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Dissertations / Theses on the topic 'English language - Noun phrase'

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Published: 4 June 2021

Last updated: 7 February 2022

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1

Abney, Steven Paul. "The English noun phrase in its sentential aspect." Cambridge, MA : Dept. of Linguistics and Philosophy, Massachusetts Institute of Technology : Distributed by MIT Working Papers in Linguistics, 1987. http://catalog.hathitrust.org/api/volumes/oclc/21895060.html.

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2

Raumolin-Brunberg, Helena. "The noun phrase in early sixteenth-century English : a study based on Sir Thomas More's writings /." Helsinki : Société néophilologique, 1991. http://books.google.com/books?id=1SJZAAAAMAAJ.

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3

Chan, Hung-chong, and 陳虹莊. "A comparison of the English and Chinese patterns of modification of noun phrases and the difficulties created by the differences betweenthe two patterns in translation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3195120X.

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4

Korhonen, Jannina. "A Corpus Study of Signalling Nouns in L2 English Essays by Swedish Students." Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28243.

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This study is about the structure of the noun phrases used with with signalling nouns, which are abstract nouns that are hard to understand without a context. The inspiration for the study comes from work by John Flowerdew. The aim is to investigate in what type of noun phrases (NP) the signalling nouns are used by L2 English students and if the structures of these NPs tell us something about the meaning of the nouns. The material of the study is from the pioneering learner corpus the International Corpus of Learner’s English (ICLE). In general, it was found that the chosen signalling nouns thing, argument, possibility, chapter, kind and fact, are frequently used in complex NPs. There were some differences in the distribution of nouns, with thing, kind and fact having rather high frequencies in comparison to the other nouns. For this reason, samples of these nouns were selected for the analysis. The findings indicate that these signalling nouns rarely appear alone but are most often used in complex NPs. Furthermore, the results also show that a large proportion of these nouns is used in fixed phrases.

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Cooper, Stephanie R. "Exploring Elaborated Noun Phrase Use of Middle School English Language Learners Following Writing Strategy Instruction." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4656.

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English Language Learners (ELLs) are a growing population within the U.S. school system. In the secondary grades, this diverse group requires instruction to improve not only English language proficiency but also utilization of the academic language register, especially in writing tasks. The present study focused on ELLs in middle school. The aim was to explore the effects of enhanced Self–Regulated Strategy Development (SRSD) writing instruction on the use of complex language, particularly elaborated noun phrases (ENPs) when SRSD was combined with linguistic instruction on increased sentence complexity. As a part of a larger study exploring critical literacy and the persuasive writing instruction of Spanish–English speaking students, this repeated measures design detailed the effects of two six–week instructional periods aimed at teaching 19 ELLs methods for organizing, planning, and constructing persuasive texts (the macr–-structure level), as well as ways of incorporating academic language forms and functions in their writing (the micro–structure level). Within the critical literacy project that involved topics and themes related to immigration, the 19 students produced three texts in English (pre–, mid–, and post–instruction essays). These texts were analyzed for ENP frequency and complexity. Three case studies were also chosen to highlight the variation in ENP outcomes and to discuss additional aspects of persuasive writing at both the macr–- and micro–structure levels. Statistical analysis of group use of ENPs revealed no significant increase in frequency or complexity across essays as simple pre–noun modifications were produced in amounts greater than all other ENP type across all essays. The three case studies revealed that frequency of ENP use generally corresponded to strength of abilities at either the macro–structure level, such as inclusion of more persuasive elements, or the micro–structure level as indicated by increased text length and variety of vocabulary. One implication of these outcomes indicates the need for more in–depth emphasis on the coordination of both the macro– and micro–structure levels in writing instruction studies with ELLs. Other implications pertain to further analysis of classification approaches for designating ENP complexity, and how enhanced understanding of ENP production signals aspects of the academic language register.

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Godby, Carol Jean. "A computational study of lexicalized noun phrases in English /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486402288262164.

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Liu, Songhao. "The acquisition of the Chinese de-construction by native English speakers." HKBU Institutional Repository, 2010. http://repository.hkbu.edu.hk/etd_ra/1192.

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8

Åkerhage, Jessica. "Complete vs Abridged: A Readability Study of Charlotte Brontë's Jane Eyre." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-2787.

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This essay deals with the issue of readability, the term readability referring to what it is that makes a reader perceive a text as difficult or easy. Some factors are related to the reader but there are also those which depend on the text as such, one such factor being style which is the one that will be focused on in this essay. The investigation is based on the analysis and comparison of a complete version and an abridged version of Charlotte Brontë’s Jane Eyre, and the questions to be investigated are whether the author of the abridged version has succeeded in making it less complicated, and if he or she has done so by considering stylistic features said to be affecting readability. Further, this essay is divided into four chapters. The first chapter contains the background for the analysis and is divided into 4 parts dealing with the following aspects: the definition of readability, early research on readability, later research on readability, and difficult and easy language. Chapter two describes the limitations made and the method used for the analysis which involves looking at the noun phrase, the verb phrase, and the clause. Chapter three gives a detailed description of the corpus investigated. Moving on to chapter four, this is where the results of the investigation are presented. This is done by dividing it into four different subchapters, each of them dealing with issues related to the different areas described in the method. Each of the subchapters then begins with the presentation of the results for each edition which is then followed by a comparative discussion. The essay ends with a conclusion part where conclusions regarding the four areas presented in the analysis are made along with the answering of research questions.

