Barriers
•Download as PPTX, PDF•
0 likes•265 views
- The document discusses barriers to movement in syntax, specifically prepositional phrases and noun phrases acting as islands that prevent elements from being moved out of them. - It uses examples like "We talked about the fact that you slept for hours" to show how the syntactic structure and placement of prepositional phrases affects the meaning. - Noun phrases containing relative clauses or wh- words are also considered islands, as elements cannot be extracted out of these complex noun phrases during transformations like wh-movement. This is known as the subjacency principle.
Report
Share
Report
Share
Recommended
BarriersUpgrade
The document discusses ambiguity and movement in language. It provides examples of ambiguous sentences that can be interpreted in more than one way depending on syntactic structure and placement of phrases. The document also discusses how complex noun phrases act as islands that prevent elements from being moved out of them, such as in relative clause extractions or wh-movement, demonstrating constraints on movement in language.
Some Expressing Opinions in Teaching Learning
There are some phrases that you can use to help express opinions. Some of these phrases are more appropriate for written English such as giving your opinion in an essay whereas some can also be used in spoken English. You can see on the slide below:
Chapter 8
This document provides information about the subjunctive mood in Spanish. It discusses how the subjunctive is used to express feelings and emotions, and gives examples of when the infinitive is used instead. It lists common indicators that require the subjunctive, such as expressions of happiness, sadness, fear, anger, pride, surprise, and doubt. It explains the difference between using the indicative and subjunctive after relative pronouns and in expressions of certainty versus doubt. Finally, it covers the formation and use of the present perfect subjunctive.
Primer sound
This document contains a list of 30 common primer level Dolch sight words including pronouns, verbs, adjectives, prepositions, and other parts of speech. Some of the words in the list are "well", "black", "have", "what", "came", "into", "do", "all", "who", "eat", "ate", "was", "four", "there", "get", "did", "no", "he", "pretty", "like", "that", "must", "with", "new", "brown", "too", "she", "am", "white", "but", and "now".
Primer sound
This document contains a list of 100 common words that young children are taught to read, known as Dolch Vocabulary Words. The words are organized into primer and first grade levels, with the primer level listing basic sight words like "the", "and", "a", and verbs like "come", "see", "jump". These words make up over half of the words in most early reading books and materials.
Wh Movement
This document discusses wh-movement in language syntax. It defines wh-expressions as interrogative words like what, when, where, etc. Wh-movement refers to these expressions moving into the specifier position of the CP constituent. The CP comprises a head (C) and TP complement. Wh-expressions originate as verb complements and move to the front of the clause, preceding any inverted auxiliary. Wh-movement moves maximal projections and acts to satisfy the EPP feature of C, driving movement to the specifier of CP. Only one wh-expression can be preposed in multiple wh-questions due to the attract closest principle.
Intro. to Linguistics_11 Syntax
This document provides an introduction to syntax, the study of sentence patterns. It begins with a preview of parts of speech, then defines the main syntactic categories like noun, verb, adjective. It explains phrases like noun phrases and verb phrases. It discusses syntactic rules and ambiguity. Finally, it covers the main structures of sentences like simple, compound, and complex sentences. The key topics covered are parts of speech, phrases, syntactic categories, phrase structure rules, ambiguity, and sentence structures.
Spoken english flourish your language
This document provides a summary of common contractions used in spoken English. It defines what a contraction is and explains the purpose of the apostrophe. It then lists many common contractions with examples of how they are used in sentences, including: don't, shouldn't, wouldn't, isn't, it's, let's, that's, what's, he's, I'll, I'm, and others. It covers contractions for all persons and provides both affirmative and negative examples to demonstrate proper usage. The document aims to improve the reader's understanding and use of contractions in everyday spoken English.
Recommended
BarriersUpgrade
The document discusses ambiguity and movement in language. It provides examples of ambiguous sentences that can be interpreted in more than one way depending on syntactic structure and placement of phrases. The document also discusses how complex noun phrases act as islands that prevent elements from being moved out of them, such as in relative clause extractions or wh-movement, demonstrating constraints on movement in language.
