Experimental investigations on the prosody of Hungarian exclamatives
|
|
|
- Randolf Gaines
- 10 years ago
- Views:
Transcription
1 Experimental investigations on the prosody of Hungarian exclamatives Katalin Mády 1, Beáta Gyuris 1 & Ádám Szalontai 2 1 RIL HAS, 2 Eötvös Loránd University 30 May 2013 Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
2 Background on exclamatives The exclamative in the system of sentence types The notion of sentence type (Sadock and Zwicky 1985) sentence type: a coincidence of grammatical structure and conventional conversational use (p. 155) An illustration: the combination of verb-subject word order and rising final intonation in the following English sentences: (1) a. Have they finished installing the furnace? b. Are you tired of plucking penguins? is associated with one use, that of asking a yes-no question (a request that the person you are addressing tell you whether the proposition you have supplied to him is true or not.) (p. 155) Sadock, J. M. and Arnold M. Zwicky Speech Act Distinctions in Syntax. In Shopen, T. (ed) Language Typology and Syntactic Description. CUP, Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
3 Background on exclamatives The exclamative in the system of sentence types The inventory of sentence types A cross-linguistically-useful definition of sentence types must... be based on formal criteria: the sentence types, or, more specifically, the formal properties characterizing those types should ideally form a system of alternative choices that are mutually exclusive such that each sentence token can be assigned to one type and no sentence token can be a member of more than one type (Sadock and Zwicky 1985:158) (König and Siemund 2007: 278)... most languages are similar in presenting three basic sentence types with similar functions and often strikingly similar forms. These are the declarative, interrogative, and imperative. (S & Z 1985:160) König, E. and P. Siemund Speech act distinctions in grammar. In Shopen, T. (ed.) Language Typology and Syntactic Description. CUP, Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
4 Background on exclamatives The exclamative in the system of sentence types Other sentence types (minor types) exclamations/exclamatory types (S & Z 1985), exclamatives (K & S 2007) imprecatives (expressing curses): Fuck you! optatives: (May) God bless you! prohibitives: Don t do that! hortatives: Let s go! Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
5 Background on exclamatives Formal and interpretational features The interpretation of exclamatives according to K & S exclamations, the semantic counterpart of so-called exclamative sentences, are used for the performance of representative speech acts, i.e., for speech acts expressing a state of belief and making a claim about the world... the point of an exclamation is not really to inform the hearer(s) about some situation, but to express an affective response to what is taken to be a fact. More specifically, exclamations convey the speaker s surprise that some present situation is remarkable and thus seem to be used as expressive speech acts of a type not included in Searle s typology. Finally, exclamations relate to a scale or dimension and identify an extreme value. (p. 316) Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
6 Background on exclamatives Formal and interpretational features Formal structures/constructions expressing exclamations in English (K & S 2007) (2) a. He is so stupid / such an idiot! b. Isn t this great! (negation, can have rising intonation) c. How foolish he is! d. The speed they drive on the freeway! e. Man, is this kid intelligent! f. I can t believe how much he has grown! Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
7 Background on exclamatives Formal and interpretational features The relation between exclamations and exclamatives, K & S 2007 great variety of structures and constructions that can be used to express exclamations (which are not to be dismissed as indirect speech acts) highly problematic to list exclamatives as a 4th basic sentence type only common denominator: intonation (falling contour + focus on the basic argument or the (scalar) predicate or on both) exclamative sentences : could be regarded as being the result of combining declarative or interrogative sentences with specific syntactic, semantic and pragmatic properties (cf. Rosengren 1992, 1997) Rosengren, I Zur Grammatik und Pragmatik der Exklamation. In Rosengren, I. (ed), Satz und Illokution. Volume 1. Tübingen: Niemeyer, pp Rosengren, I Expressive Sentence Types - A Contradiction in Terms. The Case of Exclamation. In Swan, T. and O. Jansen Westvik (eds), Modality in Germanic Languages, Mouton de Gruyter, Berlin. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
8 Background on exclamatives Prosody and sentence type Altmann s 1993 theory on (German) sentence types Formal features distinguishing sentence types in German (a feature is included if it can distinguish between two sentence types): the presence of certain elements: finite/nonfinite verbs, complementisers, subject pronouns, modal particles, wh-expressions morphological features: finiteness/nonfiniteness of verb, [+/-IMP], [+/-IND] word order: position of the verb intonation: position of sentence stress, type of stress, melody, final pitch Altmann treats exclamatives as representing a basic sentence type alongside declaratives, interrogatives and imperatives. Altmann, H Satzmodus. In: Jacobs, J. et al. Syntax. Berlin: De Gruyter, Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
9 Background on exclamatives Prosody and sentence type Rosengren s 1992, 1994 theory on exclamatives based on Brandt et al. s 1992 approach to sentence types argues strongly against intonation being a marker of clause or sentence types, primarily on the basis of the fact that it cannot be used to differentiate between embedded clause types all exclamative sentences belong either to the declarative or the interrogative form types their special interpretational feature is orthogonal to those features that distinguish between sentence types this interpretational feature: the expression of a specific expressive illocutionary type, which is directly connected to emphatic stress. Brandt, M., M. Reis, I. Rosengren and I. Zimmerman Satztyp, Satzmodus und Illokution. In: Rosengren, I. (ed), Satz und Illokution. Volume 1. (Linguistische Arbeiten 278), Niemeyer, Tübingen. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
