Es wurden 437 Produkte zu dem Suchbegriff linguistics in 5 Shops gefunden:

This Festschrift volume is published in Honor of Yaacov Choueka on the occasion of this 75th birthday. The present three-volumes liber amicorum, several years in gestation, honours this outstanding Israeli computer scientist and is dedicated to him and to his scientific endeavours. Yaacov's research has had a major impact not only within the walls of academia, but also in the daily life of lay users of such technology that originated from his research. An especially amazing aspect of the temporal span of his scholarly work is that half a century after his influential research from the early 1960s, a project in which he is currently involved is proving to be a sensation, as will become apparent from what follows. Yaacov Choueka began his research career in the theory of computer science, dealing with basic questions regarding the relation between mathematical logic and automata theory. From formal languages, Yaacov moved to natural languages. He was a founder of natural-language processing in Israel, developing numerous tools for Hebrew. He is best known for his primary role, together with Aviezri Fraenkel, in the development of the Responsa Project, one of the earliest fulltext retrieval systems in the world. More recently, he has headed the Friedberg Genizah Project, which is bringing the treasures of the Cairo Genizah into the Digital Age. This third part of the three-volume set covers a range of topics related to language, ranging from linguistics to applications of computation to language, using linguistic tools. The papers are grouped in topical sections on: natural language processing; representing the lexicon; and neologisation.

Seminar paper from the year 1999 in the subject English Language and Literature Studies - Linguistics, grade: 2,0 (B), University of Tubingen (Institute for Anglistics), course: PS I Introduction to Linguistics, 4 entries in the bibliography, language: English, abstract: "Grammar is what has always made English a school subject." (Lewis,1993: iii) - Jimmie Hill¿s opinion on English as a school subject is one of the simplest put but most accurate views I have ever come across so far. In this short phrase lies far more than one would imagine at first sight. Its explicit message is, of course, that grammar is a feature of great value for a student learning English and I would never contradict that. However, reading and thinking about this short sentence one comes to understand that there must be far more than that to really be able to communicate in English. In his list of principles Michael Lewis puts it as follows: "Successful language is a wider concept than accurate language." (Lewis, 1993: vi) That means that in order to communicate not only grammatical competence is required but that there are other factors which need to be considered when teaching English. A student learning a great amount of grammar will not be able to communicate in English if he isn¿t, for instance, able to communicate at all, no matter if in his mother tongue or in the language he is newly acquiring because "socio - linguistic competence - communcative power - precedes and is the basis, not the product of grammatical competence." (Lewis, 1993: vii) As a consequence, a teacher of English (for Germans) can¿t only teach grammar to his students and expect them to be able to fluently and correctly speak English but he or she (I will in the following stick to the masculine form only) is also obliged to keep in mind various long - term aims which cannot be checked on in the form of a test or an essay. Here arises the question about what a teacher of English might want to know about linguistics in order to provide students with the best conditions for successfully communicating in English especially outside the classroom situation. In which way and to what extent should a teacher make use of his linguistic knowledge though? Should students be made familiar with linguistic theories? Will it be sufficient if a teacher is aware of these theories and lets them slip into his teaching in class on a secondary basis? Or should he just forget about linguistics at all because it is too complicated a field to be used in teaching English to high school students?

Seminar paper from the year 1999 in the subject English Language and Literature Studies - Linguistics, grade: 2,0 (B), University of Tubingen (Institute for Anglistics), course: PS I Introduction to Linguistics, 4 entries in the bibliography, language: English, abstract: "Grammar is what has always made English a school subject." (Lewis,1993: iii) - Jimmie Hill¿s opinion on English as a school subject is one of the simplest put but most accurate views I have ever come across so far. In this short phrase lies far more than one would imagine at first sight. Its explicit message is, of course, that grammar is a feature of great value for a student learning English and I would never contradict that. However, reading and thinking about this short sentence one comes to understand that there must be far more than that to really be able to communicate in English. In his list of principles Michael Lewis puts it as follows: "Successful language is a wider concept than accurate language." (Lewis, 1993: vi) That means that in order to communicate not only grammatical competence is required but that there are other factors which need to be considered when teaching English. A student learning a great amount of grammar will not be able to communicate in English if he isn¿t, for instance, able to communicate at all, no matter if in his mother tongue or in the language he is newly acquiring because "socio - linguistic competence - communcative power - precedes and is the basis, not the product of grammatical competence." (Lewis, 1993: vii) As a consequence, a teacher of English (for Germans) can¿t only teach grammar to his students and expect them to be able to fluently and correctly speak English but he or she (I will in the following stick to the masculine form only) is also obliged to keep in mind various long - term aims which cannot be checked on in the form of a test or an essay. Here arises the question about what a teacher of English might want to know about linguistics in order to provide students with the best conditions for successfully communicating in English especially outside the classroom situation. In which way and to what extent should a teacher make use of his linguistic knowledge though? Should students be made familiar with linguistic theories? Will it be sufficient if a teacher is aware of these theories and lets them slip into his teaching in class on a secondary basis? Or should he just forget about linguistics at all because it is too complicated a field to be used in teaching English to high school students?

