Types Of Nouns Research Articles

Observations on non-possessive usages of personal markers (possessive suffixes) in Nganasan

This paper aims at a systematic overview of the non-possessive usages of possessive (relational) suffixes in Nganasan. In the analyzed corpus, the non-anchoring usage types of the 3rd person suffix (including the direct anaphoric and situational usages), are less frequent than relational usages. The distribution of the suffixes suggests that in traditional narratives, the primary topic of the discourse tends to be marked with a deictic (2nd person) and the secondary topic with an anaphoric (3rd person) suffix. The language data also show that in Nganasan, the concept of semantic uniqueness does not suffice to explain the occurrence of the 3rd person suffix as definiteness marker, the topical status of the referent being decisive. Furthermore, predicting the (possessive vs. non-possessive) reading of the relational suffix solely by the conceptual type of the host noun is in case of some lexemes impossible and therefore, contextual information gains crucial importance.

Types of Proverbs and Complement-taking Nouns

Types of Proverbs and Complement-taking Nouns

Semantic approaches to the study of denominal parasynthetic verbs in Spanish

This paper puts forward an analysis of Spanish denominal parasynthetic verbs based on the assumption that these formations express an event of change (either of state or of location), and that their meaning depends on three elements: the type of noun they incorporate, the directionality encoded by the prefix, and the kind of internal argument they select. In order to carry out such an analysis, two semantic theories of lexical decomposition have been used: Jackendoff’s (1983, 1990) model of Conceptual Semantics and Pustejovsky’s (1995) theory of the Generative Lexicon. The first model allows us to classify the verbs under study from the standpoint of their lexical-conceptual structure, which makes evident the structural parallelisms existing in their meaning. On the other hand, the model developed by Pustejovsky gives us the opportunity to explore some additional aspects related to the compositional meaning of these formations, enabling us to demonstrate the relevance of the internal argument in relation to the (regular and irregular) polysemy of these constructions.

Nominal stance construction in L1 and L2 students' writing

The study of stance and how academic writers convey an attitude to their material and readers has become an important area of teaching research in EAP in recent years (Hyland & Guinda, 2012). A relatively neglected means of stance expression, however, has been the Noun Complement structure. This study examines this structure as a nominal stance construction which is associated with students' advanced academic literacy. Through a corpus-based contrastive interlanguage analysis, this study compares the use of this stance construction in argumentative essays of 366 Chinese university students (L2) with those of 82 American students (L1) of similar age and educational level. Results show that the L2 students use significantly fewer instances of this construction especially in the event, discourse and cognition types of stance nouns, which are bound up with the generic conventions of argumentative essays. But they show a propensity to invest personal affect by pre-modifying the stance nouns with attitudinal adjectives and first-person possessives. The paper discusses a number of issues raised by the research and makes pedagogical suggestions for EAP writing instruction.

Type-noun binominals in four Romance languages

Binominal constructions with originally taxonomic nouns such English sort, kind and type show a great variety of weakly grammaticalized uses. The aim of this paper is to establish a classification of the different subtypes of these binominals in French, Italian, Portuguese and Spanish on the basis of C-ORAL-ROM, a comparative Romance corpus of oral data and other corpora, and to try and explain the links between the different construction types. The syntax and semantics of these binominals in four genetically related languages show that approximator uses of type nouns which are cognates of species are the most strongly grammaticalized binominals, although less grammaticalized than the English equivalents sort and kind. Other functions such as postdeterminer uses rather tend to be expressed by the cognates of type, much more recent taxonomic nouns. These functions arise very easily due to the ambiguity of type-noun constructions between type and instance readings.

