语言学课件 Chapter 10 language and Computer
语言学教程Chapter-10.-Language-and-Computer
10.3 corpus linguistics
area of example-based machine translation.
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10.2.3 MT quality
❖ Faults of MT ❖ 1. ❖ 2.
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10.2.4 MT and the internet
❖ The internet is demanding the translation of the real-time on-line messages (often colloquial) which MT can deal with.
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10.2.6 MT and Human translation
❖ The strong points of MT ❖ The strong points of Human translation ❖ MT is proper for…. ❖ Human translation is proper for….
❖ The further profound impact on MT by internet:
❖ 1. ❖ 2.
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10.2.5 speech translation
❖ Speech translation by MT is the most widely anticipated development in the new century.
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10.1.2 phases of CALL development
❖ Four phases ❖ Phase one ❖ Phase two ❖ Phase three ❖ Phase four
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10.1.3 technology
语言学 Chapter 10 Computational Linguistics
The planning of a corpus
Before the texts to be included in a corpus are collected, annotated, and analyzed, it is important to plan the construction of the corpus carefully: what size it will be, what types of texts will be included in it, and what population will be sampled to supply the texts that will comprise the corpus. Ultimately, decisions concerning the composition of a corpus will be determined by the planned uses of the corpus.
/
BNC
In planning the collection of texts for the BNC, a number of decisions were made beforehand:
1. Even though the corpus would contain both speech and writing, more writing would be collected than speech.
Corpus Linguistics
Corpus linguistics is an approach to investigating language structure and use through the analysis of large databases of real language examples stored on computer. In linguistics, a text corpus is a large and structured set of texts usually electronically stored and processed.
新编简明英语语言学教程 第二版 戴炜栋10 Language Acquisitionppt课件
The innatist view emphasizes more on children’s internal processing of the language items to be learnt. The environment functions as a stimulus that triggers and activates the pre-equipped UG to process the materials provided by the linguistic environment around the children. The interactionist view calls for the quality of the language samples available in the linguistic environment, only when the language is modified and adjusted to the level of children’s comprehension, do they process and internalize the language items.
An innatist view of language acquise innatist view of language acquisition, human beings are biologically programmed for language and that the language develops in the child just as other biological functions such as walking.
英语专业语言学课件Chapter_10_Language_acquisition (2)
Innate behaviors . . .
1. Maturationally controlled, emerging before they are critically needed 2. Do not appear as the result of a conscious decision. 3. Are relatively unaffected by direct teaching and intensive practice. 4. Follow a regular sequence of “milestones” in their development. 5. Generally observe a critical period for their acquisition
“Universal Grammar”
Humans then learn to specialize this “universal grammar” (UG) for the particulars of their language.
Wቤተ መጻሕፍቲ ባይዱrd order, syntactic rule preferences Phonetic and phonological constraints Lexicon Semantic interpretations Pragmatic ways to converse
Chapter 10 Language Acquisition
Brain-storming We are not born speaking! Language must be acquired. If we think of all that is entailed in knowing a language, it seems quite a challenge.
(完整word版)语言学教(胡壮麟版)英文目录
Chapter 1 Invitations to Linguistics1.1why Study Language1.2what Is Language1.3 Design Features Language1.3.1 Arbitrariness1.3.2 Duality1.3.3 Creativity1.3.4 Displacement1.4 Origin of Language1.5functions of Language1.5.1 Informantive1.5.2 Interpersonal Function1.5.3 Performative1.5. 4 Emotive Function1.5.5 Phatic Communion1.5.6 Recreational Function1.5.7 Metalingual Function1.6 What Is Linguistics?1.7 Main Branches of Linguistics1.7.1 Phonetics1.7.2 Phonology1.7.3 Morphology1.7.4 Syntax1.7.5 Semantics1.7.6 Pragmatics1.8 Macrolinguistics1.9 Important Distinction in Linguistics1.9.1 Descriptive Vs. Prescriptive1.9.2 Synchronic Vs. Diachronic1.9.3 Langue & Parole1.9.4 Competence and PerformanceChapter 2 Speech Sounds2.1 How Speech Sounds Are Made?2.1.1 Speech Organs2.1.2 The IPA2.2 consonants and Vowels2.2.1 Consonants2.2.2 V owels2.2.3 The Sounds of English2.3 From Phonetics to Phonology2.3.1 Coarticulation and Phonetic Transcription2.3.2 Phonemes2.3.3 Allophones2.4 Phonological Processes, Phonological Rules and Distinctive Features2.4.1 Assimilation2.4.2 Epenthesis, Rule Ordering, and the Elsewhere Condition2.4.3 Distinctive Features2.5 Suprasegmentals2.5.1 The Syllable Structure2.5.2 Stress2.5.3 Intonation2.5.4 ToneChapter 3 From Morpheme To Phrase3.1 What Is Morpheme3.1.1 Morpheme and Morphology3.1.2 Types of Morphemes3.1.3 Morphological Change and Allomorph 3.2 What Is Word?3.2.1Word and Lexical Items3.2.2 Classification of Words3.3 Word Formation (1): From Morpheme to Word3.3.1 The Inflectional Way of Formation3.3.2The Derivational Way of Formation 3.4 Word Formation (2): Lexical Change3.5 Word Group and PhraseChapter 