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9

Hillert, Albin. "The Postposed Indefinite Article Noun Phrase from a Construction Grammar Perspective." Thesis, Stockholm University, Department of English, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-40006.

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English noun phrases (NP) which include degree modified adjectives show some interesting variation of the position of the indefinite article. A particularly salient pattern is displayed in This is anticipated to be more common a scenario than fleas spreading bubonic plague (BoE, BU-NX022521). The present paper is based on a study of utterances where this pattern was used even though a canonical word order would have been possible. Such constructs are referred to as the Optional Postposed Indefinite Article Noun Phrase (OPIANP) and have been collected from the British National Corpus (BNC) and Collins Word Banks Online: English Corpus (BoE). The central question is whether there is semantic motivation for this postposition of the indefinite article. The results suggest that there is such motivation, namely that the OPIANP could be an extension of a more frequent construction identified as the Postposed Indefinite Article Noun Phrase (PIANP). Furthermore, it is shown that the pattern’s semantics is unpredictable from the composition of its parts and that its primary function is that it positions already given arguments on an adjectival scale. That is, it foregrounds scalar qualities and backgrounds the noun. These conclusions stem from observations of patterns of unification with other constructions, illustrating how the OPIANP unifies best with the non-referential, descriptive PC-constructions and less well with referential constructions such as the subject and direct object constructions. These findings are remarkable as the idea of an adjective-scalar centred NP-construction challenges the idea of NPs being centred round their head, the noun.

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10

Godby, Carol Jean. "A Computational Study of Lexicalized Noun Phrases in English." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1017343683.

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11

Azaz, Mahmoud. "Acquisition of Form-Meaning Mapping in L2 Arabic and English Noun Phrases: A Bidirectional Framework." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/333120.

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Despite the plethora of SLA research conducted on the acquisition of the definite marker in noun phrase configurations in L2 Arabic and English (e.g., Sarko, 2007; Master, 1997; Collier, 1987; Anderson, 1984; Kharma, 1981), there is as yet no definitive description of how noun phrases are acquired and why errors persist after advanced stages in L2 learning. Results, as shown by Butler (2002), are inconclusive, and the primary causes of difficulties in the acquisition of the definite marker in noun phrase configurations remain unclear. Recently, the internal syntax-semantics interface (Cuza & Frank, 2011; Montrul, 2010; Tsimpli & Sorace, 2006; Sorace, 2003, 2004) and the specificity-definiteness distinction (Ionin, 2003; Ionin et al., 2004; Ionin et al., 2008) have been considered as appropriate frameworks for exploring the acquisition of noun phrases and other structural features. The structure of noun phrase configurations in Arabic and English offers a complex interface between form and meaning for L2 learners with multiple cases of matches and mismatches between specificity and definiteness. In this three-article dissertation project, two of which were conducted in a bidirectional methodological framework with L1 Arabic-L2 English and L1 English-L2 Arabic learners, I explored the acquisition of three cases of noun phrase configurations. In the first study, I investigated the acquisition of plural noun phrase configurations that carry generic and specific readings at the initial state of L2 learning. Using three data collection instruments: written translation; error detection and correction; and forced choice elicitation, I tested the predictions made by the Interface Hypothesis (IH) and the Full Transfer (FT) Hypothesis. Results showed that L2 learners in both directions tend to transfer noun phrase configurations from L1 into L2, a result that I took to support the FT hypothesis. In addition, it took L1 English-L2 Arabic learners two years of instruction to recover from this L1 effect. The second study aimed at confirming the result of the first study, but in the acquisition of the definite marker in generic singular noun phrase configurations in the L1 English-L2 Arabic direction. The behavior of generic singular noun phrases in L2 Arabic offers a good testing ground since it has numerous similarities and differences with English. Two conditions were established: a matching condition and a mismatching condition. Both conditions were tested in the L1 English-L2 Arabic direction. Results showed a similar pattern to the one recorded in the first study. Typological proximity and distance were found to be important determiners of language acquisition of the in/definiteness configurations of singular noun phrases. In the third study, I shifted to the exploration of a more complex type of noun phrases; namely the definite Iḍāfah construction in Modern Standard Arabic (MSA) and its equivalent noun phrase configurations in English in the two directions. I started with a common difference between MSA and English. Whereas in MSA there is a canonical configuration in terms of head-complement ordering and head-complement definiteness, English is tolerant of more than one permissible configuration. I operationalized the acquisition of these noun phrases in terms of head-complement ordering and head-complement definiteness. Results showed a clear effect of L1 transfer in both directions; knowledge of L1 noun phrase configurations acts as the initial step in L2 learning. I concluded that both communities of L2 learners face problems that vary according to the L1 noun phrase configuration at hand. However, in the L1 English-L2 Arabic direction, learners reached a satisfactory level of performance in the Iḍāfah construction after two years of instruction. I approached this finding as a result of intensive Focus-on-Form Episodes (Loewn, 2005) that the Iḍāfah construction receives in MSA instruction. At the conclusion of this research project I highlighted some implications for the second language acquisition and teaching of noun phrases. The overall results were couched in a broader perspective that characterizes the initial state of L2 learning of noun phrases in + article and – article languages, the effects of typological proximity and distance, and the effects of Instructed SLA. For the pedagogical implications, I called for the integration of the semantics of the definite marker while presenting noun phrases in textbooks. I also recommended the use of explicit instruction and structured-input activities (VanPatten, 2004; Marsden & Chen, 2011) as effective pedagogical tools that foster form-meaning mapping in the acquisition of L2 Arabic and English noun phrases.