Some Expressing Opinions in Teaching Learning
There are some phrases that you can use to help express opinions. Some of these phrases are more appropriate for written English such as giving your opinion in an essay whereas some can also be used in spoken English. You can see on the slide below:
Chapter 8
This document provides information about the subjunctive mood in Spanish. It discusses how the subjunctive is used to express feelings and emotions, and gives examples of when the infinitive is used instead. It lists common indicators that require the subjunctive, such as expressions of happiness, sadness, fear, anger, pride, surprise, and doubt. It explains the difference between using the indicative and subjunctive after relative pronouns and in expressions of certainty versus doubt. Finally, it covers the formation and use of the present perfect subjunctive.
Primer sound
This document contains a list of 30 common primer level Dolch sight words including pronouns, verbs, adjectives, prepositions, and other parts of speech. Some of the words in the list are "well", "black", "have", "what", "came", "into", "do", "all", "who", "eat", "ate", "was", "four", "there", "get", "did", "no", "he", "pretty", "like", "that", "must", "with", "new", "brown", "too", "she", "am", "white", "but", and "now".
Primer sound
This document contains a list of 100 common words that young children are taught to read, known as Dolch Vocabulary Words. The words are organized into primer and first grade levels, with the primer level listing basic sight words like "the", "and", "a", and verbs like "come", "see", "jump". These words make up over half of the words in most early reading books and materials.
Wh Movement
This document discusses wh-movement in language syntax. It defines wh-expressions as interrogative words like what, when, where, etc. Wh-movement refers to these expressions moving into the specifier position of the CP constituent. The CP comprises a head (C) and TP complement. Wh-expressions originate as verb complements and move to the front of the clause, preceding any inverted auxiliary. Wh-movement moves maximal projections and acts to satisfy the EPP feature of C, driving movement to the specifier of CP. Only one wh-expression can be preposed in multiple wh-questions due to the attract closest principle.
Intro. to Linguistics_11 Syntax
This document provides an introduction to syntax, the study of sentence patterns. It begins with a preview of parts of speech, then defines the main syntactic categories like noun, verb, adjective. It explains phrases like noun phrases and verb phrases. It discusses syntactic rules and ambiguity. Finally, it covers the main structures of sentences like simple, compound, and complex sentences. The key topics covered are parts of speech, phrases, syntactic categories, phrase structure rules, ambiguity, and sentence structures.
Spoken english flourish your language
This document provides a summary of common contractions used in spoken English. It defines what a contraction is and explains the purpose of the apostrophe. It then lists many common contractions with examples of how they are used in sentences, including: don't, shouldn't, wouldn't, isn't, it's, let's, that's, what's, he's, I'll, I'm, and others. It covers contractions for all persons and provides both affirmative and negative examples to demonstrate proper usage. The document aims to improve the reader's understanding and use of contractions in everyday spoken English.
On tap av ch_bk
1. The document discusses different types of adverbs including adverbs of manner, place, time, and frequency. It provides examples for each type.
2. The use and position of adverbs of manner are explained. Adverbs of manner can be placed before or after verbs with or without objects.
3. Guidelines are provided for using definite (the) and indefinite (a/an) articles with countable and uncountable nouns. The definite article is used after the noun has already been mentioned.
よちよちトドラークラス
This document contains the schedule and activities for a toddler class, including songs about greetings, feelings, body parts, colors, numbers, and other educational topics. Physical activities like dancing and fingerplays are included, as well as books, snacks, and a closing song. The class covers a wide range of skills through interactive songs and games.
The article
The document summarizes the usage of articles (a, an, the) in English. It discusses that "a" and "an" are indefinite articles used before consonants and vowels respectively, while "the" is the definite article. It provides examples of when each article is used, such as "a" being used to refer to one of many or any item, while "the" refers to a specific or known item. It also discusses some phrases that use articles like "a few", "as a result", and "it is a shame".
Future going to
The objective of this class is to express future plans and events using the phrase "going to". Some examples of sentences using "going to" include talking about plans for next weekend such as "I'm going to go to the movies" or "My father is going to take me to the mall". Students then practice constructing sentences about their own future plans and the plans of others using subjects like "I", "you", "she", "he", and "it" along with the phrase "is/are going to".
Lecture 10 - "Okay"
Tenth lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
personal .Pronouns for. esl students.ppt
This document summarizes different types of pronouns in Spanish, including personal pronouns, demonstrative pronouns, interrogative pronouns, indefinite pronouns, relative pronouns, reflexive pronouns, and possessive pronouns. It provides examples of how each pronoun is used and conjugated based on person, number, gender, and case. Key details include the forms of personal pronouns like "I, you, he, she, it" and how demonstrative pronouns like "this, that" change based on distance.
