Tesis doctoral: EL ESPACIO SEMÁNTICO DE LA COMPOSICIÓN NOMINAL

2 Dic

 

 

 portada

 

 

EL ESPACIO SEMÁNTICO DE LA COMPOSICIÓN NOMINAL

Ramón Felipe Zacarías Ponce de León

 

UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO

FACULTAD DE FILOSOFÍA Y LETRAS

POSGRADO EN LINGÜÍSTICA

Comité Tutor:

Dr. Ricardo Maldonado Soto (Director), Dra. Chantal Melis Van Eerdewegh, Dr. Sergio Ibáñez Cerda

México D.F., 17 de junio de 2009

 

 

“Cuando los hablantes se enfrentan a un referente desconocido, entonces deben nombrarlo. Las lenguas resuelven su necesidad denominativa a través de distintos procedimientos. Primero, hay que decidir si la necesidad se resuelve modificando un lexema existente o si se efectúa con la unión de varios lexemas existentes. Esta última opción tiene la ventaja de conservar mayor motivación en la nueva designación, ya que permite relacionar la entidad nueva con conceptos cercanos a ella. Esta combinación de dos conceptos corresponde a la composición, proceso de formación de palabras muy usual y que tiene diversas formas de llevarse a cabo […]”

 

el-espacio-semantico-pdf

Colour and colour naming: crosslinguistic approaches

29 Nov

 

 

 

 portada-libro

 

Colour and colour naming: crosslinguistic approaches

 

João Paulo Silvestre, Esperança Cardeira & Alina Villalva (eds.)

 

CENTRO DE LINGUÍSTICA DA UNIVERSIDADE DE LISBOA

 

UNIVERSIDADE DE AVEIRO

 

2016

 

indice-en-pdf

GOOGLE BOOKS: https://books.google.es/books?id=Ef32DAAAQBAJ&pg=PP1&dq=Colour+and+colour+naming:+crosslinguistic+approaches&hl=es&sa=X&redir_esc=y#v=onepage&q=Colour%20and%20colour%20naming%3A%20crosslinguistic%20approaches&f=false

Corpus del Español: Two Billion Words

26 Nov

corpus-del-espanol-buscar-palabras

 

 

 

Información aparecida en Linguist LIST: http://linguistlist.org/issues/27/27-4531.html

 

From: Mark Davies mark_davies@byu.edu

 

Subject: Corpus del Español: Two Billion Words

 

Nos complace anunciarles que ya se puede acceder a la nueva versión del Corpus del Español en http://www.corpusdelespanol.org (y, desde esta semana, tanto la interfaz como los archivos de ayuda están disponibles en inglés y en español).

 

– El nuevo corpus contiene 2000 millones de palabras, lo que supone 100 veces más que la sección del siglo XX del Corpus del Español original.

– Las búsquedas que producían entre 15 y 20 resultados al consultar el antiguo corpus pasarían a ofrecer ahora entre 1.500 y 2.000 resultados.

– Además, los textos son más recientes (tomados de los últimos tres o cuatro años).

– Es posible comparar frecuencias de palabras, sintagmas y construcciones sintácticas entre los 21 países hispanohablantes incluidos en el corpus.

– También es posible hacer uso de los potentes “corpus virtuales” para crear y consultar corpus personalizados a partir del corpus principal (subcorpus sobre un ámbito específico de las ciencias, un deporte determinado o cualquier otra área de interés).

– Hemos implementado una nueva interfaz para este nuevo corpus, que también funciona con el Corpus del Español original. Esta interfaz tiene una apariencia mucho más “limpia”, con mejores archivos de ayuda y funciona muy bien con dispositivos móviles (tabletas e incluso celulares).

– Ambos corpus están ahora disponibles con la interfaz y los archivos de ayuda tanto en inglés como en español. (Gracias a Gerardo Cruz por su ayuda con las traducciones).

 

En definitiva, creemos que el nuevo corpus goza de grandes ventajas en relación con otros grandes corpus del español, como el CORPES (RAE) y los corpus del español de SketchEngine y Corpora on the Web (se puede consultar una comparativa en nuestra web).

 

 

************

espanol1

************

 

We are pleased to announce that a new addition to the Corpus del Español is now available at http://www.corpusdelespanol.org. (Note that while the new corpus has been online for a few weeks, the interface and help files are now available in both English and Spanish).

 

– The new corpus contains two billion words of data, which makes it 100x as large as the 1900s portion of the original Corpus del Español.

– So where you might have had just 15-20 tokens of a word or construction in the older corpus, you might now have 1,500-2,000 tokens.

– The texts are more recent as well – they are all from the last 3-4 years.