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Bang, Nguyen, and n/a. "Noun and prepositional phrases in English and Vietnamese : a contrastive analysis." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060606.154323.

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This study aims to discuss the noun and prepositional phrases in English and in Vietnamese and their impact upon teaching and learning English in the Vietnamese situation. Attempts have been made to state the similarities and differences in noun and prepositional phrases in the two languages and raise and solve some difficulties and problems arising particularly from differences between English and Vietnamese. In this study, Contrastive Linguistics is concerned with the comparison of the two languages with a view to determining the differences and similarities between them. With this practical aim the study tries to provide a model for comparison and determine how and which of the phrases are comparable. It is hoped to provide as much information as is possible in a limited study of this kind on English noun and prepositional phrases, then on Vietnamese noun phrases. The study draws attention to differences with examples. It analyses the heads of noun phrases in the two languages as well as the pre and postmodifications and their positions. It also analyses the uses of the prepositional phrases in the two languages. At the same time, it points out the kinds of errors made by Vietnamese learners in the above-mentioned areas and their causes. Finally, some suggestions are made for those who may be responsible for teaching English as a Foreign Language to younger pupils as well as adults, or to students at universities or colleges

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13

Chan, Hung-chong. "A comparison of the English and Chinese patterns of modification of noun phrases and the difficulties created by the differences between the two patterns in translation." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1868533X.

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14

Estling, Maria. "Syntactic variation in English quantified noun phrases with all, whole, both and half." Doctoral thesis, Växjö universitet, Institutionen för humaniora, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-388.

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The overall aim of the present study is to investigate syntactic variation in certain Present-day English noun phrase types including the quantifiers all, whole, both and half (e.g. a half hour vs. half an hour). More specific research questions concerns the overall frequency distribution of the variants, how they are distributed across regions and media and what linguistic factors influence the choice of variant. The study is based on corpus material comprising three newspapers from 1995 (The Independent, The New York Times and The Sydney Morning Herald) and two spoken corpora (the dialogue component of the BNC and the Longman Spoken American Corpus). The book presents a number of previously not discussed issues with respect to all, whole, both and half. The study of distribution shows that one form often predominated greatly over the other(s) and that there were several cases of regional variation. A number of linguistic factors further seem to be involved for each of the variables analysed, such as the syntactic function of the noun phrase and the presence of certain elements in the NP or its near co-text. For each of the variables, all factors were ranked according to their strength of correlation with particular variants. The study also discusses a possible grammaticalisation process concerning NPs with half and the possibility of all sometimes having another function than expressing totality: to express large quantity. The whole idea of grammatical synonymy has been questioned by some scholars, but the conclusion drawn in the present study is that there are variables that are at least very close to each other in meaning, and that a number of linguistic and non-linguistic factors influence our choices of variant. A great deal of the information obtained was too detailed to be useful for pedagogical purposes, but in several cases the results could clearly be used to improve school and reference grammars.

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15

Yoshida, Etsuko. "Patterns of use of referring expressions in English and Japanese dialogues." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/4036.