EF4UI Unit 6A Used to (Various forms).pptx
The document discusses various topics related to sleep, including sleep habits, problems with sleep, and the effects of different factors on sleep. It begins with questions about ideal sleep amounts, bedtime rituals, and how lack of sleep impacts mood and productivity. It then covers topics like insomnia, naps, and how technology affects sleep quality. Different speakers discuss their sleep problems and how they have tried but failed to solve them. Finally, it provides information on concepts like using "used to" to talk about past habits and different states related to sleep.
Spoken english
This document discusses contractions in spoken English. It begins by defining what a contraction is and the purpose of the apostrophe. It then provides numerous examples of contractions using is, are, has, have, will, would, and more. It explains how to contract pronouns like I, you, we, they and verbs like be, have, do. Overall, the document aims to familiarize the reader with common contractions used in casual spoken English.
Spokenenglishflourishyourlanguage 120621110631-phpapp01
This document discusses contractions in spoken English. It begins by defining what a contraction is and the purpose of the apostrophe. It then provides numerous examples of contractions using is, are, has, have, will, would, and more. It explains how to contract pronouns like I, you, we, they and verbs like be, have, do. Examples are given to illustrate the usage of each contraction in sentences. The document aims to improve the reader's knowledge of contractions to enhance their spoken English skills.
674
This document discusses contractions in spoken English. It begins by defining what a contraction is and the purpose of the apostrophe. It then provides numerous examples of contractions using is, are, has, have, will, would, and more. It explains how to contract pronouns like I, you, we, they and verbs like be, have, do. Overall, the document aims to familiarize the reader with common contractions used in casual spoken English.
Verbs slide
This document defines and provides examples of different types of verbs and adverbs. It explains that verbs express actions, mental states or states of being. Examples are given of action verbs, linking verbs, and verbs in different tenses. Adverbs are defined as words that modify verbs, adjectives and other adverbs. The document then categorizes and provides examples of different types of adverbs including manner, place, frequency, time and purpose.
Power point de grammar 1
1. The document discusses grammar topics related to time in English, including the present perfect, past simple, future, and present continuous tenses.
2. Examples are provided to illustrate how to form and use these tenses in positive, negative, and interrogative sentences.
3. Irregular verbs and comparisons between regular and irregular forms are also explained.
よちよちトドラークラス201608公開用
This document contains the schedule and activities for a toddler class, including songs about greetings, feelings, colors, numbers, and movement activities like dancing and fingerplays. The class includes a variety of songs and activities to teach social skills, numbers, colors, motor skills, and language through repetition and engagement.
1st class sentences and review simple present
The document discusses grammar concepts including parts of speech, sentence parts, word groups, verbs, and phrases and clauses. It provides examples of each, such as the 8 parts of speech, 3 sentence parts, and differences between phrases and clauses. It also covers forming questions in the simple present and with modal verbs. Key grammar topics are defined and illustrated with examples to help explain English concepts.
Speaking tesol 2012
Here is my response using vague language:
I went somewhere in Europe, you know, for a holiday. I went with my family, like my parents and siblings. We stayed in a hotel or something, I can't remember exactly. We saw some sights and stuff like that. The food was kind of okay, more or less. It was nice but I don't know if I'd go back or somewhere else instead.
Could , can
Could and can are modal auxiliary verbs used to talk about ability and possibility. [1] Could is used to talk about ability in the past, such as "I could swim when I was 5." [2] Can is used to talk about present ability and possibility, such as "She can drive a car." [3] Both could and can take the bare infinitive form of the main verb and are invariable, having only one form.
Indirect speech
The document discusses the rules for changing direct speech into reported or indirect speech in English. It explains that reporting verbs like "say" and "tell" are used to report statements, and that the tense of the verb may need to be changed depending on the tense of the reporting verb. It also covers how to report questions, requests, orders, exclamations, and expressions of hope or wishes. Examples are provided to illustrate how direct speech is changed into indirect speech while maintaining meaning.
sentences.pptx
This document discusses different types of sentences:
1. It defines simple, complex, compound, and compound-complex sentences.
2. It also defines the five kinds of sentences: declarative, interrogative, imperative, exclamatory, and optative.
3. Additionally, it discusses the different parts of a sentence including subjects, predicates, phrases, clauses, and independent and dependent clauses.
