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simplified DTD sample for a book
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Nowadays, text corpora play an important role in language research and all fields involving language study, including theoretical and applied linguistics, language technology, translation studies and CALL (Computer Assisted Language Learning). Multilingual corpora, especially translated corpora, are not always readily available for Dutch. Much depe...
Context in source publication
Context 1
... an XML document complies not only with the rules of well- formedness, but also with the rules of the related DTD, then the XML document is called a valid XML document. Figure 1 shows a very simplified DTD for the structure of a book. This DTD grammar could be rewritten as follows: a book consists of a title, followed by one or more chapters; a chapter consists of a header, followed by one or more paragraphs. ...
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tenido un papel importante en el mejoramiento del aprendizaje de lenguas extranjeras. Una de las problemáticas centrales de esta interdisciplina es cómo integrar de manera efectiva el uso de la tecno...
Citations
... Paulussen et al. (2006), http://www.kuleuven-kulak.be/DPC 11 http://www.let.rug.nl/vannoord/alp/Alpino 12 http://ilk.uvt.nl/frog ...
Dutch is well-known for its verb clusters, i.e. constructions in which multiple verbs group together. This dissertation presents the most influential analyses of verb clusters in descriptive and generative syntax (transformational as well as monostratal). It discusses phenomena that are typically related to cluster formation, such as Infinitivus Pro Participio, word order variation, and the interruption of clusters by non-verbal material.
Furthermore, this dissertation investigates how a corpus-based study can shed new light on the current syntactic theories with respect to cluster formation. For the corpus study, syntactically annotated corpora or treebanks are used, since they allow for the empirical investigation of Dutch syntax beyond the lexical level. The observations from the treebanks with regard to the set of clustering verbs, the word order variation in verb clusters, and the instances of cluster interruption are compared to the literature. Special attention goes out to constructions containing te-infinitives, as it is not always trivial to decide whether they are part of the verb cluster or not.
Based on the results of the corpus study, a novel analysis of verb clusters is proposed in the framework of Head-driven Phrase Structure Grammar (HPSG). It is demonstrated that this analysis deals more adequately with verb clusters than previous HPSG approaches. An important consequence of the new analysis is that it not only deals with genuine verb clusters, but also accounts for ambiguous constructions. In addition, it extends to the analysis of other phenomena, such as adposition stranding.
... Vocabulary size is also claimed to give a rough estimate of learners' language proficiency (Milton, Wade, & Hopkins, 2010). Therefore, we designed a 50-item 4 multiple choice test that comprised three parts corresponding to the following word frequency bands: 2,001-4,000 (21 items), 4,001-5,000 (15 items), and 5,001-7,000 (14 items), based on the Routledge (Lonsdale & Le Bras, 2009), Verlinde (Selva, Verlinde, & Binon, 2002), and DPC corpus (Paulussen, Macken, Trushkina, Desmet, & Vandeweghe, 2006) frequency lists. Every test item was a written multiple choice question containing four Dutch translation options of the item (see Figure 1). ...
This study examines how three captioning types (i.e., on-screen text in the same language as the video) can assist L2 learners in the incidental acquisition of target vocabulary words and in the comprehension of L2 video. A sample of 133 Flemish undergraduate students watched three French clips twice. The control group (n = 32) watched the clips without captioning; the second group (n = 30) watched fully captioned clips; the third group (n = 34) watched keyword captioned clips; and the fourth group (n = 37) watched fully captioned clips with highlighted keywords. Prior to the learning session, participants completed a vocabulary size test. During the learning session, they completed three comprehension tests; four vocabulary tests measuring (a) form recognition, (b) meaning recognition, (c) meaning recall, and (d) clip association, which assessed whether participants associated words with the corresponding clip; and a final questionnaire.
Our findings reveal that the captioning groups scored equally well on form recognition and clip association and significantly outperformed the control group. Only the keyword captioning and full captioning with highlighted keywords groups outperformed the control group on meaning recognition. Captioning did not affect comprehension nor meaning recall. Participants’ vocabulary size correlated significantly with their comprehension scores as well as with their vocabulary test scores.
... Vocabulary size is also claimed to give a rough estimate of learners' language proficiency (Milton, Wade, & Hopkins, 2010). Therefore, we designed a 50-item 4 multiple choice test that comprised three parts corresponding to the following word frequency bands: 2,001-4,000 (21 items), 4,001-5,000 (15 items), and 5,001-7,000 (14 items), based on the Routledge (Lonsdale & Le Bras, 2009), Verlinde (Selva, Verlinde, & Binon, 2002), and DPC corpus (Paulussen, Macken, Trushkina, Desmet, & Vandeweghe, 2006) frequency lists. Every test item was a written multiple choice question containing four Dutch translation options of the item (see Figure 1). ...
This study examines how three captioning types (i.e., on-screen text in the same language as the video) can assist L2 learners in the incidental acquisition of target vocabulary words and in the comprehension of L2 video. A sample of 133 Flemish undergraduate students watched three French clips twice. The control group (n = 32) watched the clips without captioning; the second group (n = 30) watched fully captioned clips; the third group (n = 34) watched keyword captioned clips; and the fourth group (n = 37) watched fully captioned clips with highlighted keywords. Prior to the learning session, participants completed a vocabulary size test. During the learning session, they completed three comprehension tests; four vocabulary tests measuring (a) form recognition, (b) meaning recognition, (c) meaning recall, and (d) clip association, which assessed whether participants associated words with the corresponding clip; and a final questionnaire.
Our findings reveal that the captioning groups scored equally well on form recognition and clip association and significantly outperformed the control group. Only the keyword captioning and full captioning with highlighted keywords groups outperformed the control group on meaning recognition. Captioning did not affect comprehension nor meaning recall. Participants’ vocabulary size correlated significantly with their comprehension scores as well as with their vocabulary test scores.