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The main aim of the thesis is to investigate how discourse entities are linked with topic chaining and discourse coherence by showing that the choice and the distribution of referring expressions is correlated with the center transition patterns in the centering framework. The thesis provides an integrated interpretation in understanding the behaviour of referring expressions in discourse by considering the relation between referential choice and the local and global coherence of discourse. The thesis has three stages: (1) to provide a semantic and pragmatic perspective in a contrastive study of referring expressions in English and Japanese spontaneous dialogues, (2) to analyse the way anaphoric and deictic expressions can contribute to discourse organisation in structuring and focusing the specific discourse segment, and (3) to investigate the choice and the distribution of referring expressions in the Map Task Corpus and to clarify the way the participants collaborate to judge the most salient entity in the current discourse against their common ground. Significantly, despite the grammatical differences in the form of reference between the two languages, the ways of discourse development in both data sets show distinctive similarities in the process by which the topic entities are introduced, established, and shifted away to the subsequent topic entities. Comparing and contrasting the choice and the distribution of referring expressions of the four different transition patterns of centers, the crucial factors of their correspondent relations between English and Japanese referring expressions are shown in the findings that the topic chains of noun phrases are constructed and are treated like proper names in discourse. This can suggest that full noun phrases play a major role when the topic entity is established in the course of discourse. Since the existing centering model cannot handle the topic chain of noun phrases in the anaphoric relations in terms of the local focus of discourse, centering must be integrated with a model of global focus to account for both pronouns and full noun phrases that can be used for continuations across segment boundaries. Based on Walker’s cache model, I argue that the forms of anaphors are not always shorter, and the focus of attention is maintained by the chain of noun phrases rather than by (zero) pronouns both within a discourse segment and over discourse segment boundaries. These processes are predicted and likely to underlie other uses of language as well. The result can modify the existing perspectives that the focus of attention is normally represented by attenuated forms of reference, and full noun phrases always show focus-shift. In addition, necessary extension to the global coherence of discourse can link these anaphoric relations with the deictic expressions over discourse segment boundaries. Finally, I argue that the choice and the distribution of referring expressions in the Map Task Corpus depends on the way the participants collaborate to judge the most salient entity in the current discourse against their common ground.

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Sånglöf, Sharelle. "Pre- and Postmodification in Noun Phrases : A comparison of monolingual, bilingual and multilingual male learners of English in Sweden." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-235817.

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Students in Sweden are exposed to English education in the classroom from a very young age. This paper sets out to see whether bilingual or multilingual students perform better than monolingual students when acquiring English as a second or third language in Sweden. The research questions look at whether or not complex noun phrase structures can be connected to the language background of the students. The Dynamic Model of Multilingualism along with Second Language Acquisition theories suggest that students who have already acquired a second language have achieved a multilingual competence that monolingual speakers do not have, and that this multilingual competence can benefit a learner in acquiring additional languages. 64 students submitted language background surveys and essays. 12 essays were chosen to represent three different language categories: monolingual, bilingual and multilingual. The method of comparing the essays was based on the use of complex noun phrases. Two analyses were carried out: 1) on the modification of noun phrases at phrase level, and 2) on the embedding and modification of embedded noun phrases at the clause level. The results of the study are not statistically significant, but they may indicate that bilingual students create the most complex noun phrases, though the monolingual students were not far behind. The multilingual students used the least modification and also the least embedded noun phrases. Further research in this area is warranted based on the results found here.

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Asghari, Parastoo. "Ambiguity in Peace Agreements : Cognitive and Computational Models for Processing Syntactic Ambiguity in Israeli-Palestinian Peace Agreements in English." Thesis, Stockholms universitet, Engelska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-152824.

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Systems that attempt to process texts and acquire information from texts in English need to be particularly alert to noun phrases since they carry so much information. Systems, whether comprehensional or computational, may face particular difficulties when dealing with complex noun phrases. One of the decomposition patterns for noun phrases is left or right branching, which determines the semantic relations between the constituents of the combination.This degree project seeks to describe a processing model that the comprehension system employs to process difficulties. Since the minicorpus studied in this research consists of four of the peace agreements that were produced in English for Israeli and Palestinian sides of their conflicts to sign and implement, the comprehension models that were used by a non-native speaker of English are described, and then a computational model to enhance performing this task is suggested which includes using the frequencies of the combinations of the constituents in two major contemporary corpora, the Corpus of Contemporary American English and the British National Corpus, to help decide how to nest the noun phrases as either left or right branching structures, to resolve the ambiguity problem. Hyphening is also suggested as a potential strategy to avoid unwanted structural ambiguity in adjective + noun + noun combinations.

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Arnaoudova, Olga. "The Bulgarian noun phrase." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9884.

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19

Gressang, Jane E. "A frequency and error analysis of the use of determiners, the relationships between noun phrases, and the structure of discourse in English essays by native English writers and native Chinese, Taiwanese, and Korean learners of English as a Second language." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/507.