Teaching content
The document discusses methods for teaching English grammar and vocabulary, including tongue twisters, songs, and call-and-response activities. It introduces the Audio-Lingual method of language instruction, which focuses on habit formation through repetition and avoids errors. Specific techniques mentioned include dialog memorization, drills substituting words in sentences, and transforming sentences. Examples given are the songs "Wheels on the Bus" and "Head, Shoulders, Knees, and Toes" as well as tongue twisters.
Would rather, it's time
The document discusses the grammatical structures of "would rather" and "it's time". It explains that "would rather" is used to express preferences and can take the infinitive form or past tense depending on whether the subject changes between clauses. It also explains that "it's time" followed by an infinitive is used without a specified subject, while "it's time" followed by a subject takes the past simple form. Examples are provided to illustrate the different structures.
Sem9
1. The document discusses theories about what enabled humans to evolve abilities for cooperation, communication, and culture that surpass other animals.
2. A key point made is that cooking food may have played a major role by providing more nutrition in a form requiring less chewing, freeing up time and enabling changes like smaller guts and larger brains.
3. However, some argue that cooperation and basic communication abilities likely evolved earlier, enabling behaviors like hunting and tool-making that then drove further anatomical and cognitive changes over many generations.
Sem8
1) The document discusses differing theories on what makes humans unique from animals and when key human abilities like language emerged.
2) One view is that grammar and language abilities suddenly appeared in humans 50,000 years ago for no reason, through random mutation.
3) However, Mike argues that culture and cooperation were developing over millions of years prior, allowing humans to work together and see from others' perspectives.
More Related Content
Similar to Barriers
On tap av ch_bk
1. The document discusses different types of adverbs including adverbs of manner, place, time, and frequency. It provides examples for each type.
2. The use and position of adverbs of manner are explained. Adverbs of manner can be placed before or after verbs with or without objects.
3. Guidelines are provided for using definite (the) and indefinite (a/an) articles with countable and uncountable nouns. The definite article is used after the noun has already been mentioned.
よちよちトドラークラス
This document contains the schedule and activities for a toddler class, including songs about greetings, feelings, body parts, colors, numbers, and other educational topics. Physical activities like dancing and fingerplays are included, as well as books, snacks, and a closing song. The class covers a wide range of skills through interactive songs and games.
The article
The document summarizes the usage of articles (a, an, the) in English. It discusses that "a" and "an" are indefinite articles used before consonants and vowels respectively, while "the" is the definite article. It provides examples of when each article is used, such as "a" being used to refer to one of many or any item, while "the" refers to a specific or known item. It also discusses some phrases that use articles like "a few", "as a result", and "it is a shame".
Future going to
The objective of this class is to express future plans and events using the phrase "going to". Some examples of sentences using "going to" include talking about plans for next weekend such as "I'm going to go to the movies" or "My father is going to take me to the mall". Students then practice constructing sentences about their own future plans and the plans of others using subjects like "I", "you", "she", "he", and "it" along with the phrase "is/are going to".
Lecture 10 - "Okay"
Tenth lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
personal .Pronouns for. esl students.ppt
This document summarizes different types of pronouns in Spanish, including personal pronouns, demonstrative pronouns, interrogative pronouns, indefinite pronouns, relative pronouns, reflexive pronouns, and possessive pronouns. It provides examples of how each pronoun is used and conjugated based on person, number, gender, and case. Key details include the forms of personal pronouns like "I, you, he, she, it" and how demonstrative pronouns like "this, that" change based on distance.
EF4UI Unit 6A Used to (Various forms).pptx
The document discusses various topics related to sleep, including sleep habits, problems with sleep, and the effects of different factors on sleep. It begins with questions about ideal sleep amounts, bedtime rituals, and how lack of sleep impacts mood and productivity. It then covers topics like insomnia, naps, and how technology affects sleep quality. Different speakers discuss their sleep problems and how they have tried but failed to solve them. Finally, it provides information on concepts like using "used to" to talk about past habits and different states related to sleep.