10 Background on exclamatives Exclamatives in the system of Hungarian sentence types Károly 1964 on the exclamative in Hungarian one of the five sentence types, having equal status with declaratives, interrogatives, imperatives and optatives in order to be classified as an exclamative, a sentence has to satisfy the following four formal criteria: it must have a so-called emotional intonation, and it may not possess the defining features of optatives, imperatives or interrogatives the emotional intonation pattern (not specified closer) is not restricted to exclamatives, but can also appear on optatives, imperatives and interrogatives no specific intonation pattern characterising all exclamatives these assumptions are compatible with the possibility that the emotional intonation patterns of structurally different subtypes of exclamatives are different in Hungarian. Károly, S A mondatfajták vizsgálata a funkció és a forma szempontjából. Nyelvtudományi Közlemények 66: Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
11 Background on exclamatives Exclamatives according to Keszler 2000, 1 Exclamatives in the system of Hungarian sentence types an utterance fragment containing an interjection or an interactional sentence-word : (3) Jaj a cselszövőknek! oh the schemers.dat Poor schemers! a full sentence (without an interjection) containing an intensifier particle (de, be) or a word having the role of a degree adverbial like olyan so, annyira so much, úgy that way : (4) Milyen jó zavartalanul olvasgatni! how good undisturbed read.inf How good it is to read undisturbed! Keszler, B Magyar grammatika. Budapest, Nemzeti Könyvkiadó. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
12 Background on exclamatives Exclamatives according to Keszler 2000, 2 Exclamatives in the system of Hungarian sentence types combinations of the two kinds of features above: (5) Hű de szeretném ezt megkóstolni! oh but like.poss.1sg this.acc taste.inf Oh, how much I would like to taste this! sentences made exclamative only by means of the emotional intonation : (6) Itt a nyár! here the summer Summer is here! Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
13 Background on exclamatives Lipták 2006 on Hungarian exclamatives Exclamatives in the system of Hungarian sentence types wh-exclamatives: (7) Mennyi könyvet elolvastál! how.many book.acc pv.read.2sg You read so many books! de-exclamatives: (8) De sok könyvet elolvastál! but many book.acc pv.read.2sg You read so many books! relativised exclamatives: (9) Amennyi könyvet te elolvastál! rel.how.many book.acc you pv.read.2sg The number of books you read! Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
14 Background on exclamatives Root wh-exclamatives in Lipták 2006, 1 Exclamatives in the system of Hungarian sentence types The classification and the proposals for the syntactic analysis relies significantly on observations made in Kálmán 2001 (by V. Trón). Class 1: wh-exclamatives and interrogatives are necessarily string-identical (10) Hova bújtak a gyerekek! where hid.3pl the children In what strange places the children hid! (11) Melyik könyvet vetted meg! which book.acc bought.2sg pv (I am surprised at) which book you bought! (12) *Melyik könyvet megvetted! which book.acc bought.2sg pv Intended: (I am surprised at) which book you bought! Kálmán L. (szerk.) Magyar leiró nyelvtan. Mondattan I. Budapest: Tinta Könyvkiadó. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
15 Background on exclamatives Root wh-exclamatives in Lipták 2006, 2 Exclamatives in the system of Hungarian sentence types Class 2: the exclamative can only occur with the non-inverted order (13) Mennyire nőtt meg Éva? how.much grew.3sg pv Éva How much has Éva grown? (14) *Mennyire nőtt meg Éva! how.much grew.3sg pv Éva Intended: How much Éva has grown! (15) Mennyire megnőtt Éva! how.much pv.grew.3sg Éva How much Éva has grown! Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
16 Background on exclamatives Root wh-exclamatives in Lipták 2006, 3 Exclamatives in the system of Hungarian sentence types Class 3: both word orders are possible (16) Hány könyvet megvettél! how.many book.acc pfx.bought.2sg You bought so many books! (17) Hány könyvet vettél meg! how.many book.acc bought.2sg pfx You bought so many books! (18) Hány könyvet vettél meg? how.many book.acc bought.2sg pfx How many books did you buy? Lipták, A Word order in Hungarian exclamatives. Acta Linguistica Hungarica 53: Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
17 Lipták s analysis Background on exclamatives Exclamatives in the system of Hungarian sentence types exclamatives with inversion: (19) [... [ FocP ExclP V 0 [ AspP pv... ]]] exclamatives without inversion (20) [... [ manyp ExclP [ AspP pfx-v [... ]]]] Lipták 2006 provides an exhaustive list of the wh-expressions that represent each of the above patterns. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
18 Background on exclamatives Exclamatives in the system of Hungarian sentence types Previous observations on the prosody of Hungarian root exclamatives Lipták 2006: the two syntactic classes of exclamatives have an identical prosodic form, consisting of a stress on the E[xclamative]-phrase and falling intonation following it (p. 345, fn. 3). Kálmán 2001: the prosody of wh-exclamatives consists of a high tone followed by a slow descent (p. 137). Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
19 Background on exclamatives Exclamatives in the system of Hungarian sentence types The prosody of root wh-interrogatives in Hungarian Assumptions about the prosody of root wh-interrogatives: They have an overall falling contour (Varga 2002). The wh-expression carries the strongest accent (É. Kiss 2002). The verb following the wh-expression is deaccented (Kálmán & Nádasdy 1994). wh-word carries a falling pitch accent and might be preceded by a high tone (Mycock 2010). É. Kiss, K. (2002): The syntax of Hungarian. Cambridge: University Press. Kálmán, L. & Nádasdy, Á. (1994): A hangsúly [On stress]. In: F. Kiefer (ed.), Strukturális magyar nyelvtan 2: fonológia. Budapest: Akadémiai Kiadó, Mycock, L. (2010): Prominence in Hungarian: the prosody syntax connection. Transactions of the Philological Society 108 (3), Varga, L. (2002): Intonation and stress: evidence from Hungarian. Basingstoke & New York: Palgrave Macmillan. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
20 Background on exclamatives Exclamatives in the system of Hungarian sentence types The prosody of root wh-exclamatives in Hungarian? It s time to find out. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
21 Production experiment Production experiment For details see Gyuris, B. & Mády, K. (2013): Approaching the prosody of Hungarian wh-exclamatives. P. Szigetvári (ed.), VLLXX: Papers presenpted to László Varga on his 70th birthday. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
22 Production experiment Material: sentence types Material and methods 1 Class 1: obligatory string-identity. Milyen rosszul főz? Milyen rosszul főz! How bad does (s)he cook? How bad (s)he cooks! Melyik játékot vette meg? Melyik játékot vette meg! Which toy did (s)he buy? Which toy (s)he bought! Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
