{"schedule":{"version":"2.0","base_url":"https://devel.junge-sprachwissenschaft.de/","conference":{"acronym":"stuts69","title":"StuTS 69 + TaCoS 2021","start":"2021-05-06","end":"2021-05-05","daysCount":5,"timeslot_duration":"00:05","time_zone_name":"Europe/Berlin","rooms":[{"name":"blue","guid":"edb2cc48-81a3-50d4-a934-ed244a6c50c9","capacity":null},{"name":"green","guid":"bb6f3405-f1a0-5a77-89a3-e429754c0c43","capacity":null},{"name":"yellow","guid":"9204e162-5417-5249-9bea-e87dc50a046c","capacity":null},{"name":"Audimax","guid":"6367e186-679b-512c-947f-a02a8b0b66cd","capacity":null},{"name":"Breakout","guid":"375e4101-bb1e-5651-953d-432f2b279a0b","capacity":null},{"name":"Lounge","guid":"f280eab2-a0da-5cbc-818f-81a939419a1e","capacity":null},{"name":"Game Room","guid":"f5082c6e-f8da-5f09-b047-5b5e7eb527b3","capacity":null}],"days":[{"index":1,"date":"2021-05-05","day_start":"2021-05-05T19:00:00+02:00","day_end":"2021-05-05T22:00:00+02:00","rooms":{"blue":[],"green":[],"yellow":[],"Audimax":[],"Breakout":[],"Lounge":[{"url":"https://devel.junge-sprachwissenschaft.de/events/560.html","id":560,"guid":"59d278b6-9160-4eb6-9549-2697a54ae910","logo":null,"date":"2021-05-05T19:00:00+02:00","start":"19:00","duration":"01:40","room":"Lounge","slug":"stuts69-560-pubquiz","title":"Pubquiz","subtitle":null,"track":null,"type":"other","language":"en","abstract":"To kick off our conference we're hosting a half linguistic, half non-linguistic pub quiz for you. You'll participate in spontaneously formed teams in order to win knowledge and entertainment.","description":null,"recording_license":"","do_not_record":false,"persons":[],"links":[],"attachments":[]}],"Game Room":[]}},{"index":2,"date":"2021-05-06","day_start":"2021-05-06T09:00:00+02:00","day_end":"2021-05-06T21:00:00+02:00","rooms":{"blue":[{"url":"https://devel.junge-sprachwissenschaft.de/events/549.html","id":549,"guid":"ab7aa7b8-153a-4362-96de-1e6ea374cf95","logo":null,"date":"2021-05-06T10:45:00+02:00","start":"10:45","duration":"00:30","room":"blue","slug":"stuts69-549-v1_in_lopit","title":"V1 in Lopit","subtitle":"A basic syntactic analysis following Bossi \u0026 Diercks (2019)","track":"Syntax","type":"lecture","language":"en","abstract":"Based on the paper published by Bossi \u0026 Diercks (2019) on Kipsigis, I present an analysis of basic syntactic structures in Lopit, an Eastern-Nilotic V1 language.","description":"Madeline Bossi and Michael Diercks designed a syntactic analysis of V1 in Kipsigis, a Southern Nilotic language, in their 2019 paper. It specifically includes an additional projection αP between CP and TP, as originally introduced by Miyagawa (2010) for Japanese. I show that basic syntactic structures in Lopit, an Eastern Nilotic language, can be analysed in a similar way, if some necessary adjustments are made. I develop the basic structure further to be able to derive focus and prominence phenomena, as well as interrogative structures.\r\n\r\nReferences:\r\nBossi, Madeline and Michael Diercks (2019): ‘V1 in Kipsigis: Head movementand discourse-based scrambling’, Glossa: A Journal of General Linguistics 4(1).\r\nMoodie, Jonathan Paul (2019): A Grammar of the Lopit Language. PhD thesis,University of Melbourne.\r\nAdger, David (2003): Core syntax: A minimalist approach. Vol. 20, Oxford University Press Oxford.","recording_license":"","do_not_record":false,"persons":[{"guid":"f727b4b4-8355-5e59-8ff1-10701717444d","id":519,"name":"Justina Schindler","public_name":"Justina Schindler"}],"links":[],"attachments":[{"url":"/system/event_attachments/attachments/000/000/349/original/StuTS_Lopit_V1.pdf?1620320526","title":"Lopit_V1_Presentation"}]},{"url":"https://devel.junge-sprachwissenschaft.de/events/515.html","id":515,"guid":"5bb773da-9290-4a24-99de-79b7a02897d5","logo":null,"date":"2021-05-06T11:30:00+02:00","start":"11:30","duration":"00:30","room":"blue","slug":"stuts69-515-verbal_reduplication_in_mandarin_chinese","title":"Verbal