Spoken english
This document discusses contractions in spoken English. It begins by defining what a contraction is and the purpose of the apostrophe. It then provides numerous examples of contractions using is, are, has, have, will, would, and more. It explains how to contract pronouns like I, you, we, they and verbs like be, have, do. Overall, the document aims to familiarize the reader with common contractions used in casual spoken English.
Spokenenglishflourishyourlanguage 120621110631-phpapp01
This document discusses contractions in spoken English. It begins by defining what a contraction is and the purpose of the apostrophe. It then provides numerous examples of contractions using is, are, has, have, will, would, and more. It explains how to contract pronouns like I, you, we, they and verbs like be, have, do. Examples are given to illustrate the usage of each contraction in sentences. The document aims to improve the reader's knowledge of contractions to enhance their spoken English skills.
674
This document discusses contractions in spoken English. It begins by defining what a contraction is and the purpose of the apostrophe. It then provides numerous examples of contractions using is, are, has, have, will, would, and more. It explains how to contract pronouns like I, you, we, they and verbs like be, have, do. Overall, the document aims to familiarize the reader with common contractions used in casual spoken English.
Verbs slide
This document defines and provides examples of different types of verbs and adverbs. It explains that verbs express actions, mental states or states of being. Examples are given of action verbs, linking verbs, and verbs in different tenses. Adverbs are defined as words that modify verbs, adjectives and other adverbs. The document then categorizes and provides examples of different types of adverbs including manner, place, frequency, time and purpose.
Power point de grammar 1
1. The document discusses grammar topics related to time in English, including the present perfect, past simple, future, and present continuous tenses.
2. Examples are provided to illustrate how to form and use these tenses in positive, negative, and interrogative sentences.
3. Irregular verbs and comparisons between regular and irregular forms are also explained.
よちよちトドラークラス201608公開用
This document contains the schedule and activities for a toddler class, including songs about greetings, feelings, colors, numbers, and movement activities like dancing and fingerplays. The class includes a variety of songs and activities to teach social skills, numbers, colors, motor skills, and language through repetition and engagement.
1st class sentences and review simple present
The document discusses grammar concepts including parts of speech, sentence parts, word groups, verbs, and phrases and clauses. It provides examples of each, such as the 8 parts of speech, 3 sentence parts, and differences between phrases and clauses. It also covers forming questions in the simple present and with modal verbs. Key grammar topics are defined and illustrated with examples to help explain English concepts.
Speaking tesol 2012
Here is my response using vague language:
I went somewhere in Europe, you know, for a holiday. I went with my family, like my parents and siblings. We stayed in a hotel or something, I can't remember exactly. We saw some sights and stuff like that. The food was kind of okay, more or less. It was nice but I don't know if I'd go back or somewhere else instead.
Could , can
Could and can are modal auxiliary verbs used to talk about ability and possibility. [1] Could is used to talk about ability in the past, such as "I could swim when I was 5." [2] Can is used to talk about present ability and possibility, such as "She can drive a car." [3] Both could and can take the bare infinitive form of the main verb and are invariable, having only one form.
Indirect speech
The document discusses the rules for changing direct speech into reported or indirect speech in English. It explains that reporting verbs like "say" and "tell" are used to report statements, and that the tense of the verb may need to be changed depending on the tense of the reporting verb. It also covers how to report questions, requests, orders, exclamations, and expressions of hope or wishes. Examples are provided to illustrate how direct speech is changed into indirect speech while maintaining meaning.
sentences.pptx
This document discusses different types of sentences:
1. It defines simple, complex, compound, and compound-complex sentences.
2. It also defines the five kinds of sentences: declarative, interrogative, imperative, exclamatory, and optative.
3. Additionally, it discusses the different parts of a sentence including subjects, predicates, phrases, clauses, and independent and dependent clauses.
Teaching content
The document discusses methods for teaching English grammar and vocabulary, including tongue twisters, songs, and call-and-response activities. It introduces the Audio-Lingual method of language instruction, which focuses on habit formation through repetition and avoids errors. Specific techniques mentioned include dialog memorization, drills substituting words in sentences, and transforming sentences. Examples given are the songs "Wheels on the Bus" and "Head, Shoulders, Knees, and Toes" as well as tongue twisters.
