These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice. 

How do words get their meanings? How can word meanings be represented and used by machines? We will explore three families of approaches to these questions from a computational perspective. Relational / structural methods such as semantic networks represent the meaning of words in terms of their relations to other words. Knowledge of the world through perception and action leads to the notion of external grounding, a process by which word meanings are ‘attached’ to the world. How an agent theorizes about, and conceptualizes its world provides yet another foundation for word meanings. We will examine each of these perspectives, and consider ways to integrate them.

6.541J surveys the structural properties of natural languages, with special emphasis on the sound pattern. Topics covered include: representation of the lexicon; physiology of speech production; articulatory phonetics; acoustical theory of speech production; acoustical and articulatory descriptions of phonetic features and of prosodic aspects of speech; perception of speech; models of lexical access and of speech production and planning; and applications to recognition and generation of speech by machine, and to the study of speech disorders.

This course presents a comparison of different proposed architectures for the syntax module of grammar. The subject traces several themes across a wide variety of approaches, with emphasis on testable differences among models. Models discussed include ancient and medieval proposals, structuralism, early generative grammar, generative semantics, government-binding theory/minimalism, LFG, HPSG, TAG, functionalist perspectives and others.

Grammar sometimes gets a bad reputation, but we're actually doing grammar all the time! And we're pretty good at it! In this episode of Crash Course Linguistics, we'll begin our discussion of syntax by learning how we can take words and morphemes and turn them into sentences, questions, stories, and even videos like this!

There are many theories of syntax and different ways to represent grammatical structures, but one of the simplest is tree structure diagrams! In this episode of Crash Course Linguistics, we’ll use tree structure diagrams to keep track of words and groups of words within sentences, and we’ll break down what roles different types of words and phrases play within a sentence.

This course explores the diverse ways that people teach and learn—in different countries, in different disciplines, and in different subcultures. We will discuss how theories of learning can be applied to a variety of hands-on, in-class learning activities. We compare schooling to other forms of knowledge transmission from initiation and apprenticeship to recent innovations in online education such as MOOCs. Students will employ a range of qualitative methods in conducting original research on topics of their choice.

The goal of this course is to prepare you to engage in experimental investigations of questions related to linguistic theory, focusing on phonetics and phonology.

This course explores topics related to the representation and expression of propositional attitudes (e.g. belief, knowledge, and desires) and speech acts (e.g. saying and asking) in natural language. The main focus will be on semantics of predicates such as believe, know, want, say, ask, etc. Other topics will include the syntax of main and embedded clauses and formal representation of the pragmatics of conversation. The course provides practice in written and oral communication.

I realize that “Modes of Assertion” is a rather cryptic title for the course. What we will explore are ways of modulating the force of an assertion. This will engage us in formal semantics and pragmatics, the theory of speech acts and performative utterances, and quite a bit of empirical work on a not-too-well understood complex of data.
“He obviously made a big mistake.”
“It is obvious that he made a big mistake.”
If you’re like me you didn’t feel much of a difference. But now see what happens when you embed the two sentences:
“We have to fire him, because he obviously made a big mistake.”
“We have to fire him, because it is obvious that he made a big mistake.”
One of the two examples is unremarkable, the other suggests that the reason he needs to be fired is not that he made a big mistake but the fact that it is obvious that he did.
We will try to understand what is going on here and look at related constructions not just in English but also German (with its famous discourse particles like ja) and Quechua and Tibetan (with their systems of evidentiality-marking, as recently studied in dissertations from Stanford and UCLA).

This course introduces students to the theory and practice of modeling phonology, with an empirical focus on modeling the discovery of static phonotactics, the discovery of alternations, learning in the midst of variation and exceptions, and the discovery of gradient patterns. This course is also intended to provide hands-on experience with various aspects of using and developing models, including preparing training data, running simulations, and interpreting their results.

Many details of phonetic realization cannot be predicted from standard phonological representations on a language-independent basis, so phonetic realization must be specified in grammar. In this seminar we will investigate phonetic realization as a component of grammar.
The basic questions that we will address are:

What is the form of the phonetic realization component?
What is its relationship to phonology?

This course is concerned with Negative Polarity Items. While raising familiar foundational questions for linguistic theory, Negative Polarity Items enter into complex and often revealing interactions with a host of other phenomena in grammar. Investigating several such interactions, the course touches on topics such as focus, presupposition, exhaustification, quantification, (in)definiteness, modals and attitudes, comparison and superlatives, and questions.

This course presents a tutorial on the ToBI (Tones and Break Indices) system, for labelling certain aspects of prosody in Mainstream American English (MAE-ToBI). The course is appropriate for undergrad or grad students with background in linguistics (phonology or phonetics), cognitive psychology (psycholinguistics), speech acoustics or music, who wish to learn about the prosody of speech, i.e. the intonation, rhythm, grouping and prominence patterns of spoken utterances, prosodic differences that signal meaning and phonetic implementation.
Please submit any feedback about the course content using the user survey.

Short Description:
Do you need to translate for a Canadian audience? We’ve got you covered! This ebook briefly introduces the concepts of translation and localization and then presents a range of free online tools and resources, including term banks, bilingual concordancers, tools for comparing language varieties, machine translation tools, and language portals. In each case, the tools and resources that are presented have a distinctly Canadian flavour to help translators to localize texts into Canadian English and Canadian French. For each tool or resource, there is a short practical exercise to get you started. What are you waiting for, eh?

Long Description:
Do you need to translate for a Canadian audience? We’ve got you covered! This ebook briefly introduces the concepts of translation and localization and then presents a range of free online tools and resources, including term banks, bilingual concordancers, tools for comparing language varieties, machine translation tools, and language portals. In each case, the tools and resources that are presented have a distinctly Canadian flavour to help translators to localize texts into Canadian English and Canadian French. For each tool or resource, there is a short practical exercise to get you started. What are you waiting for, eh?

Word Count: 7539

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This article is a brief overview of linguistic issues relating to transliteration and transcription procedures. The document discusses differences between transliteration and transcription as well as areas of technology application for the two. A document that shows unicode font codes for each letter of the Arabic alphabet and five different transliteration schemes is also available for free download.

 The lesson is designed for Grade 5 English Language Arts students to review the four types of sentences: exclamatory, declarative, interrogative, imperative. This lesson addresses the following NDE Standard: NE LA 5.1.4.a, NE LA 5.1.4.b.It is expected that this lesson will take students 60 minutes to complete.

This activity is to practice learners in identifying types of sentences according to structure, simple, compound, complex or compound-complex.

This activity is to practice learners in identifying types of sentences according to structure, simple, compound, complex or compound-complex.

The UCLA Phonetics Lab Archive includes samples taken from Egyptian, Iraqi, Najdi, North and South Levantine, and Tunisian dialects. The Arabic recordings consist almost exclusively of word lists read aloud to illustrate small differences in the pronunciation of the words. The Phonetics Laboratory includes recordings of hundreds of languages and provides them for free as source materials for phonetic and phonological research. Phonetic transcriptions are included alongside the recordings as are translations and scans of original field notes where relevant.