Derived emergence of WH question–answers in children with autism

Children with autism spectrum disorder often struggle to respond to conversational questions involving words such as “who,” “what,” and “where.” One reason for this may be that answering these types of questions requires a repertoire of relational responding in which the individual must select an answer based on the class memberships of stimuli found in the question. For example, answering the question, “Who do you see at the hospital?” requires identifying a potential response that is in coordination with both “who” and “hospital,” e.g., a doctor. The present study sought to examine this premise by providing training designed to promote relational responding to community associations, associations of noun types, and associations between wh- words and noun types. Three participants diagnosed with autism, between the ages of 10 and 12, were exposed to a multi-phase relational training sequence designed to establish equivalence class membership between community helper stimuli, noun-class stimuli, and wh- word relations using protocols from the PEAK Relational Training System (Dixon, 2015. PEAK relational training system: Equivalence module. Shawnee Scientific Press: Carbondale, IL; Dixon, in press. PEAK relational training system: Transformation module. Shawnee Scientific Press: Carbondale, IL). A concurrent multiple baseline across skills and participants design was used to evaluate the functional relationship between the establishment of these relations and the emergence of correct responding to wh- questions. Results indicated that for two of the three participants, mastery of these relations was functionally related to the emergence of accurate responding to untrained intraverbal wh- questions.

Ways of asserting. English assertive nouns between linguistics and the philosophy of language

This paper focuses on the relationship between illocutions and the lexicon, in particular, illocutions and illocutionary nouns in their function of shell nouns. Theoretical insights from cognitive linguistics, supplemented by an empirical–conceptual approach to verbal communication, are used as a frame of reference. They share the idea that, though conceptualization does not lend itself to direct observation, it can be studied indirectly via language as there is a close relationship between linguistic and conceptual structure. In this vein, the semantics–pragmatics of illocutionary shell nouns is relevant to an understanding of illocutions and their categorization.This study singles out one type of illocutionary noun: assertive nouns, i.e. nouns that name assertive speech acts (e.g., assertion, allegation, argument, claim, etc.), and presents a corpus-based study of them. It approaches assertive nouns by analyzing their behavioral profile, i.e. the complementation patterns they occur with, as they emerge in their occurrence in reporting or denoting and, in so doing, in characterizing specific discourse situation speakers’ utterance acts as acts of F-ing.The methodology used involves descriptive as well as exploratory statistics. As for descriptive statistics, reliance scores are calculated and a chi-square test added. As for exploratory statistics, a hierarchical cluster analysis is applied to the data. Results show that (i) constructional possibilities are part of the semantic–pragmatic meaning of the noun, and (ii) there is a correlation between semantic–pragmatic similarity and distributional similarity. At the same time they lend argument from linguistic patterns to what philosophy states about the commitment to belief, truth, and knowledge that define assertive speech acts, thus showing the potential that descriptive English research has for application across disciplinary boundaries.

Cross-linguistic representations of numerals and number marking

Inspired by Partee (2010), this paper defends a broad thesis that all modifiers, including numeral modifiers, are restrictive in the sense that they can only restrict the denotation of the NP or VP they modify. However, the paper concentrates more narrowly on numeral modification, demonstrating that the evidence that motivated Ionin & Matushansky (2006) to assign non-restrictive, privative interpretations to numerals – assigning them functions that map singular sets to sets containing groups – is in fact consistent with restrictive modification. Ionin & Matushansky (2006)’s argument for this type of interpretation is partly based on the distribution of Turkish numerals which exclusively combine with singular bare nouns. Section 2 demonstrates that Turkish singular bare nouns are not semantically singular, but rather are unspecified for number. Western Armenian has similar characteristics. Building on some of the observations in section 2, section 3 demonstrates that restrictive modification can account for three different types of languages with respect to the distribution of numerals and plural nouns: (i) languages where numerals exclusively combine with plural nouns (e.g., English), (ii) languages where they exclusively combine with singular bare nouns (e.g., Turkish), (iii) languages where they optionally combine with either type of noun (e.g., Western Armenian). Accounting for these differences crucially involves making a distinction between two kinds of restrictive modification among the numerals: subsective vs. intersective modification. Section 3 also discusses why privative interpretations of numerals have trouble accounting for these different language types.

Is the noun ending a cue to grammatical gender processing? An ERP study on sentences in Italian.