– You can compare the frequency of words, phrases, and syntactic constructions in the 21 different Spanish-speaking countries in the corpus.

– You can also use powerful “virtual corpora” to create and use customized corpora within the main corpus, such as a particular field of science, a certain sport, or any other area of interest.

– There is a new interface for the new two billion word corpus, as well as the original 100 million word Corpus del Español. This interface has a much “cleaner” interface, better help files, and they work great on mobile devices (tablets and even cell phones).

– As mentioned, both corpora are now available with an interface and help files in both English and Spanish. (Thanks to Gerardo Cruz for his help with the translations).

 

In summary, we believe that the new corpus has important advantages over other large corpora of Spanish, such as CORPES (RAE) and the Spanish corpora from Sketch Engine and Corpora on the Web (see comparisons online).

 

 

——————–

 

 

 

 

 

 
 

 

TESIS DOCTORAL: La funció dels neologismes

23 Nov

 

 

portada-en-jpg

 

La funció dels neologismes: revisió de la dicotomia neologisme denominatiu i neologisme estilístic

Elisabet Llopart-Saumell

 

TESI DOCTORAL UPF / ANY 2016

 

DIRECTORA DE LA TESI: Dra. Judit Freixa Aymerich

Institut de Lingüística Aplicada

Departament de traducció i ciències del llenguatge

 

 

 

RESUMEN:

 

En esta tesis estudiamos los neologismos desde la perspectiva de su función comunicativa. Más concretamente, revisamos los conceptos neología denominativa y neología estilística, que se corresponden con la clasificación más extendida para agrupar los neologismos de acuerdo con su función. Sin embargo, esta propuesta ha recibido varias críticas tanto en relación con los rasgos utilizados para caracterizar ambos tipos de neologismos, como su conceptualización como categorías opuestas y la exclusión o subordinación de otras funciones de los neologismos. Por este motivo, nuestro objetivo consiste en estudiar los conceptos utilizados para caracterizar los neologismos desde el punto de vista de su función, que incluye aspectos lingüísticos y extralingüísticos, es decir, funcionales, sociolingüísticos, discursivos y pragmáticos. A partir de ahí, diseñamos una propuesta metodológica para identificar los neologismos con valores prototípicamente denominativos, estilísticos, de ambos tipos o no prototípicos de ninguno de estos dos valores. Los resultados del análisis muestran que, por una parte, los criterios aislados se complementan entre sí para caracterizar un conjunto de neologismos en relación con su función y, por otro, permiten observar que estas categorías no se comportan de forma opuesta ni son suficientes para explicar este fenómeno.

 

ÍNDICE

indice-en-pdf

  1. INTRODUCCIÓ

1.1. Antecedents

1.2. Estructura

 

  1. OBJECTIUS I HIPÒTESIS

2.1. Objectius generals i específics

2.2. Hipòtesis de partida

2.2.1. Primera hipòtesi

2.2.2. Segona hipòtesi

2.2.3. Tercera hipòtesi

 

  1. MARC TEÒRIC

3.1. Neologia, neologisme i neologicitat

3.2. La funció comunicativa dels neologismes

3.2.1. Els conceptes neologia denominativa i neologia estilística

3.2.2. Revisió dels conceptes dicotòmics denominatiu i estilístic

3.2.3. Altres classificacions

3.2.4. Síntesi i observacions

3.3. La funció comunicativa del llenguatge

3.3.1. Funcions del llenguatge

3.3.2. La necessitat com a criteri lingüístic

3.3.3. La difusió i l’estabilitat en l’ús

3.4. Anàlisi del discurs

3.4.1. El text periodístic

3.4.2. Estil, subjectivitat i ideologia

3.5. La creativitat lèxica

3.5.1. Productivitat

3.5.2. Norma

3.6. Síntesi

 

  1. METODOLOGIA

4.1. Procedència de les dades

4.2. Obtenció del corpus de neologismes

4.3. Descripció de les dades

4.4. Paràmetres d’anàlisi

4.4.1. Criteri de coneixement del món

4.4.2. Criteri d’ús

4.4.3. Criteri d’estabilitat

4.4.4. Criteri de novetat

4.4.5. Criteri de posició discursiva

4.4.6. Criteri de context discursiu

4.4.7. Anàlisi dels aspectes lingüístics

4.5. Altres qüestions metodològiques: el context d’ús

4.6. Síntesi

 