The chapters provide comprehensive surveys of the major subfields of Cognitive Linguistics. Apart from phonology, construction grammar and lexical semantics, the areas of language use, language acquisition and literary discourse are comprehensively presented.

Examination Thesis from the year 2007 in the subject English Language and Literature Studies - Linguistics, grade: 1,3, University of Cologne, 94 entries in the bibliography, language: English, abstract: There is interdependent development in BFLA. Several studies could show that the systems are influencing each other and they can not be regarded as minor to argue for an autonomous development. Furthermore, there are different methods of predicting which grammatical domains will be influenced and the direction of influence. These are language internal factors, dominance or epiphenomena of speech production. Nevertheless, there are problems as some children did not show the predicted influence. Possible suggestion to the problem is a modification of the criteria already developed and an inclusion of the possibility of individual differences due to different learner types.

Although over 100 million people on various continents use Portuguese as their major language, the academic community in the United States has almost totally neglected the study of Portuguese linguistics. Romance Linguistics links the formal linguistic study of Portuguese with the social contaxt in which language is used. These studies, which cover a wide range of topics, including phonology, morphology, syntax, pragmatics, and discourse, comprise some of the best recent work on Portuguese. Many of the chapters challenge parts of widely recognized theoretical models of language, such as Chomsky's, while others support existing theories or linguistic concepts.

This book outlines the basic methods of corpus linguistics and surveys the major approaches to the use of corpus data.

Seminar paper from the year 2006 in the subject English Language and Literature Studies - Linguistics, grade: 2+, Justus-Liebig-University Giessen (Institut für Englische Linguistik), course: English Corpus Linguistik, language: English, abstract: Die Hausarbeit besteht aus einem theoretischen und einem praktischen Teil. Der theoretische Teil gibt Definitionen und allgemeine Vorgehensweisen zum Thema Corpus Linguistik. Es wird erklärt wie ein Corpus erstellt und später ausgewertet wird. Der praktische Teil beschäftigt sich mit englischen und deutschen Märchen im Verglech. Dabei wir Wert auf die Sprache, die Benutzung besonderer, für Märchen markanter, Wörter und Wendungen gelegt. Es wird eine Erklärung für die Unterschiede, sowie eine Zusammenfassung und Fazit gegeben.

This volume continues the major work published by the JSNT Supplement Series in the area of Greek linguistics of the New Testament, and explores what the editors believe are crucial phases in the application of linguistics to New Testament Greek. The first half of the volume includes essays on such topics as linguistics and literary criticism, linguistics and historical criticism, and linguistics and rhetoric. The second half includes essays dealing with the relations and uses of individual words, but ranges from oral composition to the value of word frequency in determining authorship. Some of these essays review established models of research; others propose new models and criteria of linguistic analysis.

With the rapidly developing globalization of various sectors of modern life, individuals, organizations, and nations are becoming increasingly aware of the ways in which cultural diversity may not only be a potential cause of conflict but also a source of growth, creativity, and inspiration. If, traditionally, intercultural mediation has been understood as a conflict-solving strategy, or as a means to facilitate communication between individuals from different cultural backgrounds, this book aims at providing a framework and a set of theoretical reflections towards a larger vision of the field, presenting mediation as a particular form of critical intervention within the different domains of the humanities. The contributions in the present volume take intercultural mediation to be a multifaceted, interdisciplinary phenomenon, impacting upon the fields of linguistics and literature as well as translation and cultural studies, where themes such as interculturality, multilingualism, and cultural transfer are continual and urgent features of contemporary discourse and debate.

This volume continues the major work published by the JSNT Supplement Series in the area of Greek linguistics of the New Testament, and explores what the editors believe are crucial phases in the application of linguistics to New Testament Greek. The first half of the volume includes essays on such topics as linguistics and literary criticism, linguistics and historical criticism, and linguistics and rhetoric. The second half includes essays dealing with the relations and uses of individual words, but ranges from oral composition to the value of word frequency in determining authorship. Some of these essays review established models of research; others propose new models and criteria of linguistic analysis.

The chapters provide comprehensive surveys of the major subfields of Cognitive Linguistics. Apart from phonology, construction grammar and lexical semantics, the areas of language use, language acquisition and literary discourse are comprehensively presented.