4 From Word To Text4.1 Syntactic Relation4.1.1The Positional Relation4.1.2Relation of Substitubility4.1.3Relation of Co-Occurrence4.2 Grammatical Construction and Its Constituents4.2.1 Grammatical Construction4.2.1 Immediate Constituents4.2.3 Endocentric and Exocentric Constructions4.2.4 Coordination and Subordination4.3 Syntactic Function4.3.1Subject4.3.2Predicate4.3.3Object4.3.4The Relation between Classes and Functions 4.4 Category4.4.1 Number4.4.2 Gender4.4.3 Case4.4.4 Agreement4.5 Phrase,clause,sentence4.5.1 Phrase4.5.2 Clasue4.5.3 Sentence4.6 Recursiveness4.6.1Conjoining4.6.2 Embedding4.7 Beyond the Sentence4.7.1 Sentential Connection4.7.2 CohesionChapter5 meaning5.1 Meanings of MEANING5.2 The Referential Theory5.3 Sense Relations5.3.1 Synonymy5.3.2 Antonymy5.3.3 Hyponymy5.4 Componential Analysis5.5 Sentence Meaning5.5.1 An Integrated Theory5.5.2 Logical SemanticsChapter 6 Language and Cognition6.1 What Is Cognition?6.2 What Is Psycholinguistics?6.2.1 Language Acquisition6.2.2 Language Comprehension6.2.3 Language Production6.3 What Is Cognitive Linguistics?6.3.1 Construal and Construal Operations6.3.2 Categorization6.3.3 Image Schemas6.3.4 Metaphor6.3.5 Metonymy6.3.6 Blending TheoryChapter 7 Language, Culture and Society7.1 Language and Culture7.1. 1How Does Language Relate To Culture7.1.2 More about the Sapir-Whorf Hypothesis7.1.3 Case Studies7.1.4 To Which Extent Do We Need Culture in Our Linguistic Study7.1.5 Culture in Language Teaching Classroom7.2 Language and Society7.2.1 How Does Language Relate to Society7.2.2 A Situationally and Socially Variationist Perspective7.2.3 What Should We Know About Sociolinguistics?7.2.4 What Implications Can We Get From Sociolinguistics?7.3 Cross-Culture Communication7.3.1 What Should We Know All About Cross-Culture Communication?7.3.2 Case Studies7.4 SummaryThe Chapter 8 Language in Use8.1 Speech Act Theory8.1.2 Performatives and Constatives8.1.3 A Theory of Illocutionary Act 8.2 The Theory of Conversational Implicature8.2.1 The Cooperative Principle8.2.2 Violation of the Maxims8.2.3 Characteristics of Implicature 8.3 Post-Gricean Development8.3.1 Relevance Theory8.3.2 The Q- And R-Principles8.3.3 The Q-, I- And M-Principles9.2 Some General Features of the Literary Language9.2.1 Foregrounding and Grammatical Form9.2.2 Literal Language and Figurative Language 9.3 The Language in Poetry9.3.1 Sound Patterning9.3.2 Different Forms of Sound Patterning9.3.3 Stress and Metrical Patterning9.3.4 Conversational Forms of Metre and Sound9.3.5 The Poetic Functions of Sound and Metre9.3.6 How to Analyse Poetry9.4 The Language in Fiction9.4.1 Fictional Prose and Point Of View9.4.2 Speech and Thought Presentation9.4.3 Prose Style9.4.4 How to Analyse the Language of Fiction 9.5 The Language in Drama9.5.1 How Should We Analyse Drama9.5.2 Analysing Dramatic Language9.5.3 How to Analyse Dramatic Texts?9.6 The Cognitive Approach to Literature9.6.1 Theoretical Background9.6.2An Example of Cognitive Analysis10.1 Computer-Assisted Language Learning (CALL)10.1.1 CAI/CAL vs CALL10.1.2 Phases of CALL Development10.1.3 Technology10.2 Machine Translation10.2.1 History of Development10.2.2 Research Methods10.2.3 MT Quality10.2.4 MT and the Internet10.2.5 Speech Translation10.2.6 MT and Human Translation10.3 Corpus Linguistics10.3.1 Definition10.3.2 Criticism and Revival of Corpus Linguistics10.3.3 Concordance10.3.4 Text Encoding and Annotation10.3.5 The Roles and Corpus Data10.4 Computer Mediated Communication10.4.1 Mail and News10.4. 2 PowerPoint10.4.3 Blog10.4.4 Chatroom10.4.5 Emoticons and SmileysChapter 11 Linguistics and Foreign Language Teaching11.1 The Relation between Linguistics and Language Teaching 11.2 Linguistics and Language Learning11.2.1 Grammar and Language Learning11.2.3 Input and Language Learning11.2.4 Interlinguage in Language Learning11.3linguistics and Language Teaching11.3.1 The Discourse-Based View of Language Teaching11.3.2 The Universal Grammar and Language Teaching 11.4 Linguistics and Syllabus Design11.4.1 A Clarification of Terms: Syllabus and Curriculum11.4.2 Theoretical Views behind Syllabus Design11.4.3 Types of Syllabus11.4.4 Components of Syllabus11.4.5 Current Trends in Syllabus Design11.5 Contrastive Analysis and Error Analysis11.5.1 Contrastive Analysis (CA)11.5.2 Error Analysis (EA)11.6 Corpus Linguistics and Language Teaching11.6.1Types of Corpora11.6.2What Uses Can We Make Of Corpora?11.7 SummaryChapter 12 Theories and Schools of Modern Linguistics 12.0 Introduction12.1the Plague School12.1.1 Introduction12.1.2 Phonology and Phonological Oppositions12.1.3 Functional Sentence Perspective (FSP) 12.2 The London School12.2.1 Malinowski’s Theory12.2.2 Firth’s Theory12.2.3 Holliday and Systemic-Functional Grammar 12.3 American Structuralism12.3.1 Early Period: Boas and Sapir12.3.2 Bloomfield’s Theory12.3.3 Post-Bloomfieldian Linguistics12.4 Transformational-Generative Grammar12.4.1 The Innateness Hypothesis12.4.2 What Is Generative Grammar12.4.3 The Classical Theory12.4.4 The Standard Theory12.4.5 The Extended Standard Theory12.4.6 The Government and Binding Theory12.4.7 The Minimalist Theory And After12.4.8 Chomsky’s Fundamental Contribution12.5 Revisionist or Rebels12.5.1 Case Grammar12.5.2 Generative Semantics。
胡壮麟 第十章 语言学教程ppt课件
Criticisms and the revival of corpus linguistics
Chomsky changed the direction of linguistics away from empiricism to rationalism.
