studies:graduation:thesis:topics:linguistics
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studies:graduation:thesis:topics:linguistics [2019-09-18 19:28] â [morphology] PĂ©ter SzigetvĂĄri | studies:graduation:thesis:topics:linguistics [2019-11-30 12:55] (current) â [Irina Burukina, Marcel den Dikken, Mark Newson, Krisztina SzĂ©csĂ©nyi] PĂ©ter SzigetvĂĄri | ||
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- | ====== linguistics | + | = linguistics |
- | In many topics, it is possible | + | These topics |
- | some other language known to our staff), pointing out issues | + | |
- | translation or language teaching, | + | |
- | Instead of " | + | == Irina Burukina, Marcel den Dikken, Mark Newson, Krisztina Szécsényi |
- | by other learners. | + | |
- | There are no internal deadlines | + | # The syntax and morphology of tense and aspect in English: How many tenses and aspects |
- | make sure you find your tutor and [[http://seas3.elte.hu/seas/dir.pl?d=DELG& | + | # The subjunctive mood in English: Does it exist and, if so, under which circumstances do we find it? What is the relationship between the subjunctive and imperative mood? |
+ | # How can the differences and similarities between topicalisation (//This dish I wouldn' | ||
+ | # Cleft (//It is a pizza that he is eating//) and pseudo-cleft (//What he is eating is a pizza//, //A pizza is what he is eating//) sentences: How does their syntax work? What are they useful for? | ||
+ | # Degrees of comparison in the adjectival system, and the interaction between morphology and syntax: e.g., // | ||
+ | # The placement of adverbial modifiers in the English clause: pre- //vs// post-modal adverbial insertion (//He likely will say yes// ~ //He will likely say yes; He likely won't say yes// ~ //He won't likely say yes//); the distribution of the split infinitive (//I decided to fully describe it / fully to describe it / to describe it fully//). | ||
+ | # The distribution of the quantifiers //some// and //any// in negative and non-negative clauses: syntax and semantics (//I don't want to talk to somebody/ | ||
+ | # The status of //that// in restrictive relatives: relative pronoun or complementiser (//the man who/that I saw//, //the man to who(m)/*to that I spoke, *the man who that I saw//)? | ||
+ | # The status of //if// and // | ||
+ | # Sentential //vs// constituent negation: How does the distinction manifest itself, | ||
+ | # The English determiner system: How many different types of determiners can be distinguished? | ||
+ | # Inversion of the subject and the finite verb occurs in a variety of different contexts in English: root interrogatives (//Have you eaten yet?//, //What are you eating?//); root- and non-root clauses featuring fronting of a negative constituent (//Under no circumstances would they accept this; It is reported that under no circumstances would they accept this//) sentences; conditionals (//Had you been more diligent, you would have been more successful// | ||
+ | # Typical errors made by non-native learners of English: (a) the use of English articles (//He became pilot, I love the music// (as a generic statement about music in general), //Budapest of my youth//); (b) English word-order (//Who did take my pen?, Why you are doing this?, *Near Budapest have they a house//). What can the theory of syntax take away from or contribute to an understanding of these errors? | ||
+ | # The English genitive: Are //âs// and //of// exponents of the same syntactic category or not? How to analyse the co-occurrence of //âs// and //of// in expressions such as //a friend of John' | ||
+ | # Light verbs (//__make__ a turn, __take__ a walk//): How are these best represented in syntax? Do they have meaning? | ||
+ | # Different ways of expressing causation in English (lexical causatives, morphological causatives, //make// causatives, //have// causatives, // | ||
+ | # The special syntax of English news headlines and other forms of ' | ||
+ | # Accusative pronouns in English: How can we account for their distribution (//I want him to leave; Who wants to leave? Me!; Me and him are good mates; Him walking out like that was rude; Poor me!; Him a vegetarian? | ||