23 Production experiment Material: sentence types Material and methods 1 Class 1: obligatory string-identity. Milyen rosszul főz? Milyen rosszul főz! How bad does (s)he cook? How bad (s)he cooks! Melyik játékot vette meg? Melyik játékot vette meg! Which toy did (s)he buy? Which toy (s)he bought! 2 Class 2: no string-identity. Mennyire nőtt meg Hanna? Mennyire megnőtt Hanna! How tall has Hannah become? How tall Hanna has become! Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
24 Production experiment Material: sentence types Material and methods 1 Class 1: obligatory string-identity. Milyen rosszul főz? Milyen rosszul főz! How bad does (s)he cook? How bad (s)he cooks! Melyik játékot vette meg? Melyik játékot vette meg! Which toy did (s)he buy? Which toy (s)he bought! 2 Class 2: no string-identity. Mennyire nőtt meg Hanna? Mennyire megnőtt Hanna! How tall has Hannah become? How tall Hanna has become! 3 Class 3: optional string-identity. Hány ember jött el? Hány ember eljött! / Hány ember jött el! How many people came? How many people came! Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
25 Reading task Production experiment Material and methods Context: all sentences were embedded in a context text-finally. wh-interrogative: Azt mondod, Béla nem egy jó szakács. Meséld már el részletesebben! Milyen rosszul főz? They say Béla is not a great cook. Tell me more about it! How badly does he cook? wh-exclamative: Tegnap a barátnőm anyja meghívott ebédre. Azt a mindenit! Milyen rosszul főz! My girlfriend s mother invited me for lunch yesterday. Gee! How badly she cooks! Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
26 Production experiment Material and methods Recordings 5 items within each sentence type 45 sentences, 2 repetitions, 5 speakers (3 females), recording by a head-mounted microphone connected to a laptop via an external sound card in a silent environment. altogether 450 stimuli. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
27 Production experiment Material and methods Analysis of tonal categories Labelling according to ToBI, but reflecting real f0 movements: pitch accent type, phrase-initial boundary tone (%H, %M, %L), phrase-final boundary tone (H%, M%, L%). In most languages, no phrase-initial boundary tone and no M(id) boundary tone is assumed but their relevance has to be tested for each language. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
28 Production experiment Material and methods Analysis of f0 parameters F0 maximum, f0 minimum and f0 range within the initial CVC-sequence of the wh-expression regardless of its syllable structure, sentence-initial f0, sentence-final f0. Statistical method: repeated-measures multivariate analysis of variance. Significance level: p < Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
29 An example Production experiment Material and methods Left: interrogative, right: exclamative, by the same speaker Pitch (Hz) mijen lassan ment Pitch (Hz) mijen lassan ment H* L+H* %H L% Time (s) %L M% Time (s) Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
30 Production experiment Categorical analysis Pitch accent patterns count (n) Pitch accent type rising falling high low wh interrogatives count (n) Pitch accent type rising falling high low wh exclamatives High and falling pitch accents for interrogatives, mainly rising pitch accents for exclamatives. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
31 Production experiment Categorical analysis Phrase-final boundary tones count (n) Phrase final boundary tone L% M% H% wh interrogatives count (n) Phrase final boundary tone L% M% H% wh exclamatives L(ow) boundary tones for interrogatives, M(id) tones for exclamatives. %M tones are interpreted as %0 tones in some frameworks. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
32 Production experiment Categorical analysis Phrase-initial boundary tones Relevance of phrase-initial boundary tones not stated for Hungarian. count (n) Phrase initial boundary tone %H %L %M wh interrogatives count (n) Phrase initial boundary tone %H %L %M wh exclamatives H(igh) boundary tones for interrogatives, non-high tones for exclamatives. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
33 Production experiment Parametrical analysis F0 maximum and minimum The sentences contained only one pitch accent (high, falling or rising). In exclamatives, the f0 peak was often located after the pitch-accented wh-word. Overall f0 maximum F0 minimum in accented CVC semitones excl sentence type ir semitones excl sentence type ir Significantly higher f0 maximum in interrogatives. F0 minimum and range are not reliable due to differences in wh-expression length (milyen vs. hol). Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
34 Production experiment Parametrical analysis Phrase-initial and -final f0 Sentence initial f0 Sentence final f0 semitones semitones excl sentence type ir excl sentence type ir Significantly higher initial f0 in interrogatives. Difference between final f0 non-significant (p > 0.1) categorical boundary tones. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
35 Production experiment Parametrical analysis Sentence types Tendencies are the same in all sentence types. No systematic difference in Class 3 sentences, where inversion for exclamatives is optional. The (non)-identity of strings has no impact on the degree of prosodic distinction between wh-interrogatives and wh-exclamatives. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
36 Production experiment Parametrical analysis Discussion I Wh-interrogatives and exclamatives are distinguished by the following prosodic features: Accent on wh-word: high and falling accents for interrogatives, rising accents for exclamatives. F0 is higher for interrogatives. Phrase-final boundaries: difference in boundary tone labels (Low vs. Mid), but actual f0 values differ only by 0.24 semitones. Phrase-initial boundaries: high boundaries for interrogatives, non-high ones for exclamatives. F0 difference: 6 semitones. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
37 Production experiment Parametrical analysis Discussion I Higher f0 maximum in interrogatives is possibly a by-product of the high phrase-initial boundary tone. Is the difference between the pitch accent patterns due to different phrase-initial boundary tones? Is the divergence between the categorical perception of phrase-final boundary tones and the actual f0 values connected to the prosodic differences sentence-initially? Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
38 Perception experiment Perception experiment Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
39 Perception experiment Goals What is the relevant prosodic category for distinguishing between wh-interrogatives and wh-exclamatives? 1 by their phrase-initial boundary tone, i. e. sentence-initial f0, 2 by their pitch accent pattern, 3 by their phrase-final boundary tone, i. e. sentence-final f0. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