reduplication in Mandarin Chinese","subtitle":"An HPSG account","track":"Morphology","type":"lecture","language":"en","abstract":"In Mandarin Chinese, verbs (kan `look’) can be reduplicated (kan-kan `look-look’) to express a delimitative aspectual meaning, namely that the event denoted by the verb happens in a short duration and/or a low frequency (kan-kan `look a little bit'). The current study tries to determine a suitable formal and unified analysis for the structure of verbal reduplication in Mandarin Chinese. I show that the analysis of the reduplicant as a verbal classifier seems inappropriate due to their difference in behaviours. Some generative analyses assume the reduplicant to be an aspect affix. But a construction-based approach seems to be more suitable than a generative one, because it deals with the semantically empty phonological element yi better and provides an account for the phonology, as well. Finally, I propose a Head-Driven Phrase Structure (HPSG) analysis for the verbal reduplication in Mandarin Chinese. I model the change of the semantics via lexical rule and proposed a type hierarchy for the lexical rules to account for the variations in the phonology.","description":"Arcodia, Giorgio Francesco, Bianca Basciano, and Chiara Melloni (2014). Verbal Reduplication in Sinitic. In Augendre Sandra, Couasnon-Torlois Graziella, Lebon Déborah, Clément Michard, Boyé Gilles, and Montermini Fabio (Eds.), Proceedings of the Décembrettes 8th International conference on morphology, Bordeaux, pp. 15–45. Carnets De Grammaire, CLLE-ERSS 22.\r\nBasciano, Bianca and Chiara Melloni (2017). Event delimitation in Mandarin: The case of diminishing reduplication. Italian Journal of Linguistics 29(1), 143–166.\r\nChao, Yuen Ren (1968). A Grammar of Spoken Chinese. Berkeley: University of California Press.\r\nGhomeshi, Jila, Ray Jackendoff, Nicole Rosen, and Kevin Russell (2004). Contrastive focus reduplication in english (the salad-salad paper). Natural Language \u0026 Linguistic Theory 22(2), 307–357.\r\nHuang, C.-T. James, Y.-H. Audrey Li, and Yafei Li (2009). The Syntax of Chinese. Cambridge Syntax Guides. Cambridge University Press.\r\nJackendoff, Ray (1997). The architecture of the language faculty. Cambridge, MA: MIT Press.\r\nJackendoff, Ray (2002). Foundations of Language: Brain, Meaning, Grammar, Evolution. Oxford: Oxford University Press. URL https://oxford.universitypressscholarship.com/view/10.1093/acprof: oso/9780198270126.001.0001/acprof-9780198270126.\r\nLi, Charles N. and Sandra A. Thompson (1981). Mandarin Chinese: a functional reference grammar. Berkeley: University of California Press.\r\nParis, Marie-Claude (2013). Verbal reduplication and verbal classifiers in chinese. In Guangshun Cao, Hilary Chappell, Redouane Djamouri, and Thekla Wiebusch (Eds.), Breaking Down the Barriers: Interdisciplinary Studies in Chinese Linguistics and Beyond, Volume 1, pp. 257–278. Institute of Linguistics, Academia Sinica.\r\nXiao, Richard and Tony McEnery (2004). Aspect in Mandarin Chinese: A corpus-based study. Studies in Language Companion Series 73. John Benjamins.\r\nXie, Zhu (2020). Two Types of Verb Reduplications in Mandarin Chinese. Studies in Chinese Linguistics 41(1), 73–108.\r\nXiong, Zhongru (2016). Dongci chongdie de jufa fenxi [A syntactic analysis of verbal reduplication]. Shijie hanyu jiaoxue [Chinese Teaching in the World] 30(2), 156–169.