1. Transition and transfer predicates are verbs that express movement or change of location. Transition predicates involve movement of the theme alone, while transfer predicates involve an agent causing movement.
2. Common transition predicates focus on the goal, manner, path, or cause/purpose of movement. Transfer predicates involve an agent changing the location of either the theme alone or both the agent and theme.
3. The structure of sentences involving transition or transfer typically involves a theme/actor, source, goal, and sometimes path. The time frame also involves the theme/actor being at the source at Time 0 and goal at Time+.
This chapter discusses linguistic aspect and how it is expressed in English. It defines several aspectual categories such as generic/non-generic, stative/dynamic, durative/punctual, telic/atelic, and discusses how they are expressed through verb inflections, temporal adverbs, and other grammatical constructions. Aspect can be expressed lexically through predicates and grammatically through progressive, perfect, and prospective forms. The chapter also covers locative, possessive and cognitive predicates and how they express ingressive, continuative and egressive aspect.
This document discusses linguistic aspect, which expresses a temporal viewpoint of an event or state through verb inflections and collocations. Aspect can be grammatical, expressed in verb forms, or lexical, communicated by verb semantics. It analyzes sentences using predicates that are generic/nongeneric, stative/dynamic, punctual/durative, or habitual. Stative predicates relate unchanging situations while dynamic ones express physical movement. Punctual aspect involves momentary actions while durative involves continuing states. Verbs can be used punctually or duratively and sometimes express ingressive aspect by indicating a change of state.
This document discusses different types of clauses that can be used in sentences. It defines clauses as sentences embedded within other sentences and provides examples of full clauses, question clauses, infinitive clauses, gerund clauses, and non-factual clauses. It also discusses verbal nouns, comparing different clause types, syntactic ambiguity, and sources of ambiguity including ellipsis, coordination, and modifier placement.
The document discusses various linguistic aspects of verbs and predicates, including:
1. Generic vs. specific predications and how they express regularities vs. instances.
2. Stative vs. dynamic predicates, with examples of sentences containing stative (e.g. "we waited") vs. dynamic (e.g. "something moved") predicates.
3. Durative vs. punctual aspects, how they describe events over time (e.g. "they were sitting") vs. a single point in time (e.g. "they sat down").
4. Telic vs. atelic predicates, where telic predicates have inherent endpoints or goals (e.g.
This document provides an overview of semantics, which is the study of meaning in language. It discusses key concepts such as utterances, sentences, propositions, semantic roles including agent and patient. It also covers lexical relations like synonyms and antonyms, and how word meanings can change based on context. The document is intended as an introduction to linguistics concepts related to semantics.
The document discusses the concept of heads and modifiers in linguistics. It defines a head as the key word that determines the syntactic type of a phrase. The head identifies the category of the phrase, such as a noun phrase having a noun as the head. Modifiers are optional elements that modify or change the meaning of the head. Modifiers can be premodifiers or postmodifiers, and the main types are adjectives and adverbs. Phrases can be endocentric, having an obligatory head, or exocentric, lacking a head.
The document discusses tense and aspect in language. Tense locates events in time as past, present, or future relative to the time of utterance. Aspect describes how events unfold over time, such as whether they are ongoing (progressive) or completed (perfect). The simple, progressive, and perfect aspects are explained along with how they are marked grammatically and how they convey different meanings about an event's timing or completion. Examples are provided to illustrate the different tenses and aspects.
This document discusses the scope of semantics and the relationship between words, meanings, and concepts. It makes three main points:
1) Words are not just names for objects, as they can also represent actions, qualities, and abstract ideas. Meaning is not simply defined by denotation.
2) Bertrand Russell distinguished between "object words" that label concrete things, and "dictionary words" that are defined in relation to object words.
3) Linguists have proposed different models of the relationship between words, meanings, and concepts, including de Saussure's signifier-signified model and Bloomfield's stimulus-response model. Meaning depends on both linguistic and real-world
This chapter discusses linguistic aspect and how it is expressed in English. It defines several aspectual categories such as generic/non-generic, stative/dynamic, durative/punctual, telic/atelic, and discusses how they are expressed through verb inflections, temporal adverbs, and other grammatical constructions. Aspect can be expressed lexically through predicates and grammatically through progressive, perfect, and prospective forms. The chapter also covers locative, possessive and cognitive predicates and how they express ingressive, continuative and egressive aspect.
This document discusses linguistic aspect, which expresses a temporal viewpoint of an event or state through verb inflections and collocations. Aspect can be grammatical, expressed in verb forms, or lexical, communicated by verb semantics. It analyzes sentences using predicates that are generic/nongeneric, stative/dynamic, punctual/durative, or habitual. Stative predicates relate unchanging situations while dynamic ones express physical movement. Punctual aspect involves momentary actions while durative involves continuing states. Verbs can be used punctually or duratively and sometimes express ingressive aspect by indicating a change of state.
