scholarly journals Allomorphs in the Igbo Language: An Optimality Theory Approach

2017 ◽  
Vol 17 (3) ◽  
pp. 30
Author(s):  
Thecla Udemmadu
Keyword(s):  
Optimality Theory ◽  
Theory Approach

A Realization Optimality Theory approach to blocking and extended morphological exponence

2011 ◽  
Vol 47 (3) ◽  
pp. 673-707 ◽  
Author(s):  
ZHENG XU ◽  
MARK ARONOFF
Keyword(s):  
Optimality Theory ◽  
Theory Approach ◽  
Markedness Constraint ◽  
Alternative Approaches ◽  
Morphosyntactic Feature ◽  
Extended Exponence

Blocking in inflection occurs when a morphological exponent prevents the application of another exponent expressing the same feature value, thus barring the occurrence of multiple exponents of a single morphosyntactic feature value. In instances of extended exponence, more than one exponent in the same word realizes the same feature value. We provide a unified account of blocking and extended exponence that combines a realizational approach to inflection with Optimality Theory (Realization Optimality Theory), encoding morphological realization rules as ranked violable constraints. The markedness constraint *Feature Split bars the realization of any morphosyntactic feature value by more than one exponent. If *Feature Split ranks lower than two or more realization constraints expressing the same feature value, then we observe extended exponence. Otherwise, we find blocking of lower-ranked exponents. We show that Realization Optimality Theory is superior to various alternative approaches to blocking and extended morphological exponence.

scholarly journals Syntax-Semantics Interface in Linguistic Theory

2018 ◽  
Vol 1 (122) ◽  
pp. 41-66
Author(s):  
مؤيد جمعة جمعة ◽  
زينب محمود الكواز
Keyword(s):  
Optimality Theory ◽  
Native Language ◽  
Linguistic Theory ◽  
Theory Approach ◽  
Adequate Description ◽  
Foreign Teachers ◽  
Case Grammar ◽  
Teachers And Students ◽  
George Lakoff

According to a process called selected focusing, the linguist in order to produce a coherent statement or an adequate description has to focus on one aspect of a language and exclude the others. Yet, such isolation is only an artificial element. A layman or a child does not have a least idea about the various levels of language. Yet, he is very-well equipped with the grammatical, structural, and semantic tools that help him to instantly identify the ill-formed or unmeaningful sentences of his native language as language is learned and taught as a whole. With regard to syntax-semantics interface in linguistic literature, two opposite mainstreams have been found; a syntactically- oriented perspective (Chomsky 1957, 65, 79, 81, Cullicover 1976, Radford 1988, Horrock 1987, and Haegman 1992) modified and supported later on by the Optimality Theory approach (henceforth OT) established by Alan Prince and Paul Smolensky (1993) and a semantically-oriented one in its two facets the generative and the interpretive (Jerrold J. Katz & Jerry A. Fodor: 1963, George Lakoff 1963) developed in some of its aspects by Charles Fillmore's case grammar (1968). Furthermore, a great deal of effort has been proposed in line with these two opposite approaches to produce some experimental psycholinguistic and neurolinguistic studies to support or reject one or both of them (Millar & Mckean 1964, Savin & Perchonock 1965, and Clifton & Odom 1966, Gleason, J. & Ratner, N. 1993, Friederici, Angela D., & Jürgen Weissenborn 2007).           The early generative transformational approach went too far in insisting that the syntactic aspect has an autonomous characteristic and should be dealt with in isolation from semantics; others argue that they are interrelated and cannot be separated. Some linguists as the generative semanticists consider semantics as more basic in grammatical description than syntax; whereas, others hold a totally reversed approach assuming that semantics cannot be described and it should be considered as an extra-linguistic element. This paper is at attempt to shed some light on this serious linguistic controversy to arrive at some general outlines that might help the linguistic theorists, language second/foreign teachers and students to establish a scientific scheme in dealing with language.     

Ab initio band theory approach to electron energy loss near edge structures

1988 ◽  
Vol 46 ◽  
pp. 506-507
Author(s):  
Xudong Weng ◽  
O.F. Sankey ◽  
Peter Rez
Keyword(s):  
Ab Initio ◽  
Local Density ◽  
Interpolation Method ◽  
Atomic Orbital ◽  
Plane Waves ◽  
Large Set ◽  
Theory Approach ◽  
Band Theory ◽  
Atomic Orbitals ◽  
Pseudopotential Calculations

Single electron band structure techniques have been applied successfully to the interpretation of the near edge structures of metals and other materials. Among various band theories, the linear combination of atomic orbital (LCAO) method is especially simple and interpretable. The commonly used empirical LCAO method is mainly an interpolation method, where the energies and wave functions of atomic orbitals are adjusted in order to fit experimental or more accurately determined electron states. To achieve better accuracy, the size of calculation has to be expanded, for example, to include excited states and more-distant-neighboring atoms. This tends to sacrifice the simplicity and interpretability of the method.In this paper. we adopt an ab initio scheme which incorporates the conceptual advantage of the LCAO method with the accuracy of ab initio pseudopotential calculations. The so called pscudo-atomic-orbitals (PAO's), computed from a free atom within the local-density approximation and the pseudopotential approximation, are used as the basis of expansion, replacing the usually very large set of plane waves in the conventional pseudopotential method. These PAO's however, do not consist of a rigorously complete set of orthonormal states.

Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

2020 ◽  
Vol 5 (1) ◽  
pp. 290-303
Author(s):  
P. Charlie Buckley ◽  
Kimberly A. Murza ◽  
Tami Cassel
Keyword(s):  
Data Analysis ◽  
Professional Learning ◽  
Social Communication ◽  
Special Educators ◽  
Service Providers ◽  
Integrative Approach ◽  
Theory Approach ◽  
Learning Program ◽  
Speech Language Pathologists ◽  
Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

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