+ | # Different strategies in forming // | ||
+ | # The Uniformity of Theta Assignment Hypothesis and a comprehensive syntactic representation of the distribution of the Theme (//They took the pirates off the ship; The pirates walked off the ship; The pirates are off the ship; With the pirates off the ship, the voyage can finally continue; As soon as they have left the gangplank, I consider the pirates off the ship//). | ||
- | ===== syntax ===== | + | == ZoltĂĄn G. Kiss |
- | - Future-like elements in English. | + | * is there voicing assimilation |
- | //be going to, be about to, be to, be expected to//Â | + | * neutralization |
- | - Modal Auxiliaries: | + | * the role of Voice Onset Time in the laryngeal contrast of obstruents; |
- | do they express similar meanings? | + | * the laryngeal contrast |
- | //Can I or May I? I can/may play the didgeridoo? It may/might happen? | + | * phonological and non-phonological |
- | You may/might leave the room? That might/ | + | * different theoretical approaches to the analysis |
- | - Tense and aspect in English: how many tenses and aspects are there? | + | * variation in the realizations |
- | Morphology/ | + | |
- | - The subjunctive mood in English: does it exist and where? | + | |
- | Present/ | + | |
- | - How many prepositions are there? | + | |
- | Is //in front of// a preposition? | + | |
- | - Topicalization or left dislocation? | + | |
- | //This dish I can't recommend. That dish, I wouldn' | + | |
- | - Cleft and pseudo-cleft sentences: what are they good for? | + | |
- | //It is Joe who brought it. What Joe said was funny.//Â | + | |
- | - Comparison in adjectives and adverbs.. | + | |
- | // | + | |
- | or //the most quickly//? | + | |
- | - Future: Simple versus Progressive. | + | |
- | //The train will be arriving soon. What will happen | + | |
- | - The Split Infinitive. | + | |
- | //I decided to fully describe / fully to describe / to describe | + | |
- | fully...//? | + | |
- | - Some and any in negative and non-negative clauses. | + | |
- | //If somebody/ | + | |
- | | + | |
- | - The status of that in restrictive relatives: relative pronoun or | + | |
- | complementiser? | + | |
- | //the man who/that I saw, the man to who(m) that I spoke, the | + | |
- | man who that I saw//Â | + | |
- | - The status of whether: is it a complementiser? | + | |
- | //I wonder whether to go/// ////I am anxious for to go. It depends on | + | |
- | whether/if he's there. It depends on whether/// ////if or not he's | + | |
- | there.//Â | + | |
- | - What relatives | + | |
- | //a man what I know, the reason what he gave, the house what I live | + | |
- | | + | |
- | | + | |
- | //the plane took off --- the bed was slept in//Â | + | |
- | - Sentential vs. constituent negation: is the distinction real? | + | |
- | //he may not have read the article / he may have not read the | + | |
- | article//Â | + | |
- | - Pre-, Post- and Central determiners: | + | |
- | determiner are there? | + | |
- | //all these many questions, each of her several problems// | + | |
- | - Inversion: is it the same in interrogatives, conditionals and | + | |
- | negative fronting? | + | |
- | //Have you seen him?, had I seen him (I would have ...), Hardly had IÂ | + | |
- | seen him//Â | + | |
- | - Typical Hungarian (German, etc.) mistakes in the use of the English | + | |
- | | + | |
- | | + | |
- | - Are semi-auxiliaries auxiliaries? | + | |
- | //have to---ought to---need(s) to---want to---was to,// etc. | + | |
- | - Special cases/ | + | |
- | //a woman of great beauty---the City of London---cow' | + | |
- | syndrome//Â | + | |
- | - Light verbs: do they have meaning? Are they idioms? | + | |
- | //make a turn---take a look---do a favour,// etc. | + | |
- | | + | |
- | //had him pay---made him pay---caused him to pay---forced him to | + | |
- | pay,// etc. | + | |
- | | + | |
- | //Easy come, easy go.---First come, first served.---Once bitten, | + | |
- | twice shy.// | + | |
- | | + | |
- | //Italy strikes mushroom.---Wheely bin cat woman charged.// etc. | + | |
- | - Sentence stress: contrast | + | |
- | //Liz NOTICED Joe, but HE didn't notice HER. --- Oh, I DO apologize.// | + | |
- | ===== phonology ===== | + | == PĂ©ter A. LĂĄzĂĄr |