  1. ANÀLISI QUANTITATIVA DE LES DADES

5.1. Descripció de les unitats del corpus

5.1.1. Per anys

5.1.2. Per categories gramaticals

5.1.3. Per fonts

5.2. Criteri de coneixement del món

5.3. Criteri d’ús

5.4. Criteri d’estabilitat

5.5. Criteri de novetat

5.6. Criteri de posició discursiva

5.7. Criteri de context discursiu

5.8. Resum de l’anàlisi quantitativa

5.8.1. En relació amb els criteris

5.8.2. En relació amb els mecanismes de formació

5.9. Síntesi i conclusions

 

  1. ANÀLISI QUANTITATIVA: CONTRAST PER CRITERIS

6.1. Unitats seleccionades per criteri

6.2. Criteri 1: coneixement del món

6.3. Criteri 2: ús

6.4. Criteri 3: estabilitat

6.5. Criteri 4: novetat

6.6. Criteri 5: posició discursiva

6.7. Criteri 6: context discursiu

6.8. Resum del contrast de criteris

6.9. Síntesi i conclusions

 

  1. ANÀLISI QUALITATIVA DE LES DADES

7.1. Neologismes amb valors denominatius

7.1.1. Unitats prototípiques centrals dels valors denominatius

7.1.2. Unitats prototípiques perifèriques dels valors denominatius

7.2. Neologismes amb valors estilístics

7.2.1. Unitats prototípiques centrals dels valors estilístics

7.2.2. Unitats prototípiques perifèriques dels valors estilístics

7.3. Neologismes amb valors denominatius i estilístics

7.3.1. Unitats prototípiques centrals dels valors denominatius i estilístics

7.3.2. Unitats prototípiques perifèriques dels valors denominatius i estilístics

7.4. Neologismes sense valors denominatius i estilístics

7.4.1. Unitats prototípiques centrals sense valors denominatius i estilístics

7.4.2. Unitats prototípiques perifèriques sense valors denominatius i estilístics

7.5. Resum dels resultats

7.5.1. En relació amb les dades quantitatives

7.5.2. En relació amb els processos de formació

7.5.3. En relació amb l’anàlisi d’elements expressius

7.6. Síntesi i conclusions

 

  1. SÍNTESI DELS RESULTATS

8.1. En relació amb els criteris

8.1.1. Aspectes funcionals: funcions del llenguatge

8.1.2. Aspectes sociolingüístics: difusió i estabilitat en l’ús

8.1.3. Aspectes discursius (I): marques tipogràfiques i metadiscursives

8.1.4. Aspectes discursius (II): aspectes del text, cotext i context

8.1.5. Aspectes lingüístics: formació de paraules

8.2. En relació amb les categories neologisme denominatiu i neologisme estilístic

8.3. Nova aproximació per a l’estudi de la funció dels neologismes

8.3.1. Proposta d’estudi

8.3.2. Anàlisi de casos

8.3.3. Plantejament teòric

 

  1. CONCLUSIONS

9.1. En relació amb les hipòtesis

9.2. Línies de treball futur

 

  1. BIBLIOGRAFIA

 

  1. ANNEXOS

11.1. Annex I. Neologismes en context

11.2. Annex II. Puntuació dels neologismes per criteri

 

 

 

 

 

 

“Análisis morfológico, semántico y lexicográfico del sufijo -erío en el español de México”

21 Nov

 

thesavrvs

 

 

 

Acaba de publicarse el último número de…

Thesaurus. Revista del Instituto Caro y Cuervo 58:1 (2016)

URL: http://www.revistathesaurus.gov.co/index.php/thesaurus/issue/view/69

 

 

En él aparece este interesante artículo:

“Análisis morfológico, semántico y lexicográfico del sufijo –erío en el español de México”

Ramón F. Zacarías Ponce de León

págs. 30 – 52

 

ACCESO DIRECTO AL ARTÍCULO COMPLETO:

http://www.revistathesaurus.gov.co/index.php/thesaurus/issue/view/69

 

Dicionario de afixos e voces afixadas do galego medieval

17 Nov

1457532021182_dicioanario_2-jpgjsessionid567fc9c99636bbb40a8c435015c45ad5

 

 

 

 

Dicionario de afixos e voces afixadas do galego medieval

(Monografía 8 da Revista Galega de Filoloxía)

9 de marzo de 2016

A Coruña

 

Xoán López Viñas, profesor da Universidade da Coruña e membro do Grupo ILLA, acaba de publicar, dentro da colección de “Monografías” da Revista Galega de Filoloxía a súa nova obra titulada Dicionario de afixos e voces afixadas do galego medieval.

 

Trátase dunha versión corrixida e ampliada do dicionario contido na segunda parte da tese de doutoramento A formación de palabras no galego medieval: a afixación, que defendeu o profesor Xoán López Viñas na Universidade da Coruña en setembro de 2012.