40 Perception experiment Target sentences 11 pairs of target sentences, 1 pair = interrogative + root exclamative. (21) [DM 1 DM 2 Wh-expression V pv] Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
41 Perception experiment Target sentences: examples (22) Na de akkor MIlyen későn kelt fel? so but then how late got.up.3sg pv But then how late was it when he got up? (23) De hogy végül MIlyen későn kelt fel! so that finally how late got.3sg up But eventually how late it was by the time he got up! Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
42 Target stimuli Perception experiment Target sentences were spoken by a male speaker. Problem: it is not possible to have identical particles for interrogatives and exclamatives segmental and intensity cues were eliminated. f0 movements due tomicro prosodic changes were corrected entire sentence was synthesised into a human-like scwha-sound ( hum ) Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
43 Target stimuli Perception experiment 3 segments were cut from the sound files ini: initial 3 syllables of the discourse markers, med: the wh-element, fin: the final 2 syllables that had a relatively flat f0 curve. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
44 Stimuli Perception experiment The targets were analysed in terms of the f0 in exclamative and interrogative sentences. initial final f0 maximum peak range position excl interr p-value Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
45 Perception experiment Target sound: interrogative contour Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
46 Perception experiment Target sound: exclamative contour Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
47 Perception experiment Task 24 participants (7 females, 17 males, mean age: 42). Stimulus sound and two minimal pairs were presented (visually). The 3 chunks were presented independently: 6 presentations for each sentence pair. Task: binary forced choice task chunks heard were indicated visually, participants had to identify which sentence these came from, individually randomised order. Main task was preceded by a training session. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
48 Task Perception experiment Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
49 Task Perception experiment Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
50 Task Perception experiment Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
51 Perception experiment Results Analysis: based on the distribution of correctly identified utterances over sentence types and the position of the chunks. ini: correlated with phrase-initial boundary tone. med: alaways identical with the wh-expressions. fin: correlated with phase-final boundary tones. Differences between sentence types: χ 2 test. Differences between the number of correct identifications for each participant: repeated measures ANOVA. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
52 Perception experiment Results: correct responses ratio of correct identifications Correctly identified sentence types interr excl ini med fin chunk position Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
53 Results Perception experiment Chunk position: impact on the number of correct identifications Investigated for each subject separately: repeated measures ANOVA No. of correct identifications: dependent variable, positions: within-subject factor. Results: highly significant difference interrogatives: p < exclamatives: p = Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
54 Perception experiment Discussion II Sentence-intial f0, the f0 pattern of the pitch accent and the sentence-final f0 contribute to the indentification of exclamatives and interrogatives. Sentence-initial f0: most reliable; 60% correct identifications in both cases. The unaccented left-edge of the sentence carries more relevant information with regard to sentence type than the the pitch accent or the sentence-final f0. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
55 Conclusions Relevance for research on prosody Emotional plus : emphasis is not necessarily expressed by higher f0 but alternatively by peak delay (Gussenhoven 2004). Emotional plus : the interplay of the non-high boundary tone and the delayed pitch accent might contribute to the overall perception of higher pitch. General finding: reliable identification based on phrase-initial chunks: an argument for the presence of phrase-initial boundary tones in Hungarian (see also Mycock 2010). Gussenhoven, C. (2004): The phonology of tone and intonation. Cambridge: University Press. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
56 Conclusions Relevance for research on sentence types We have argued that the that the prosodic features of the two syntactic types of root wh-exclamatives discussed in Lipták 2006 do not differ significantly and that they are significantly different from the prosodic features of root wh-interrogatives. Should the relevant prosodic features be taken to contribute to the characterization of the relevant form types (wh-interrogative vs. wh-imperatives)? Preliminary evidence suggests that the relevant prosodic distinctions are not present in embedded wh interrogatives/imperatives. Suggestion: the prosodic features associated with root wh-exclamatives characterize exclamation acts. Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
57 Thanks to Hungarian Research Fund, PD and NK Andrea Deme Ádám Kurcz Mády, Gyuris & Szalontai (RIL HAS, ELTE) Prosody of Hungarian exclamatives 30 May / 55
Phonetic and phonological properties of the final pitch accent in Catalan declaratives
Abstract Phonetic and phonological properties of the final pitch accent in Catalan declaratives Eva Estebas-Vilaplana * This paper examines the phonetic and phonological properties of the last pitch accent
SWING: A tool for modelling intonational varieties of Swedish Beskow, Jonas; Bruce, Gösta; Enflo, Laura; Granström, Björn; Schötz, Susanne
SWING: A tool for modelling intonational varieties of Swedish Beskow, Jonas; Bruce, Gösta; Enflo, Laura; Granström, Björn; Schötz, Susanne Published in: Proceedings of Fonetik 2008 Published: 2008-01-01
L2 EXPERIENCE MODULATES LEARNERS USE OF CUES IN THE PERCEPTION OF L3 TONES
L2 EXPERIENCE MODULATES LEARNERS USE OF CUES IN THE PERCEPTION OF L3 TONES Zhen Qin, Allard Jongman Department of Linguistics, University of Kansas, United States [email protected], [email protected]
The syntactic position of the subject in Hungarian existential constructions
Labex TransfertS The syntactic position of the subject in Hungarian existential constructions Zsuzsanna GÉCSEG University of Szeged, Hungary [email protected] Canonical locational clause Introduction
Aspects of North Swedish intonational phonology. Bruce, Gösta
Aspects of North Swedish intonational phonology. Bruce, Gösta Published in: Proceedings from Fonetik 3 ; Phonum 9 Published: 3-01-01 Link to publication Citation for published version (APA): Bruce, G.