\r\nYang, Yifan and Wei Wei (2017). Verbal reduplication in Mandarin Chinese: An analysis at the syntax-phonology interface. In Michael Yoshitaka Erlewine (Ed.), Proceedings of GLOW in Asia XI, Volume 1, Cambridge, MA, pp. 227–242. MIT Working Papers in Linguistics.","recording_license":"","do_not_record":false,"persons":[{"guid":"c74dc237-ce25-5e5f-9117-04fa98fe687d","id":541,"name":"Yanru Lu","public_name":"Yanru Lu"}],"links":[],"attachments":[]},{"url":"https://devel.junge-sprachwissenschaft.de/events/554.html","id":554,"guid":"b1f79bdd-b91c-48ab-97a0-d7d0eb2ac050","logo":null,"date":"2021-05-06T12:45:00+02:00","start":"12:45","duration":"00:30","room":"blue","slug":"stuts69-554-yoga","title":"Yoga","subtitle":null,"track":null,"type":"other","language":"","abstract":"Dem Suppenkoma entkommen: Im blauen Raum wartet eine belebende Yoga-Session auf dich zum Kraft tanken und wach werden.","description":"The instructions in German, but you’re of course welcome to try it with just the help of Copying and Movement.","recording_license":"","do_not_record":false,"persons":[{"guid":"7cdfb7e8-feb4-5bfc-adc6-eab68807df83","id":563,"name":"Miriam Sommer","public_name":"Miriam Sommer"}],"links":[],"attachments":[]},{"url":"https://devel.junge-sprachwissenschaft.de/events/534.html","id":534,"guid":"91db09a0-d2c9-41be-a04f-5424cd13f3f6","logo":null,"date":"2021-05-06T14:45:00+02:00","start":"14:45","duration":"00:30","room":"blue","slug":"stuts69-534-bohmisch_erwunscht","title":"„Böhmisch erwünscht“?!","subtitle":"Sprachkontaktszenarien in Niederösterreich um 1900 am Beispiel Stockerau und Umgebung","track":"Historical \u0026 Comparative","type":"lecture","language":"de","abstract":"Das ehemalige Kronland Österreich unter der Enns, heute Niederösterreich, wurde historisch meist als einsprachig dargestellt. Ein Grund dafür war, dass nur das Deutsche als offizielle Landessprache anerkannt war. Wie präsent allerdings auch andere Sprachen der Habsburgermonarchie – insbesondere das Tschechische und Slowakische – in ruralen und urbanen Kontexten waren, soll in diesem Vortrag anhand von Angaben zu nicht-deutschen Volkssprachen auf den Wenkerbögen, Volkszählungsergebnissen und historischen Pressetexten sowie Stellenanzeigen der drei Orte Sierndorf, Spillern und Stockerau im Weinviertel aufgezeigt werden. Ziel ist es, ein repräsentatives Bild von Mehrsprachigkeit und historischen Sprachkontaktszenarien zu zeichnen und die Bedeutung slawischer Sprachen auch außerhalb Wiens in Erinnerung zu rufen.","description":null,"recording_license":"","do_not_record":false,"persons":[{"guid":"fda4d8cb-91d2-516c-8d8d-337719a4ef4f","id":529,"name":"Maria Schinko","public_name":"Maria Schinko"}],"links":[],"attachments":[]}],"green":[{"url":"https://devel.junge-sprachwissenschaft.de/events/524.html","id":524,"guid":"65beca28-16fa-4652-9e2c-439cd4ca7c02","logo":"/system/events/logos/000/000/524/large/668282.jpg?1618736032","date":"2021-05-06T10:45:00+02:00","start":"10:45","duration":"00:30","room":"green","slug":"stuts69-524-a_disruptive_energy_questions_and_answers_in_the_direct_speech_of_the_driver_s_seat_by_muriel_spark","title":"A disruptive energy: Questions and answers in the direct speech of The Driver's Seat by Muriel Spark","subtitle":null,"track":"Semantics \u0026 Pragmatics","type":"lecture","language":"en","abstract":"This paper is a linguistic stylistic analysis of the questions and answers in the direct speech of Muriel Spark's novella \"The Driver's Seat\" (1970). The theoretical framework is based in pragmatics, i.e. in adjacency pairs and Grice's Cooperative Principle. The goal of the paper is to try to offer pragmatic explanations for the sense of disjointedness in the text of the novella that literary scholars have commented on and to contribute to the body of linguistic stylistic analyses of literary works.","description":null,"recording_license":"","do_not_record":false,"persons":[{"guid":"7056d412-572a-55c8-ba6e-e71d6af0615a","id":257,"name":"Viktorija Blazheska","public_name":"Viktorija Blazheska"}],"links":[],"attachments":[{"url":"/attachments/original/missing.png","title":"A Disruptive Energy (full abstract)"}]},{"url":"https://devel.junge-sprachwissenschaft.de/events/517.html","id":517,"guid":"7d3a930d-14ac-42c9-964b-69d926553b0b","logo":null,"date":"2021-05-06T11:30:00+02:00","start":"11:30","duration":"00:30","room":"green","slug":"stuts69-517-orientations_and_motivations_of_arabic_learners_in_jordan","title":"Orientations