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Second language (L2) learners notoriously have trouble using articles in their target languages (e.g., a, an, the in English). However, researchers disagree about the patterns and causes of these errors. Past studies have found that L2 English learners: *Predominantly omit articles (White 2003, Robertson 2000), *Overuse the (Huebner 1983, Master 1987, Parrish 1987, Tarone & Parrish 1988, Thomas 1989, Ionin 2003), or *Overuse a (Leung 2001). Previously proposed explanations of the causes of article errors include: *Learners have incorrect or incomplete semantic representations (Tarone & Parrish 1988, Hawkins & Chan 1997, Goto Butler 2002, Ionin 2003), or *Learners have complete, correct semantic representations for articles, but difficulty choosing the lexical form during production due to stress on mental processing or phonological limitations (Lardiere 1998, Bruhn de Garavito & White 2000, White 2003, Goad, White, & Steele 2003). Prior studies have focused on articles, which identify discourse relationships, but have not considered other morphemes that do so as well, such as pronouns and demonstratives. Furthermore, they have focused on L2 errors in isolation and not in the context of a full discourse or contrasted with first language (L1) input. This study examined the use of articles and other discourse morphemes in 20 L1 and 20 L2 English essays. L2 essays were produced by L1 Chinese and Korean writers at two proficiency levels. The essays' noun phrases (NPs) were marked for part-of-speech, co-reference, syntactic position, and other discourse-relevant features. L2 errors were identified and categorized. Frequency data showed that L2 proficiency level more often indicated significant differences in discourse construction than L1. No significant difference between L2 and L1 writers was when considering all articles together. Breaking this down, students used a/an significantly less than L1 writers, but the use of the was not significantly different. In contrast, the error analysis showed most L2 mistakes being made in the use of the, with almost none in the use of a/an. Together the frequency and error data give a richer understanding of discourse and article use in L2 production.

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Abney, Steven P. "The English noun phrase in its sentential aspect." Thesis, Massachusetts Institute of Technology, 1987. http://hdl.handle.net/1721.1/14638.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 1987.
Title as it appears in M.I.T. Graduate list, June 1987: The English noun phrase in its sentential aspects.
Bibliography: v. 2, leaves 355-363.
by Steven Paul Abney.
Ph.D.

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21

Roehrs, Dorian. "The morpho-syntax of the Germanic noun phrase determiners move into the determiner phrase /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3219911.

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Thesis (Ph.D.)--Indiana University, Depts. of Germanic Studies and Linguistics, 2006.
"Title from dissertation home page (viewed, June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2141. Advisers: Rex A. Sprouse; Steven Franks.

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22

Stoia, Laura Cristina. "Noun phrase generation for situated dialogs." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196196971.

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23

Myers, Sara Mae. "The evolution of the genitive noun phrase in early middle English." Thesis restricted. Connect to e-thesis to view abstract, 2008. http://theses.gla.ac.uk/514/.

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Thesis (MPhl(R)) - University of Glasgow, 2008.
MPhil(R) thesis submitted to the Department of English Language, Faculty of Arts, University of Glasgow, 2008. Includes bibliographical references. Print version also available.

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Sampson, Salena. "Noun Phrase Word Order Variation in Old English Verse and Prose." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1285048799.

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25

Stanton, Tom. "'One', noun structure, and modification." Thesis, Queen Mary, University of London, 2017. http://qmro.qmul.ac.uk/xmlui/handle/123456789/31867.

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The present thesis aims to use novel observations as to the behaviour of anaphoric 'one' when under modification in order to explore more acutely the structure of the nominal phrase. There has been decades of disagreement as to the syntactic nature of anaphoric 'one'. This work highlights novel observations about anaphoric 'one' and offers structural analyses for them. Anaphoric 'one' behaves in a markedly distinct way when modified by a prenominal modifier versus when it is modified by a postnominal modifier. Specifically the indefinite article, numerals, and certain quantifiers are able to be introduced into the structure of the noun phrase only when anaphoric 'one' is modified prenominally. In such cases that is modified postnominally the introduction of such material is not possible. Rather than appealing to rich featural specifications on syntactic objects by way of explanation this thesis offers an account based upon the structure of the nominal. An obligatory movement operation in the nominal projection is proposed, the result of which produces a structural configuration which limits extraction from the moved constituent. It is the two of these factors working together that produces the pattern of behaviour to be captured. Finally I present phenomena that can be found in Spanish, Dutch, Turkish, and Slovenian which can be easily captured using the structural analysis offered in this work. The suggestion being that all of these languages exhibit not only the same movement operation in the nominal projection, but the same limit on what may be extracted from the moved constituent.

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Bell, Melanie Jean. "The English noun noun construct : its prosody and structure." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607768.

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Moosally, Michelle Jamila. "Noun phrase coordination : Ndebele agreement patterns and cross-linguistic variation /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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28

Matheson, Colin Angus. "Syntax and semantics of English partitive noun phrases : a phrase structure account." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/19994.

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This thesis presents a phrase structure account of a particular class of English noun phrases; partitives. Constructions which are directly related, notably pseudopartitives, are also analysed, and the proposals have implications for the representation of simple noun phrases. The main aim is to provide a concise and explicit account of the data and to this end the syntactic rules are presented in a computer-usable form. The background to the analysis is provided by reviewing a number of seminal accounts of noun phrase structure, and there is also a review of some research on the semantics of noun phrases which directly bears on the work presnted here. In the absence of a semantic theory which captures all the relevant facts, some requirements are stated and some directions indicated. This thesis makes a number of specific claims, among which are the following: * Partitive noun phrases are minimally distinct from simple and pseudopartitive noun phrases syntactically and semantically. * Genitive partitive noun phrases in Old English and in languages such as modern German and Polish are closely related to the modern English partitive form. * The partitive definiteness constraint must be reformulated. * The phenomena of definiteness should be treated in a theory which allows interaction with the domain of discourse. The main contribution of the thesis is in the provision of a precise, practical, and theoretically motivated grammar of English noun phrases which aims to generate, as nearly as possible, 'all and only' the required strings of the language.