Early Morphological Development
Early Morphological Development Morphology is the aspect of language concerned with the rules governing change in word meaning. Morphological development is analyzed by computing a child s Mean Length
Prosodic Characteristics of Emotional Speech: Measurements of Fundamental Frequency Movements
Prosodic Characteristics of Emotional Speech: Measurements of Fundamental Frequency Movements Authors: A. Paeschke, W. F. Sendlmeier Technical University Berlin, Germany ABSTRACT Recent data on prosodic
stress, intonation and pauses and pronounce English sounds correctly. (b) To speak accurately to the listener(s) about one s thoughts and feelings,
Section 9 Foreign Languages I. OVERALL OBJECTIVE To develop students basic communication abilities such as listening, speaking, reading and writing, deepening their understanding of language and culture
Prosodic focus marking in Bai
Prosodic focus marking in Bai Zenghui Liu 1, Aoju Chen 1,2 & Hans Van de Velde 1 Utrecht University 1, Max Planck Institute for Psycholinguistics 2 [email protected], [email protected], [email protected]
Estudios de Asia y Africa Idiomas Modernas I What you should have learnt from Face2Face
Estudios de Asia y Africa Idiomas Modernas I What you should have learnt from Face2Face 1A Question Forms 1.1 Yes-No Questions 1. If the first verb is an auxiliary verb, just move it in front of the Subject:
Livingston Public Schools Scope and Sequence K 6 Grammar and Mechanics
Grade and Unit Timeframe Grammar Mechanics K Unit 1 6 weeks Oral grammar naming words K Unit 2 6 weeks Oral grammar Capitalization of a Name action words K Unit 3 6 weeks Oral grammar sentences Sentence
Language Meaning and Use
Language Meaning and Use Raymond Hickey, English Linguistics Website: www.uni-due.de/ele Types of meaning There are four recognisable types of meaning: lexical meaning, grammatical meaning, sentence meaning
Ling 201 Syntax 1. Jirka Hana April 10, 2006
Overview of topics What is Syntax? Word Classes What to remember and understand: Ling 201 Syntax 1 Jirka Hana April 10, 2006 Syntax, difference between syntax and semantics, open/closed class words, all
COURSE SYLLABUS ESU 561 ASPECTS OF THE ENGLISH LANGUAGE. Fall 2014
COURSE SYLLABUS ESU 561 ASPECTS OF THE ENGLISH LANGUAGE Fall 2014 EDU 561 (85515) Instructor: Bart Weyand Classroom: Online TEL: (207) 985-7140 E-Mail: [email protected] COURSE DESCRIPTION: This is a practical
Experimental investigation of the exhaustivity of structural focus
Experimental investigation of the exhaustivity of structural focus Lilla Pintér Pázmány Péter Catholic University, Hungary Research Institute for Linguistics, Hungarian Academy of Sciences 5 th Central
PTE Academic Preparation Course Outline
PTE Academic Preparation Course Outline August 2011 V2 Pearson Education Ltd 2011. No part of this publication may be reproduced without the prior permission of Pearson Education Ltd. Introduction The
Degree of highness or lowness of the voice caused by variation in the rate of vibration of the vocal cords.
PITCH Degree of highness or lowness of the voice caused by variation in the rate of vibration of the vocal cords. PITCH RANGE The scale of pitch between its lowest and highest levels. INTONATION The variations
Sentence Blocks. Sentence Focus Activity. Contents
Sentence Focus Activity Sentence Blocks Contents Instructions 2.1 Activity Template (Blank) 2.7 Sentence Blocks Q & A 2.8 Sentence Blocks Six Great Tips for Students 2.9 Designed specifically for the Talk
The structure of the English Sentence
The structure of the English Sentence In this first part of the grammar you are going to review the most common structures in English. In addition, you will study some structures that differ from the normal
Extended Projections of Adjectives and Comparative Deletion
Julia Bacskai-Atkari 25th Scandinavian Conference University of Potsdam (SFB-632) in Linguistics (SCL-25) [email protected] Reykjavík, 13 15 May 2013 0. Introduction Extended Projections
10. Sentence stress and intonation
10. Sentence stress and intonation Before you study this chapter, check whether you are familiar with the following terms: adjective, adverb, conjunction, content word, demonstrative pronoun, function
9 Rhythmical Variation in Hungarian revisited
9 Rhythmical Variation in Hungarian revisited László Varga Eötvös Loránd University 1 Introduction In this article I revise my earlier views on Rhythmical Variation (RV) in Hungarian (Varga 1998; 2002:
SPEECH OR LANGUAGE IMPAIRMENT EARLY CHILDHOOD SPECIAL EDUCATION
I. DEFINITION Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment (comprehension and/or expression), or a voice impairment, that
A Comparative Analysis of Standard American English and British English. with respect to the Auxiliary Verbs
A Comparative Analysis of Standard American English and British English with respect to the Auxiliary Verbs Andrea Muru Texas Tech University 1. Introduction Within any given language variations exist
Intonation difficulties in non-native languages.