and Motivations of Arabic Learners in Jordan","subtitle":null,"track":"Aquisition \u0026 Education","type":"lecture","language":"en","abstract":"What are the reasons and motivations for studying Arabic in Jordan? Is there a difference between those who study colloquial Jordanian Arabic and those who study Modern Standard Arabic? In my master thesis, I examined these questions using a mixed methodology approach.","description":"Motivation plays a major role in foreign language acquisition as many studies state that motivation is the most important and most influential aspect in learning a foreign language. However, a considerable amount of literature published about motivation in foreign language acquisition has been about English as a foreign language and has tended to geographically focus on East Asia, the United States, and Europe. The aim of this study is to investigate motivations and orientations (i.e., reasons, interests, and attitudes) of non-native Arabic learners in Jordan. Moreover, a comparison between learners of colloquial Jordanian Arabic and Modern Standard Arabic in terms of orientations and motivations is made. In this study, a mixed methods study was conducted. The mixed methodology approach consisted of four interviews (qualitative method) and an online survey (quantitative method), in which 105 participants took part. The descriptive statistical analysis of the survey data was calculated and evaluated with RStudio.\r\nResults show that the mere interest in Arabic, Arabic culture, and in languages in general play a decisive role in studying Arabic as a foreign language. Moreover, orientations related to integrativeness (i.e., an openness toward the Arab community, Arabic language, and languages in general) are more important than reasons of instrumentality (i.e., practical, functional, or professional reasons). Regarding motivation, the survey participants are generally motivated to study Arabic and have a stronger desire to learn or to be able to speak the language rather than to expend the actual effort to reach this desire.\r\nFurthermore, learning colloquial Jordanian Arabic is more important than Modern Standard Arabic for communicative reasons. Therefore, it seems likely that the participants mainly learn colloquial Jordanian Arabic for speaking and understanding everyday conversations. In turn, Modern Standard Arabic plays a more important role in understanding media and news, religious texts (e.g., the Qur’an), university studies, and literature. Moreover, participants who were studying both varieties (i.e., colloquial and Modern Standard Arabic) demonstrated the highest motivation toward studying colloquial Arabic. An explanation of this finding is that colloquial Arabic is more rewarding, satisfactory, and linked to a greater enjoyment than Modern Standard Arabic because the awareness of progress and the realization of reaching an advanced Arabic level is very motivating.\r\nIn conclusion, a simultaneous commitment to two Arabic language varieties, may be linked to stronger and broader reasons, interests, or attitudes that are more distinct than reasons of learners who only study one language variety. A commitment to two Arabic varieties indicates a higher motivation to study the varieties, with learners having a greater motivation towards one variety, as it was the case with colloquial Arabic.\r\nThis work has demonstrated that learning a colloquial Arabic variety is an important and motivating aspect regarding Arabic foreign language acquisition. Hence, colloquial Arabic study should receive more attention in theoretical scientific research. Further, learning a colloquial Arabic dialect should also be considered as a more practical way of studying and teaching Arabic. Thus, universities and language schools worldwide should offer Arabic dialect courses, in addition to their MSA programs.