas of the work aimed at foreign students’ development of the skills and abilities to correctly build the prepositional combinations and continuously improve the communication skills by means of the Russian language. In this paper, the time-prepositions in the Russian language have been analyzed in detail; some examples of polysemantic use of prepositions, their semantic and stylistic shades alongside with possible errors made by foreign students are presented. The results of the study are to help in developing a system of teaching Russian time-prepositions to a foreign language audience, taking into account their native language, on the basis of the systemic and functional, communicative and activity-centred basis. The role of Russian time-prepositions in constructing word combinations has been identified; the need for foreign students’ close attention to this secondary part of speech has been specified. It has been stated that prepositions are the most dynamic and open type of secondary language units within the quantitative and qualitative composition of which regular changes take place. The research substantiates the need that students should be aware of the function of time-preposition in speech; they are to get acquainted with the main time-prepositions and their meanings, to distinguish prepositions and other homonymous parts of speech as well as to learn stylistic shades of time-prepositions. Some recommendations related to the means of mastering time-prepositions have been given: to target speakers to assimilate modern literary norms and, therefore, to teach them how to choose and use them correctly by means of linguistic keys that are intended to fill the word with true meaning, to give it an organic structure, an inherent form and an easy combinability in the texts and oral speech.


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