(c) He lends Tony books.
(d) He owes Tony books.
How can ungrammatical utterances be distinguished from ones that haven’t occurred? If the corpus does not contain sentence (a), how do we conclude that it is ungrammatical while the rest of the sentences are grammatical?
1. the corpus could never be a useful tool for the linguist, as the linguist must seek to model language competence rather than performance.
2. the only way to account for a grammar of a language is y description of its rules, rather than by enumeration of its sentences. It is the syntactic rules that are finite.
There are also problems of practicality with corpus linguistics.
语言学Chapter 10
CAL CAI CALL
• What is called CAL CAI CALL • CAL----computer assisted learning(计算机 辅助学习) • CAI----computer assisted instruction（计算 机辅助教学） • CALL----computer assisted language learning（计算机辅助语言学习）
Chapter 10 Language and computer
English education major class2 Name :Wu Haizhu
The role of computer in language
• With the popularization of the computer ,nowadays more and more language has been computerized • In this chapter we are going to acquire a new branch of linguistics---Computational Linguistics(计算机语言学)
Thank you
• • • • • • • • • •
11、哪里跌倒，哪里爬起……老是在那里跌倒，我怀疑那里有个坑！ 、哪里跌倒，哪里爬起 老是在那里跌倒， 老是在那里跌倒 我怀疑那里有个坑！ 12、在海边不要讲笑话，会引起“海笑”的。 、在海边不要讲笑话，会引起“海笑” 13、天气冷得像个笑话，日子过得像句废话。 、天气冷得像个笑话，日子过得像句废话。 14、别用你的脾气来挑战我的个性，那会让你们死得很有节奏感！ 、别用你的脾气来挑战我的个性，那会让你们死得很有节奏感！ 15、坏人需要实力，败类更需要品位。 、坏人需要实力，败类更需要品位。 16、本是打算搜狗，结果看到猫扑。 、本是打算搜狗，结果看到猫扑。 17、唉～这人要一没正形，连头痛都是偏的。 、 这人要一没正形，连头痛都是偏的。 18、混社会是个体力活儿，讲究四门功课：闪转腾挪。 、混社会是个体力活儿，讲究四门功课：闪转腾挪。 19、我这人不太懂音乐，所以时而不靠谱，时而不着调。 、我这人不太懂音乐，所以时而不靠谱，时而不着调。 20、我一直在希望的田野上奔跑，虽然也偶尔被失望绊倒。 、我一直在希望的田野上奔跑，虽然也偶尔被失望绊倒。
自考英语语言学Chapter_10_Language_Acquisition
Chapter 10 Language Acquisition语言习得一、本章纲要二、本章重点Language acquisition is concerned with language development in humans. In general, language acquisition refers to children’s development of their first language, that is, the native language of the community in which a child has been brought up. The development of a first or native language (L1)is called first language acquisition (FLA), and then second language acquisition (SLA). L1 and L2 development do not seem to involve identical processes. 语言习得关注的是人类语言能力发展。
语言习得一般指儿童母语的发展。
有些孩子除了习得母语外，还要继续习得第二语言或外国语。
习得母语或第一语言称为第一语言习得，除了母语再习得另一门语言或外语称为第二语言习得。
The study of language acquisition enables linguists, psychologists and applied linguists to better understand the nature of human language and developmental processes of language acquisition.1.First language acquisition第一语言习得Whatever their culture, all normal human beings acquire their native language at a given time of life and in an appropriate linguistic environment that provides sufficient language exposure.(2004, 2007, 判断) It is an established understanding among linguists that the capacity to acquire one’s first language is a fundamental human trait that all human beings are equally well possessed with.No one is more successful than others in acquiring a first language. Children follow a similar acquisition schedule of predictable stages along the route of language development across cultures, though there is an idiosyntactic variation in the amount of time that takes individuals to master different aspects of the grammar. 儿童在习得母语时虽然会有个性差异，但是正常儿童只要有正常的交际环境和正常的母语输入都可以成功地习得母语，他们习得母语的过程也非常相似。
语言学教程Chapter-10.-Language-and-ComputerPPT课件
It has not made much progress since its birth.
