Professional Documents
Culture Documents
Semantics
Semantics
Forms of thought
Mapping meaning onto language
Word meaning
Semantic features
Prototypes and Stereotypes
Relational meanings
(Word meaning and) longer expressions
Reference and Sense
Sentence meaning
propositions
sentence v.s. utterance
Discourse meaning : cohesion, coherence,
background knowledge, the cooperative principle
Markedness
Yun-Pi Yuan 1
Forms of thought
• A thought may be compared to a cloud
shedding a shower of words.
• Mental representation:
Have you ever had the experience of
wanting to express a thought, but you
couldn't find the words for it?
• Language is NOT the basic form of
thought.
Yun-Pi Yuan 2
Mental Representation
• Mental imageries:
A. sound images
B. visual images
C. math
D. movement—action patterns
Yun-Pi Yuan 3
Sound Images
Yun-Pi Yuan 4
Visual Images
Yun-Pi Yuan 6
Movement (Action Patterns)
Yun-Pi Yuan 7
Transfer among Different Forms of Thought
Yun-Pi Yuan 8
Semantics
Yun-Pi Yuan 9
Mapping Meaning onto language (1)
• Examples
English, Chinese, & Spanish: He gave me a pen. (Nash 92)
Yun-Pi Yuan 11
Mapping meaning onto language (3)
Yun-Pi Yuan 13
Mapping meaning onto language (5)
• How does a child learn semantics?
• Slobin Model (Nash 91)
KNOWLEDGE of the world
Yun-Pi Yuan 16
Features
Yun-Pi Yuan 17
Advantage 1: Universal
Yun-Pi Yuan 18
Advantage 2: Similar to Phonological Features
Yun-Pi Yuan 19
Disadvantage
Yun-Pi Yuan 20
Prototype
• Definition: a typical/ideal example (serving to
represent the whole class); an examplar
• Concept of prototype: helps explain meaning of
certain words in terms of resemblance to the clearest
examplar.
• Eleanor Rosch’s experiments:
A. bird:
Robin, sparrow, canary, dove, lark, parrot, owl, peacock,
duck, penguin, ostrich, bat
B. clothing:
shirts, dresses, skirts, bathing suit, pajamas, shoes,
stockings, the hat, gloves
C. vegetable:
pea, carrot, cauliflower, onion, potato, mushroom
Yun-Pi Yuan 21
Stereotype
Yun-Pi Yuan 22
Relational Meanings
• Words may differ +- a feature. But, many sets of
words differ, or may be grouped, in other ways,
including “degree” and “direction.”
• Degree: amount—contrast to +- of features
e.g. hot/cold, long/short, tall/short, hard/soft,
good/bad, wet/dry, beautiful/ugly
• Direction: for example, buy/sell, come/go,
give/receive, borrow/lend, read/write.
• Note: A. “father”—also relational (in a different way)
B. kill and hurt—cause and effect relations
(Nash 97)
Yun-Pi Yuan 23
Longer Expressions
• Reference and sense: applying to semantics of both
words and longer expressions
• Reference: dealing with the relationships between
language and the world (Nash 98)
e.g. “My son is in the beech tree.”
identify person identify thing
• Sense: dealing with relationships inside the
language.
e.g. The moon was bright last night. (reference)
My love is like the moon. (sense)
Yun-Pi Yuan 24
Reference and Sense (1)
• Sense but not reference: function words, such as
and, or, never, perhaps, otherwise, but. These
make connections between meanings of different
units of language.
• Same reference but different sense:
e.g. The evening star west. (sunset)
Venus
The morning star east. (sunrise)
Same object (same reference) but different sense
(different aspect); different ways of referring to
the same thing.
Yun-Pi Yuan 25
Reference and Sense (2)
Yun-Pi Yuan 26
Reference and Sense (3)
• Other examples:
my father/ the man who married my
mother/我先生/孩子的爸
different senses, although refer to the
same person (=same reference)
• Could have different reference
e.g. stepfather or illegitimate child
Yun-Pi Yuan 27
Sentence Meaning (1)
• Proposition= the basic idea/thought of the sentence;
events or states; say something about events/states.