This document discusses different types of clauses that can be used in sentences. It defines clauses as sentences embedded within other sentences and provides examples of full clauses, question clauses, infinitive clauses, gerund clauses, and non-factual clauses. It also discusses verbal nouns, comparing different clause types, syntactic ambiguity, and sources of ambiguity including ellipsis, coordination, and modifier placement.
The document discusses various linguistic aspects of verbs and predicates, including:
1. Generic vs. specific predications and how they express regularities vs. instances.
2. Stative vs. dynamic predicates, with examples of sentences containing stative (e.g. "we waited") vs. dynamic (e.g. "something moved") predicates.
3. Durative vs. punctual aspects, how they describe events over time (e.g. "they were sitting") vs. a single point in time (e.g. "they sat down").
4. Telic vs. atelic predicates, where telic predicates have inherent endpoints or goals (e.g.
This document provides an overview of semantics, which is the study of meaning in language. It discusses key concepts such as utterances, sentences, propositions, semantic roles including agent and patient. It also covers lexical relations like synonyms and antonyms, and how word meanings can change based on context. The document is intended as an introduction to linguistics concepts related to semantics.
The document discusses the concept of heads and modifiers in linguistics. It defines a head as the key word that determines the syntactic type of a phrase. The head identifies the category of the phrase, such as a noun phrase having a noun as the head. Modifiers are optional elements that modify or change the meaning of the head. Modifiers can be premodifiers or postmodifiers, and the main types are adjectives and adverbs. Phrases can be endocentric, having an obligatory head, or exocentric, lacking a head.
The document discusses tense and aspect in language. Tense locates events in time as past, present, or future relative to the time of utterance. Aspect describes how events unfold over time, such as whether they are ongoing (progressive) or completed (perfect). The simple, progressive, and perfect aspects are explained along with how they are marked grammatically and how they convey different meanings about an event's timing or completion. Examples are provided to illustrate the different tenses and aspects.
This document discusses the scope of semantics and the relationship between words, meanings, and concepts. It makes three main points:
1) Words are not just names for objects, as they can also represent actions, qualities, and abstract ideas. Meaning is not simply defined by denotation.
2) Bertrand Russell distinguished between "object words" that label concrete things, and "dictionary words" that are defined in relation to object words.
3) Linguists have proposed different models of the relationship between words, meanings, and concepts, including de Saussure's signifier-signified model and Bloomfield's stimulus-response model. Meaning depends on both linguistic and real-world
1. Definition of referents and referring expression.
2. example of referents and referring expression
3. Extension and Intension
4. Some different kinds of referents
4.1 unique and non unique referents
4.2 concrete and abstract
4.3 countable and uncountable
5. Different ways of referring
5.1 Generic and non-generic reference
5.2 Specific and non-specific reference
5.3 Definite and indefinite reference
6. Deixis
7. Example of deixis
8. Anaphora
9. Shifts in ways of referring
10. referential ambiguity
This document discusses different types of clauses that can be embedded in sentences, including full statement clauses, question clauses, infinitive clauses, gerund clauses, and non-factual clauses. It also covers verbal nouns, comparing different clause types, and syntactic ambiguity that can arise from ambiguous structures.
The document discusses mood in systemic functional linguistics. Mood consists of the subject and finite operator and realizes interpersonal meaning in conversation. The mood carries interpersonal functions and consists of a subject and finite element. It indicates whether a clause is declarative, interrogative, or imperative. Modality involves modalization, which expresses the probability or usuality of a proposition, or modulation, which expresses obligation or inclination of proposals.
This document defines and discusses the linguistic concepts of theme and rheme. It defines theme as the element that comes first in a clause, providing the starting point or topic, while the rheme is the remainder of the message that develops the theme. There are three main types of theme: ideational, which involves nominal groups and adverbials; textual, using connectives and continuatives; and interpersonal, using vocatives and processes. Understanding theme and rheme structure has pedagogical implications, as it provides ways to establish meaning at the clause level and allows information to flow smoothly between clauses, creating a cohesive text.
This document discusses word morphology and how words can be made longer by adding affixes. It provides the word "pseudoantidisestablishmentarianism" as an example of a word with many morphemes. The document then explains the structure of words, noting that words can have no more than one prefix, one inflectional suffix, and multiple derivational suffixes. It also discusses the differences between derivation, where new words are formed by adding affixes to bases or roots, and inflection, where affixes are added to change a word's form based on grammar rules. Finally, it introduces the concept of analyzing words into their immediate constituents.
This document discusses criteria for classifying words into categories such as nouns, verbs, adjectives, etc. It outlines morphological, morpho-syntactic, syntactic, and semantic criteria. Morphological criteria examines a word's inflectional suffixes. Morpho-syntactic criteria looks at suffixes that indicate information like number, case, tense. Syntactic criteria considers a word's position and phrases. Semantic criteria encompasses a word's meaning and how speakers use words in speech acts like asserting or commanding. Reliable definitions of word classes are based on these formal criteria rather than just meaning alone.