Gender-to-ending consistency has been shown to influence grammatical gender retrieval in isolated word presentation. Notwithstanding the wealth of evidence, the exact role and the time course of processing of this distributional information remain unclear. This ERP study investigated if and when the brain detects gender-to-ending consistency in sentences containing Italian determiner-noun pairs. Determiners either agreed or disagreed in gender with the nouns whose endings were reliable or misleading cues to gender (transparent and irregular nouns). Transparent nouns elicited an increased frontal negativity and a late posterior positivity compared to irregular nouns (350-950 ms), suggesting that the system is sensitive to gender-to-ending consistency from relatively early stages of processing. Gender agreement violations evoked a similar LAN-P600 pattern for both types of nouns. The present findings provide evidence for an early detection of reliable gender-related endings during sentence reading.

Changes in functional connectivity within the fronto-temporal brain network induced by regular and irregular Russian verb production.

Functional connectivity between brain areas involved in the processing of complex language forms remains largely unexplored. Contributing to the debate about neural mechanisms underlying regular and irregular inflectional morphology processing in the mental lexicon, we conducted an fMRI experiment in which participants generated forms from different types of Russian verbs and nouns as well as from nonce stimuli. The data were subjected to a whole brain voxel-wise analysis of context dependent changes in functional connectivity [the so-called psychophysiological interaction (PPI) analysis]. Unlike previously reported subtractive results that reveal functional segregation between brain areas, PPI provides complementary information showing how these areas are functionally integrated in a particular task. To date, PPI evidence on inflectional morphology has been scarce and only available for inflectionally impoverished English verbs in a same-different judgment task. Using PPI here in conjunction with a production task in an inflectionally rich language, we found that functional connectivity between the left inferior frontal gyrus (LIFG) and bilateral superior temporal gyri (STG) was significantly greater for regular real verbs than for irregular ones. Furthermore, we observed a significant positive covariance between the number of mistakes in irregular real verb trials and the increase in functional connectivity between the LIFG and the right anterior cingulate cortex in these trails, as compared to regular ones. Our results therefore allow for dissociation between regularity and processing difficulty effects. These results, on the one hand, shed new light on the functional interplay within the LIFG-bilateral STG language-related network and, on the other hand, call for partial reconsideration of some of the previous findings while stressing the role of functional temporo-frontal connectivity in complex morphological processes.

Linguistic congruency of nominal concept types in German texts

AbstractThis paper presents an empirical investigation of Löbner’s (2011) theory of concept types and determination (CTD). The theory is based on the assumption of four basic types of nouns (sortal, relational, individual, functional) and their congruency with certain modes of determination. Löbner predicts that incongruent uses are less frequent than congruent uses. Horn and Kimm (2014) present a first text-based pilot study on this topic. They investigated two German fictional texts and found results that support Löbner’s prediction. However, the restricted text basis and the preliminary annotation procedure employed in their pilot study call for an improvement of the method and an extension of the texts investigated. The study presented here provides an enhanced annotation procedure and amends the text collection with a choice of German newspaper texts. This text type is expected to contain less subsequent mentions than fictional texts and a greater variety of individual nouns, e.g. proper names, and, thus, contribute to a wider picture. The results of the investigation corroborate these expectations and provide further evidence for the noun type distinction. The paper is structured as follows: Section 1 provides a brief summary of the theoretical background of the study, i.e., primarily the theory of concept types and determination. In Section 2, I report the method and results of the pilot study by Horn and Kimm (2014). The improved method and the case study are presented in Section 3, followed by the conclusion in Section 4.

漢語名詞重疊aabb式中狀態性凸顯的語義條件

提要 本文考察名詞重疊aabb式中個別成員凸顯狀態性的情況。名詞重疊aabb式表達的狀態義是一種“遍布狀態”。遍布狀態是在名詞重疊aabb式的基本語法意義“多量”的基礎上顯現出來的，即在多量事物構成的集合體覆蓋著某一領域時凸顯出來的狀態義。通過詳細分析，我們發現，名詞aabb表達遍布狀態時必須具備以下三個語義特徵：以多量事物的所在領域為描寫對象；構成集合體的多量事物必須喪失個體性；帶有“不同尋常”的含義。遍布狀態並不是孤立的、特設的概念，而是一個具有跨語言的普遍意義的概念。

Sensitivity to morphological composition in spoken word recognition: Evidence from grammatical and lexical identification tasks.