Intonation difficulties in non-native languages. Irma Rusadze Akaki Tsereteli State University, Assistant Professor, Kutaisi, Georgia Sopio Kipiani Akaki Tsereteli State University, Assistant Professor,
Master of Arts in Linguistics Syllabus
Master of Arts in Linguistics Syllabus Applicants shall hold a Bachelor s degree with Honours of this University or another qualification of equivalent standard from this University or from another university
Pragmatic analysis of hotel websites in terms of interpersonal relationships. Theses of the PhD dissertation by. Kovács Péterné Dudás Andrea
Pragmatic analysis of hotel websites in terms of interpersonal relationships Theses of the PhD dissertation by Kovács Péterné Dudás Andrea Eötvös Loránd University Faculty of Humanities Doctoral School
Constituency. The basic units of sentence structure
Constituency The basic units of sentence structure Meaning of a sentence is more than the sum of its words. Meaning of a sentence is more than the sum of its words. a. The puppy hit the rock Meaning of
REPORTED SPEECH. Reported speech is used to retell or report what other person has actually said. It is a very usual function in everyday language.
REPORTED SPEECH USE Reported speech is used to retell or report what other person has actually said. It is a very usual function in everyday language. STRUCTURE Formal aspects We can find different ways
Things to remember when transcribing speech
Notes and discussion Things to remember when transcribing speech David Crystal University of Reading Until the day comes when this journal is available in an audio or video format, we shall have to rely
Points of Interference in Learning English as a Second Language
Points of Interference in Learning English as a Second Language Tone Spanish: In both English and Spanish there are four tone levels, but Spanish speaker use only the three lower pitch tones, except when
EAP 1161 1660 Grammar Competencies Levels 1 6
EAP 1161 1660 Grammar Competencies Levels 1 6 Grammar Committee Representatives: Marcia Captan, Maria Fallon, Ira Fernandez, Myra Redman, Geraldine Walker Developmental Editor: Cynthia M. Schuemann Approved:
Structure of Clauses. March 9, 2004
Structure of Clauses March 9, 2004 Preview Comments on HW 6 Schedule review session Finite and non-finite clauses Constituent structure of clauses Structure of Main Clauses Discuss HW #7 Course Evals Comments
Syntax: Phrases. 1. The phrase
Syntax: Phrases Sentences can be divided into phrases. A phrase is a group of words forming a unit and united around a head, the most important part of the phrase. The head can be a noun NP, a verb VP,
COMPUTATIONAL DATA ANALYSIS FOR SYNTAX
COLING 82, J. Horeck~ (ed.j North-Holland Publishing Compa~y Academia, 1982 COMPUTATIONAL DATA ANALYSIS FOR SYNTAX Ludmila UhliFova - Zva Nebeska - Jan Kralik Czech Language Institute Czechoslovak Academy
László Hunyadi (Résumé)
László Hunyadi (Résumé) Address: Chairman Dept of General and Applied Linguistics University of Egyetem tér 1. H-4032 Hungary email: [email protected] 1. Academic studies I graduated from Lajos Kossuth
Glossary of key terms and guide to methods of language analysis AS and A-level English Language (7701 and 7702)
Glossary of key terms and guide to methods of language analysis AS and A-level English Language (7701 and 7702) Introduction This document offers guidance on content that students might typically explore
University of Massachusetts Boston Applied Linguistics Graduate Program. APLING 601 Introduction to Linguistics. Syllabus
University of Massachusetts Boston Applied Linguistics Graduate Program APLING 601 Introduction to Linguistics Syllabus Course Description: This course examines the nature and origin of language, the history
ON THE INFORMATION STRUCTURE OF THE HUNGARIAN SENTENCE
ON THE INFORMATION STRUCTURE OF THE HUNGARIAN SENTENCE FERENC KIEFER Research Institute for Linguistics, Hungarian Academy of Sciences, Budapest 1 Hungary Traditionally, information structure in Hungarian
English Language (first language, first year)
Class contents and exam requirements English Language (first language, first year) Code 30123, Learning Path 1 Head Teacher: Prof. Helen Cecilia TOOKE Objectives pag. 2 Program pag. 2 Set and recommended
Syntactic and Semantic Differences between Nominal Relative Clauses and Dependent wh-interrogative Clauses
Theory and Practice in English Studies 3 (2005): Proceedings from the Eighth Conference of British, American and Canadian Studies. Brno: Masarykova univerzita Syntactic and Semantic Differences between
Index. 344 Grammar and Language Workbook, Grade 8
Index Index 343 Index A A, an (usage), 8, 123 A, an, the (articles), 8, 123 diagraming, 205 Abbreviations, correct use of, 18 19, 273 Abstract nouns, defined, 4, 63 Accept, except, 12, 227 Action verbs,
A System for Labeling Self-Repairs in Speech 1
A System for Labeling Self-Repairs in Speech 1 John Bear, John Dowding, Elizabeth Shriberg, Patti Price 1. Introduction This document outlines a system for labeling self-repairs in spontaneous speech.