The stages it has gone through: (1) The independent work by MT
researchers (2) Why the drawbacks of MT in early days? (2) Towards good quality output (3) The development of translation tools
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10.4 computer mediated communication
❖ Mail ❖ News ❖ Power point ❖ Blog ❖ Chartroom ❖ Emoticons ❖ Smileys
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10.4.1 Mail and News
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10.4.2 powerpoint
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10.2 machine translation
❖ The definition ❖ The two types of it ❖ People examine it philosophically,
religiously, politically, economically.
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10.2.1 history of development
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(2) Research by MT researchers
❖ 1. the transfer approach ❖ 2. the interlingual approach ❖ 3. the knowledge-based approach ❖a ❖b ❖c
胡壮麟语言学教程修订版课堂笔记和讲义精选Chapter10
Chapter 10 Language and ComputerWhat is computational linguistics?Computational linguistics is a branch of applied linguistics, dealing with computer processing of human language.(1) It includes the analysis of language data so as to establish the order in which learnersacquire various grammatical rules or the frequency of occurrence of some particularitem.(2) It includes electronic production of artificial speech and the automatic recognition ofhuman speech.(3) It includes research on automatic translation between natural languages.(4) It also includes text processing and communication between people and computers. 10.1 Computer-assisted language learning (CALL)10.1.1 CAL / CAI vs. CALLCAI (Computer-assisted instruction) means the use of a computer in a teaching program. CAL (Computer-assisted learning) refers to the use of a computer in teachingand learning and in order to help achieve educational objectives. CAI aims at seeingeducational problems on the part of the teacher, whereas CAL emphasizes the use of acomputer in both teaching and learning. CALL (Computer-assisted language learning)means the use of a computer in the teaching or learning of a second or foreign language.If CAI or CAL deals with teaching and learning problems in general, CALL deals withlanguage teaching and learning in particular.10.1.2 Phases of CALL development (4 periods)1. During this period, computers were large mainframe machines kept inresearch institutions.2. Small computers appeared and cost cheaper than before, which made ageneration of programs possible.3. The learning was not so much supplied by the language of the text itself as bythe cognitive problem-solving techniques and the interaction between studentsin the group.4. Instead of writing specific programs for language teaching, word-processinghas adapted to language teaching by enabling students to compose and try ourtheir writings in a non-permanent form.10.1.3 Technology1. Customizing, template, and authoring programs.2. Computer networks.3. Compact disk technology4. Digitized sound.10.2 Machine translation (MT)10.2.1 History of development1. The independent work by MT researchers2. Towards good quality output3. The development of translate tools10.2.2 Research methods1. Linguistic approach2. The practical approaches(1) The transfer approach(2) The inter-lingual approach(3) Knowledge-based approach10.2.3 MT Quality10.2.4 MT and the Internet10.2.5 Spoken language translation10.2.6 MT and human translationAt the beginning of the new century, it is apparent that MT and human translation can and will co-exist in relative harmony. Those skills which the human translators cancontribute will always be in demand.(1) When translation has to be of “publishable” quality, both human translation andMT have their roles. MT plays an important part in large scale and rapid translation ofboring technical documentation, highly repetitive software localization manuals, andmany other situations where the costs of human translation are much higher than theones of MT. By contrast, the human translators are and will remain unrivalled fornon-repetitive linguistically sophisticated texts (e.g. in literature and law), and even forone-off texts in specific highly-specialized technical subjects.(2) For the translation of texts where the quality of output is much less important,MT is often an ideal solution.(3) For the one-to-one interchange of information, there will probably always be arole for the human translators. But for the translation of personal letters, MT systemsare likely to be increasingly used; and, for electronic mail and for the extraction ofinformation from web pages and computer-based information services, MT is the onlyfeasible solution.(4) As for spoken translation, there must surely always be a market for the humantranslators. But MT systems are opening up new areas where human translation hasnever featured: the production of draft versions for authors writing in a foreign language,who need assistance in the translation of information from databases; and no doubt,more such new applications will appear in the future as the global communicationnetworks expand and as the realistic usuality of MT becomes familiar to a wider public.10.3 Corpus linguistics10.3.1 Definition1. Corpus (pl. corpora): A collection of linguistic data, either compiled as writtentexts or as a transcription of recorded speech. The main purpose of a corpus isto verify a hypothesis about language –for example, to determine how theusage of a particular sound, word, or syntactic construction varies.2. Corpus linguistics: Corpus linguistics deals with the principles and practice ofusing corpora in language study. A computer corpus is a large body ofmachine-readable texts.10.3.2 Criticisms and the revival of corpus linguistics10.3.3 Concordance10.3.4 Text encoding and annotation1. It should be possible to remove the annotation from an annotated corpus inorder to revert to the raw corpus.2. It should be possible to extract the annotation by themselves from the text.3. The annotation scheme should be based on guidelines which are available tothe end user.4. It should be made clear how and by whom the annotation was carried out.5. The end user should be made aware that the corpus annotation is not infallible,but simply a potentially useful tool.6. Annotation schemes should be based as far as possible on widely agreed andtheory-neutral principles.7. No annotation scheme has a priori right to be considered as a standard.10.3.5 The roles of corpus data1. Speech research2. Lexical studies3. Semantics4. Sociolinguistics5. Psycholinguistics10.4 Information retrieval (IR)10.4.1 Scope defined10.4.2 An information retrieval system10.4.3 Three main areas of research1. Content analysis2. Information structure3. Evaluation10.5 Mail and news。
胡壮麟语言学课件
2. What is this course about?Chapter 1 Invitations to LinguisticsChapter 2 Speech SoundsChapter 3 LexiconChapter 4 SyntaxChapter 5 MeaningChapter 6 Language and cognitionChapter 7 Language, Culture, and SocietyChapter 8 Language in useChapter 9 language and literatureChapter 10 language and computerChapter 11 linguistics and foreign language teachingChapter 12 Theories and schools of modern linguistics1. languageDefinitionFeaturesFunctions1) Definition:Sapir, 1921: Language is a purely human and non-instinctive method of communicating ideas, emotions and desires by means of voluntarily produced symbols.(语言是纯粹人为的、非本能的、用任意制造出来的符号系统来传达观念、情绪和欲望的方法。
）Hall, 1968: Language is "the institution whereby humans communicate and interact with each other by means of habitually used oral-auditory arbitrary symbols." （语言是人们通过惯用的任意性的口头-听觉符号进行交际和互动的惯例。
语言学概论第十章Language Acquisition课件
名字。。。。。。
学习交流PPT
1
Definition:
• Language acquisition----refers to the child’s acquisition of his mother tongue, i.e. how the child comes to understand and speak the language of his community.