The document discusses the concepts of theme and rheme in the English language. It defines theme as the starting point of a clause, realized by the first element, and rheme as the additional information that provides context for the theme. There are three types of themes: textual, interpersonal, and topical. Different types of clauses, such as declarative, interrogative, and imperative sentences, have predictable patterns for their themes. The study also examines various patterns of thematic progression that link clauses together cohesively in a text.
This document discusses Grice's theory of implicature, including types of implicatures, properties, and diagnostic tests. There are two main types of implicatures: conversational implicatures, which are context-dependent inferences, and conventional implicatures, which are meanings learned on a word-by-word basis. Conversational implicatures can be particularized or generalized. Generalized implicatures are normally implied by any use of a word, while particularized implicatures depend on specific context. The document provides examples and discusses how to distinguish implicatures from other inferences using tests of being defeasible, suspendable, calculable, indeterminate, nondetachable, and reinforceable.
This document discusses predicates and predicators. It defines a predicate as any word or sequence of words that can function as the predicator of a sentence. A predicator is the semantic role played by a word or words in a particular sentence. Predicates can be of various parts of speech, while predicators are specific to individual sentences. Predicates are also classified by their degree - the number of arguments they typically take, such as one-place, two-place or three-place predicates.
The document discusses the concepts of theme and rheme in clauses. It defines theme as the element that comes first in a clause that represents what the clause is about. Rheme is defined as the rest of the clause that typically contains new information. There are different types of themes including unmarked topical, marked topical, textual, and interpersonal. The document provides examples and explanations of how to identify different types of themes and analyzes theme patterns in texts.
Deixis refers to expressions like pronouns and demonstratives whose meaning depends on the context of the utterance. There are several types of deixis: person deixis refers to pronouns like I, you, he; place or spatial deixis includes terms like here, there; temporal or time deixis involves expressions of time like now, then. Discourse deixis refers to expressions used within a conversation or discourse. Social deixis encodes social information about status. Deixis helps situate speakers and addressees in relation to each other and the surrounding context through indexical expressions.
1) Speech acts are utterances that perform actions rather than just communicating information, such as apologizing, promising, or naming a ship.
2) Austin categorized speech acts as locutionary (the act of communication), illocutionary (the message or action conveyed), or perlocutionary (the effect on the listener).
3) Searle identified five categories of speech acts: representatives that commit the speaker to a belief, directives that try to get the listener to do something, commissives that commit the speaker to an action, expressives that express the speaker's attitude, and declarations that change the status quo through the utterance.
The document discusses semantics, which is defined as the systematic study of meaning. It provides several definitions of semantics from different linguistic sources that emphasize its focus on the study of meaning in language. It also presents examples to demonstrate speakers' semantic knowledge, such as distinguishing anomalies from paraphrases, identifying synonyms and antonyms, recognizing contradictions, and understanding entailments and presuppositions.
This document discusses the cooperative principle and Grice's maxims of conversation. It provides definitions and examples of the cooperative principle, which describes how people achieve effective communication through cooperation. It outlines Grice's four maxims of quantity, quality, relation and manner. Examples are given of conversations that follow the maxims through clear, truthful and relevant responses. Examples are also provided of conversations that violate the maxims through ambiguous, unrelated or insincere responses. The document analyzes conversations from the play Waiting for Godot in terms of compliance with and violations of Grice's maxims.
Semantic roles describe the relationship between participants and the main verb in a clause. The main semantic roles are agent, patient, theme, experiencer, goal, instrument, and locative. The agent performs the action, the patient undergoes the action, the theme is affected by the action, the experiencer experiences the action, the goal is the location or entity towards which an action is directed, the instrument is used to carry out an action, and the locative specifies the place where an action occurs. Examples are provided to illustrate each semantic role.
Deixis refers to linguistic elements whose meaning depends on context. There are several types of deixis:
1. Person deixis refers to pronouns like I, you, he/she that indicate speaker and addressee.
2. Place deixis uses words like here and there to indicate locations relative to the speaker.
3. Time deixis references moments like now and then in relation to utterance time.
4. Discourse deixis refers back to parts of the ongoing conversation using words like before, after.
5. Social deixis encodes social relationships through honorifics and polite forms. Deictic elements are crucial for communication as their meaning relies on shared context
This document discusses the seven types of meaning:
1. Conceptual or denotative meaning refers to the basic dictionary definition.
2. Connotative meaning includes attributes and associations beyond the literal meaning.
3. Social meaning conveys information about the social context and characteristics of the speaker.
4. Affective or emotive meaning refers to the feelings and attitudes expressed by the speaker.
5. Reflected meaning arises when a word has multiple meanings that influence one another.
6. Collocative meaning refers to associations based on habitual co-occurrence with other words.
7. Thematic meaning is communicated through how the message is organized and what is emphasized.
This document discusses different types of verbs that express movement or transfer, including transition verbs and transfer verbs.