\r\n","recording_license":"","do_not_record":false,"persons":[{"guid":"fe32e181-75f0-5bca-8f73-6660645480ab","id":540,"name":"Stephanie Bergmann","public_name":"Stephanie Bergmann"}],"links":[],"attachments":[]}],"yellow":[{"url":"https://devel.junge-sprachwissenschaft.de/events/543.html","id":543,"guid":"2752117d-bfc8-4697-93d2-68871b1c8110","logo":null,"date":"2021-05-06T10:45:00+02:00","start":"10:45","duration":"00:30","room":"yellow","slug":"stuts69-543-acoustics_of_the_collapsing_atr_harmony_in_igbo","title":"Acoustics of the collapsing ATR harmony in Igbo","subtitle":null,"track":"Phonetics \u0026 Phonology","type":"lecture","language":"en","abstract":"In this talk author aims to describe the state of an asymmetric ATR harmony system of Igbo (/i ɪ u ʊ e o ɔ a/) in reflection of various acoustic metrics (F1, A1-A2, A1-A3, H1-A3, deltaB1, CoG) analyzed via Praat (Boersma \u0026 Weenink 2017) and thus contribute to the typology of ATR acoustics, since the reported state of Igbo vowel system is typologically unusual.","description":"Like many of West African languages, Igbo requires vowel harmony based on the feature advanced tongue root, or ATR. The vowel system in this case contains two sets of phonemes, which differ in pairs only by the value of this feature.\r\nThe harmony system in Igbo is unusual for Benue-Congolese languages. Eight phonemes /i ɪ u ʊ e o ɔ a/ are in pairs opposed to each other in traditional descriptions (Emenajo 1967), however, from typological point of view, the system is asymmetrical both in high/low and front/back dimensions. Height-asymmetric ATR systems are common in West Africa, but of 44 Benue-Congolese languages, only one has an /i ɪ u ʊ e o a/ system, where harmony collapse began within height 2 (2014).\r\nThe ATP feature itself is still poorly studied from the point of view of articulation and acoustics (nonetheless, Edmondson \u0026 Esling 2006, Esling et al. 2019). In this work, we investigate the acoustic parameters, which have shown themselves as correlates of ATR contrast (Fulop et al. 1998, Guion et al. 2004, Olejarczuk et al. 2019), on the data of an asymmetric and, according to our assumption, decreasing Igbo vowel system.\r\nThe author aims to describe the state of an asymmetric system in reflection of various acoustic metrics (F1, A1-A2, A1-A3, H1-A3, deltaB1, CoG) and thus contribute to the typology of ATR acoustics, since the reported state of Igbo vowel system is typologically unusual.\r\nInstrumental analysis via Praat (Boersma \u0026 Weenink 2017) indeed showed the evidence of height 2 harmony decreasing: /ɔ/ splits into two clusters, one of which performs as expected from a –ATR vowel, and the other one showing extreme similarity to a +ATR /o/ counterpart in different dimensions.\r\n","recording_license":"","do_not_record":false,"persons":[{"guid":"967b92f4-f708-5451-ad89-b63a6d1b1e3a","id":542,"name":"Margarita Ivanova","public_name":"Margarita Ivanova"}],"links":[],"attachments":[{"url":"/system/event_attachments/attachments/000/000/343/original/Acoustics_of_the_collapsing_ATR_harmony_in_Igbo.docx?1618870056","title":"Acoustics_of_the_collapsing_ATR_harmony_in_Igbo.docx"}]},{"url":"https://devel.junge-sprachwissenschaft.de/events/547.html","id":547,"guid":"1b3bac2c-89aa-47e0-83de-fc29a7cd7e8f","logo":"/system/events/logos/000/000/547/large/unnamed.jpg?1619136086","date":"2021-05-06T11:30:00+02:00","start":"11:30","duration":"00:30","room":"yellow","slug":"stuts69-547-the_psychology_of_a_language_learner_the_out-turn_of_self-motivation_on_a_learner_s_linguistic_self-competence","title":"The Psychology of a Language Learner: The Out-Turn of 'Self-Motivation' on a Learner's Linguistic Self-Competence","subtitle":null,"track":"Aquisition \u0026 Education","type":"lecture","language":"en","abstract":"This