Socio-Cultural Knowledge in Conversational Inference
Socio-Cultural Knowledge in Conversational Inference Xiaomei Yang English Department, Qingdao University of Science & Technology Middle Section of Songling Road, Qingdao 266061, China Tel: 86-532-8895-6956
Complex Predications in Argument Structure Alternations
Complex Predications in Argument Structure Alternations Stefan Engelberg (Institut für Deutsche Sprache & University of Mannheim) Stefan Engelberg (IDS Mannheim), Universitatea din Bucureşti, November
The use of focus markers. in second language word processing
The use of focus markers in second language word processing Dissertation zur Erlangung des Doktorgrades der Philosophie vorgelegt von Anke Sennema-Skowronek Institut für Linguistik / Allgemeine Sprachwissenschaft
Introduction: Reading and writing; talking and thinking
Introduction: Reading and writing; talking and thinking We begin, not with reading, writing or reasoning, but with talk, which is a more complicated business than most people realize. Of course, being
Modern foreign languages
Modern foreign languages Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007
COMPARATIVES WITHOUT DEGREES: A NEW APPROACH. FRIEDERIKE MOLTMANN IHPST, Paris [email protected]
COMPARATIVES WITHOUT DEGREES: A NEW APPROACH FRIEDERIKE MOLTMANN IHPST, Paris [email protected] It has become common to analyse comparatives by using degrees, so that John is happier than Mary would
English Appendix 2: Vocabulary, grammar and punctuation
English Appendix 2: Vocabulary, grammar and punctuation The grammar of our first language is learnt naturally and implicitly through interactions with other speakers and from reading. Explicit knowledge
Contemporary Use of Like and its effects on non-native English speakers
Contemporary Use of Like and its effects on non-native English speakers Huijin Yan Structure of English Prof. Barr Part I: Introduction One phenomenon in American oral English that can be easily noticed
Teaching and Learning Mandarin Tones. 19 th May 2012 Rob Neal
Teaching and Learning Mandarin Tones 19 th May 2012 Rob Neal Aims of the presentation Reflect on why tones are so challenging for Anglophone learners Review several empirical studies which have examined
Indiana Department of Education
GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United
MATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10
PROCESSES CONVENTIONS MATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10 Determine how stress, Listen for important Determine intonation, phrasing, points signaled by appropriateness of pacing,
Rethinking the relationship between transitive and intransitive verbs
Rethinking the relationship between transitive and intransitive verbs Students with whom I have studied grammar will remember my frustration at the idea that linking verbs can be intransitive. Nonsense!
Contrastive Focalization on Clefts in Taqbaylit Berber
Mettouchi, Amina, 23, "Contrastive Focalization on Clefts in Taqbaylit Berber", in Proceedings of IP23 Interfaces Prosodiques, Nantes, France, 27-28-29 March 23, A. Mettouchi & G. Ferré (eds), pp.143-148.
Parts of Speech. Skills Team, University of Hull
Parts of Speech Skills Team, University of Hull Language comes before grammar, which is only an attempt to describe a language. Knowing the grammar of a language does not mean you can speak or write it
Curso académico 2015/2016 INFORMACIÓN GENERAL ESTRUCTURA Y CONTENIDOS HABILIDADES: INGLÉS
Curso académico 2015/2016 INFORMACIÓN GENERAL ESTRUCTURA Y CONTENIDOS HABILIDADES: INGLÉS Objetivos de Habilidades: inglés El objetivo de la prueba es comprobar que el alumno ha adquirido un nivel B1 (dentro
An Analysis of the Eleventh Grade Students Monitor Use in Speaking Performance based on Krashen s (1982) Monitor Hypothesis at SMAN 4 Jember
1 An Analysis of the Eleventh Grade Students Monitor Use in Speaking Performance based on Krashen s (1982) Monitor Hypothesis at SMAN 4 Jember Moh. Rofid Fikroni, Musli Ariani, Sugeng Ariyanto Language
INTRODUCTION TO COMMUNICATION SKILLS *
Core Competencies: Communication Skills INTRODUCTION TO COMMUNICATION SKILLS * ABOUT THIS ACTIVITY Time: 70 minutes Objectives: By the end of this session, participants will be able to: Define verbal,
MA in English language teaching Pázmány Péter Catholic University *** List of courses and course descriptions ***
MA in English language teaching Pázmány Péter Catholic University *** List of courses and course descriptions *** Code Course title Contact hours per term Number of credits BMNAT10100 Applied linguistics
Speaking skills for Cambridge English: First for Schools (2015)
Speaking skills for Cambridge English: First for Schools (2015) Cambridge English A not-for-profit department of the University of Cambridge 100 years of expertise in English language assessment Over 4
INTERVALS WITHIN AND BETWEEN UTTERANCES. (.) A period in parentheses indicates a micropause less than 0.1 second long. Indicates audible exhalation.