it refers to first language not second languaT
2
• Children all over the world learn to speak at about the same time unless they suffer from extreme external deficiency.
• Traditional behaviorists view language as behavior and believe that language learning is simply a matter of imitation and habit formation.
Imitation Recognition Reinforcement
Behaviorist view
Innatist view
Three main different theories concerning how
language is learned
学习交流PPT
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the behaviorist（行为主义论）
• proposed by B.F.Skinners(斯 金纳)
语言学概论
Chapter 1Invitation to Linguisticsnguage (语言) (p.2): A systematic system of meaningful symbols used for human communication, e.g. Chinese, English, Russian, etc..2.Design features of language (语言的区别性特征) (p.3): Features that distinguish human language from animal communication.○1Arbitrariness of language(任意性):The arbitrariness of language refers to the fact that the forms of linguistic signs generally bear no natural relationship to the meanings they carry (p.4).○2Duality of language(二重性):: The duality of language refers to the fact that human language has two levels of structures.○3Creativity of language (创造性): Because of its duality and recursiveness, language is resourceful and is capable of producing various and numerous expressions. (p.7) ○4Displacement of language (移位性): Human languages enable their users to symbolize objects, events and concepts which are not present in time and space at the moment of communication. (p.7)3.Functions of language: ○1informative信息功能○2interpersonal function人际功能○3 performative施为功能○4emotive function感情功能○5phatic communion寒暄功能○6 recreational function娱乐功能○7metalingual function元语言功能4.Branches of linguistics (语言学分支) (p.15): Different fields/areas of linguistic study Phonetics语音学, phonology音系学，morphology形态学, syntax句法学，semantics 语义学，pragmatic语用学5.Interdisciplinary fields of linguistics (跨学科语言学) (p.18): Fields of linguistic studies that are related to other sciences, incl. psycholinguistics, sociolinguistics, etc.6.Major distinctions in linguistics (语言学中的相对概念) (p.20): Contrastive pairs of linguistic concepts, e.g. prescriptive grammar vs. descriptive grammar, language competence vs. language performance, etcChapter 2Speech Sounds1.The IPA (国际音标) (p.28): A system of symbols designed to represent sounds of various languages, esp. vowels and consonants.2.Consonants and vowels(辅音和元音) (p.29): Sounds that are obstructed when pronounced are consonants, e.g. /p/, /f/; those that are not are vowels, e.g. /i:/, /e/, etc.3.Phoneme and allophone (音位与音位变体) (p.38): A phoneme is a group of sounds that sound similar and are in complementary distribution, e.g. /t/. /s/, etc.; the different members of a phoneme are called allophones, e.g. the different pronunciations of /t/ at different positions of syllables in words: too /tu:/, put /put/ and stick /stik/.4.Distinctive features (of phonemes) (音位的区别性特征) (p.45): Features that can distinguish a phoneme from other phonemes, e.g. the consonants /s/ and /z/ are distinguished by the feature of + or – voice.5.Phonological process (音变过程/类型) (p.41): A process in which the pronunciation of phonemes/sounds changes because of the impact of otheradjacent/immediate phonemes/sounds, incl. assimilation (同化), epenthesis (增音), etc.6.Suprasegmental (超切分音位) (p.47): A Phonological unit that usually spreads over more than one phoneme, incl. syllable, stress, intonation, tone, rhythm, etc Chapter 3From Morpheme to Phrase1.Morpheme and allomorph (词位/词素/语素与词位变体) (p.52): The morpheme is the smallest unit of meaning in a language which often has variants called allomorphs (changed forms, not the meaning), e.g. the negative morpheme {in-} consists of such allomorphs as im-, il-, ir-, etc.2.Free morpheme and bound morpheme (自由词位与粘着性词位) (p.53): A morpheme that can be used freely as a word is a free morpheme while one that can not and has to be combined with at least one other morpheme is a bound morpheme, e.g. “hat” and “the” are free morphemes while “pre-” and “-ed” are bound morphemes.3.Word root, word base and affix (词根, 词基与词缀) (p.53):4.Word (词) (p.57): A morpheme or a combination of morphemes that can be used freely in a language, e.g. “school”5.Inflection (屈折变化) (p.61): The process in which an inflectional affix (indicating number, tense, etc.) is added to a word stem, e.g. when “-ing” is added to the verb “beat” to create continuous tense: beating.6.The word-formation process of derivation (派生) is not included as inflection, and the affixes used in this process are called “derivational affixes”.7.Major processes of word-formation (主要构词法) (p.61):Derivation (派生法), Compounding (合成法), Conversion (class shift) (词性转换法).Chapter 4: From Word to Text1.Syntactic relations (句法关系): ○1positional relation位置关系○2Substitutability可替代性关系refers to the relation between a word/phrase in a phrase/sentence and another word/phrase that can replace it without affecting the grammatical structure, e.g. the noun “building” can be used to replace the noun “forest” in the phrase “get out of the forest” without affecting the grammatical structure of the phrase.