 

O Dicionario de afixos e voces afixadas do galego medieval constitúe o primeiro repertorio lexical, contextualizado mediante corpus e centrado na sincronía galega medieval, sobre este tipo de morfemas derivativos e os seus correspondentes termos afixados. Non se trata, por tanto, dun dicionario ao uso nin tampouco dun dicionario inverso, pois non se listan os vocábulos segundo a terminación, senón que só se inclúen voces afixadas ordenadas alfabéticamente conforme o afixo, previamente descrito do punto de vista gramatical e semántico.

 

O Dicionario de afixos e voces afixadas do galego medieval convértese nunha nova ferramenta dentro dos estudos lexicográficos da lingüística galego-portuguesa, xa que na actualidade non existe ningún glosario similar centrado nos afixos derivativos, nin para o período actual nin restrinxido a unha sincronía pretérita

 

 

 

Vocabulary

14 Nov

9781138838604

 

 

 

Vocabulary

Edited by Stuart Webb

© 2016 – Routledge

 

URL: https://www.routledge.com/Vocabulary/Webb/p/book/9781138838604

 

 

About the Book

Although there is a long history of research on vocabulary, the vast majority of studies have appeared over the last 30 years. This new reference work will provide a comprehensive source of the most influential findings that will be both a useful starting point for developing knowledge of the field, as well as a valuable database that can be relied upon when researching vocabulary. Comprised of 4 volumes, the collection will cover 4 key areas. Volume 1 will focus on the core issues related to vocabulary knowledge. The focus of volume 2 is on incidental vocabulary learning. Volume 3 explores the deliberate instruction of vocabulary, and volume 4 looks at formulaic language.

 

Table of Contents

Volume 1

Contents

Acknowledgements

Introduction to volume 1

Part 1: What does it mean to learn a word?

  1. R. C. Anderson and P. Freebody, ‘Vocabulary Knowledge’, in J.T. Guthrie (ed.), Comprehension and Teaching: Research Reviews (Newark, De: International Reading Association, 1981), pp. 77-117.
  2. J. C. Richards, ‘The Role of Vocabulary Teaching’, TESOL Quarterly, 10, 1976, 77-89.
  3. G. A. Miller, ‘On Knowing a Word’, Annual Review of Psychology, 50, 1999, 1-19.
  4. J. Read, ‘Plumbing the Depths: How Should the Construct of Vocabulary Knowledge be Defined?’, in P. Bogaards and B. Laufer (eds), Vocabulary in a Second Language: Selection, Acquisition and Testing (Amsterdam: John Benjamins, 2004), pp. 209-227.

Part 2: Vocabulary size and growth

  1. A. Biemiller and N. Slonin, ‘Estimating Root Word Vocabulary Growth in Normative and Advantaged Populations: Evidence for a Common Sequence of Vocabulary Acquisition’, Journal of Educational Psychology, 93, 3, 2001, 498-520.
  2. R. Goulden, P. Nation and J. Read, ‘How Large Can a Receptive Vocabulary Be?’, Applied Linguistics, 11, 1990, 341-363.
  3. S. A. Webb and A. C.-S. Chang, ‘Second Language Vocabulary Growth’, RELC Journal, 43, 1, 2012, 113-126.

Part 3: Factors affecting vocabulary learning

  1. N. C. Ellis, ‘Vocabulary Acquisition: Word Structure, Collocation, Word-class, and Meaning’, in N. Schmitt and M. McCarthy (eds), Vocabulary: Description, Acquisition and Pedagogy (Cambridge: Cambridge University Press, 1997), pp. 122-139.
  2. B. Laufer, ‘What’s in a Word that Makes it Hard or Easy? Intralexical Factors Affecting the Difficulty of Vocabulary Acquisition’, in N. Schmitt and M. McCarthy (eds.), Vocabulary: Description, Acquisition and Pedagogy (Cambridge: Cambridge University Press, 1997), pp. 140-155.
  3. M. Higa, ‘Interference Effects of Intralist Word Relationships in Verbal Learning’, Journal of Verbal Learning and Verbal Behavior, 2, 1963, 170-175.
  4. I. S. P. Nation, ‘Learning Vocabulary in Lexical Sets: Dangers and Guidelines’, TESOL Journal, 9, 2, 2000, 6-10.
  5. F. N. Dempster, ‘Effects of Variable Encoding and Spaced Presentation on Vocabulary Learning’, Journal of Educational Psychology, 79, 2, 1987, 162-170.
  6. D. Pulido, ‘Modeling the Role of Second Language Proficiency and Topic Familiarity in Second Language Incidental Vocabulary Acquisition through Reading’, Language Learning, 53, 2, 2003, 233-284.