• Proposition: predicate +argument(s) (Nash 19-20. 84+)
Yun-Pi Yuan 28
Sentence
• Definition: a unit of language (an abstract
thing, a part of language itself), a string of
words put together by the grammatical
rules of a language.
• Meanings of a sentence come from only
within the language independent of
context.
Yun-Pi Yuan 29
Utterance
• Definition: the meaning of an utterance comes from both the
language & the context & from features of language (e.g.
intonation, stress, gestures)
• What speakers say or write: you can give the time, date,
place of an utterance (including intonation, stress, patterns
and gestures)
• An event in the world which can be thought as an example of
a sentence, or of part of a sentence (e.g., a phrase or a word)
• Different functions in context:
statement of fact thanks apology
explanation tease promise
suggestion insult
denial request, compliment
e.g. Mr. Nash likes tea. (Nash 20, 99)
argument argument
predicate (shows relationship)
Yun-Pi Yuan 30
Sentence Meaning (2)
• Propositional meaning (sentence) vs.
interpersonal meaning (utterance)
• Proposition vs. utterance analysis
the difference: (Nash 100-101)
e.g. “The book is open.”—accusation
“Tom opened the book”— defense against
accusation; put
blame on
somebody else
Yun-Pi Yuan 31
Sentence Meaning (3)
• Examples of utterance:
“Can you open the window?”—mother to child
(order)
“Is your homework ready?”
–student student (=can I copy it?)
–teacher students (=now, turn it in)
• Meaning of utterances based on the context
(depending on the interactions of the speakers
and their relationship).
Yun-Pi Yuan 32
Sentence Meaning (4)
• Sentence vs. utterance
e.g. He loves her.—sentence (understand, but
who are they?)
“He loves her.”—utterance (with knowledge
of reference of
pronouns)
• Expressions without propositional meaning, only
international meaning: e.g. Hello, Goodbye,
pardon, Hey (something like verbal gestures)
Yun-Pi Yuan 33
Sentence Meaning (5)
Yun-Pi Yuan 34
Sentence Meaning (6)
• Practice:
Utterance Sentence Propositions
Can be loud or quiet
Can be grammatical
or not
Can be true or false
In a particular
regional accent
In a particular
language Yun-Pi Yuan 35
Sentence Meaning (7)
• Practice:
Utterance Sentences propositions
Can be loud or quiet + - -
Can be grammatical + + -
or not
Can be true or false + + +
In a particular + - -
regional accent
In a particular + + -
language
Yun-Pi Yuan 36
• Family tree relationship:
proposition
Yun-Pi Yuan 37
physical actions mental processes
[gesture] [thoughts]
Linguistic entities
[e.g. sentences]
Yun-Pi Yuan 39
Discourse (2)
• Examples of different discourse structures
A. writing
a. paragraph
b. composition (longer organization)
c. book (chapter…)
d. story—typical structure: chronological
order
B. apartment descriptions
C. conversation: casual/classroom/ ordered
discussion/debate/interview/ritual (e.g.
church ritual, graduation, wedding ritual,
classroom ritual—起立.敬禮.坐下.報告)
Yun-Pi Yuan 40
Discourse (3)
• Some important elements in discourse:
cohesion, coherence, background
knowledge, the co-operative principle
• Cohesion: “the ties and connections which
exist within texts.” Text: a piece of spoken
or written language.
Yun-Pi Yuan 41
Cohesion (1)
• Examples of cohesion: (Yule 140)
pronouns, (e.g. he, my, I , it); lexical
connections (e.g. Lincoln convertible—the
car—the convertible); general connections
with shared meaning elements (e.g.
“money”—bought—sawing—penny—
worth a fortune—sold—pay); relationship
marker (e.g. “however”); tense—first 4
sentences: past tense, last one: present—
a different time.
Yun-Pi Yuan 42
Cohesion (2)
• Cohesion: the grammatical and/ or lexical
relationships between the different
elements of a text. This may be the
relationship between different sentences
or between different parts of a sentence.
Example:
A: Is Jane coming to the party?
B. Yes, she is.
There is a link between Jane and she, also
between is… coming and is.
