In order to investigate the distinct nuances of meaning conveyed by the different intonational contours encountered in yes-no questions in English, we conducted a corpus study of the intonation of 410 naturally occurring spoken interrogative-form yes-no questions in American English. First we annotated the intonation of each question using ToBI and then examined the meaning of each utterance in the context. We found that the low-rise nuclear contour (e.g., L*H-H%) is the unmarked question contour and is by far the most frequently occurring. Yes-no questions with falling intonation (e.g. H*L-L%) do not occur frequently, but when they do, they can be classified in speech act terms as “non-genuine” questions, where one or more felicity conditions on genuine questions are not met. Level questions (e.g., L*H-L%) tend to be “stylized” in meaning and pattern with falling questions in being non-genuine. We also found that the pitch accent on high-rise questions (e.g., H*H-H%), where the final pitch contour starts high and ends higher, tends to mark information that is given in the discourse or a function word. These are syllables that would normally remain unaccented parts of the post-nuclear “tail” of the intonation phrase. This leads us to propose that many such accents are “post-nuclear accents” in the sense of Ladd 2008.
This overview article is concerned with number neutrality of Noun Phrases (NPs henceforth) across languages. Number is one of the fundamental grammatical categories, being found in both the nominal and the verbal domains. Although the specification of NPs do not typically occur in the preverbal position in many Romance languages. GÖRGÜLÜ 13 of 17 3 The abbreviations used in the glosses: 1 = first person marker; 3 = third person; AUX = auxiliary; CLF = classifier; ERG = ergative; EXCL = exclusive; FUT = future; GEN = genitive; IMP = imperfect; IND = indefinite article; MASC = masculine gender; NOM = nominative case; NEG = negation; NEUT = neutral gender; PAST = past tense; PERF = perfect; PL = plural marker; PRS = present; POSS = possessive; Q = question particle; REFL = reflexive; SG = singular; SP = Subject Participle; TRIAL = trial marker 4 Number neutrality is referred to as "general number" in various studies. Following Corbett (2000), Acquaviva (2017) defines the term "not as a form that happens to be underspecified for number value but as an underspecified interpretation." He goes on to say that general number is sometimes used to refer to forms that do not express a value for number as well.
This paper is concerned with the Turkish negative polarity items (NPIs henceforth) and the nature of various contexts in which they are licensed. Based on new data, it is shown that NPIs in Turkish are not only licensed by sentential negation and yes/no questions, they also appear in protasis of conditionals and along with the adjectival suffix-sIz 'without'. It is argued that the traditional views treating NPIs as appearing only with negation or in downward entailing environments (Fauconnier, 1978; Ladusaw, 1980, 1996), or proposing a hierarchy of NPIs purely based on negation (van der Wouden, 1997; Zwarts, 1996) do not fully capture the distribution of the NPIs in the language. Instead, I propose that a more exhaustive analysis which subsumes negation and questions under its paradigm is provided by adopting the semantic notion of nonveridicality (Giannakidou, 1998, 2002, 2011) where the truth conditions of the proposition in which NPIs appear is not entailed.
Bu makalede, dilde yabancılaşmanın Türkiye'de iş yerleri adlandırma uygulamalarındaki etkisi araştırılmaktadır. Çalışmada yabancılaşmanın ve özellikle İngilizceleşmenin ülkedeki iş yeri adlandırma üzerindeki etkisinin artarak devam ettiği ve çeşitli yenilikçi ve yaratıcı yollarla kendini gösterdiği ortaya konmaktadır. Önceki çalışmalarda iş yeri adlandırmasında kullanılan yabancı unsurlar üç ana kategoride toplanmıştır: (i) İngilizce veya İngilizce olmayan (örn. Almanca ve Fransızca) yabancı sözcükler, (ii) Türkçe ve yabancı sözcük içeren hibrid unsurlar, (iii) İngilizce yazım kuralları kullanılarak yapay olarak yaratılan Türkçe sözcükler. Bu çalışmada ise mevcut uygulamalardan farklı olarak, ülkede yeni bir iş yeri adlandırma uygulaması olduğu gösterilmektedir. Ünsüz ikizleşmesi olarak adlandırılabilecek bu yeni uygulama, iş yeri adı olan sözcüğün ortasındaki ünsüzü kopyalamaktadır. Yeni oluşan sözcüğe bazen de İngilizce bir sözcük eklenmektedir. Bu yeni uygulama sözcüğün hem hece yapısını hem de telaffuzunu değiştirdiği için önemli dilbilimsel sonuçlar doğurmaktadır. Bu konuda yapılacak araştırmalar uygulamanın Türk dili üzerinde uzun vadeli etkileri olup olmayacağını saptamada faydalı olacaktır.
Foreign language learning is a tough process which contains gaining of knowledge, comprehension and finally employing acquired knowledge into practice. Since acquisition of foreign language knowledge include emotional capabilities as well as mental activities, foreign language anxiety (FLA) is a crucial component of this process. While there has been various research on FLA in literature for years, most of the previous research mainly focuses on adults or young adult learners (aged 18-25) in formal education environment. There exists a certain gap when it comes to FLA levels of learners from different ages and learning activities in various educational environments. In that sense, this study uniquely spotlights young adolescent learners of foreign languages and their FLA levels in virtual classrooms. Considering the fact that young adolescents have a very close relationship with technology, such students’ FLA levels present distinctive variations in virtual classrooms when compared to face-to-face classrooms. This study fundamentally aims to reveal to what extend virtual classrooms and online materials affect young adolescents’ FLA and to explore the reasons lying behind the possible changes in FLA levels by using a sample group of learners of English studying in middle school. A questionnaire and semi-structured interviews were used to obtain data. Based on the collected data, it was discovered that the upsides of virtual education positively affected young adolescents’ FLA levels. However, certain shortcomings of virtual education have also been unveiled during this study. This study presented crucial insights on young adolescents’ FLA levels and how these levels showed an alteration in virtual classrooms.
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