Part 4: Measuring vocabulary knowledge

  1. N. Schmitt, D. Schmitt and C. Clapham, ‘Developing and Exploring the Behaviour of Two New Versions of the Vocabulary Levels Test. Language Testing, 18, 1, 2001, 55-88.
  2. P. Meara and B. Buxton, ‘An Alternative to Multiple Choice Vocabulary Tests’, Language Testing, 4, 2, 1987, 142-151.
  3. M. Wesche and T. S. Paribakht, ‘Assessing Second Language Vocabulary Knowledge: Depth Versus Breadth’, Canadian Modern Language Review, 53, 1, 1996, 13-40.
  4. J. Read, ‘Validating a Test to Measure Depth of Vocabulary Knowledge’, in A. J. Kunnan (ed.), Validation in Language Assessment (Mahwah, N.J.: Lawrence Erlbaum, 1998), pp. 41-60.

 

Volume 2

Contents

Acknowledgements

Introduction to volume 2

Part 5: Incidental vocabulary learning through reading

  1. W. E. Nagy, P. Herman and R. C. Anderson, ‘Learning Words from Context’, Reading Research Quarterly, 20, 2, 1985, 233-253.
  2. M. Horst, ‘Learning L2 Vocabulary through Extensive Reading: A Measurement Study’, Canadian Modern Language Review, 61, 3, 2005, 355-382.

Part 6: Incidental vocabulary learning through listening and watching television

  1. W. B. Elley, ‘Vocabulary Acquisition from Listening to Stories’, Reading Research Quarterly, 24, 2, 1989, 174-187.
  2. A. Biemiller and C. Boote, ‘An Effective Method for Building Meaning Vocabulary in Primary Grades’, Journal of Educational Psychology, 98, 1, 2006, 44-62.
  3. S. B. Neuman and P. Koskinen, ‘Captioned Television as Comprehensible Input: Effects of Incidental Word Learning from Context for Language Minority Students’, Reading Research Quarterly, 27, 1, 1992, 94-106.

Part 7: Factors that affect incidental vocabulary learning

  1. J. H. Hulstijn, ‘Intentional and Incidental Second Language Vocabulary Learning: A Reappraisal of Elaboration, Rehearsal and Automaticity’, in P. Robinson (ed.), Cognition and Second Language Instruction (Cambridge: Cambridge University Press, 2001), pp. 258-286.
  2. S. Webb, ‘The Effects of Repetition on Vocabulary Knowledge’, Applied Linguistics,

28, 1, 2007, 46-65.

  1. J. H. Hulstijn, ‘Retention of Inferred and Given Word Meanings: Experiments in Incidental Vocabulary Learning’, in P. J. L. Arnaud and H. Benoit, (eds), Vocabulary and Applied Linguistics (London: Macmillan, 1992), pp. 113-125.
  2. B. Laufer and J. Hulstijn, ‘Incidental Vocabulary Acquisition in a Second Language: The Construct of Task-induced Involvement’, Applied Linguistics, 22, 1, 2001, 1-26.

Part 8: The influence of vocabulary on comprehension

  1. P. Nation and J. Coady, ‘Vocabulary and Reading’, in R. Carter and M. McCarthy (eds.), Vocabulary and Lang uage Teaching (London: Longman, 1988), pp. 97-110.
  2. B. Laufer, ‘What Percentage of Text Lexis is Essential for Comprehension?’, in C. Lauren and M. Nordman (eds), Special Language: From Humans Thinking to Thinking Machines (Clevedon: Multilingual Matters, 1989), pp. 316-323.
  3. N. Schmitt, X. Jiang and W. Grabe, ‘The Percentage of Words Known in a Text and Reading Comprehension’, Modern Language Journal, 95, 2011, 26-43.
  1. I. S. P. Nation, ‘How Large a Vocabulary is Needed for Reading and Listening?’, Canadian Modern Language Review, 63, 1, 2006, 59-82.

Part 9: The potential to learn vocabulary through meaning focused input

  1. P. Meara, P. M. Lightbown and R. Halter, ‘Classrooms as Lexical Environments’, Language Teaching Research, 1, 1, 1997, 28-47.
  2. S. Webb and M. P. H. Rodgers, ‘The Vocabulary Demands of Television Programs’, Language Learning, 59, 2, 2009, 335-366.
  3. T. Cobb, ‘Computing the Vocabulary Demands of L2 Reading’, Language Learning and Technology, 11, 3, 2007, 38-63.