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Wiggins, Geraint A. "An adaptable formalism for the computational analysis of English noun phrase reference." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/20299.

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This thesis addresses issues of analysis and representation of the meaning of human language on computers. The notion of adaptable representations, which are designed to encode ambiguity implicitly, is introduced, and placed in a context of related work on representation and reference analysis. A parsing formalism is presented which allows the analysis and translation of a subset of English into a representation language which encodes not only the truth-functional semantics of the input discourse but also some of its surface form. The parsing algorithm works strictly word-by-word, always maintaining a self-contained partial representation of the entire discourse so far, in order to provide a stringent framework for examination of the idea of adaptability. It is shown that the use of adaptable representations which implicitly encode local lexical ambiguity can improve the efficiency of parsing by reducing non-determinism. A basic noun phrase reference analysis algorithm is presented, which allows inferences to be made about the reference of the input discourse. Following the common belief that noun phrase reference analysis in humans takes place as information is received, processing is performed word-by-word, in parallel with parsing. Part of the reference analysis algorithm constitutes a new view of the distinction between restrictive and non restrictive noun phase modifiers. It is shown that this new view and the adaptability of the system in general does not compromise the ability of the reference analysis algorithm to produce correct results. Finally, a new approach to the generation of readings of sentences containing many-ways ambiguous or vague set reference is presented. The approach relies heavily on adaptability, and it is suggested that without (an equivalent of) adaptability any approach is likely to be combinatorially explosive and therefore in general computationally intractable. This is presented as one specific justification for the more general utility of adaptability of representation.

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Arodén, Jonsson Anders. "Syntactic Analysis of L2 Learner Language : Looking closer at the Noun Phrase." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-150763.

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This paper is a study of the noun phrase construction in L2 learner language and the base for the study are the tools for measuring syntactic maturity presented by Kellog W. Hunt (1966). Hunt and other scholars have used T-units, the smallest terminable unit in language, to analyze L2 learner language. This study however, analyzes the construction of the noun phrase instead of T-units. Although the focus differs there are many similarities between the method used in this study and in those analyzing T-units. This means that the study tries to create indexes which we can use as tools for measuring syntactic maturity and complexity among L2 learners, by measuring consolidation and postmodification. The outcome of the study shows that it is possible to measure consolidation of the noun phrase and that this figure may very well function as a tool for measuring language development. Furthermore this paper investigates opportunities for teachers to teach syntax and concludes that there are ways of improving L2 teaching by utilizing knowledge about L2 learner syntax.

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Laurendeau, Christine. "Automated acquisition of technical concepts from unrestricted English text using noun phrase classification." Thesis, University of Ottawa (Canada), 1992. http://hdl.handle.net/10393/7687.

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This thesis describes an approach to acquire technical concepts from an English language free text without use of knowledge specific to the domain of expertise described in the text. Only syntactic knowledge and text statistics are used to classify each Noun Phrase in the text into one of five categories of technicality, from Technical to Not Technical. The algorithms devised and their performance are discussed. A secondary topic addressed in this thesis is syntactic category disambiguation. Because the Noun Phrase Classification module requires a Sentence Parser to extract the syntactic structure of each sentence in the text, the syntactic category (noun, verb, preposition, and so on) of each word must appear in the Sentence Parser's Word Dictionary. A syntactic category disambiguation module was designed so that whenever an unknown word (a word which is not defined in the Word Dictionary) is encountered in the text, the disambiguation module attempts to determine its syntactic category automatically using the categories of the neighbouring words with a bottom-up chart parser and text statistics.

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Myers, Sara Mae. "Investigation of certain aspects of the genitive noun phrase in Middle English (1150-1500)." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/14177.