The empirical findings of the paper are (1) an important typological difference between French and Dutch on the basis of a corpus of French texts translated into Dutch, i.e. very often the French discourse marker (DM) is not translated at all in Dutch (2) the French DMs are more paradigmatized, and hence, more grammaticalized than their Dutch counterparts. From a theoretical viewpoint, the paper shows that contrastive linguistics functions as a discovery procedure in that the comparison with a language L2 may confirm (or not) an analysis provided independently for L1.
In Dutch V-final clauses the verbs tend to form a cluster which cannot be split up by nonverbal material. However, Haeseryn et al. (1997) as well as other studies on the phenomenon list several cases in which the verb cluster may be interrupted by cluster creepers. The most common examples are constructions with separable verb particles, but examples with nouns, adjectives, and adverbs are attested as well. Since the majority of the data in previous studies is collected by introspection and elicitation, it is interesting to compare those findings to corpus data. The corpus analysis is based on data from two Dutch treebanks (CGN and LASSY), which allow to take into account regional and/or stylistic variation. This is an important aspect for the analysis, since cluster creeping is reported to be a typical property of spoken and regional variants of Dutch. The goal of this corpus-based investigation is on the one hand to provide insight in the frequency of the phenomenon, and on the other hand to classify the types of cluster creepers. Besides the linguistic analysis, methodological issues regarding the extraction of the relevant data from the treebanks will be addressed as well.
Dans cet article, nous proposons un nouvel aperçu synthétique et unifié des emplois référentiels du syntagme nominal démonstratif qui revêt la forme d’un triangle. Cet aperçu, que nous avons réalisé au moyen d’une étude critique de la littérature secondaire en interaction avec une analyse qualitative d’exemples authentiques, ne tient pas seulement compte des emplois majeurs du syntagme nominal démonstratif, comme l’anaphore fidèle et l’emploi situationnel du syntagme nominal démonstratif, mais également de ses emplois moins courants, tels que l’emploi générique de sous-espèce et certains emplois textuels métalinguistiques ou métadiscursifs. Notre aperçu essaie également de fournir une réponse au problème de la définition et de la délimitation de la deixis discursive et de l’emploi mémoriel, ainsi qu’à la dichotomie définitude sémantique – pragmatique. Nous constatons que certains emplois, tels que l’emploi mémoriel, l’emploi générique de sous-espèce et l’emploi incluant des procédés référentiels textuels et situationnels du syntagme nominal démonstratif se trouvent dans une zone intermédiaire entre la définitude pragmatique et sémantique. Par ailleurs, nous élargissons la base empirique pour l’hypothèse de l’affaiblissement de la force instructionnelle du syntagme nominal démonstratif français, en fournissant de nouvelles preuves concrètes issues d’une étude contrastive français – néerlandais et en précisant en quoi consiste exactement l’affaiblissement ou la désémantisation du syntagme nominal démonstratif français, à savoir sa force instructionnelle affaiblie. Ainsi, la différence en termes de force instructionnelle du syntagme nominal démonstratif dans les deux langues permet de mettre en perspective la fréquence relative nettement plus élevée des syntagmes nominaux démonstratifs anaphoriques et mémoriels en français par rapport au néerlandais, d’expliquer des différences distributionnelles telles que ces dernières années vs. *deze laatste jaren et cette année 2011 vs. *dit jaar 2011 et de comprendre la fréquence malgré tout assez élevée de séquences à première vue redondantes telles que *ce présent ouvrage sur Google.
Dutch, like German, is characterized by its prolific use of modal particles, a category which is much less present in languages like English and French. This paper reports on the results of an investigation into the differences between original Dutch and Dutch translated from English of French, for which data from two parallel corpora were used. The hypothesis, that translated Dutch has a lower density of modal particles, due to a lack of stimulus from the source text, was not unequivocally borne out.
In this paper, we evaluate the effectiveness of Granger's Integrated Contrastive Model for describing real language use and predicting correct and incorrect L2 productions with a detailed corpus-based study of the structural and semantic similarities and divergences between the French and Dutch demonstrative determiner systems in L1 and their precise impact on written L2 productions. This study allows us to formulate six objective recommendations for developing pedagogical grammars and thus illustrates to what extent the combination of L1 and L2 corpora analysis should become an obligatory practical step rather than a theoretical one between primary forged linguistic analyses and the elaboration of well-balanced and representative didactic material.
Dans cet article, nous évaluons l'efficacité de l'Integrated Contrastive Model de Granger pour décrire la langue réelle et pour prédire les productions L2 correctes et erronées par le biais d'une étude de corpus détaillée des ressemblances et divergences structurelles et sémantiques entre les systèmes du déterminant démonstratif en français et en néerlandais en L1 et leur impact précis sur les productions écrites en L2. Cette étude permet de formuler six recommandations objectives pour le développement de grammaires pédagogiques et illustre, par conséquent, dans quelle mesure la combinaison d'analyses de corpus L1 et L2 devrait devenir une étape pratique obligatoire plutôt qu'une étape théorique entre les premières analyses linguistiques et l'élaboration de matériaux didactiques représentatifs.
RÉSUMÉ
Cet article étudie les différences distributionnelles entre les emplois référentiels du SNdém en français et en néerlandais. En soumettant les données issues de deux corpus comparables ( Dutch Parallel Corpus et Corpus de Namur ) à notre modèle triangulaire systématique des emplois du SNdém, nous constatons que deux explications majeures permettent de comprendre la plus grande partie des divergences attestées au niveau des emplois référentiels du SNdém en français et en néerlandais, à savoir des normes stylistiques différentes en relation avec des différences linguistiques et des divergences au niveau du degré de déicticité des SNdém en français et en néerlandais.