Volume 3

Contents

Acknowledgements

Introduction to volume 3

Part 10: The role of deliberate instruction in the classroom

  1. M. F. Graves, The Roles of Instruction in Fostering VocabularyDevelopment’, in M. G. McKeown and M. E. Curtis (eds), The Nature of Vocabulary Acquisition(Hillsdale, NJ: Erlbaum, 1987), pp. 165-184.
  2. N. Schmitt, ‘Current Perspectives on Vocabulary Teaching and Learning’, in J. Cummins and C. Davison (eds), International Handbook of English Language Teaching (New York: Springer, 2007), pp. 827-841.
  3. P. Nation, ‘The Four Strands’, Innovation in Language Learning and Teaching, 1, 1, 2007, 1-12.
  4. N. Schmitt, ‘Review Article: Instructed Second Language Vocabulary Learning’, Language Teaching Research,12, 3, 2008, 329-363.

Part 11: Which words deserve to be deliberately taught in the classroom?

  1. V. Brezina and D. Gablasova, ‘Is There a Core General Vocabulary? Introducing the New General Service List’, Applied Linguistics, 36, 1, 2015, 1-22.
  2. A. Coxhead, ‘A New Academic Word List’, TESOL Quarterly, 34, 2, 2000, 213-238.

Part 12: Vocabulary learning strategies

  1. N. Schmitt, ‘Vocabulary Learning Strategies’, in N. Schmitt and M. McCarthy (eds), Vocabulary: Description, Acquisition, and Pedagogy (Cambridge: Cambridge University Press, 1997), pp. 199-227.
  2. Y. Gu and R. K. Johnson, ‘Vocabulary Learning Strategies and Language Learning Outcomes’, Language Learning, 46, 4, 1996, 643-679.
  3. A. Mizumoto and O. Takeuchi, ‘Examining the Effectiveness of Explicit Instruction of Vocabulary Learning Strategies with Japanese EFL University Students’, Language Teaching Research, 13, 4, 2009, 425-449.

Part 13: How effective are different methods of deliberate vocabulary instruction?

  1. S. Webb, ‘Learning Vocabulary in Activities’, in H. Puji Widodo and A. Cirocki (eds), Innovation and Creativity in ELT Methodology (New York: Nova, 2013), pp. 121-133.
  2. B. Laufer, ‘Vocabulary Acquisition in a Second Language: Do Learners Really Acquire Most Vocabulary by Reading? Some Empirical Evidence’, Canadian Modern Language Review, 59, 4, 2003, 565-585.
  3. I. S. P. Nation, ‘Beginning to Learn Foreign Vocabulary: A Review of the Research’, RELC Journal, 13, 1, 1982, 14-36.
  4. I. L. Beck, M. G. McKeown and R. C. Omanson, The Effects and Uses of Diverse Vocabulary Instructional Techniques’, in M. G. McKeown and M. E. Curtis (eds), The Nature of Vocabulary Acquisition (Hillsdale, NJ: Erlbaum, 1987), pp. 147-163.
  5. S. Webb, ‘Receptive and Productive Vocabulary Learning: The Effects of

Reading and Writing on Word Knowledge’, Studies in Second Language Acquisition, 27, 1, 2005, 33-52.

  1. K. S. Folse, ‘The Effect of Type of Written Exercise on L2 Vocabulary Retention’, TESOL Quarterly, 40, 2, 2006, 273-293.

  

Volume 4

Contents

Acknowledgements

Introduction to volume 1

Part 14: What are multi-word items and to what extent do they occur?

  1. A. Pawley and F. H. Syder, ‘Two Puzzles for Linguistic Theory: Nativelike Selection and Nativelike Fluency’, in J. C. Richards and R. W. Schmidt (eds), Language and Communication (London: Longman, 1983), pp. 191-226.
  2. A. Wray and M. R. Perkins, ‘The Functions of Formulaic Language: An Integrated Model’, Language & Communication, 20, 1, 2000, 1-28.
  3. A. P. Cowie, ‘The Treatment of Collocations and Idioms in Learners’ Dictionaries’, Applied Linguistics,2, 3, 1981, 223–235.
  4. D. Liu, ‘Going Beyond Patterns: Involving Cognitive Analysis in the Learning of Collocations’, TESOL Quarterly,44, 1, 2010, 4–30.

Part 15: Which multi-word items deserve to be deliberately learned?

  1. R. Martinez and N. Schmitt, ‘A Phrasal Expressions List’, Applied Linguistics, 33, 3, 2012, 299–320.
  2. R. Simpson-Vlach and N. C. Ellis, ‘An Academic Formulas List: New Methods in Phraseology Research’, Applied Linguistics, 31, 4, 2010, 487–512.
  3. D. Biber, S. Conrad and V. Cortes, ‘If you look at …: Lexical Bundles in University Teaching and Textbooks’, Applied Linguistics, 25, 3, 2004, 371-405.