Transition verbs express movement from one place to another, with a source and goal. Examples given are "goes" and "came". Transfer verbs cause something or someone to move or be given to another, like "drives" or "banished".
The document outlines the argument structures for different types of transition and transfer verbs. It examines how the source and goal are expressed and the implied timeline of events. Examples of common transition and transfer predicates are provided.
Semantics: Predicate, Predicators and Degree of Predicate Shova Zakia
This document discusses key concepts in semantics including predicators, predicates, and degree of predicates.
[1] A predicator is the single word or part of a word in the remainder of a sentence that carries the most specific meaning. Examples of predicators include "beautiful", "curly", and "meet". [2] A predicate is any word that can function as a predicator. Predicates can have different degrees depending on the number of arguments they take, such as one place, two place, or three place predicates. [3] The degree of a predicate indicates the number of arguments it is normally understood to have in a simple sentence.
1. Definition of referents and referring expression.
2. example of referents and referring expression
3. Extension and Intension
4. Some different kinds of referents
4.1 unique and non unique referents
4.2 concrete and abstract
4.3 countable and uncountable
5. Different ways of referring
5.1 Generic and non-generic reference
5.2 Specific and non-specific reference
5.3 Definite and indefinite reference
6. Deixis
7. Example of deixis
8. Anaphora
9. Shifts in ways of referring
10. referential ambiguity
This document discusses different types of clauses that can be embedded in sentences, including full statement clauses, question clauses, infinitive clauses, gerund clauses, and non-factual clauses. It also covers verbal nouns, comparing different clause types, and syntactic ambiguity that can arise from ambiguous structures.
The document discusses mood in systemic functional linguistics. Mood consists of the subject and finite operator and realizes interpersonal meaning in conversation. The mood carries interpersonal functions and consists of a subject and finite element. It indicates whether a clause is declarative, interrogative, or imperative. Modality involves modalization, which expresses the probability or usuality of a proposition, or modulation, which expresses obligation or inclination of proposals.
This document defines and discusses the linguistic concepts of theme and rheme. It defines theme as the element that comes first in a clause, providing the starting point or topic, while the rheme is the remainder of the message that develops the theme. There are three main types of theme: ideational, which involves nominal groups and adverbials; textual, using connectives and continuatives; and interpersonal, using vocatives and processes. Understanding theme and rheme structure has pedagogical implications, as it provides ways to establish meaning at the clause level and allows information to flow smoothly between clauses, creating a cohesive text.
This document discusses word morphology and how words can be made longer by adding affixes. It provides the word "pseudoantidisestablishmentarianism" as an example of a word with many morphemes. The document then explains the structure of words, noting that words can have no more than one prefix, one inflectional suffix, and multiple derivational suffixes. It also discusses the differences between derivation, where new words are formed by adding affixes to bases or roots, and inflection, where affixes are added to change a word's form based on grammar rules. Finally, it introduces the concept of analyzing words into their immediate constituents.
This document discusses criteria for classifying words into categories such as nouns, verbs, adjectives, etc. It outlines morphological, morpho-syntactic, syntactic, and semantic criteria. Morphological criteria examines a word's inflectional suffixes. Morpho-syntactic criteria looks at suffixes that indicate information like number, case, tense. Syntactic criteria considers a word's position and phrases. Semantic criteria encompasses a word's meaning and how speakers use words in speech acts like asserting or commanding. Reliable definitions of word classes are based on these formal criteria rather than just meaning alone.
The document discusses the concepts of theme and rheme in the English language. It defines theme as the starting point of a clause, realized by the first element, and rheme as the additional information that provides context for the theme. There are three types of themes: textual, interpersonal, and topical. Different types of clauses, such as declarative, interrogative, and imperative sentences, have predictable patterns for their themes. The study also examines various patterns of thematic progression that link clauses together cohesively in a text.
This document discusses Grice's theory of implicature, including types of implicatures, properties, and diagnostic tests. There are two main types of implicatures: conversational implicatures, which are context-dependent inferences, and conventional implicatures, which are meanings learned on a word-by-word basis. Conversational implicatures can be particularized or generalized. Generalized implicatures are normally implied by any use of a word, while particularized implicatures depend on specific context. The document provides examples and discusses how to distinguish implicatures from other inferences using tests of being defeasible, suspendable, calculable, indeterminate, nondetachable, and reinforceable.
This document discusses predicates and predicators. It defines a predicate as any word or sequence of words that can function as the predicator of a sentence. A predicator is the semantic role played by a word or words in a particular sentence. Predicates can be of various parts of speech, while predicators are specific to individual sentences. Predicates are also classified by their degree - the number of arguments they typically take, such as one-place, two-place or three-place predicates.
The document discusses the concepts of theme and rheme in clauses. It defines theme as the element that comes first in a clause that represents what the clause is about. Rheme is defined as the rest of the clause that typically contains new information. There are different types of themes including unmarked topical, marked topical, textual, and interpersonal. The document provides examples and explanations of how to identify different types of themes and analyzes theme patterns in texts.
