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Morphosyntax / Re: What is “Classifying nouns to groups to subject”?
« Last post by Robert Abitbol on July 28, 2018, 10:38:41 AM »
It is a sentence that is not clearly formulated and does not mean anything. :-)

Perhaps what the person means is this:

- Nouns are part of noun groups
- Noun groups can be the subject of the sentence. Ex: [A very tall and pretty woman] is walking on the beach.

(The noun group is surrounded with angle brackets)
Linguist's Lounge / International project
« Last post by Robert Abitbol on July 28, 2018, 10:25:24 AM »
I need linguists or translators to participate in what should become the largest linguistic project in the world.

We will get 100 publishers in 100 languages.

For more info, read my FAQ on my Facebook group called: Robert Abitbol and his group's revolutionary language dictionaries

Thanks for your attention and eventually your cooperation.
Postings / Need survey answers for a psycholinguistic research
« Last post by jayandza7 on July 28, 2018, 04:04:44 AM »
I am conducting a psycholinguistic research on the conceptualization of emotions. My research compares the different emotional responses provided by American, South African and Irish English speakers with Asian responses from Chinese and Korean participants to observe the cultural differences in the conceptualization of emotions among different countries. As part of the methodology, I am approaching the participants through an online survey formed by 5 questions, these questions are in English and must be answered in English (they will take less than 8 minutes). It would be really appreciated if you could collaborate on this research by answering the questions and sending the link to your colleagues, family and friends if possible (everybody would be welcome).

Please if you know someone from these nationalities can you send them the survey?.

Thank you in advance for your collaboration. Please do not hesitate to contact me if you require further information about the survey or about other aspects of the research.

I will copy the link to the survey below:

For Chinese participants that cannot access the previous link, try this one:
Phonetics and Phonology / Re: IPA k vs kk
« Last post by Daniel on July 23, 2018, 12:45:49 AM »
Often test/homework questions will alter data for convenience, even if just by selecting 'relevant' (=easy or exceptionless, etc.) data. And completely constructed data sets are also sometimes used, even with good reason: to make it impossible to look up the answer. The only advice that fits is to suggest trying to figure out WHY the question is being asked, and then answer it from that perspective.
Phonetics and Phonology / Re: IPA k vs kk
« Last post by daniel.c.gallagher on July 21, 2018, 09:41:40 PM »
Thank you both for your very helpful responses!! (and sorry for my late response; I was expecting an email when a response came in, so I'm still figuring this forum out).

Daniel, I appreciate your response very much. I suspect that reasonable guessing is all that is really wanted out of this particular question of the test. To that end, your tips are very helpful, so thank you!

Panini, thanks so much for doing some extra research on the matter! It is confusing that there would be such a discrepancy. Anyway, I don't think I've misinterpreted the directions. Just for good measure, I've included the instructions here as shown on the exam (in the original Japanese) and with my translation:

[alabaman word data list as previously included, with more examples]
(Rand, Earl (1968) The Structural Phonology of Alabaman, A Muskogean Language.
International Journal of American Linguistics, vol. 34-2, pp. 94-103. の表記を若干改変)

Q1. The following data is of Alabaman. Answer the questions below.
[Alabaman word list]
(Rand (1986)... has been slightly altered)
[Q1-1] For a,b,d,k,p, place a dot at the syllable boundary, as shown in the example.
So at least, there is an acknowledgement that the original data has been altered and might even just be fictitious, probably for the sake of exercise. Regarding the role of syllables in simplifying phonological rules, I'll say that the following questions ask to describe the rules for long vowel sounds, aspiration, and nasalization. So maybe the syllable question is just a way of priming us to think about it when we describe the other phenomena. And I'm sure the whole thing is more of a "given these examples, what kinds of linguistic patterns can you detect?" rather than "tell us the real story about Alabaman" (hence the altering of the original data).

Well thank you both again for your (very quick) answers! I will look forward to continuing to use linguistforum!
You won't get very far in teasing apart these details by looking only at their meanings. Same for what's a noun and what's a verb-- easy to say that "destruction" is an action, for example. But if you look at how grammars treat these distinctions, you'll find differences. As I said, you can often coerce a different reading, and that's been studied too.

These are just labels linguists use to describe observations of differences. Saying there's no difference would be more wrong than inexactly stating such a difference. It's a linguist's job to figure out better and better ways to explain such things.
The reason I am concerned as it seems to me that be the case but if I say something happened that seems to entail "a doing".

For example I was told existing is stative

Yet "I do exist" seems to entail "That I am existing".

The latter seems to reconstructable as " existing is something I am doing"

Correct me if I'm wrong but "do" is dynamic
Linguist's Lounge / Re: Open degrees
« Last post by Matt Longhorn on July 15, 2018, 05:26:13 AM »
Thanks Daniel. My online searches definitely hasn't been overly productive.
My only goal here would be for personal enrichment as you say, kind of a desire to finally get a degree without having to leave my job and start over studying full time. Thanks for the link as well, I feel a bit awkward posting there so am likely to spend my time posting here as I come across issues and study by myself.
I will also check out the MIT OpenCourseWare - thanks for the heads up on that
You might want to look into the Vendler's work:

You are correct that these distinctions are not always exact, but grammars do treat them differently. So consider diagnosing them not by their meaning, but by their grammatical instantiations.

That's why it's unusual to say "I am thinking tomatoes are gross", or "I am being happy". (Of additional interest is what happens when you do say something unusual like that. A slightly different interpretation is forced, or 'coerced', which supports that there is a difference.) Or how it is odd to say "I hit right now".
You are wrong, and you have committed a logical error. It is true that many actions can be referenced by their consequences, for example by the act of committing a logical error, you have acquired the attribute of being wrong. You can also refer to a state by reference to having entered into that state (no thing is eternal, save for "existence"), hence you can say that the apple "is red", or, it "became red". The ability to shift focus between an action and an attribute does not invalidate the distinction.

States and actions necessarily take place in some context (right here, right now), and unless we engage in sci-fi speculation about time quanta, all time is "enduring", that is, the notion of an isolatible "moment" is a cognitive concept, and doesn't refer to anything tangible  in metaphysics. The whole point of language is cognition.
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