Would rather, it's time
The document discusses the grammatical structures of "would rather" and "it's time". It explains that "would rather" is used to express preferences and can take the infinitive form or past tense depending on whether the subject changes between clauses. It also explains that "it's time" followed by an infinitive is used without a specified subject, while "it's time" followed by a subject takes the past simple form. Examples are provided to illustrate the different structures.
Similar to Barriers (20)
Spokenenglishflourishyourlanguage 120621110631-phpapp01
Spokenenglishflourishyourlanguage 120621110631-phpapp01
More from Hywel Evans
Sem9
1. The document discusses theories about what enabled humans to evolve abilities for cooperation, communication, and culture that surpass other animals.
2. A key point made is that cooking food may have played a major role by providing more nutrition in a form requiring less chewing, freeing up time and enabling changes like smaller guts and larger brains.
3. However, some argue that cooperation and basic communication abilities likely evolved earlier, enabling behaviors like hunting and tool-making that then drove further anatomical and cognitive changes over many generations.
Sem8
1) The document discusses differing theories on what makes humans unique from animals and when key human abilities like language emerged.
2) One view is that grammar and language abilities suddenly appeared in humans 50,000 years ago for no reason, through random mutation.
3) However, Mike argues that culture and cooperation were developing over millions of years prior, allowing humans to work together and see from others' perspectives.
Sem7
This document discusses the origins and nature of human language. It describes how the Pirahã tribe's unusual language challenged the view that all languages are fundamentally the same. The story of linguist Dan Everett, who lived with and studied the Pirahã people, suggests that their language lacks concepts like numbers and past/future tenses. Everett concluded that language may have emerged from early human species like Homo erectus using symbolic communication through gestures and sounds, contradicting the view that all languages share a universal grammar.
Sem6 up
The document discusses the origins and nature of language. It explores the relationship between words, grammar, meaning, and thinking. A key point is that Noam Chomsky argues that grammar was present in the human brain before the first words or pictures, and that grammar was necessary for true thinking. The document also examines how the basic concept of "merging" or combining elements is crucial to language and allowed early humans to develop more advanced cognitive abilities.
Sem2 oct42019
The document discusses semantics in linguistics. It explains that semantics is the study of meaning and is a fundamental part of language. Semantics involves analyzing how meaning is derived from words, phrases, grammar, context and other linguistic elements. It also explores how meaning can change over time based on historical and social factors. Overall, the document emphasizes that semantics and the struggle to understand meaning are at the core of language and language learning.
Test Review
The document discusses the components of meaning for words, including phonology, syntax, category, valency, semantics, and frames. It uses the word "horse" as an example, breaking down its phonology (/hɔːs/), syntactic category (noun), valency (determiner), semantic index (X), and frames (<Horse-Frame, Entity X>). The high-level summary is that the document outlines the linguistic components that define a word's meaning, using the word "horse" to demonstrate this breakdown.
Predicate calculus up
This document provides an introduction to propositional and predicate logic by presenting examples of their use in representing linguistic statements and relationships. It discusses how predicate logic uses predicates and quantifiers to represent internal structures and relationships between entities. It also explains how propositional logic and quantifiers can be used to model relationships between sets and make claims about existence and universality. The document suggests that while logic is important in linguistics and computer science, it may not fully capture how humans understand and use language.
Predicate calculus
This document provides an introduction to propositional and predicate logic, including examples of how they can be used to represent linguistic statements in a formal, computable way. Some key points covered include:
- Propositional logic uses simple statements connected with logical operators like "if-then", while predicate logic introduces predicates and variables to represent internal structures.
- Examples show how predicate logic can represent statements about individuals and their properties or relationships using predicates, variables, and quantifiers.
- While logic provides a useful formalism for linguistics and computer science, some argue it may not accurately capture how humans naturally understand and use language. Modern linguistics also explores how language relates to other aspects of human cognition beyond logical representations.
Sentence sem1update
This document discusses sentence semantics and propositional logic. It introduces basic concepts like predicates, arguments, propositions, logical connectives, and quantifiers. Predicates represent relationships between entities, and can take 1, 2, or more arguments. Propositions assign truth values (true/false) to simple statements with no internal structure. Logical connectives like "if...then" and "and" represent logical relationships between propositions. Quantifiers like "all" and "some" indicate whether a predicate applies to all or some members of a set. The document uses many examples to illustrate these logical terms and how they can be used to simplify natural language statements.