poster presentation offers to throw light on the essence of motivation and mainly ‘self-motivation’ as a catalyst to reach linguistic self-confidence and therefore self-competence in linguistic communication. This quantitative research scenario examined the contribution of Egyptian EFL learners’ motivation, self-motivation, and linguistic self-confidence in their proficiency, as well as language-use anxiety to their willingness to communicate (WTC) level, along with a minor possible impact of age and gender on the learners’ reported L2 WTC. 50 university students – 25 freshman students vs. 25 graduating senior students – were randomly selected to fill in a questionnaire for this study. ","description":"People always quote, “We are all the same.” Is this really the case? For us human beings, are we really the same with no slight difference? When we say “same”, it is about the way we communicate, our etiquette, our lifestyle, and our emotions as well. This quote is just flawed in a specific perspective, especially when we examine our way of learning language and how we get motivated and most importantly, motivate ourselves; we are the opposite of the same! For this purpose, it becomes a major essentiality to inspect or investigate the theoretical anatomy of “motivation” in second language acquisition and learning. This poster presentation offers to throw light on the essence of motivation and mainly ‘self-motivation’ as a catalyst to reach linguistic self-confidence and therefore self-competence in linguistic communication. This quantitative research scenario examined the contribution of Egyptian EFL learners’ motivation, self-motivation, and linguistic self-confidence in their proficiency, as well as language-use anxiety to their willingness to communicate (WTC) level, along with a minor possible impact of age and gender on the learners’ reported L2 WTC. 50 university students – 25 freshman students vs. 25 graduating senior students – were randomly selected to fill in a questionnaire for this study. Results indicated that L2 self-motivation and self-confidence made a remarkable contribution to the prediction of L2 WTC. Furthermore, it was found that the learners’ age and gender did not make a statistical difference to their WTC, since the learners were freshmen vs. graduating seniors. The findings could contribute to the ongoing debates on the theory and practice of WTC and feed into further research that is germane to second language pedagogy and learners’ self-motivation to be willing to communicate in their second language.\r\n\r\nKeywords: language acquisition, language learning, willingness to communicate, motivation, self-motivation, L2 Self-confidence, L2 Self-competence, linguistic motivation\r\n\r\n\r\n\r\n                                                  References\r\n\r\nDörnyei, Z. (2010). The psychology of the language learner. New York: Routledge.\r\n\r\nEllis, R. (2019). Understanding second language acquisition. Oxford: Oxford University Press.\r\n\r\nGhanbarpour, M. (2016). Willingness to Communicate, Linguistic Self-confidence, and Language-use Anxiety: The Iranian EFL Context. Theory And Practice In Language Studies, 6(12), 2265. doi: 10.17507/tpls.0612.05\r\n\r\n\r\n","recording_license":"","do_not_record":false,"persons":[{"guid":"d1aae9e2-ae32-56a4-bb25-52a4cf72de5e","id":549,"name":"Nadine Nasef","public_name":"Nadine Nasef"}],"links":[],"attachments":[{"url":"/system/event_attachments/attachments/000/000/345/original/NADINE_NASEF_-_Poster_Abstract_Submission.docx?1619136087","title":"The Psychology of a Language Learner: The Out-Turn of 'Self-Motivation' on a Learner's Linguistic Self-Competence"}]},{"url":"https://devel.junge-sprachwissenschaft.de/events/516.html","id":516,"guid":"78bbae99-0dc4-4d4a-88d4-0b86fc0b4453","logo":null,"date":"2021-05-06T14:45:00+02:00","start":"14:45","duration":"00:30","room":"yellow","slug":"stuts69-516-comprehension_of_gender-neutral_forms_and_the_pseudo-generic_masculine_in_german_a_visual_world_eye-tracking_study","title":"Comprehension