Die Wortklassen des Bambara: Bestand und Abgrenzung

1989 ◽  
Vol 42 (6) ◽  
Author(s):  
Siegmund Brauner
Keyword(s):  
Communication Process ◽  
Word Classes ◽  
Syntactic Function ◽  
Concept Of Word

SummaryThe article is a revised version of the author’s concept of word classes in Bambara first published in Lehrbuch den Bambara (Leipzig 1974). The problem is also discussed in modern Mande linguistic studies of various authors (Dumestre, Ebermann etc.). Trying to further develop Fries’ concept (The Structure of English, London 1963) of analysing word classes from their grammatical-syntactical distribution, four form classes and seven classes of functional words are recognised in Bambara. In addition to these two groups a third one is postulated: communicative-pragmatic words, which do not have any syntactic function nor do they serve to realise them, they only modify the speech intention and the communication process.

Wordhood in Chamacoco

2020 ◽  
pp. 78-120
Author(s):  
Luca Ciucci
Keyword(s):  
Morphological Structure ◽  
Vowel Harmony ◽  
Prosodic Features ◽  
Complex Predicates ◽  
Phonological Word ◽  
Word Classes ◽  
Concept Of Word ◽  
Phonological Rules

This chapter investigates ‘wordhood’ in Chamacoco, a Zamucoan language with about 2,000 speakers who traditionally inhabit the department of Alto Paraguay in Paraguay. After having examined the concept of ‘word’ in Chamacoco culture and the phonological inventory of the language, this chapter defines the phonological word according to its phonological rules, segmental features, and prosodic features (stress, nasal harmony and vowel harmony). Then, the morphological structure of the main word classes (verbs, nouns and adjectives) is outlined in order to identify the grammatical word and the mismatches between phonological and grammatical word. The latter can consist of one or more phonological words, as for compound subordinators, complex predicates, and instances of reduplication. By contrast, owing to cliticization, one phonological word can comprise two or more grammatical words. Finally, the chapter describes the properties of regular clitics and distinguishes them from morphemes which are independent phonological words frequently undergoing cliticization.

scholarly journals English ‘-Ly’ Adverbs: from Subject Orientation to Conversion

2014 ◽  
Vol 49 (1) ◽  
pp. 77-102 ◽  
Author(s):  
Salvador Valera
Keyword(s):  
Old English ◽  
Word Class ◽  
Class Membership ◽  
Syntactic Process ◽  
Subject Orientation ◽  
Word Classes ◽  
Syntactic Function

AbstractUnlike subject-orientation in English ‘-ly’ adverbs, subject-relatedness does not conflate two syntactic functions in one and the same form: subject-related ‘-ly’ adverbs are predicative elements in the clause and do not function as adverbials. Therefore, the morphological make-up of subject-related ‘-ly’ adverbs does not match the syntactic function and the categorial meaning usually associated with the adverbial suffix ‘-ly’. In subject-relatedness, the association of the predicative function with the ‘-ly’ suffix differs from that of the well-known set of ‘-ly’ adjectives where the suffix is the present-day form of Old English ‘-līc’. Subject-relatedness raises the question of how these ‘-ly’ adverbs should be classified and the implications of this classification on their place in the system of word-classes. Specifically, it raises the question of the place of this morphological, syntactic and semantic behaviour with respect to word-class membership. In this respect, the paper explores the interpretation of subject-related ‘-ly’ words in frameworks where adjectives and adverbs are considered one and the same word-class and also where they are considered separate ones. The interpretation of subject-related ‘-ly’ words as belonging to the categorial space between adjective and adverb is relevant especially in respect of the morphosyntactic processes described in the literature for similar cases: although the profile of subject-related ‘-ly’ words appears to meet the conditions of conversion, they do not become lexicalized, as in lexical conversion, and cannot be traced back to a syntactic process, as in syntactic conversion

scholarly journals Ausdrucksarten – ein neuer Zugang zur Wortschatzvermittlung im DaF-Unterricht