○3Co-occurrence同现关系refers to the relation between the words/phrases in a phrase/sentence, e.g. the relation between the words in the phrase “leave Guangzhou for Zhuhai”.2.Immediate constituents (直接成分) (p.76): Linguistic units that join and make up a higher unit (as related to the higher unit), e.g. the two parts “Mary” and “arrived on time” are immediate constituents of the sentence “Mary arrived on time”.3.Endocentric and exocentric constructions (向心结构与离心结构) (p.78)4. Grammatical category (语法范畴)(p.85): A feature or features that can distinguish one class of linguistic units from another, incl. number, gender, case, tense, voice, mood, comparative degree, etc.5. Recursiveness of language (递归性) (p.90): A creative feature of language that enables human to make an expression as long as needed by means of conjoining,embedding, subordination, etc. (Refer to creativity—a design feature)Chapter 5 MeaningMajor difference between sense and reference (p.97):(1)Sense (意义): abstract properties of an entity实体.Eg.猫(2)Reference (所指): a (non-linguistic) entity it refers to (in the real world). Eg.我家的白猫注：Functional words (虚词) usually have sense but not reference because they don’t refer to any entity in the real world.Sense relations (语义关系) and lexical meanings of words1.Sense relations (语义关系) (p.97):Sense relations refer to the relations between the senses of words in a language, including synonymy同义关系, antonymy反义关系, hyponymy上下义关系, etc.ponential analysis (语义成分分析法) (p.102): A method/theory applied to the analysis of the meanings/sensesof words in a language.3.Logical semantics (逻辑语义学) (p.108): A method/theory which applies the theory of logic to the analysis of the meanings of linguistic expressions at various levels in a language.Chapter 6Language and Cognition语言与认知1.Psycholinguistics (心理语言学) (p.117): The study of the psychological aspect of language, including the acquisition *ˌækwɪˈzɪʃn]习得, comprehension理解and production of language语言的生成.2.Cognitive [ˈkɒgnətɪv] linguistics (认知语言学) (p.129): The school of linguistics that aims at understanding language creation, learning, and usage as best explained by reference to human cognition in general.3.Construal[kən'stru:əl] and construal operations (识解与识解过程) (p.130): Construal refers to the ways people structure their experiences through language; we can interpret these ways through construal operations, including Attention / Salience (突显), Judgment / Comparison (比较), Perspective / Situatedness (位置), and Constitution / Gestalt (完形).4.Categorization*ˌkætəɡəraɪ'zeɪʃn] (范畴化) (p.132): The process of classifying our experiences into different kinds based on their commonalities共性and differences, including 3 basic levels: Basic (基本范畴), Superordinate (上位范畴) and Subordinate (下属范畴).5.Image schemas (意象图式) (p.134): A recurring, dynamic pre-conceptual pattern of the activities in the mind (our perceptual interactions and motor programs (运动程式) that gives coherence and structure to our experience, including Center-periphery schema (中心-边缘), containment schema (容器), cycle schema (循环), etc.通过感知相互作用以及动觉程序获得的对事物经验给以连贯和结构的反复出现的动态模式。
Chapter 10 Language and Computer 计算机语言学
Chapter 10 Language and ComputerQuestions for discussion:1.In what ways can computer facilitate our language learning?2.To what extent do you rely on computer in your English learning?10.1 Computational Linguistics10.1.1 Definition: a branch of applied linguistics, dealing with computer processingof human language. (p226)★10.1.2 Related subjects: (p226)Pragrammed instruction 编序教学法、程式化教学Speech synthesis 言语合成Automatic recognition of human speechAutomatic translation of naturual languagesCommunication between people and computersText processing, etc.10.2 CALL 计算机辅助语言学习10.2.1 CAI, CAL, CALL (p226)★CAI: C omputer-a ssisted I nstructionCAL: C omputer-a ssisted L earningCALL: C omputer-a ssisted L anguage L earning10.2.2 Phases of CALL①(p228)◆There are mainly four phases of CALL development:Phase 1: large computers, traditional grammar teaching, limited accessPhase 2: portable computers, student-oriented, massive usePhase 3: computer as a trigger for interactionPhase 4: mutimedia, more active role of studentsWarschauer (1996) and Warschauer & Healey (1998) took a different approach, identifying three phases of CALL, classified according to their underlying pedagogical and methodological approaches:Behavioristic CALL: computer as tutorCommunicative CALL: computer as stimulusIntegrative CALL: multimedia and the InternetQuestions for discussion:1. The impact of computer on the roles of the teacher and students?10.2.3 Types of CALL programs②①CALL: an Introduction. Mark Warschauer. /en/warschauer.htmDavies & Higgins (1985):∙Gap-filling exercises: GapKit (Camsoft), Gapmaster (Wida)∙Multiple-choice exercises: Choicemaster (Wida)∙Free-format exercises: CLEF (Camsoft), Testmaster (Wida)∙Tutorial programs: CLEF (Camsoft)∙Re-ordering: Word Sequencing (ESM and Camsoft), Textsalad (Camsoft) ∙Simulations: Granville (Cambridge University Press), Montevidisco interactive videodisc (v. Schneider & Bennion 1984)∙Text mazes (also known as action mazes): Mazes (NCCALL, adapted from Berer & Rinvolucri 1981)∙Adventures: French on the Run (Gabriel Jacobs, Silversoft)∙Games: Vocab (Wida)∙Cloze: Clozewrite (Camsoft), Clozemaster (Wida)∙Text manipulation: Fun with Texts (Camsoft), Storyboard (Wida)∙Exploratory programs: S-Ending (v. Higgins & Johns 1984:71ff.)