The journal, first published in 2004, covers the field of historical comparative linguistics and comparative reconstruction, particularly of Indo-European languages, though others such as the Tungusic and North-West Caucasian families are also addressed. Attention is also devoted to philological investigations of texts of linguistic import from historical language stages. The range of studies is further complemented by discussions of the methods of historical comparative linguistics and linguistic reconstruction.

The first interdisciplinary collection of articles on this topic is as international and varied as football itself. The publication covers media discourse, an online-dictionary of football terms, metaphors, the grammar of football commentary, emotions, football chants and football teams as multilingual eco-systems. Contributions from Sweden to Nigeria show how Language operates in football. Would you know where footballing terms in Arabic come from? How does the German coach Otto Rehagel communicate with the Greek players? Which Language did Materazzi use when insulting Zidane? Which special words do German, Polish and Igbo have for running, dribbling, penalty area and foul? In which country do the Canaries play the Roaring Lions? Where are famous footballers enshrined in a 'Hall of Fame'? Which metaphors do Swedish, German and Russian football commentators tend to use? Are the British really less emotional than the Spanish when it comes to football commentating? And why are commentators from Russia to Italy speechless as soon as emotions really run high? That and much more is covered in this first wide-ranging compilation on the topic of football and Language. Timed to coincide with EURO 2008, this book puts football on the map of current linguistics.

The first interdisciplinary collection of articles on this topic is as international and varied as football itself. The publication covers media discourse, an online-dictionary of football terms, metaphors, the grammar of football commentary, emotions, football chants and football teams as multilingual eco-systems. Contributions from Sweden to Nigeria show how Language operates in football. Would you know where footballing terms in Arabic come from? How does the German coach Otto Rehagel communicate with the Greek players? Which Language did Materazzi use when insulting Zidane? Which special words do German, Polish and Igbo have for running, dribbling, penalty area and foul? In which country do the Canaries play the Roaring Lions? Where are famous footballers enshrined in a 'Hall of Fame'? Which metaphors do Swedish, German and Russian football commentators tend to use? Are the British really less emotional than the Spanish when it comes to football commentating? And why are commentators from Russia to Italy speechless as soon as emotions really run high? That and much more is covered in this first wide-ranging compilation on the topic of football and Language. Timed to coincide with EURO 2008, this book puts football on the map of current linguistics.

Einführung in die Geschichte der englischen Sprache Von den Anfängen bis in die heutige Zeit Mit Schwerpunkten auf dem sozio-kulturellem Hintergrund und den wechselnden kommunikativen Erfordernissen im Lauf der Jahrhundert Zum Autor:Der Autor Andreas H. Jucker ist Professor für Englische Linguistik an der Universität Zürich.

Showcases the developments in Japanese Applied Linguistics. This book covers a range of issues and influential theoretical and methodological frameworks, many of which are of concern not only for Japanese specialists but also applied linguists in general. It is suitable for graduate students in both applied linguistics and Japanese linguistics.

How has the field of Applied Linguistics developed over the last 30 years? Who were the leaders that pushed the agenda? What were the main themes in research? What has been the impact of Applied Linguistics on language teaching? Using a theme-based approach rather than simply describing the development of applied linguistics over time, this book answers these questions and more and forms a history of Applied Linguistics from 1980. The structure of this book is largely defined by the topics covered in interviews with forty leading international figures including Rod Ellis, Diane Larsen-Freeman, Suresh Canagarajah and Claire Kramsch. Supplemented with questionnaires from a further fifty key figures, this is essential reading for anyone studying or researching Applied Linguistics and will be of interest to those in the related area of English Language Teaching.

This bookconstitutes the refereed proceedings of the 14th International Conference of the PacificAssociation for Computational Linguistics, PACLING 2015, held in Bali,Indonesia, in May 2015. The 18revised full papers presented were carefully reviewed and selected from 45papers. The papers are organized around the following topics: syntax andsyntactic analysis; semantics and semantic analysis; spoken language anddialogue; corpora and corpus-based language processing; text and messageunderstanding; information extraction and text mining; information retrievaland question answering; language learning; machine translation.

Although over 100 million people on various continents use Portuguese as their major language, the academic community in the United States has almost totally neglected the study of Portuguese linguistics. Romance Linguistics links the formal linguistic study of Portuguese with the social contaxt in which language is used. These studies, which cover a wide range of topics, including phonology, morphology, syntax, pragmatics, and discourse, comprise some of the best recent work on Portuguese. Many of the chapters challenge parts of widely recognized theoretical models of language, such as Chomsky's, while others support existing theories or linguistic concepts.