Sem6 up
The document discusses language as creation. It provides examples from Hindu myths, the Bible, and Harry Potter that describe words creating entities like the earth, sky, light through speech acts. It also discusses how words can create individuals, objects, situations, and principles. The document questions whether words can truly be considered acts of creation and ponders how language works at a basic level.
Sem6
The document discusses different views on how language can be seen as a form of creation. It provides examples from Hindu myths, the Bible, and fictional statements to illustrate this. Words and sentences are not just symbols but can be considered as creating or representing actual things, individuals, actions, or situations in the mind of the listener or reader. There is a debate around whether and how precisely a word or phrase can be thought of as an object or event in itself.
Sem5
An introduction to information and semantics in linguistics. Constructing a simple model of language.
Sem3
- The document discusses semantics and how meaning is derived from words, concepts, and objects in the real world. It explores different theories of word meaning, including referential semantics which relates words to objects, and lexical semantics which relates words to other words. The document also discusses semantic fields which group related words together, and componential analysis which breaks down meaning into semantic primitives or features.
Sem4
The document discusses several key concepts in semantics including:
- Word meaning is composed of the sign or word, the thing or concept it refers to in the real world, and the idea of that thing.
- Nouns have an identity index that specifies person, number, and gender. Verbs have a situation index rather than an entity.
- Word meaning is also defined through semantic frames which represent all the aspects and attributes associated with the word's concept.
- Different word categories like nouns and verbs have different types of semantic information that define their meaning including identity/situation indexes and the frames that are part of their concept.
Bare phrasestructure II
The document discusses bare phrase structure and how sentences are analyzed in this framework. It shows that a sentence consists of a verb phrase with an empty valence list, and phrases are built up recursively from lexical items through mergers governed by syntactic rules. Examples of English and Japanese phrases and sentences are broken down into their constituent parts to illustrate bare phrase structure.
Bare phrase structure
The document discusses the principles of bare phrase structure and X-Bar Theory in syntax. It introduces basic syntactic categories and structures like noun phrases, verb phrases, and prepositional phrases. Examples are provided in English and Japanese to illustrate how different languages construct phrases under the same bare phrase structure. The document also includes quiz examples for the reader to practice analyzing phrases based on these syntactic principles.
65 86 ling3
The document discusses the history and debates around linguistic theories from the 1960s-1980s. It describes how Chomsky's theory of universal grammar was initially challenged by theorists like George Lakoff who argued meaning was more important than syntax. It then explains how Chomsky's theory of movement and extra syntactic structures like X-bar theory emerged to account for linguistic phenomena. In the 1990s, Chomsky introduced Minimalism which aimed to simplify theories by reducing unnecessary movement and structure.
Phrase Structure Rules from 57
A quick look at the history of linguistics and how we got too focused on grammar as we tried to find universal rules.
Merge rec2
This document discusses the ideas of linguist Noam Chomsky and debates around his theory of Universal Grammar. It introduces concepts like merge and recursion, and questions whether these are uniquely features of human language or found in other domains as well. While Chomsky argued language abilities are hardwired, others believe language is more like ordinary thinking and that merge and recursion may appear in other areas like mathematics, nature, or animal communication. The document acknowledges there are different views and that ultimately, more research is needed to fully understand these complex issues.
Ling2 gengram
The document discusses the concept of infinite creativity in language and recursion. It explores the idea that language rules allow for an infinite number of sentences to be generated through recursive embedding of phrases. While this ability seems infinite, the document notes that in practice recursion becomes difficult beyond a certain point due to issues like boredom, confusion or lack of meaning. It then discusses how generative grammar approaches like those of Chomsky analyze the deep structure of language in the brain using rules of syntax, metaphor, and the merging and embedding of phrases. The history of these ideas is traced back thousands of years, but significant modern work began in the 1960s, though many open questions still remain about concepts like Universal Grammar.
More from Hywel Evans (20)
Recently uploaded
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdThe Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Recently uploaded (20)
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Barriers
- 2. • We talked about the fact that you slept for hours. • Two meanings. • It’s ambiguous. • Why? • Don’t care?
- 3. • We talked about the fact that you slept for hours. • Maybe we talked for hours. • Maybe you slept for hours. • Still don’t care?