Part 16: Measuring multi-word items

  1. J. Read and P. Nation, ‘Measurement of Formulaic Sequences’, in N. Schmitt (ed.), Formulaic Sequences (Amsterdam: John Benjamins, 2004), pp. 23-35.
  2. H. Gyllstad, ‘Designing and Evaluating Tests of Receptive Collocation Knowledge: COLLEX and COLLMATCH’, in A. Barfield and H. Gyllstad (eds), Researching Collocations in Another Language – Multiple Interpretations (Basingstoke: Palgrave Macmillan, 2009), pp. 153-170.

Part 17: To what extent are multi-word items known?

  1. J. Bahns and M. Eldaw, ‘Should We Teach EFL Students Collocations?’, System, 21, 1, 1993, 101–114.
  2. J. Li and N. Schmitt, ‘The Development of Collocation Use in Academic Texts by Advanced L2 Learners: A Multiple Case Study Approach’, in D. Wood (ed.), Perspectives on Formulaic Language: Acquisition and Communication (New York: Continuum, 2010), pp. 23-46.

Part 18: How easily are multi-word items learned?

  1. N. Nesselhauf, ‘The Use of Collocations by Advanced Learners of English and Some Implications for Teaching’, Applied Linguistics, 24, 2, 2003, 223–242.
  2. F. Boers, M. Demecheleer, A. Coxhead and S. Webb, ‘Gauging the Effects of Exercises on Verb-noun Collocations’, Language Teaching Research, 18, 1, 2014, 50-70.
  3. K. Kasahara, ‘The Effect of Known-and-unknown Word Combinations on Intentional Vocabulary Learning’, System, 39, 2011, 491–499.
  4. F. Boers and S. Lindstromberg, ‘Experimental and Intervention Studies on Formulaic Sequences in a Second Language’, Annual Review of Applied Linguistics, 32, 2012, 83−110.
  5. S. Webb, J. Newton and A. Chang, ‘Incidental Learning of Collocation’, Language Learning, 63, 1, 2013, 91-120.
  6. F. Boers, J. Eyckmans and H. Stengers, ‘Presenting Figurative Idioms with a Touch of Etymology: More than Mere Mnemonics?’, Language Teaching Research, 11, 1, 2007, 43-62.

Index

 

 

 

Semantics of Complex Words

10 Nov

 

 

 9783319141015

 

Semantics of Complex Words

Editors: Bauer, Laurie, Körtvélyessy, Lívia, Štekauer, Pavol (Eds.)

 

URL: http://www.springer.com/gp/book/9783319141015

 

  • Covers the latest achievements of research into complex word semantics
  • Contributions by morphologists and psycholinguists offer insight in the theoretical diversity of the field
  • Chapters by distinguished scholars in the field set the agenda for future research

 

This volume offers a valuable overview of recent research into the semantic aspects of complex words through different theoretical frameworks. Contributions by experts in the field, both morphologists and psycholinguists, identify crucial areas of research, present alternative and complementary approaches to their examination from the current level of knowledge, and indicate perspectives of research into the semantics of complex words by raising important questions that need to be investigated in order to get a more comprehensive picture of the field. Recent decades have seen both extensive and intensive development of various theories of word-formation, however, the semantic aspects of complex words have, with a few notable exceptions, been rather neglected. This volume fills that gap by offering articles written by leading experts in the field from various theoretical backgrounds.

 

table-of-contents

 

 

 

 

When “Noun” Meets “Noun”: A Cross-Linguistic Look at Complex Nominals

7 Nov

 

 

uzh_logo

 

 

Información aparecida en Linguist LIST: http://linguistlist.org/issues/27/27-4296.html

 

 

Full Title: When “Noun” Meets “Noun”: A Cross-Linguistic Look at Complex Nominals

 

Short Title: When “Noun” Meets “Noun”

 

Date: 10-Sep-2017 – 13-Sep-2017

 

Location: Zurich, Switzerland

 

Linguistic Field(s): Morphology; Semantics; Typology

 

Call Deadline: 06-Nov-2016

 

 

Meeting Description:

 

The workshop will investigate the strategies employed by the languages of the world to create complex denotations by combining two nominal (or nominalizing) elements.