2010 ◽  
Vol 41 (1) ◽  
Author(s):  
Mathilde Hennig ◽  
Isabel Buchwald-Wargenau
Keyword(s):  
Foreign Language ◽  
Multiword Expressions ◽  
Word Classes ◽  
Concept Of Word

Word classes are one of the most successful and famous concepts of linguistics. They are an essential part of school grammar as well as of teaching German as a foreign language. Categorizing words in word classes is based on the assumptions that a) 'word' is a relevant and definable linguistic category and b) (single) words are worth classifying. The article concentrates on the second assumption by bringing into play lexicalized multiword expressions, such as hin und her, Wohl und Wehe, im Falle, and weder noch. Because the meanings of these expressions are not predictable (due to the principle of compositionality), it does not make sense to classify the single words which are part of the expression into word classes separately. Therefore, we suggest extending the concept of word classes by including the concept of classes of multiword expression.

scholarly journals The characteristics and the communicative function of pronouns (Western and Eastern European languages)

2020 ◽  
Vol 210 ◽  
pp. 21008
Author(s):  
Nataliia Epifantseva ◽  
Anastasiia Baluta ◽  
Svetlana Bukhtiiarova ◽  
Alina Tsepeleva
Keyword(s):  
Communication Process ◽  
Eastern European ◽  
Complex Sentence ◽  
Personal Pronouns ◽  
Communicative Function ◽  
European Languages ◽  
Latin Language ◽  
Syntactic Function ◽  
Pronominal System

Grammatical and syntactic characteristics of pronouns are mainly considered based on the material of French grammatical system, which implemented the analytical tendencies of the Latin language in the course of evolution. It has been established that the major opposition in the pronominal system, that is the opposition of the 1st and 2nd person forms to the 3rd person forms, is an important factor in the communicative function of pronouns. In the substitutive function, pronominal forms are distinguished by the presence of an antecedent: substitutes of the 3rd person as well as personal pronouns that are the substitutes of the 1st and 2nd person. It has been revealed that personal pronouns are independent and do not require the preliminary use of the substituted form. The syntactic function of pronouns as an indicator differentiating a simple/complex sentence has been noted. The communicative function of a pronoun has been particularly pointed out. Thus, the forms ‘read, reads’ in the context of indicating the grammatical person, could represent the sender/recipient/subject of communication, in this way implementing the function of the communicative role of the person in the speaking process. The results of the research allow to state that a pronoun, forming a complex system with oppositions of forms based on different principles, acts as a significant element of the communication process.

The notion of ‘word’ in Makary Kotoko

2020 ◽  
pp. 260-284
Author(s):  
Sean Allison
Keyword(s):  
Functional Elements ◽  
Word Classes ◽  
Per Se ◽  
Concept Of Word

Based on criteria proposed by Dixon and Aikhenvald (2002) for identifying grammatical and phonological words in a language, this chapter presents the notion of ‘word’ in Makary Kotoko (Chadic, Cameroon). The criteria of (i) pause phenomena, (ii) isolatability, (iii) meaning, and (iv) tone assignment are determinative, not for the identification of word per se, but for identifying word classes—in particular, the major word classes of the language: noun, verb, adjective, adverb, and ideophone. Misalignment between grammatical and phonological words occurs with functional elements of the language and is addressed in a discussion of the clitics of the language. Clitic behaviour creates issues for determining orthographic words for this language which has had no known written tradition until fairly recently. Words used for expressing the concept of ‘word’ are discussed and the chapter concludes with a brief presentation of some word games used by speakers of Makary Kotoko.

Morphological Units: Words

2019 ◽  
Author(s):  
Paolo Ramat
Keyword(s):  
Word Formation ◽  
Parts Of Speech ◽  
Word Classes ◽  
Concept Of Word

This chapter deals with the discussion that has concerned and concerns the very concept of ‘word’. It considers different definitions which have been advanced according different theoretical positions. Thereafter, it examines various phenomena which are strictly bound to ‘word’: word compounds and multi-word expressions, word formation rules, word classes (or Parts-of-Speech), splinters, univerbation and, finally, word blendings

scholarly journals Which Word Classes Can The Word “Off” Belong To and Why?