Deixis refers to expressions like pronouns and demonstratives whose meaning depends on the context of the utterance. There are several types of deixis: person deixis refers to pronouns like I, you, he; place or spatial deixis includes terms like here, there; temporal or time deixis involves expressions of time like now, then. Discourse deixis refers to expressions used within a conversation or discourse. Social deixis encodes social information about status. Deixis helps situate speakers and addressees in relation to each other and the surrounding context through indexical expressions.
1) Speech acts are utterances that perform actions rather than just communicating information, such as apologizing, promising, or naming a ship.
2) Austin categorized speech acts as locutionary (the act of communication), illocutionary (the message or action conveyed), or perlocutionary (the effect on the listener).
3) Searle identified five categories of speech acts: representatives that commit the speaker to a belief, directives that try to get the listener to do something, commissives that commit the speaker to an action, expressives that express the speaker's attitude, and declarations that change the status quo through the utterance.
The document discusses semantics, which is defined as the systematic study of meaning. It provides several definitions of semantics from different linguistic sources that emphasize its focus on the study of meaning in language. It also presents examples to demonstrate speakers' semantic knowledge, such as distinguishing anomalies from paraphrases, identifying synonyms and antonyms, recognizing contradictions, and understanding entailments and presuppositions.
This document discusses the cooperative principle and Grice's maxims of conversation. It provides definitions and examples of the cooperative principle, which describes how people achieve effective communication through cooperation. It outlines Grice's four maxims of quantity, quality, relation and manner. Examples are given of conversations that follow the maxims through clear, truthful and relevant responses. Examples are also provided of conversations that violate the maxims through ambiguous, unrelated or insincere responses. The document analyzes conversations from the play Waiting for Godot in terms of compliance with and violations of Grice's maxims.
Semantic roles describe the relationship between participants and the main verb in a clause. The main semantic roles are agent, patient, theme, experiencer, goal, instrument, and locative. The agent performs the action, the patient undergoes the action, the theme is affected by the action, the experiencer experiences the action, the goal is the location or entity towards which an action is directed, the instrument is used to carry out an action, and the locative specifies the place where an action occurs. Examples are provided to illustrate each semantic role.
Deixis refers to linguistic elements whose meaning depends on context. There are several types of deixis:
1. Person deixis refers to pronouns like I, you, he/she that indicate speaker and addressee.
2. Place deixis uses words like here and there to indicate locations relative to the speaker.
3. Time deixis references moments like now and then in relation to utterance time.
4. Discourse deixis refers back to parts of the ongoing conversation using words like before, after.
5. Social deixis encodes social relationships through honorifics and polite forms. Deictic elements are crucial for communication as their meaning relies on shared context
This document discusses the seven types of meaning:
1. Conceptual or denotative meaning refers to the basic dictionary definition.
2. Connotative meaning includes attributes and associations beyond the literal meaning.
3. Social meaning conveys information about the social context and characteristics of the speaker.
4. Affective or emotive meaning refers to the feelings and attitudes expressed by the speaker.
5. Reflected meaning arises when a word has multiple meanings that influence one another.
6. Collocative meaning refers to associations based on habitual co-occurrence with other words.
7. Thematic meaning is communicated through how the message is organized and what is emphasized.
This document discusses different types of verbs that express movement or transfer, including transition verbs and transfer verbs.
Transition verbs express movement from one place to another, with a source and goal. Examples given are "goes" and "came". Transfer verbs cause something or someone to move or be given to another, like "drives" or "banished".
The document outlines the argument structures for different types of transition and transfer verbs. It examines how the source and goal are expressed and the implied timeline of events. Examples of common transition and transfer predicates are provided.
Semantics: Predicate, Predicators and Degree of Predicate Shova Zakia
This document discusses key concepts in semantics including predicators, predicates, and degree of predicates.
[1] A predicator is the single word or part of a word in the remainder of a sentence that carries the most specific meaning. Examples of predicators include "beautiful", "curly", and "meet". [2] A predicate is any word that can function as a predicator. Predicates can have different degrees depending on the number of arguments they take, such as one place, two place, or three place predicates. [3] The degree of a predicate indicates the number of arguments it is normally understood to have in a simple sentence.
The document discusses semantic analysis of simple declarative sentences. It defines key terms like predicator, predicate, and arguments. The predicator is the word that makes the most specific contribution to a sentence's meaning and describes the state of the referring expressions. Predicates are words that can function as predicators. Arguments are the referring expressions involved in the predicate. For example, in "Marcus Brutus killed Julius Caesar", "killed" is the predicator and "Marcus Brutus" and "Julius Caesar" are arguments. The document also discusses predicates of different degrees based on how many arguments they typically involve.