∙Writing – word-processingJones & Fortescue (1987):∙Grammar: Matchmaster, Choicemaster, Testmaster (Wida)∙V ocabulary: Vocab (Wida)∙Reading skills: Storyboard (Wida)∙Authoring programs: the Wida series (now known as The Authoring Suite) ∙Writing – word-processing∙Oral skills – using simulations and adventures as a stimulus: London Adventure (Cambridge University Press) & Y ellow River Kingdom ∙Listening skills: Getting the Message interactive videodisc (Glyn Jones, Eurocentres)∙Information source: Wordstore (Wida)∙Discovery and exploration: Loan (v. Higgins & Johns 1984:73f.)Higgins (1993):∙Customizing, template, and authoring rograms∙Computer networks∙Compact disk technology∙Digitized sound∙USBQuestions for discussion:1. Any other ways to classify CALL programs or applications?Computer as tutor, stimulus, tool,10.2.4 Advantages and Problems③AdvantagesMotivation, adapting learning to the student, authenticity, critical thinking skills②Introduction to CALL. ICT4LT Module 1.4, /en/en_mod1-4.htm③CALL. Wikipedia. /wiki/Computer-assisted_language_learningProblemsLimitations of the technology: ability (human-like interaction), availability (cost), teacher expectation and reluctance.10.3 Machine Translation10.3.1 Introduction (p230)★Definition: the use of machine (usually computers) to translate text (or speech) from one natural language to another.Types: Unassisted MT and Assisted MT;T2T MT, S2S MT, S2T MT, T2S MT10.3.2 History of development (p233)1950s: independent work by MT researchers, dictionary-based, word-for-word translation, low-quality results1960s: hope for good quality, due to (i) computer development and (ii) syntactic analysisSince 1970s: computer-based tools for translators, operational MT systems involving human assistance, and ‘pure’ theoretical research towards the improvement of MT methods.10.3.3 Research methods④◆Rule-based: Transfer-based, interlingual, dictionary-basedKnowledge-based: semantic, pragamatic, and real-world knowledgeCorpus-based: statistical, example-based10.3.4 Advantages and ProblemsAdvantages: cost-effective, time-savingProblems: output quality hard to ensure (reasons?)Questions for discussion:1. How to improve the output quality of MT?2.What is the impact of the Internet on MT?3.When is MT the the better choice compared to human translation?10.4 Corpus Linguistics⑤10.4.1 Definition (p238)★Corpus: (plural corpora or corpuses) a collection of linguistic data, either compiled as written texts or as transcription of recorded speech.Corpus linguistics deals with the principles and practice of using corpora in④Machine Translation. Wikipedia. /wiki/Machine_translation⑤Corpus Linguistics. McEnery T, Wilson A. /fss/courses/ling/corpus/contents.htmlanguage study.10.4.2 Features of the corpusIn principle, any collection of more than one text can be called a corpus. But the term in modern linguistics has more specific connotations.representativenessFinite sizeMachine-readable formA standard reference10.4.3 Types of the corpus (p273)In terms of function, there are four common types of corpora:General corpora: broadly homogeneousSpecialized corpora: for specific purposesSample corpora: genre-basedMonitor corpora: gegantic, ever moving store10.4.4 Concordance – the use of corpora in language learning (p239, p274)The corpus can be used toSearch for a particular word, sequence of words or even a part of speech in a text; Retrieve all examples of a particular word;Compare the different usages of the same word;Analysing keywords;Analyse word frequencies;Find and analyse phrases and idioms;Create indexes and word lists, etc.10.4.5 The role of corpora in language study (p241)Speech research: a broad sample for generalization and variation, naturalistic speech to reflect real-life language, and annotated for large-scale quantitative analyses.Lexical studies: complete and precise definitions and usage of words and phrases. Grammar: The potential for the representative quantification of a whole language variety. Their role as empirical data for the testing of hypotheses derived from grammatical theory.Semantics: an empirical objective indicator of a particular semantic distinction, establishing more firmly the notions of fuzzy categories and gradiencePragmatics: small research due to contextSociolinguistics: little research, e.g. lexical studies in language and genderStylistics: genre and styleLanguage Teaching: teaching materials, linguistics, CALLHistorical Linguistics: H linguistics can be seen as a species of corpus linguistics Dialectology: a valuable source of comparison between language varieties as well as for the description of those varieties themselves.Psycholinguistics: concrete and reliable information about frequency, occurence of speech errors, language pathologiesCultural Studies: e.g. words in the domains of crime and the military【10.5 Computer Mediated Communication(p243) (for discussion)】Category: Text-based CMC and Human to human CMCMeans: mail and news, ppt, blog, chatroom, emoticons or smileys, etc.(The end of Chapter10)。
英语语言学课件Chapter 10 Syntax
Labeled Tree Diagrams
Tree diagram representation contains all the grammatical information found in the other analysies, but also shows more explicitly the fact that there are different levels in the analysis. Examples Page 105
Deep Structure
An abstract level of structural organization in which all the elements determining structural interpretation are represented ‘underlying level’: basic components shared by the two sentences Charlie broke the window. The window was broken by Charlie.