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Erick Daniel López Lozano
Keyword(s):  
Language Learners ◽  
Word Class ◽  
Lexical Categories ◽  
Word Classes ◽  
Concept Of Word

Linguistic descriptions of all languages presuppose the division of words into distinct classes or lexical categories (Zyzik and Azevedo, 2009). The discovery of these distinctions - of words being nouns, adjective, verbs, etc. - is a key aspect of learning any given language (Celce-Murcia and Larsen Freeman, 1999); this distinction becomes of paramount importance if one considers too, that one word may in fact undertake more than one form, which causes complications for language learners; hence the importance for better understanding how this phenomenon takes place. The purpose of this essay is to explain and illustrate how one word can belong to different word classes. The first section introduces the concept of word class and the different word classes there are. The following sections illustrate how one word– in this case the word “off” – can in fact take different forms and in doing so have different meanings.

Accuracy of Four Language Analysis Procedures Performed Automatically

2001 ◽  
Vol 10 (2) ◽  
pp. 180-188 ◽  
Author(s):  
Steven H. Long ◽  
Ron W. Channell
Keyword(s):  
Automatic Identification ◽  
Published Data ◽  
Typically Developing ◽  
Language Impaired ◽  
Productivity Data ◽  
Language Analysis ◽  
Word Classes ◽  
Human Coder ◽  
Impaired Children ◽  
Metalinguistic Skills

Most software for language analysis has relied on an interaction between the metalinguistic skills of a human coder and the calculating ability of the machine to produce reliable results. However, probabilistic parsing algorithms are now capable of highly accurate and completely automatic identification of grammatical word classes. The program Computerized Profiling combines a probabilistic parser with modules customized to produce four clinical grammatical analyses: MLU, LARSP, IPSyn, and DSS. The accuracy of these analyses was assessed on 69 language samples from typically developing, speech-impaired, and language-impaired children, 2 years 6 months to 7 years 10 months. Values obtained with human coding and by the software alone were compared. Results for all four analyses produced automatically were comparable to published data on the manual interrater reliability of these procedures. Clinical decisions based on cutoff scores and productivity data were little affected by the use of automatic rather than human-generated analyses. These findings bode well for future clinical and research use of automatic language analysis software.

PENGARUH MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TERHADAP KEMAMPUAN MENENTUKAN IDE POKOK PARAGRAF SISWA KELAS V SD NEGERI 003 PULAU KOPUNG KECAMATAN SENTAJO RAYA KABUPATEN KUANTAN SINGINGI

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Yuwanda Megri Santika ◽  
Otang Kurniaman ◽  
Zariul Antosa
Keyword(s):  
Main Idea ◽  
Learning Model ◽  
Communication Process ◽  
Fifth Grade ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Fifth Grade Students ◽  
Quasi Experimental ◽  
Main Ideas

Reading is one of the important aspects in the communication process. Reading can make someone better understand the contents of the reading. In learning to make it easier for students to understand the contents of the reading it will be easier if it begins with the ability to determine the main ideas of the paragraph. Based on this, the researcher conducted a study by applying the Cooperative Integrated Reading and Composition (CIRC) learning model to the ability to determine the main idea of the paragraph at the fifth grade students of SD 003 Pulau Kopung. This study aims to determine the effect of the CIRC learning model on the ability to determine the main ideas of paragraphs of fifth grade students of SD Negeri 003 Pulau Kopung. This research method is a quasi- experimental Nonequivalent Control Group Design. This research was conducted in two classes, the VA class as the control class and VB class as the experimental class with 22 students in each class. The results of the study showed that the CIRC learning model influenced the ability to determine paragraph main ideas with the results of calculations derived from the gain index, the experimental class using the CIRC learning model got an increase in gain of 0.59 with the middle class and the control class with the normal learning model got an increase of 0.31 with medium class.

Sign in / Sign up

Export Citation Format

Share Document