 

In Germanic languages this is usually achieved through compounding (e.g. Ger. Eisen.bahn [iron.track] ‘railway’), but other languages use other constructions. Thus, Romance typically employs prepositional compounds (e.g. Fr. chemin de fer [track PREP iron] ‘railway’), while Slavic favours relational compounds (e.g. Rus. železnaja doroga [iron.ADJZ road] ‘railway’). Turkish has an izafet construction (demir.yol.u [iron.road.IZ] ‘railway’) and elsewhere possessives abound (e.g. Malagasy lala.m.by [road.PER.iron] ‘railway’). In all of these examples, the constituent meanings, the resultant meaning, and presumably also the underlying cognitive processes, are essentially identical, but the constructions are quite different. What they have in common is that they serve to name a complex concept via the combination of two “Thing-roots” (Haspelmath 2012), between which there is an unstated (or underspecified) relation. They are all binominal naming constructions (BNCs).

 

In terms of Štekauer’s model of onomasiological word-formation BNCs are Type 3 naming units, in which “the determined (actional) element is not linguistically expressed” (Štekauer 1998). This perspective prompts two further refinements to the concept of BNCs. The first is the exclusion of complex nominals of Štekauer’s Type 1 and Type 2 that contain an “Action-root”. As a consequence, synthetic compounds like truck-driver are considered out of scope. The second is based on the recognition that nominalizing affixes, like Eng. er and Slovak ica, and noun classifiers like Bora -heju (‘hole-like object’), constitute the “base” in a Type 3 complex nominal. As a consequence, adnominal nominalizations (e.g. Slovak želez.n.ica [iron.ADJZ.NMLZ] ‘railway’), and noun classifier constructions (e.g. Bora túú.heju [nose.CM(hole)] ‘nostril’), fulfil the basic criterion and are considered very much in scope.

 

This approach to complex denotation cuts across traditional boundaries between morphology and syntax, and between compounding and derivation: it “divides the cake” in a new way that might reveal new insights into language and conceptualization. The goal of this workshop is therefore to explore semantic and morphosyntactic aspects of BNCs as defined here, along with frequency, productivity, and competition between different strategies (cf. Rainer 2013), across a broad range of languages. In particular, papers are sought that investigate BNCs through:

 

– Studies of individual languages, especially lesser-studied and non-SAE languages

– Contrastive studies of languages, in particular those closely related genetically

– Typological and areal studies

– Studies that address cognitive aspects of complex nominal

 

References:

 

Haspelmath, Martin. 2012. How to compare major word-classes across the world’s languages. UCLA Working Papers in Linguistics, Theories of Everything 17, Article 16. 109–130.

Rainer, Franz. 2013. Can relational adjectives really express any relation? An onomasiological perspective. SKASE Journal of Theoretical Linguistics 10(1).

Štekauer, Pavol. 1998. An onomasiological theory of English word-formation. Amsterdam: Benjamins.

 

2nd Call for Papers:

 

The workshop is planned as a part of the 50th Annual Meeting of the Societas Linguistica Europea (SLE), which takes place in Zürich, 10-13 September 2017. We invite submissions of abstracts of 300 words (excluding references) outlining contributions to the workshop. Papers that highlight the permeability of the boundaries between compounding and syntax, and between compounding and derivation are especially welcome. These submissions should be emailed to the workshop organisers (stevepe@iln.uio.no and francesca.masini@unibo.it). After the organisers have decided which submissions will be accepted to the workshop, they will submit a workshop proposal with abstracts to the SLE organisers.

 

Important Dates:

 

6 November 2017: New deadline for submission of 300-word abstracts to the workshop organisers (stevepeiln.uio.no and francesca.masiniunibo.it)

25 November 2016: Notification of acceptance by the workshop organisers and submission of the workshop proposal to SLE

25 December 2016: Notification of acceptance of workshop proposals from SLE organisers to workshop organisers

15 January 2017: Submission of abstracts (taking into account any feedback from the reviewing procedure) for review by SLE

Date to be announced: Notification of acceptance of individual workshop contributions

10-13 September 2017: SLE conference

 

 

The full description of this workshop can be found at http://folk.uio.no/stevepe/WSproposal_SLE2017.pdf.

Indo-European morphology: Creation, culmination, decline

3 Nov

 

indoeuropean

 

 

 

Indo-European morphology: Creation, culmination, decline

Title Indo-European morphology: Creation, culmination, decline
Publication Type Book
Year of Publication 2016
Authors Adrados, Francisco Rodríguez
Tertiary Title Innsbrucker Beiträge zur Sprachwissenschaft
Volume Band 153
Publisher Institut für Sprachen und Literaturen der Universität Innsbruck Bereich Sprachwissenschaft
City Innsbruck
ISBN Number 978-3-85124-740-4