Unit 6 - Predicates, Referring Expressions, and Universe of DiscourseAshwag Al Hamid
- Speakers refer to things in their utterances using referring expressions. Referring expressions give clues to help the hearer identify the referent. Predicates may be embedded in referring expressions.
- Generic sentences make statements about whole unrestricted classes rather than particular individuals.
- While semantics is concerned with meaning and existence, imagination allows us to refer to nonexistent things. The universe of discourse is the world, real or imaginary, being discussed. Successful communication requires assuming the same universe of discourse.
A semantic role describes the relationship between a participant and the main verb in a clause. The main semantic roles include agent, patient, experiencer, goal, and instrument. Semantic roles are conceptual and do not directly correspond to grammatical relations like subject and object. For example, a subject can play the role of agent, patient, or instrument depending on the verb.
Transition-based Semantic Role Labeling Using Predicate Argument ClusteringJinho Choi
This paper suggests two ways of improving semantic role labeling (SRL). First, we introduce a novel transition-based SRL algorithm that gives a quite different approach to SRL. Our algorithm is inspired by shift-reduce parsing and brings the advantages of the transition-based approach to SRL. Second, we present a self-learning clustering technique that effectively improves labeling accuracy in the test domain. For better generalization of the statistical models, we cluster verb predicates by comparing their predicate argument structures and apply the clustering information to the final labeling decisions. All approaches are evaluated on the CoNLL’09 English data. The new algorithm shows comparable results to another state-of-the-art system. The clustering technique improves labeling accuracy for both in-domain and out-of-domain tasks.
Predicator, predicate, the degree of predicateWardhani Qusuma
The document discusses predicates and predicators in sentences. It provides examples of sentences and identifies the predicator and predicate in each. The key points are:
- The predicator is the simple word that makes the most specific contribution to the meaning of the sentence.
- The predicate includes the predicator and any other words that can function as the predicator in another sentence.
- Sentences can have one-degree, two-degree, or more degree predicates depending on the number of referring expressions or arguments in the sentence.
Semantics predicates predicator degree of predicatesIka Aini
This document discusses predicates and predicators in sentences. It defines a predicator as a word that contributes most to the meaning of the sentence but is not part of the referring expression. Predicators can be verbs, adjectives, prepositions or nouns. A predicate is any word or sequence of words that can function as a predicator. The degree of a predicate indicates the number of arguments it normally takes, such as one-place, two-place or three-place predicates. Examples of predicates and predicators in sentences are provided.
Dokumen tersebut membahas tentang dasar-dasar teori semantik. Semantik adalah ilmu yang mempelajari makna dalam bahasa. Dokumen tersebut menjelaskan pengertian semantik menurut para ahli, sejarah perkembangan studi semantik, hubungannya dengan ilmu lain seperti sosiologi dan antropologi, serta batasannya dalam mempelajari makna.
This document defines and provides examples of different semantic roles including agent, patient or theme, instrument, experiencer, and location. It explains that semantic roles describe the underlying relationship that participants have with the main verb in a clause. For example, in the sentence "The boy kicked the ball", the boy is the agent performing the action of kicking, while the ball is the theme or patient that is affected by the action. The document also introduces feature notation as a method to express the existence or non-existence of semantic properties using plus and minus signs, such as [+HUMAN] to denote entities that are human.
The document discusses semantics and semantic roles. It defines semantics as the study of meaning in language. Semantic roles describe the possible relationships between predicates and their arguments. The document then applies semantic role analysis to examples from Kafka's Metamorphosis. It identifies examples that fit roles like agent, action, theme, and more. The analysis shows how semantic roles help convey the full meaning of sentences and contribute to the overall text.
This document discusses key concepts in semantics including:
- Semantics is the study of meaning in language.
- Speaker meaning refers to what a speaker intends to convey, while sentence meaning refers to what a sentence or word means in a language.
- A theory is a precisely specified framework of statements and definitions that can describe basic facts.
- Referring expressions indicate things being talked about, while sense refers to a word's meaning and relationship to other words.
- Predicates describe states or processes that referring expressions are involved in. Predicates have degrees based on number of arguments.
The document discusses the triangle of reference and the relationship between sense and reference in language. [1] It explains that the triangle of reference describes how words suggest ideas in the mind that relate to real-world objects. [2] It then discusses the difference between sense, which deals with relationships within language, and reference, which deals with relationships between language and the world. [3] It provides examples of how expressions can have variable or constant reference and how the same sense can belong to expressions in different languages.
The document discusses using Python and the NetworkX library to generate and analyze graphs. It shows how to import NetworkX, generate different types of graphs including paths, cycles, complete graphs and random graphs. It also demonstrates functions for analyzing graphs like calculating node degrees, edges, average path length and density. The document then discusses using the Twitter API via the Tweepy library to generate a follower graph in Python starting from a seed user.
Call centre advisor performance appraisalbillmohamed41
This document provides information and resources for evaluating the performance of call centre advisors, including:
1. A sample job performance evaluation form with sections for reviewing performance factors, strengths, areas for improvement, and signatures.
