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This paper presents three electronic collections of polarity items: (i) negative polarity items in Romanian, (ii) negative polarity items in German, and (iii) positive polarity items in German. The presented collections are a part of a linguistic resource on lexical units with highly idiosyncratic occurrence patterns. The motivation for collecting and documenting polarity items was to provide a solid empirical basis for linguistic investigations of these expressions. Our databe provides general information about the collected items, specifies their syntactic properties, and describes the environment that licenses a given item. For each licensing context, examples from various corpora and the Internet are introduced. Finally, the type of polarity (negative or positive) and the class (superstrong, strong, weak or open) associated with a given item is speci ed. Our database is encoded in XML and is available via the Internet, offering dynamic and exible access.
The authors present a multilingual electronic database of lexical items with idiosyncratic occurrence patterns. Currently, our database consists of: (1) a collection of 444 bound words in German; (2) a collection of 77 bound words in English; (3) a collection of 58 negative polarity items in Romanian; (4) a collection of 84 negative polarity items in German; and (5) a collection of 52 positive polarity items in German. The database is encoded in XML and is available via the Internet, offering dynamic and flexible access.
One of the most popular techniques used in HPSG-based studies to describe linguistic phenomena is the raising mechanism. Besides ordinary raising verbs or adjectives, this tool has been applied for handling verbal complexes and discontinuous constituents, among other phenomena. In this paper, a new application for raising within the HPSG paradigm will be discussed, thereby investigating data from the prepositional domain. We will analyze linguistic properties of word combinations in German consisting of a preposition, a noun, and another preposition (such as auf Grund von (‘by virtue of’)), thus arguing that raising is the most appropriate method for satisfactorily describing the crucial syntactic features which are typical for those expressions. The objective of this paper is thus to demonstrate the efficiency of the raising mechanism as used in HPSG, and therefore, to emphasize the importance of designing a satisfactory uniform theory of raising within this grammar framework.
We present SPLICR, the Web-based Sustainability Platform for Linguistic Corpora and Resources. The system is aimed at people who work in Linguistics or Computational Linguistics: a comprehensive database of metadata records can be explored in order to find language resources that could be appropriate for one’s spe cific research needs. SPLICR also provides a graphical interface that enables users to query and to visualise corpora. The project in which the system is developed aims at sustainably archiving the ca. 60 language resources that have been constructed in three collaborative research centres. Our project has two primary goals: (a) To process and to archive sustainably the resources so that they are still available to the research community in five, ten, or even 20 years time. (b) To enable researchers to query the resources both on the level of their metadata as well as on the level of linguistic annotations. In more general terms, our goal is to enable solutions that leverage the interoperability, reusability, and sustainability of heterogeneous collec- tions of language resources.
Der vorliegende Beitrag widmet sich einem etwas stiefmütterlich behandelten Aspekt im ansonsten durchaus lebhaft geführten Diskurs um die didaktische Grammatik: dem grammatischen Wissen der Lehrenden. Auf diesem Gebiet besteht m.E. eine Diskrepanz zwischen Anforderungen an die Lehrerrolle im Gefolge veränderter Forschungsparadigmen und konkreter Gegebenheiten einerseits und einer Realität andererseits, die durch quantitativ wie qualitativ sehr heterogene und teilweise defizitäre Wissensbestände gekennzeichnet ist. Diese Behauptung soll im ersten Teil des Beitrags argumentativ untermauert werden. Im zweiten Teil soll mit dem multimedialen grammatischen Informationssystem GRAMMIS eine mögliche Quelle für grammatisches Wissen vorgestellt werden, die den Bedürfnissen von DaF-Lehrenden entgegenkommt.