of gender-neutral forms and the pseudo-generic masculine in German: a visual world eye-tracking study","subtitle":"- \"It goes without saying\" that everyone is included?","track":"Psycho \u0026 Neuro","type":"lecture","language":"en","abstract":"Gender-inclusive language has evolved into a much-debated topic during the past years, discussed interdisciplinarily from theoretical to psycholinguistics, sociology, and economy – and by anyone who uses language.\r\n\r\nStudies on German that primarily relied on questionnaires (reviewed in Braun et al. 2005), cloze tests (Klein 1988), and categorisation tasks with picture matching (Irmen \u0026 Köhncke 1996) disqualify the generically used masculine forms as pseudo-generic – failing their grammatically prescribed function to include referents of any Gender. Gender-balanced expressions (pair and split forms like Lehrer und Lehrerinnen) make explicit reference to female presence and participation, and thus elevate a more equitable interpretation.\r\nOnline methods to investigate the processing of Gender-sensitive language are surprisingly rare among research on the phenomenon, except for reaction time measures (Irmen \u0026 Köhncke 1996, Irmen \u0026 Kaczmarek 2000) and eye-tracking in reading (Irmen \u0026 Schumann 2011).\r\nIn addition, Gender-neutral language (GNL) has not been focused on in the majority of experiments, and when it was among the stimuli, results were inconclusive (De Backer \u0026 De Cuypere 2012) or found such alternatives to be ineffective (resembling masculine generics, Braun et al. 2005), despite the fact that guidelines on non-discriminatory language use commonly recommend these.\r\nGender-neutral (GN) expressions for personal reference in German include\r\n    • nominalised participles; nominalisations in general: Interessierte, Lehrende\r\n    • collective singulars: Publikum, Kollegium\r\n    • compounds (e.g., with a notion of “-person”): Ansprechpersonen, Lehrkräfte\r\n    • paraphrases that background a (gendered) subject: e.g., passives, relatives\r\n      \r\nIn a visual world eye-tracking study, the comprehension of plural generics using masculine nouns and GN forms was tested for roles and occupations.\r\nIn complex stimulus scenarios, reference had to be established to referent images presented on a screen. At the end of each item, a question was asked in order to (re)identify the image that matched the referents of the respective setting best. Images depicted 1) a single person (protagonist), 2) an all-female group, 3) an all-male group, 4) a mixed Gender group of female and male members. The group referents were introduced with either a) masculine nouns (die Lehrer), b) female-specific feminine nouns (die Lehrerinnen), or c) one of the upper three nominal GN variants (die Lehrkräfte). \r\nResults confirm the frequent male bias in masculine forms that are used as generics, that is, their male-specific interpretation. Furthermore, stereotypicality of nouns had an impact on responses. The GN alternatives, which are generally known to aim for indefinite reference (“marked” for Gender-fair language) were found to be most qualified to elicit mixed Gender group interpretations. When reference was established with GN terms, an inclusive response was consistently elicited. This was both indicated by eye movements and response proportions, but to a different extent depending on the particular GN noun type. Concepts that abstract from Gender in their linguistic forms (“neutralising” it) appear to be more inclusive, and thus better candidates for generic reference than masculines.","description":"The talk will give an overview of the experimental method used as well as task and design. When discussing results, I am going