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The evolution of the genitive noun phrase in English has been the subject of numerous studies, yet some aspects of this evolution have received less attention than others. In this study I address two of these less studied aspects: the evolution of the plural genitive noun phrase in Middle English (1150-1500), and the decline of the overtly case-marked genitive modifiers (singular and plural) in the same period. The former has generally been presented as following the same path of the singular genitive noun phrase; the latter has been all but ignored, with only a single study (Thomas 1931) which explicitly examines the use of the genitive definite article and strong adjective. The study uses text samples from two electronic corpora, the Linguistic Atlas of Early Middle English and the Penn-Helsinki Parsed Corpus of Middle English, Second Edition, as well as samples from printed editions. The texts used in the present study have been selected with the aim of covering as wide a geographical and chronological range as possible. The thesis examines how and why the number of endings for the genitive plural inflection first increased (in the period up to about 1350) and then decreased (from 1350 onward), a fluctuation not found in the singular inflected genitive noun. The number of available inflectional endings increased due to the morphophonological weaknesses of the -V ending type – the dominant ending type inherited from OE – leading to instabilities in the inflectional system which allowed alternatives to arise. However, the number of genitive plural inflectional endings then decreased, apparently affected not only by the phonological strength/weakness of the ending types but also the type of noun phrase that these were associated with. The inflectional ending which survives, -Vs, is most commonly found with genitive noun phrases in which the genitive noun is animate and the noun phrase has one of the genitive functions labelled POSSESSIVE in this study. This distribution of the various inflectional endings according to animacy and function is related to the rise of the periphrastic genitive plural noun phrase. The initial preferred environment for the periphrastic genitive construction is noun phrases with those functions which will be referred to as NONPOSSESSIVE. As the inflected genitive becomes increasingly restricted to a single noun phrase type, the periphrastic construction expands, to become the default genitive construction by the end of the period. The thesis examines the decline of overtly case-marked genitive modifiers in Middle English, both adjective and determiners. In general, the trend is that morphologically more conservative texts are more likely to preserve case-marked modifier forms, although some marked forms are more widespread due to the development of fixed expressions. Where case-marked modifiers are maintained, historical grammatical gender agreement and the strong/weak adjective distinction are often preserved. Factors which play a role in the survival of marked modifiers are chronological distribution, impact of Old English exemplars, and the development of certain fixed expressions with the adjectives. Thomas (1931) considered the loss of case-marked definite articles and strong adjectives to be the principal factor in the shift from inflected to periphrastic genitive constructions, but the evidence from the present study shows that this is not the case for all texts.

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Miyamoto, Tadao. "The light verb construction in Japanese, the role of the verbal noun." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ32719.pdf.

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Kanduboda, A. B. Prabath. "The Role of Animacy in Determining Noun Phrase Cases in the Sinhalese and Japanese Languages." 名古屋大学言語文化研究会, 2011. http://hdl.handle.net/2237/16231.

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Afrin, Taniza. "Extraction of Basic Noun Phrases from Natural Language Using Statistical Context-Free Grammar." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/33353.

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The objective of this research was to extract simple noun phrases from natural language texts using two different grammars: stochastic context-free grammar (SCFG) and non-statistical context free grammar (CFG). Precision and recall were calculated to determine how many precise and correct noun phrases were extracted using these two grammars. Several text files containing sentences from English natural language specifications were analyzed manually to obtain the test-set of simple noun-phrases. To obtain precision and recall, this test-set of manually extracted noun phrases was compared with the extracted-sets of noun phrases obtained using the both grammars SCFG and CFG. A probabilistic chart parser was developed by modifying a deterministic parallel chart parser. Extraction of simple noun-phrases with the SCFG was accomplished using this probabilistic chart parser, a dictionary containing word probabilities along with the meaning, context-free grammar rules associated with rule probabilities and finally an algorithm to extract most likely parses of a sentence. The probabilistic parsing algorithm and the algorithm to determine figures of merit were implemented using C++ programming language.
Master of Science

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McCaffrey, Tony. "The effect of context on the interpretation of noun-noun combinations eye movement and behavioral evidence /." Connect to this title, 2008. http://scholarworks.umass.edu/theses/217/.

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Bich, Hanh Nguyen, and n/a. "The expression of number in English and Vietnamese and its implications for teaching." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060720.122923.

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A cross-sectional study of the performance of groups of Vietnamese learners is reported with focus on how they deal with the expression of number in English (singular/plural; definite/indefinite) through a cloze exercise and a translation excercise. This research investigates the hypothesis that some NP environments facilitate the distinction between singular and plural, count and mass, and that the context in which a noun is used can provide positive clues to the choice of number in nouns. It has been found that transfer of Vietnamese NP structures into English occurred where the NP environment was not obviously countable or uncountable, i.e., it has no conspicuous structural signals for number determination. Transfer was also found where an NP was taken from its context. The analysis of learners' errors gives some insight into ways in which the teaching of the number expression can be made more effective and beneficial for Vietnamese learners. A number of activities were suggested, which enable the teacher to exploit the advantages of NP environments to convey the syntactic-semantic properties of number to learners. Communicative practice of NP structures (e.g., in a conversation or a role play activity) can make learners aware of different aspects of the number expression in English. It is argued that the pragmatic aspect of the number expression is most important as in use, the syntactic and semantic properties of the category of number are unified to achieve communicative purposes.

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Walinska, De Hackbeil Hanna. "The roots of phrase structure : the syntactic basis of English morphology /." Thesis, Connect to this title online; UW restricted, 1986. http://hdl.handle.net/1773/8429.

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Callahan, Sarah M. "A multi-methodological investigation of the processing and interpretation of coordinate sentences involving verb phrase anaphors." Diss., [La Jolla, Calif.] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3344675.

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Thesis (Ph. D.)--University of California, San Diego, 2009.
Title from first page of PDF file (viewed March 19, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

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Bennett, Gena R. "A staircase model for teaching grammar for EAP writing in the IEP : freshman composition and the noun phrase." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/2972/.