Yun-Pi Yuan 43
Coherence (1)
• The relationships which link the meanings of
utterances in a discourse or of the the sentences
in a text.
• These links may be based on the speakers’
shared knowledge (background knowledge)
e.g. A: Could you give me a ride home?
B: Sorry, I’m visiting my sister.
There’s no grammatical or lexical link between
A’s Q and B’s reply, but the exchange has
coherence, because both A and B know that B’s
sister lives in the opposite direction to A’s home.
Yun-Pi Yuan 44
Coherence (2)
• Coherence: that the text makes sense—
coherence achieved more by people than
by texts (than by language itself)—we
expect coherence—we “try to arrive at an
interpretation which is in line with [our]
experience of the way the world is” (Yule
141).
• An example of coherence without
cohesion (Yule 142)
Yun-Pi Yuan 45
Coherence (3)
Yun-Pi Yuan 47
The Cooperative Principle (1)
• In conversation participants are assumed (by
others) to be cooperating.
• Four Maxims: set out by Grice (1975)
Quantity: an informative as is required, no
more, no less.
Quality: Don’t say something you believe
to be false or something you don’t
know.
Relation: Be relevant
Manner: Be clear, brief and orderly
Yun-Pi Yuan 48
The Cooperative Principle (2)
• These are the normal expectations
e.g. expectations about Quantity: “To
make a long story short,” “I won’t bore
you with all the details.”
Quality: “An far as I know;” “Correct me if
I am wrong;” “I think;” “I feel;” “It’s
possible that…” (“maybe”)
Yun-Pi Yuan 49
The Cooperative Principle (3)
• The 4 maxims and the whole principle
allow interpretations (see Yule 145 bottom)
Carol: Are you coming to the party tonight?
Lara: I’ve got an exam tomorrow.
• Just a brief introduction to Discourse—many
more elements involved, very complex.
Yun-Pi Yuan 50
Lexicon (1)
• Q: Do the lexical items (words) of a
language have some sort of overall
structure/organization like phonology,
morphology, and syntax have?
• What’s the exact nature of a unit for
definition? That is, what is a lexical unit?
Yun-Pi Yuan 51
Lexicon (2)
• Dictionary entry is not exactly what we think of
as a word. It’s really a paradigm: an example
of all the forms of a word, used to represent
the whole set.
Examples:
child—represents child, child’s, children,
children’s
take—takes, taking, took, taken.
Some sets include only one member: how, yet,
often
Yun-Pi Yuan 52
Lexicon (3)
Yun-Pi Yuan 53
Unmarked
• The paradigmatic form is the unmarked form:
the form which does not seem “special” in any
way, that seems most “basic”, that has nothing
added (phonemes, sounds, morphemes).
e.g. child: child’s, children
large: larger
car: cars
ritual: ritualistic
strangle: strangulation
old/young: “How old is she?” the normal Q
Yun-Pi Yuan 54
Markedness (1)
• The theory that in the languages of world certain
linguistics elements are more BASIC, National, and
Frequent (these elements are unmarked; less basic,
national, frequent elements are marked)
• Examples:
A. Singular examples: car—cars
(singular=unmarked; plural=marked)
B. unmarked: S-V-O sentence: I dislike such people.
marked: O-S-V sentence: Such people I dislike.
Yun-Pi Yuan 55
Markedness (2)
(Nash 91)
Yun-Pi Yuan 56
Markedness (3)
C. more frequent=unmarked
e.g. Falling intonation vs. rising intonation
D. more specific=marked
(more common=unmarked)
e.g. dog (unmarked) vs. bitch (marked)
E. distribution—unrestricted (unmarked)
e.g. How tall is John? vs. How short is John?
Yun-Pi Yuan 57
Markedness (4)
• Markedness theory applies at all levels:
A. Phonology
e.g. /p, t, k, s, n/ unmarked consonants
/v, z, Q, ð/ more marked
falling intonation=unmarked
rising intonation=marked
B. lexicon e.g. dog/ bitch (marked)
C. morphology e.g. car/ cars (marked)
D. syntax e.g. active vs. passive (marked)
Yun-Pi Yuan 58
Markedness (5)
Yun-Pi Yuan 60