Levels of Linguistic Analysis II
Morphology
1
Welcome
Syllabus
Contact
Links
Corpus-related
Course Requirements
Weekly workflow
Social
2
Word classes
2.1
Linguistic questions
2.2
Questions in morphology
2.3
Course Aims
2.3.1
Linguistic and academic skills
2.3.2
Skills that go beyond linguistics
2.3.3
Soft skills for Teachers
2.4
Homework
2.5
Tip of the day
3
Form and meaning
3.1
Parts of speech
3.1.1
Recap: Open and Closed Word Classes
3.1.2
PoS-Tags
3.2
Types and Tokens
3.2.1
Word boundaries
3.2.2
Word classes in numbers
3.2.3
Considerations
3.3
Lemma
3.3.1
Distribution
3.3.2
Association
3.4
Frequency and memory
3.4.1
Common and uncommon vowels
3.4.2
Confounding variables
3.5
Homework
3.6
Tip of the day
4
Lexical relations
4.1
Reading responses
4.2
How do antonyms emerge?
4.3
Causal relationships
4.4
Co-occurrence/correlation/contiguity
4.5
Homework
4.6
Tip of the Day
Linguistics
Other sciences
5
Collocation
5.1
Quantities in corpora
5.2
Perception of quantities
5.3
Collocation as probabilistic phenomenon
5.4
Homework
5.5
Tip of the day
6
Metaphor
6.1
Metaphor and quantitative evidence
6.1.1
Coding
6.1.2
Frequency and scales
6.1.3
Frequency and scales
6.1.4
How extreme are the differences?
6.2
Metaphor and Cognition
6.2.1
Time is space
6.2.2
Exploring color metaphors
6.3
Homework
6.3.1
Task
6.3.2
Tip of the day
7
Derivation
8
Inflection
8.1
English inflections
8.2
Irregular verbs
8.3
Homework
8.4
Tip of the day
9
Conversion
9.1
Homework
9.2
Tip of the day
10
Productivity
10.1
Tiwilbemba
Appendix
Term paper
What makes a good term paper
Requirements
Typography
Structure
Appendix
Declaration
Academic posters
General information
Layout
Programs
Poster session
Command line
10.1.1
The shell
10.1.2
Copy & Paste
10.1.3
Colors
10.1.4
Eastereggs
References
Summer Semester 2021
Freie Universität Berlin
© Alexander Rauhut
Levels of Linguistic Analysis II:
Morphology
Contact
Alexander Rauhut
Email:
alexander.rauhut@fu-berlin.de
Homepage:
https://alexraw.xyz
Office Hours (Online): Monday 11-12, or whenever you catch me online.