All of the articles in this Special Issue use Jefferson s (2004) transcription conventions (see also Psathas, 1995; Hutchby and Woofit, 1998; ten Have; Markee and Kasper, 2004), in accordance with the
TEACHER CERTIFICATION STUDY GUIDE LANGUAGE COMPETENCY AND LANGUAGE ACQUISITION
DOMAIN I LANGUAGE COMPETENCY AND LANGUAGE ACQUISITION COMPETENCY 1 THE ESL TEACHER UNDERSTANDS FUNDAMENTAL CONCEPTS AND KNOWS THE STRUCTURE AND CONVENTIONS OF THE ENGLISH LANGUAGE Skill 1.1 Understand
0-121 0-119 0-121 0-121 0-121 0-121 0-121 HR 122-146 120-146 122-146 122-146 122-146 122-146 122-146 MR 147+ 147+ 147+ 147+ 147+ 147+ 147+ LR
Text Reading Efficiency Procedures - Grade 7 Please read Weekly Briefings #11725 and #11726 prior to administering the Text Reading Efficiency Placement Test. Part I: Administering the Oral Reading Test
Correlation: ELLIS. English language Learning and Instruction System. and the TOEFL. Test Of English as a Foreign Language
Correlation: English language Learning and Instruction System and the TOEFL Test Of English as a Foreign Language Structure (Grammar) A major aspect of the ability to succeed on the TOEFL examination is
Requests in International Business Emails
Requests in International Business Emails Dissertation zur Erlangung des Grades der Doktorin der Philosophie bei der Fakultät für Geisteswissenschaften Fachbereiche Sprache, Literatur, Medien & Europäische
Noam Chomsky: Aspects of the Theory of Syntax notes
Noam Chomsky: Aspects of the Theory of Syntax notes Julia Krysztofiak May 16, 2006 1 Methodological preliminaries 1.1 Generative grammars as theories of linguistic competence The study is concerned with
Reading Competencies
Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies
Annotation Guidelines for Dutch-English Word Alignment
Annotation Guidelines for Dutch-English Word Alignment version 1.0 LT3 Technical Report LT3 10-01 Lieve Macken LT3 Language and Translation Technology Team Faculty of Translation Studies University College
Constraints in Phrase Structure Grammar
Constraints in Phrase Structure Grammar Phrase Structure Grammar no movement, no transformations, context-free rules X/Y = X is a category which dominates a missing category Y Let G be the set of basic
PS I TAM-TAM Aspect [20/11/09] 1
PS I TAM-TAM Aspect [20/11/09] 1 Binnick, Robert I. (2006): "Aspect and Aspectuality". In: Bas Aarts & April McMahon (eds). The Handbook of English Linguistics. Malden, MA et al.: Blackwell Publishing,
Two Sides of the Same Pragmatic Move: The German Discourse Particles Etwa and Nicht * Simone Gieselman and Ivano Caponigro
Two Sides of the Same Pragmatic Move: The German Discourse Particles Etwa and Nicht * Simone Gieselman and Ivano Caponigro University of California, San Diego 1. Introduction The German words nicht and
What Is Linguistics? December 1992 Center for Applied Linguistics
What Is Linguistics? December 1992 Center for Applied Linguistics Linguistics is the study of language. Knowledge of linguistics, however, is different from knowledge of a language. Just as a person is
A Survey of ASL Tenses
A Survey of ASL Tenses Karen Alkoby DePaul University School of Computer Science Chicago, IL [email protected] Abstract This paper examines tenses in American Sign Language (ASL), which will be
10th Grade Language. Goal ISAT% Objective Description (with content limits) Vocabulary Words
Standard 3: Writing Process 3.1: Prewrite 58-69% 10.LA.3.1.2 Generate a main idea or thesis appropriate to a type of writing. (753.02.b) Items may include a specified purpose, audience, and writing outline.
Module Catalogue for the Bachelor Program in Computational Linguistics at the University of Heidelberg
Module Catalogue for the Bachelor Program in Computational Linguistics at the University of Heidelberg March 1, 2007 The catalogue is organized into sections of (1) obligatory modules ( Basismodule ) that
Phonetic Perception and Pronunciation Difficulties of Russian Language (From a Canadian Perspective) Alyssa Marren
The Arbutus Review, Vol. 2, No. 1 (2011) 75 Phonetic Perception and Pronunciation Difficulties of Russian Language (From a Canadian Perspective) Alyssa Marren Abstract: This study looked at the most important
Virtual Patients: Assessment of Synthesized Versus Recorded Speech
Virtual Patients: Assessment of Synthesized Versus Recorded Speech Robert Dickerson 1, Kyle Johnsen 1, Andrew Raij 1, Benjamin Lok 1, Amy Stevens 2, Thomas Bernard 3, D. Scott Lind 3 1 Department of Computer
ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) COMPANION TO AusVELS
ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) COMPANION TO AusVELS For implementation in 2013 Contents English as an Additional Language... 3 Introduction... 3 Structure of the EAL Companion... 4 A Stages Lower
GYURIS BEÁTA THE SEMANTICS OF CONTRASTIVE TOPICS IN HUNGARIAN
EÖTVÖS LORÁND TUDOMÁNYEGYETEM BÖLCSÉSZETTUDOMÁNYI KAR DOKTORI DISSZERTÁCIÓ GYURIS BEÁTA THE SEMANTICS OF CONTRASTIVE TOPICS IN HUNGARIAN NYELVTUDOMÁNYI DOKTORI ISKOLA ELMÉLETI NYELVÉSZETI DOKTORI PROGRAM
How To Read With A Book
Behaviors to Notice Teach Level A/B (Fountas and Pinnell) - DRA 1/2 - NYC ECLAS 2 Solving Words - Locates known word(s) in. Analyzes words from left to right, using knowledge of sound/letter relationships
CHARTES D'ANGLAIS SOMMAIRE. CHARTE NIVEAU A1 Pages 2-4. CHARTE NIVEAU A2 Pages 5-7. CHARTE NIVEAU B1 Pages 8-10. CHARTE NIVEAU B2 Pages 11-14
CHARTES D'ANGLAIS SOMMAIRE CHARTE NIVEAU A1 Pages 2-4 CHARTE NIVEAU A2 Pages 5-7 CHARTE NIVEAU B1 Pages 8-10 CHARTE NIVEAU B2 Pages 11-14 CHARTE NIVEAU C1 Pages 15-17 MAJ, le 11 juin 2014 A1 Skills-based
English Subordinators in Finite Clause: Definition and Classification
International Journal of English Linguistics; Vol. 4, No. 4; 2014 ISSN 1923-869X E-ISSN 1923-8703 Published by Canadian Center of Science and Education English Subordinators in Finite Clause: Definition
Functional Auditory Performance Indicators (FAPI)
Functional Performance Indicators (FAPI) An Integrated Approach to Skill FAPI Overview The Functional (FAPI) assesses the functional auditory skills of children with hearing loss. It can be used by parents,