- 4. Anyway, how do you explain it? • We talked about the fact that you slept for hours. • We talked about [the fact that you slept for hours]. • We talked about [the fact that you slept] [for hours].
- 5. Anyway, how do you explain it? • We talked about the fact that you slept for hours. • We talked about [the fact that you slept for hours]. • The fact is that you slept for hours • Because you’re lazy!
- 6. Anyway, how do you explain it? • We talked about the fact that you slept for hours. • We talked about [the fact that you slept] [for hours]. • We talked for hours • About the fact that you slept • Because we have nothing better to do • Our lives are meaningless
- 8. You slept for hours
- 10. The fact that you slept for hours
- 11. The PP is inside the “slept” VP
- 12. You definitely slept for hours!
- 13. You are definitely lazy!
- 15. “for hours” is in the “talked” VP
- 16. We talked for hours
- 17. We have boring, meaningless lives!
- 18. We talked for hours
- 19. You slept for hours
- 21. … shows the different meaning
- 22. We talked for hours
- 23. You slept for hours
- 24. Stress in speaking can also show this
- 25. Try it
- 26. Try saying this
- 27. Try saying this
- 28. OK, now let’s try moving the NPs
- 29. No problem. We’re moving the whole NP
- 30. It’s OK
- 31. • The fact that you slept, we talked about for hours. • [The fact that you slept], we [talked about x] for hours. • We talked for hours • You didn’t necessarily sleep for hours
- 32. This meaning is OK
- 33. You slept (and we talked for hours)
- 34. The fact that you slept, we talked about for hours
- 35. We are boring, meaningless people with nothing better to talk about
- 36. But what about this?
- 37. We talked about [the fact that you slept for hours].
- 38. The fact that you slept, we talked about for hours • We talked about [the fact that you slept for hours] • You slept for hours • We didn’t necessarily talk for hours • Try moving “the fact that you slept” • The fact that you slept, we talked about [ x for hours]
- 39. It’s inside this NP
- 40. Try to move it out of it’s NP!!
- 41. It doesn’t work
- 42. Can’t get that “slept for hours” meaning
- 43. The NP is an island!
- 44. Try to move it out of it’s NP!!
- 45. Can’t do it!!
- 46. Can’t get this meaning!!
- 47. The NP is an island
- 48. Can’t move off the island
- 49. There’s no boat!
- 50. You can’t swim
- 52. Do something about the sharks!!
- 53. Anyway, NPs are islands for movement
- 55. You saw the man that likes Hanako
- 56. Too much I-bar!
- 57. Make it a bit simpler
- 58. There’s a complex NP
- 59. You saw [the man that likes Hanako]
- 60. NPs are islands
- 61. Can Hanako escape from the island?
- 62. You don’t care?!
- 64. Hanako, you saw the man that likes x
- 65. Sounds a bit strange
- 66. Complex NPs ARE islands
- 68. Who did you see [the man that likes x]?
- 69. “who” moves out of a complex NP
- 70. Definitely sounds a bit strange
- 71. Here it is with more I-bars
- 73. And a bit simpler
- 75. Let’s simplify
- 76. You know Taro bought [which books] [where]?
- 77. You know Taro bought [those TOEIC textbooks] [in Books Kato]
- 78. • You know Taro bought [the TOEIC textbooks] [in Books Kato] • You know Taro bought [which books] [where]? • [Which books] do you know [where] Taro bought? • [Which books/x] do you know [where/y] Taro bought x y?
- 79. Which books do you know where Taro bought?
- 80. “Which books” has to move to the top Spec CP
- 81. But “where” also wants to move
- 82. The wh-words bump into each other!!
- 83. There’s a big fight and “where” ends up in hospital with a broken nose!!
- 85. Wh-words fighting: it has a name
- 86. Subjacency
- 87. Crazy name!
- 88. Crazy idea!
- 89. Which books do you know where Taro bought?
- 90. Doesn’t sound bad to me!!!
- 91. A more important question
- 92. Is there really movement?
- 93. What about this? • I am the boss • Am I the boss? • I am not the boss • I’m not the boss • Am I not the boss? • Aren’t I the boss? • ‘m not I the boss? (????) • Amn’t I the boss? (????)
- 94. • Seems like some kind of rule • But maybe not movement