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The interface of corpus linguistics and second language writing has led to extensive corpus-based research focusing on a description of academic writing. The overwhelming majority of this research, however, has focused on scholarly writing, which may not be a valid model for novice writing. This thesis proposes the teaching of second language writing should be informed by a staircase model of writing progression which aims instruction at the level of student writing. For English for academic purposes writers in intensive English programs, this target is first year undergraduate writing, specifically freshman composition as it is taught in North American higher education contexts. This study specifically compares the frequency of the noun phrase in freshman composition writing and scholarly writing with two main aims: to provide empirical evidence of the differences between the two levels of writing and to contribute to a description of freshman composition writing. The findings from this comparison clearly demonstrate that noun phrases in both levels of writing employ a discernible pattern, and there are distinct differences between those patterns. A critical need form pedagogical materials to focus more on phrasal structures in general, but especially nounphrases, is evident.

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Bakker, Stéphanie J. "The noun phrase in ancient Greek : a functional analysis of the order and articulation of NP constituents in Herodotus /." Leiden : Brill, 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9789004177222.

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Snow, David P. "Phrase-final syllable lengthening and intonation in early child speech /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/8192.

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Prescod, Paula. "A grammatical description of the noun phrase in the English-lexicon Creole of St Vincent and the Grenadines." Muenchen LINCOM Europa, 2010. http://d-nb.info/1000541185/04.

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Lee, Il-jae. "Development of morphosyntactic features of the complementizer phrase in L2 relative clauses of Korean learners." Diss., Connect to online resource - MSU authorized users, 2006.

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Thesis (Ph. D.)--Michigan State University. Dept. of Linguistics and Germanic, Slavic, Asian and African Languages, 2006.
Title from PDF t.p. (viewed on Nov. 20, 2008) Includes bibliographical references (p. 152-165). Also issued in print.

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Chae, Hee-Rahk. "Lexically triggered unbounded discontinuities in English : an indexed phrase structure grammar approach." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1235744035.

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Pagmar, David. "Noun Phrase Anaphora and Referential Behaviour in Child-Directed Speech During the Child’s First Year." Thesis, Stockholms universitet, Avdelningen för allmän språkvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118598.

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“Anaphora” is a label used for a referential expression that connects one entity (e.g. a pronoun) to another previously established entity (e.g. a proper name). The previously established entity is called an antecedent. The use of anaphora will, in this study, be referred to as referential behaviour. The study was based around audio and video recordings of free play between a Swedish parent and his/her child. 10 parents and their children were recorded. The referential behaviour of the parents was analysed. The sessions took place when the children were 3, 6, 9 and 12 months old. Recent studies indicate that speech directed at children during a child's first six months contains a larger amount of pronouns than the speech directed at children between 6 and 12 months of age. The purpose of the study was to examine if the decline of pronouns was visible in Swedish child- directed speech, and to see how different types of anaphora appeared in the same speech. Correlations between the visible changes of different types of referential expressions were also examined. A drop in the use of anaphoric pronoun with an explicit antecedent was found for the last two ages, which confirmed the study’s hypothesis. The results were also compared to each child’s vocabulary development.

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Pallin, Johan. "Syntactic variation of noun phrases in English teaching book Blueprint A from a gender perspective." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9674.

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This essay deals with the topic of gender equality in schools through one of it’s most fundamental parts; the teaching book. This particular study focuses on the most commonly used teaching book in the course English A on upper secondary school. The overall aim is to investigate whether there are linguistic gender differences through a study of the syntactic variation of the noun phrase (NP). The concept of gender and its role in curriculum and education act is enlightened in the background along with an explanation of the NP. Previous studies with gender perspective are also used. As material, four texts from the book Blueprint A were chosen. The four texts are considered to have topics that are stereotypical for the two genders, two aimed towards females and two towards males. The hypothesis, based on previous studies on female - male language and teaching books, suggests that differences will be shown in the variation of the NP. This hypothesis is not confirmed, the results do not show enough difference. The author draws the conclusion that unlike previous studies, Blueprint A can be considered unbiased in this particular area.

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Caissie, Roland. "English verb phrase grammar prototypes for speakers of other languages : a cognitive approach to facilitate second language English composition /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9351.

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Youhanaee, Manijeh. "The acquisition of the English Complementizer Phrase by adult Persian speakers." Thesis, University of Essex, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363548.

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Leoue, Jean Gilbert. "Nominal Determination: Focus on a Few Operations in Cameroon Pidgin English." Thesis, Université de la Sorbonne Nouvelle - Paris III, 1996. http://hdl.handle.net/10919/71564.

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Based on a contrastive and variationist approach, this research work sheds light on the study of the structure of the Noun Phrase in Cameroon Pidgin English in contrast with Standard British English. Among other relevant topics, the following aspects of the NP are considered: the system of pronouns, nominal anaphora, the system of articles, the deictic implementation, quantification, intensification and reduplication.

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