- | - The present state of " | + | * Multiword items classified |
- | //poor = pour//? //tour = tore//? | + | * Regular polysemy types in English (and Hungarian): |
- | - The " | + | * Instances of word forms of a lexeme having different/restricted/special senses: |
- | // | + | * Word families vs lexical/semantic fields. |
- | - The Glottal Stop in Standard British | + | * Dictionaries: print or electronic? Which, when, how? Advantages and disadvantages. |
- | | + | * Types of oppositeness: just two, three, or many more? Oppositeness |
- | - The " | + | * Polysemy developing into homonymy: when/why/how it happens. |
- | //shop = sharp//? //passable = possible//? //God = " | + | * Combining forms (neo-classical âcompoundsâ) |
- | | + | * Non-right-headed compounds |
- | Check older Hungarian dictionaries/textbooks; ask | + | * The opacity and the fixity gradience |
- | French/ | + | * Creative variation with English |
- | | + | * âEnglish gets millionth word on Wednesday, site saysâ. On how many levels is this an impossible claim? |
- | Are the following compounds: //global warming, paternity suit, apple | + | * Inflection vs derivation: crisp contrast or gradience? |
- | tree, railway//? | + | |
- | - Diphthongization | + | |
- | Are /iË/ and /uË/ pronounced as diphthongs: //tree, mean, feet, two, | + | |
- | moon, boot//? | + | |
- | - The Low Rising Tone: its nature and use. | + | |
- | Check handbooks and compare. Contrast | + | |
- | - Words beginning with // | + | |
- | | + | |
- | - Intrusive-R: | + | |
- | //vanilla// [r] //ice, we saw//[r] //it, a spa//[r] //in Surrey//Â | + | |
- | - Stressed prepositions: when do they occur? | + | |
- | | + | |
- | - | + | |
- | //be---been---beet; | + | |
- | Hung. // | + | |
- | - Palatalization | + | |
- | //H. // | + | |
- | // | + | |
- | - A comparative analysis | + | |
- | usefulness. | + | |
- | // | + | |
- | sentrÉȘfjuËÊ€---sentrifyooj---szentrifjĂșdzs | + | |
- | - The phonological aspects of loanword adaptation in English. | + | |
- | | + | |
- | // | + | |
- | - Yod Dropping across the Sea: /uË/ and /juË/ in British and in | + | |
- | American English. | + | |
- | // | + | |
- | ===== morphology ===== | + | == Attila StarÄeviÄ |
- | - Negative prefixes in English. | + | * Palatalization |
- | The use of //non-, un-, in/il/ir-// (//dis-, mis-//); their assimilated | + | * Rules and lexicalization: when and how does a rule die? |
- | forms | + | * Lexical and postlexical rules in English |
- | - " | + | * Treatment of a historical rule in English: e.g., the influence of /l/ on the preceding vowel (//all// vs. //ally//)Â |
- | // | + | * How did breaking |
- | - Irregular past tense forms: Are there any patterns? | + | * Analysing an older piece of text linguistically (e.g., Chaucerâs poetry) |
- | // | + | * Has coda /l/ always been âdarkâ in English? |
- | | + | |
- | disappear. | + | |
- | // | + | |
- | | + | |
- | | + | |
- | // | + | |
- | ===== lexicon and dictionaries ===== | + | == PĂ©ter SzigetvĂĄri |
- | - Style labels in English | + | * Phonotactic constraints of English |
- | | + | ** The distribution |
- | | + | ** The distribution of liquids |
- | | + | ** Excrescent plosives |
- | - | + | * R-vocalization and its effects on the vowel system |
- | | + | * L-vocalization and its effects on the vowel system of English |
- | | + | * How many degrees of stress are there in English? |
- | same work | + | * The sound system |
- | ===== general ===== | + | == Miklós Törkenczy |
- | - Linguistic punning | + | * Flapping after sonorant consonants |
- | | + | * // |
- | | + | * âYod-droppingâ |
- | - Aesthetic judgments on languages. " | + | * The phonology of the irregular past |
- | Field work: ask people to judge recorded passages. Which is most | + | * How regular is English |
- | " | + | * The stressing of compounds: patterns and predictability |
- | - | + | * Stress clash (adjacent stresses) in words. |
- | Forms that purists try to eradicate: // | + | * Socially conditioned phonological variation in English |
- | ought to have said;// etc. | + | |
studies/graduation/thesis/topics/linguistics.txt · last touched 2019-11-30 12:55 by Péter Szigetvåri