Access to morphological structure during lexical processing has been established across a number of languages; however, it remains unclear which constituents are held as mental representations in the lexicon. The present study examined the auditory recognition of different noun types across 2 experiments. The critical manipulations were morphological complexity and the presence of a verbal derivation or nominalizing suffix form. Results showed that nominalizations, such as "explosion," were harder to classify as a noun but easier to classify as a word when compared with monomorphemic words with similar actionlike semantics, such as "avalanche." These findings support the claim that listeners decompose morphologically complex words into their constituent units during processing. More specifically, the results suggest that people hold representations of base morphemes in the lexicon.

Density and complexity of oral production in interaction: The interactionist approach and an alternative

AbstractThis study examined conversational interaction between second language (L2) learners and native speakers (NSs). While L2 interaction research has traditionally quantified interactional moves – the interactionist approach, the present study examined various surface linguistic indices (e.g., MLUs, number of verb and noun types, and TTRs) and compared learner-learner vs. learner-NS interaction. The results indicated that learners and NSs were comparable in terms of the amount of production but the NSs’ speech contained more grammatical and lexical variability with a larger mean proportion of copula omissions. This foreigner talk was found to be correlated with learners’ errors. When learners’ output in the two conditions was compared, it was found that learners produced more verb (but not noun) types with larger MLUs and TTRs in the peer interaction context.

英语抽象名词在学术语篇中的多功能、多视角分析

众所周知，抽象名词大多涵义概括、指称笼统，常用于表达复杂的思想和内容，因此，在英语学术语篇中使用得相当普遍；另外，抽象名词也是学术语篇中作者构建论点的主要手段之一，而论点的构建对知识的积累尤为重要。鉴于抽象名词在英语学术语篇中的重要性以及国内外目前的研究状况，作者认为有必要对这类名词进行更为全面和深入的探究。本文在以往研究的基础上，结合具体的实例，尝试从语篇衔接、认知语言学和评价理论的视角，对抽象名词在英语学术语篇中的不同功能进行描述和分析，旨在加深对它们的认识，促进它们在实际英语学术写作中的应用。 It is widely known that abstract nouns, being general and unspecific in meaning, often occur in academic discourse，expressing complicated ideas and contents. In addition, they are often used to construct the writer’s arguments in academic discourse, which is vital for the knowledge accumu-lation. However, despite the above mentioned high frequency and significance of abstract nouns in English academic discourse, the research on these nouns, compared with that on other linguistic features or devices, is still far lacking both home and abroad. Therefore, this paper, based on the relevant theories and previous studies, intends to give a complete description and explanation of this type of nouns from the perspectives of textual cohesion, cognition and evaluation. With exam-ples selected from research papers in different fields, the analysis demonstrates clearly the varied functions they perform in academic discourse. It is hoped that such exploration will not only further our understanding of abstract nouns in English, but also contribute to better academic writing of EFL students in China.

Nazwa własna w leksykografii i dydaktyce przekładu

This paper addresses the issue of how proper nouns function in intercultural communication. Proper nouns are discussed in terms of translation teaching and bilingual lexicography. This paper is to draw young translators’ attention to proper nouns, familiarise them with translation techniques and potential problems with proper noun translation that can result in certain gaps and lexicographic inconsistencies. The lexicographic material of Polish proper names translated into Russian is used to discuss that issue. The author of the study focuses on the Polish toponyms and their derivatives. The paper provides numerous names of places and regions that have their well-established Russian counterparts and toponyms whose counterparts are optional, unstable or even unreliable. The practice of translating proper nouns and the principle of transcription are studied on the basis of Polish cities/towns with their derivational bases ending with -ow, e.g. Krakow, Rzeszow, Augustow. Referring to dictionary data, maps, translated and parallel texts, the paper also indicates different ways of writing the same toponyms in Russian. Translating place names that are noun-adjective or adjective-adjective compounds, e.g. Biala Podlaska, Ostrowiec Świetokrzyski, Nowy Sącz can be questionable. It emerges that lexicographers’ guidelines on the declension of that type of proper nouns are ambiguous. By referring to other works on that subject, the author indicates certain methods to overcome the problem of troublesome declension of such compounds in Russian. The ways certain names of Polish voivodships are written in Russian can be arguable. For example, the Podlaskie voivodship can be written in three different ways in Russian. Derivatives of place names can become a starting point for studying productive adjectival suffixes in Russian, regular derivation and loan translation. That issue is also discussed, for instance, in case of adjectives that are included in compound names of national parks.