2. Examples of performance review phrases for evaluating various skills and behaviors for call centre advisors, such as attitude, creativity, decision-making, and teamwork.
3. An overview of the top 12 methods for performing call centre advisor performance appraisals, including management by objectives, critical incident method, behaviorally anchored rating scales, and 360 degree feedback.
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3. Transition
Example:
1. The bus goes from Greenville to Stratford.
Argument1 Predicate Argument2 Argument3
theme action source goal
The sentence above tells us the movement of an inanimate object
from one place (the source) to another place (the goal)
4. Transition
2. Carlo came to this country from Italy.
Argument1 Predicate Argument2 Argument3
actor action goal source
The sentence above tells us the movement of an animate object
from one place (the source) to another place (the goal)
6. Transition
To is used to express the notion that
the goal is simply a location.
Example:
1. The bus goes from Greenville to
Stratford.
2. Carlo came to this country from
Italy.
Into is used to express the notion
that the goal is an area which
contains.
Example:
1. He emerged from the dark cellar
into the bright sunlight.
2. He plunged from the bright
sunlight into the dark cellar.
7. Transition
A sentence may express a path (a place or area between
the Source and Goal).
Example:
1. The bus goes from Greenville to Stratford by way of Compton.
theme source goal path
2. The boat drifted over the water from one place to another.
theme path source goal
8. Transition
The path is indicated by a form that may follow one of
several prepositions: via, by way of, through, across or
over.
The theme or actor NP is subject of the sentence.
To generalize, sentences with transition verbs have this
argument structure:
Transition verb
theme or actor source goal path
9. Transition
The bus goes from Greenville to Stratford by way of Compton.
Greenville
(source)
Time 0
Compton
(path)
Stratford
(goal)
Time +
10. Transition
Pay attention to
the sentences
below!
1. The road goes from Greenville to Stratford by
way of Compton.
2. The driveway extends from the street to the
garage.
3. Curtains hung almost from the ceiling to the
floor.
11. Transition
In those sentences, from and to introduce source and
goal, respectively, but the road, driveway and curtaints,
do not move from one to the other, and so there is no
Time Zero or Time Plus.
The time frame for a predicate like extend, as in
sentence 15 is:
extend
Time
Theme at Source and Goal
13. Transition
In this sentence three times are implied:
At Time Minus, which is earlier than Time Zero,
Harrison was in his hometown, at Time Zero he was in
the big city, and at Time Plus he was again in his
hometown.
return
Time –
Theme at
goal
Time 0
Theme at
source
Time +
Theme at
goal
14. Transition
Common Transition Predicates
Unmarked: move
Focus on Goal:
get [general]
come [goal is where speaker or addressee is or will be]
go [goal is away from speaker]
Focus on Manner:
creep [animate subject; slow movement over a surface]
rotate [wheel or globe; turns on an axis]
gallop [subject is a horse or on a horse, moving at the fastest gait]
15. Transition
Focus on Path:
drift [effortless movement in moving water]
float [seemingly effortless movement in water or air]
fall [source is higher than goal; involuntary movement]
Focus on Cause or Purpose:
escape [source is undesirable place]
emigrate [as above; source-oriented]
immigrate [as above; goal-oriented]
16. TRANSFER
Transfer verbs are the causative equivalent of the
transition verbs
1. Fenwick drives the bus from Greenville to Stratford.
(Fenwick causes the bus to go....)
2. Jane rowed the boat from one side of the river to the
other. (Jane caused the boat to move.....)
17. TRANSFER
study the following sentences
Fenwick drives a bus from Greenville to Stratford by way of Compton.
Agent theme source goal path
The king banished the rebels from his realm ( to another land ).
Agent affected source goal
18. The verb drive is a predicate of transition, and this
sentence has a causative meaning corresponding to
Sentence 1: Fenwick causes the bus to go from
Greenville, etc., and of course he moves with the bus.
Sentence two has the same role as sentence 1 but the
king does not move with the rebels.
Thus two verbs can be distinguish. “drive” can cause
agent move while “banish” cannot
19. Transfer includes:
Putting and removing
Ex:
1. Squirrels are stashing nuts in that oak tree.
2. Thieves stole some money from the cash box.
and giving and taking away.
