Levels of Linguistic Analysis II
Lexical Semantics
Welcome
Syllabus
Contact and Links
Weekly Workflow
How to set up
1
Introduction and Organization
1.1
Organization
1.1.1
Course Requirements
1.1.2
Structure and Materials
1.2
Aims
1.2.1
Linguistic and academic skills
1.2.2
Skills that go beyond linguistics
1.2.3
Soft skills for Teachers
1.3
Feedback
1.4
Homework
1.4.1
Tip
2
Word Classes
2.1
Intro
2.1.1
More organizational updates
2.1.2
Homework discussion
2.2
Parts of speech
2.2.1
Recap: Open and Closed Word Classes
2.2.2
PoS-Tags
2.3
Types and Tokens
2.3.1
Word boundaries
2.3.2
Word classes in numbers
2.3.3
Considerations
2.4
Outlook
2.5
Homework
2.5.1
Task
2.5.2
Tip of the day
3
The Lexicon
3.1
Intro
3.1.1
Organizational notes
3.1.2
Recap
3.2
Lexemes and lexical fields
3.2.1
Lemma
3.2.2
Distribution
3.2.3
Association
3.3
Frequency and memory
3.3.1
Common and uncommon vowels
3.3.2
Confounding variables
3.4
Homework
3.4.1
Presentations
3.4.2
Task
3.4.3
Tip of the day
4
Categorization
4.1
Intro
4.1.1
Recap
4.2
Models
4.2.1
Simplify, Generalize, Apply
4.2.2
Some Linguistic Models
4.2.3
Short and long vowels
4.2.4
Voiced and voiceless consonants
4.2.5
Expanding the model
4.2.6
Different models for different purposes
5
Collocation
5.1
Major Concepts
5.2
Perception of Quantities
6
Metaphor
7
Metonymy
8
Synonymy
9
Antonymy
10
Lexical Patterns
11
Lexical Bundles
12
Constructions
13
Final Discussion
Appendix
Why discord?
How it was made
References
Summer Semester 2020
Freie Universität Berlin
© Alexander Rauhut
5. Collocation
5.2
Perception of Quantities
Frequency of occurrence is used as an
indicator
How do we perceive quantity?
Weber-Fechner Law
human perception is based on ratios
absolute differences become exponentially less informative