D-quantification: A Japanese Variation

Determiner quantifiers like <em>every</em> and<em> most</em> are assumed to take common nouns phrases of type <e,t> to derive a generalized quantifier of type <<e,t>,t>. Matthewson 2001 subjects this standard assumption to crosslinguistic scruity, and based on St'at'imcets (Lillooet Salish), she proposes a two-step approach to create a QP; the first is the creation of a DP of type <e> and the second involves quantification over parts of the plural individual denoted by the DP. This paper discusses Japanese, which lacks D and has nouns of type <e> (cf. Chierchia 1998, Mizuguchi 2004). Japanese allows 'double quantification', which, I argue, is best explained if Japanese nouns remain of type <e> throughout the derivation.

Word-formation Types of the Old Germanic Abstract Nouns: Onomasiological and Cognitive Approach

The onomasiological and cognitive approach to word-formation is a method of linguistics that helps analyze how the conceptual level is specified by the WF component at the system level of language. The word-formation types of the Old Germanic abstract nouns understood as “derivational schemas” (Dirven, Verspoor, 1998), jointly represent a common schema or /and schemas of high level of abstraction. But taken separately, each word-formation type represents a semantic modification of the schema / schemas which is marked derivationally. It is argued that these are the derivational suffixes of abstract nouns that function as markers of some specific “shades” of meaning. A componential analysis of the suffixes’ reconstructed semantics results in a hypothesis of their primary semantic opposition.

Teachability of collocations: The role of word frequency counts

This study aims to gain insights into which collocations to teach at which proficiency levels by answering the following questions: (i) Of the Verb+Noun and Adjective+Noun types of collocations, which one is more difficult (and should therefore come at a later stage of learning)? (ii) What is the size of collocations of the types Verb+Noun and Adjective+Noun mastered across proficiency levels? In addition, the study suggests an approach to collocation teaching that should be trialled in an English as a Foreign Language (EFL) teaching context. Two collocation tests (modelled after Laufer and Nation 1999)1 with words selected from Nation's (2006)2 word list and Coxhead's (2000)3 Academic Word List were administered to two groups of English majors, at different stages of learning, from the University of Antwerp and the University of Burundi. Results showed that Adjective+Noun combinations are more difficult than Verb+Noun combinations. However, in both collocations types, only upper-intermediate and low-advanced students mastered the 2 000-word band. We therefore suggest teaching collocations from the 2 000-word band to beginner/low-intermediate students and only exceed the 2 000-word band from the upper-intermediate learning stage onwards, a suggestion in line with Nation's (2006) discussion on how to teach vocabulary.

A Corpus Study of Shell Nouns in Published Research Articles of Education

This paper seeks to analyze the use of special type of nouns called shell nouns. These nouns make up open-ended functionally-defined class of abstract nouns that have, to varying degrees, the potential of being used as a conceptual shells for complex, proposition like pieces of information. Shell nouns are used in texts and are used as cohesive devices within texts. Shell nouns are worthy of volume sized study as they belong to nouns that are most frequently used in English language. This study analyzed the frequencies and lexico-grammatical patterns of these nouns, using a corpus based study and a qualitative and quantitative analysis. To this end, a corpus of 239 research articles in education published in 2002-2010 was collected. The corpus consisted of 1,710,989 words. In order to calculate the frequencies and to extract lexico-grammatical patterns of the nouns Antconc Software was used. The results indicated that some of the shell nouns like change, process, and form were more frequent than the others in this corpus. The percentage of each of these nouns is 0.02%. The findings also indicated that the pattern, the+N+prepositional phrase, like the+N+of and the+N+in was the most frequent pattern to these nouns. The function of this pattern is to characterize a piece of information; that is to say, writers using these nouns rely on the context to identify the details of the information. The other patterns were N + that+ v, with a cataphoric function and premodifier+ N with characterization function. The results have implications to ESP and EAP.