1. Ronnie gave Rosie some flowers.
2. The accident deprived Alex of his livelihood.
Communicating something to someone through language is also a
form of transfer:
1. Mother told the children a story.
2. Agnes is writing her mother a letter.
20. These are shown from the timescales below:
drive
banish
Time 0
Agent and
theme at source
Time +
Agent and
theme at goal
Time 0
Theme at source
Time +
Theme at goal
21. Verb expressing acts that change location of both agent
and theme are the following:
Unmarked: move
Focus on maner:
drive [object=vehicle and subject=driver; or object=animal(s)
and subject is behind the animal(s)]
convey [unmarked]
haul [transfer in vehicle suggested]
drag [subject moves object over a surface, object is inert]
Focus on goal:
bring [goal is location of speaker, not necessarily at time of
speaking]
Take [goal is not location of speaker]
Focus on aspect:
restore [object was previously at goal]
22. Verbs expressing acts that change location of
theme are as following:
Focus on goal:
push [object is moved away from original position of agent]
pull [object is moved toward agent]
Focus on source:
Expel [agent=person of authority in source]
Evict [as above; source is dwelling, affected is a tenant]
Focus on path:
throw [object moves through air]
lift [vertical movement upward]
Raise [vertical movement upward or into upright position]
drop [vertical movement down; may be involuntary]
lower [as above; voluntary]
23. Study the following sentence
1. We spread a red carpet from the sidewalk to the door.
2. The court restored the property to its lawful owner (from one who
was not the lawful owner).
Explanation
1. In sentence 1 To spread something is to cause it to be simultaneously
at Place X and Place Y, the Source and the Goal.
2. In sentence 2 To restore something is to cause it to be in the same
place or possession at Time Plus as it was at Time Minus and as it was
not at Time Zero.
restore
Time –
Theme at
goal
Time 0
Theme at
source
Time +
Theme at
goal
24. With certain verbs the expression of the goal is all-
important and the source is not important or is not
specified.
Examples:
1. The guard admitted us to the museum.
2. Nectar attracts bees to flowers.
3. The judge sentenced the convicted man to jail.
25. With some verbs—give, award and bequeath are examples—from is
missing because the source appears as subject.
Examples:
1. The team gave a present to Harry [gave Harry a present].
2. Our school awarded the trophy to Millie [awarded Millie the trophy].
3. Mrs. Carson bequeathed her fortune to her servants.
The argument structure, illustrated here for give:
Give
Agent=source theme goal
26. Here is a group of verbs that occur as predicates in
sentences with this structure:
Give [most common, least marked]
award [the object is a prize]
bequeath [the source is typically, but not necessarily, deceased; cf. inherit,
below]
bestow [the source is a person of higher social position than the goal]
Contribute [the source is one of several donors]
Donate [the transfer is considered a worthy action]
entrust [the change is temporary]
Grant [the source is a person of authority]
hand [the act is physical, the object is relatively small]
lend [the change is temporary; cf. borrow, below]
Lose [the change results from competition between source and goal]
Sell [money is involved in the act; cf. buy, below]
Submit [the goal is a person of authority; cf. grant, above]
27. 1. Harry received a present from the team.
2. Millie accepted the trophy from our school.
3. Mrs Carson’s servants will inherit a fortune from
her.
Read the
sentence bellow
28. These verbs are the converse of those in 25–7; here the
word to is missing because the subject names the goal:
Harry, Millie and Mrs Carson’s servants. Both the verbs in
25–7 and those in 28–30 are transfer verbs.
The argument structure of verbs such as those in 28–30 is
illustrated here with receive:
receive
goal theme sorce
29. Time frame: Time 0, theme at source; Time +, theme at goal. Goal NP is
subject, theme NP is object of the verb and the source NP is introduced
by from.
Typical verbs that fit here are:
get [least marked]
take [the action may be legitimate or not; that is, take can
be equivalent to accept or to steal]
Accept [the action is legitimate]
acquire [the circumstances of the action are vague]
borrow [the change is temporary; cf. lend]
Collect [the object is plural or non-countable, or the act is
habitual in other words, the act is distributed]
inherit [the source is typically, but not necessarily, deceased]
obtain [the action is the result of effort by the goal]
Receive [the act results from the kindness or generosity of the
source]
steal [illegal act]
30. 1. This gift is for you from your fellow team members.
for
theme source goal
If there is no verb—only forms of be—for introduces the goal. In
other words, the preposition for acts as a sort of transfer predicate.
31. A few predicates such as march and walk, occur with
meanings of transition (1 and 3 ) and meanings of
transfer (2 and 4).
1. The platoon marched to the parade-ground.
2. The sergeant marched the platoon to the parade
ground.
3. Laura walked home.
4. Fred walked Laura home.
32. The argument sstructure are as follows:
Sentence 1 and 2
March, Walk
actor goal
platoon parade – ground
laura home
33. Sentence 2 and 4
march, walk
agent actor goal
sergeant platoon parade-ground
fred laura home
34. Some transfer predicates undergo interesting changes
in the way the accompanying arguments are presented.
Compare load and pack in the following.
1) We loaded lumber on(to) the truck.
2) We loaded the truck with lumber.
3) I packed some notes in(to) my briefcase.
4) I packed my briefcase with some notes.
35. Sentences 34a and 35a tell of putting something in a
place; that ‘something’ is affected by the action.
actor action affected place
1 We load lumber truck
2 I pack notes briefcase
36. Sentence 2 and 4 seem to express the affecting of a place,
and the objects in question are the means of affecting.
actor action affected means
2 We load truck lumber
4 I pack briefcase notes