scholarly journals Two types of multiple nominative construction: A constructional approach

2007 ◽  
Author(s):  
Jong-Bok Kim ◽  
Peter Sells
Keyword(s):  
Knowledge Building ◽  
Linguistic Knowledge ◽  
Building System ◽  
Multiple Nominative Constructions

Multiple nominative constructions (MNCs) in Korean have two main sub- types: possessive and adjunct types. This paper shows that a grammar allow- ing the interaction of declarative constraints on types of signs - in particular, having constructions (phrases and clauses) - can provide a robust and efficient way of encoding generalizations for two different MNCs. The feasibility of the grammar developed here has been checked with its implementation into the LKB (Linguistic Knowledge Building) system

scholarly journals Syntax and semantics of Korean numeral classifier constructions

2007 ◽  
Author(s):  
Jong-Bok Kim ◽  
Jaehyung Yang
Keyword(s):  
Knowledge Building ◽  
Linguistic Knowledge ◽  
Semantic Representations ◽  
Building System ◽  
Numeral Classifier ◽  
Floating Quantifier

The so-called floating quantifier constructions in languages like Korean display intriguing properties whose successful processing can prove the robustness of a parsing system. This paper shows that a constraint-based analysis, in particular couched upon the framework of HPSG, can offer us an efficient way of analyzing these constructions together with proper semantic representations. It also shows how the analysis has been successfully implemented in the LKB (Linguistic Knowledge Building) system.

The High Road to Knowledge Building in World 3

2004 ◽  
Vol 49 (2) ◽  
pp. 149-152 ◽  
Author(s):  
Scott G. Paris
Keyword(s):  
Knowledge Building ◽  
High Road

The Distinction between Linguistic and Conceptual Semantics in Medical Terminology and its Implication for NLP-Based Knowledge Acquisition

1998 ◽  
Vol 37 (04/05) ◽  
pp. 327-333 ◽  
Author(s):  
F. Buekens ◽  
G. De Moor ◽  
A. Waagmeester ◽  
W. Ceusters
Keyword(s):  
Natural Language ◽  
Knowledge Acquisition ◽  
Natural Language Understanding ◽  
Knowledge Bases ◽  
Linguistic Knowledge ◽  
Medical Terminology ◽  
Language Understanding ◽  
Conceptual Semantics

AbstractNatural language understanding systems have to exploit various kinds of knowledge in order to represent the meaning behind texts. Getting this knowledge in place is often such a huge enterprise that it is tempting to look for systems that can discover such knowledge automatically. We describe how the distinction between conceptual and linguistic semantics may assist in reaching this objective, provided that distinguishing between them is not done too rigorously. We present several examples to support this view and argue that in a multilingual environment, linguistic ontologies should be designed as interfaces between domain conceptualizations and linguistic knowledge bases.

Building an Expert Critiquing System: ESSENTIAL-ATTENDING

1986 ◽  
Vol 25 (02) ◽  
pp. 71-78 ◽  
Author(s):  
P. L. Miller
Keyword(s):  
Differential Diagnosis ◽  
Expert Systems ◽  
Patient Care ◽  
Medical Management ◽  
System Building ◽  
Building System ◽  
Critiquing Systems

SummaryThis paper describes a “system-building system”, ESSENTIAL-ATTENDING (E-ATTEND-ING), designed to assist in the implementation of expert systems which critique a physician’s plan for patient care. E-ATTENDING has been refined during the implementation of several developmental critiquing systems and may be applied in areas of medical management, patient workup, and differential diagnosis. E-ATTENDING is currently designed to help implement a class of critiquing systems in a subset of possible critiquing domains. It can also be augmented in various ways by interested users to accommodate critiquing domains with more complexity.

The involvement of neuro-linguistics and mind mapping in the development of a holistic perception of language education

2018 ◽  
Vol 6 (2) ◽  
pp. 116-125
Author(s):  
Gabriela Petrová ◽  
Nina Kozárová
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Language Education ◽  
Linguistic Knowledge ◽  
Mind Mapping ◽  
Repetitive Process ◽  
Holistic Perception ◽  
Mind Maps

Abstract The majority of people who have experienced institutionalized education have found it extremely laborious, slow and a necessarily repetitive process. The authors of this paper focus on and present possibilities for making the teaching of a foreign language more effective through mind mapping: the implementation of neuro-linguistic knowledge and mind maps into the learning process.

Reading Comprehension for ESL Students. Processes of Perceiving Texts

2020 ◽  
Vol 26 (2) ◽  
pp. 278-282
Author(s):  
Maria-Miruna Ciocoi-Pop
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Cognitive Process ◽  
Reading Proficiency ◽  
Second Language Reading ◽  
Linguistic Knowledge ◽  
Esl Students ◽  
Unknown Words ◽  
Second Language Reading Comprehension ◽  
Esl Learners

AbstractIn an ever-increasing competitive academic setting, university students are striving for proficiency in their skills of foreign languages. This paper aims to highlight the significance of reading comprehension for students of English as a second language. Reading comprehension is a cognitive process, in other words, reading a text means processing and decoding it. Reading proficiency is linked to numerous aspects, such as age, cognitive processes, abilities, knowledge of the foreign language, etc. It goes without saying that the experience of reading a text, be it literary or non-literary, is more enjoyable without the need to constantly look up unknown words. This brief study also tries to show whether there is a direct connection between finding contentment in reading and comprehending the texts itself. Since reading is a key-skill verified in all major language exams, it is crucial for the ESL class, and not only, to include reading comprehension processes. Like any other skill, reading comprehension can be trained, as long as it is perceived as a procedure which requires the student’s commitment. Reading comprehension is a mechanism of phrase and concept identification, as well as of decoding meanings. Thus, this paper tries to emphasize the implications of reading comprehension and of teaching reading comprehension methods in the overall linguistic knowledge of ESL learners.

The Table of Grammar: Lqr't as Test Case

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
H. H. Hardy
Keyword(s):  
Biblical Hebrew ◽  
Linguistic Knowledge ◽  
Function Word ◽  
Test Case ◽  
Linguistic Development ◽  
Grammatical Categories ◽  
Evolutionary Growth ◽  
Content Item

Biblical Hebrew lqr't is situated at the intersection of grammatical categories as a content item and a function word. The analysis of any given token is confounded by this diversity and its variously encoded denotations: the infinitive construct “to meet” and the polysemous prepositions, the directional TOWARD and the adversative AGAINST. The usage in Exodus 14:27 (wmsrym nsym lqr'tw) prompts a number of different analyses. Interpretations include: hoi de aigyptioi ephygon hypo to hydor (LXX); wmsry' -'rqyn lqwblh (Peshitta); fugientibusque Ægyptiis occurrerunt aquæ (Vulgate); “the Egyptians fled at its approach” (NJPS); “the Egyptians fled before it” (NRSV); and “the Egyptians were fleeing toward it” (NIV). This study examines lqr't by comparing a range of grammatical methods. These approaches centre evolutionary growth (philology), syntagmatic and paradigmatic features (structuralism), functional usage (eclectic linguistics), and cross-linguistic development (grammaticalisation) in order to explore questions of the origin, development, and usage of lqr't. The combined approaches help to situate and construct an archaeology of linguistic knowledge and a genealogy of philological change of language and text.

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