Symbols used in Syntactic Description
Arrow: ‘consists of’ Parentheses: ( ) optional constituent inside Braces (curly brackets): { } only one of the elements enclosed withinthe brackets must be selected Complete list of symbols on Page 105
Syntax
Structure and ordering of components within a sentence of a L Syntax came originally from Greek, ‘a setting out together or arrangement’
胡壮麟《语言学教程》笔记第10-11章
Chapter 10 Language and Computer1. 计算机语言学计算机语言学可以看作是应用语言学的分支，即通过计算机处理人类语言。
计算机语言包括：对语言数据的分析，建立一个序列，通过它，语言学习者可以获得各种语法规律或某一特定词项的出现频率；人工语言的电子生成和人类语言的自动识别；它也包括不同自然语言之间的自动翻译和语篇处理；人与计算机的交流。
2. CAI, CAL & CALL2.1. CAI：计算机辅助教学，就是在教学过程中使用计算机。
2.2. CAL：计算机辅助学习，强调在教和学两方面使用计算机，通过学生自己的推理和和实践，帮助学习者达到教学目标。
2.3. CALL：计算机辅助语言学习，如果说CAI,和CAL是处理一般的教和学，那么CALL是用来处理语言教学的。
它特别是指将计算机运用到第二语言或外语的教学中去。
3. 机器翻译&人工翻译3.1. 定义机器翻译是指使用机器将语篇从一种自然语言翻译至另一种自然语言。
机器翻译可分为两类：不需要辅助的和需要辅助的。
3.2. 机器翻译&人工翻译在新世纪之初，很明显，机器翻译和人工翻译能够且将会相对协调地同时存在。
我们仍旧需要那些人工翻译者所作出的贡献。
当翻译不得不讲究“可发行”质量时，机器翻译和人工翻译都具有各自的作用。
对语篇翻译来说，在对输出的质量要求不高的地方，机器翻译是一种理想的解决方法。
对信息的一对一交换而言，人工翻译家可能总是会有作用的。
至于口语翻译，一定会是人工翻译者的市场。
4. 计算机语料库4.1. 语料库(corpus)A collection of linguistic data, either compiled as written texts or as a transcription of recorded speech. The main purpose of a corpus is to verify a hypothesis about language--- for example, to determine how the application of a particular sound, word, or syntactic construction varies.语料库是一个语言数据的集合，可以有书面文本构成，也可以由录音言语的转写本构成。
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In the late 1970s and early 1980s, behavioristic CALL was undermined by two important factors. First, behavioristic approaches to language learning had been rejected at both the theoretical and the pedagogical level. Secondly, the introduction of the microcomputer allowed a whole new range of possibilities. The stage was set for a new phase of CALL.
Three phases of CALL: Behavioristic CALL Communicative CALL Integrative CALL
1.1 Behavioristic CALL
Conceived in the 1950s and implemented in the 1960s and ’70s. Based on the then dominant behaviorist theories of learning--repetitive language drills (drill and practice). The courseware is based on the model of computer as tutor, a vehicle for delivering instructional materials to the student.
Based on these notions, a number of CALL tutoring systems were developed for the mainframe computers which were used at that time. One of the most sophisticated of these was the PLATO system, which ran on its own special PLATO hardware, including central computers and terminals. The PLATO system included vocabulary drills, brief grammar explanations and drills, and translations tests at various intervals.
Chapter Ten Language and the Computer
1. CAI, CAL & CALL
CAI: computer-assisted instruction CAL: computer-assisted learning CALL: computer-assisted language learning
The rationale
Repeated exposure to the same material is beneficial or even essential to learning. A computer is ideal for carrying out repeated drills, since the machine does not get bored with presenting the same material and since it can provide immediate non-judgmental feedback. A computer can present such material on an individualized basis, allowing students to proceed at their own pace and freeing up class time for other activities.
1.2 Communicative CALL
Based on the communicative approach to LT which became prominent in the 1970s and 80s. Proponents of this approach felt that the drill and practice programs of the previous decade did not allow enough authentic communication to be of much value.
avoids telling students they are wrong and is flexible to a variety of student responses; uses the target language exclusively and creates an environment in which using the target language feels natural, both on and off the screen; and will never try to do anything that a book can do just as well.
Premises for Communicative CALL
using forms rather than on the forms themselves; teaches grammar implicitly rather than explicitly; allows and encourages students to generate original utterances rather than just manipulate prefabricated language; does not judge and evaluate everything the students nor reward them with congratulatory messages, lights, or bells;