to refer to a rather advanced tool for statistical analysis, but keep it comprehensible.","recording_license":"","do_not_record":false,"persons":[{"guid":"904e06cf-71a9-5d61-99fa-ce728e1890d3","id":543,"name":"Christin Schütze [sie/ihr | she/her]","public_name":"Christin Schütze [sie/ihr | she/her]"}],"links":[{"url":"https://publishup.uni-potsdam.de/frontdoor/index/index/docId/48415","title":"Comprehension of gender-neutral forms and the pseudo-generic masculine in German: a visual world eye-tracking study"}],"attachments":[{"url":"/system/event_attachments/attachments/000/000/373/original/Presentation_MAthesis_-_STUTS.pdf?1621459704","title":"Slides"}]},{"url":"https://devel.junge-sprachwissenschaft.de/events/545.html","id":545,"guid":"e099d56e-bc40-4db0-85bb-5d5ac0b01bdf","logo":"/system/events/logos/000/000/545/large/GSCL_Logo-Schrift_RGB-klein.jpg?1618931209","date":"2021-05-06T16:15:00+02:00","start":"16:15","duration":"00:45","room":"yellow","slug":"stuts69-545-vorstellung_der_german_society_for_computational_linguistics_gscl","title":"Vorstellung der German Society for Computational Linguistics (GSCL)","subtitle":null,"track":"Computational \u0026 NLP","type":"other","language":"de","abstract":"This presentations gives a short introduction on the German Society for Computational Linguistics, which fosters research and networking in the area of natural language processing in the German-speaking countries. Join our meeting to learn more about our free student membership and virtual events!","description":"Die Gesellschaft für Sprachtechnologie und Computerlinguistik e.V. (GSCL) ist der wissenschaftliche Fachverband in den deutschsprachigen Ländern und Regionen für maschinelle Sprachverarbeitung in Forschung, Lehre und Beruf. Sie ist aktiv um Verbindungen zwischen Hochschulen und Industrie bemüht und unterstützt die Zusammenarbeit mit Nachbardisziplinen und unterhält Kontakte zu den entsprechenden Fachverbänden.\r\nSeit 2021 bieten wir eine kostenlose Mitgliedschaft für Studierende und Doktoranden an. Es finden monatliche virtuelle Events für alle Mitglieder (z.B. Tutorials oder Research Talks) statt. Mehr Infos hier: https://gscl.org/de/","recording_license":"","do_not_record":false,"persons":[{"guid":"10c463ed-504d-5832-bba5-d35c0eb46753","id":383,"name":"Annemarie Friedrich","public_name":"Annemarie Friedrich"}],"links":[{"url":"https://gscl.org/de/","title":"GSCL Website"}],"attachments":[]}],"Audimax":[{"url":"https://devel.junge-sprachwissenschaft.de/events/568.html","id":568,"guid":"8058bacc-6ad3-47c6-a2ff-e65bc03937cc","logo":null,"date":"2021-05-06T09:00:00+02:00","start":"09:00","duration":"00:35","room":"Audimax","slug":"stuts69-568-greeting_and_gathertown_briefing_-_willkommen_und_gathertown-einweisung","title":"Greeting and gathertown briefing - Willkommen und gathertown-Einweisung","subtitle":null,"track":null,"type":"","language":"","abstract":"We're going to give you a short introduction to the team like asking questions, moving through crowds, private spaces, the conference office, where to find further instructions at all times and more,","description":null,"recording_license":"","do_not_record":false,"persons":[{"guid":"f727b4b4-8355-5e59-8ff1-10701717444d","id":519,"name":"Justina Schindler","public_name":"Justina Schindler"}],"links":[],"attachments":[]},{"url":"https://devel.junge-sprachwissenschaft.de/events/559.html","id":559,"guid":"8e797a69-0eac-4d92-8fe9-272e0092bd5e","logo":null,"date":"2021-05-06T09:45:00+02:00","start":"09:45","duration":"00:45","room":"Audimax","slug":"stuts69-559-lektionen_aus_vier_jahrzehnten_linguistik_sprachvergleich_und_technische_terminologie","title":" Lektionen aus vier Jahrzehnten Linguistik: Sprachvergleich und technische Terminologie","subtitle":null,"track":"Historical \u0026 Comparative","type":"","language":"de","abstract":null,"description":"In diesem informellen Vortrag werde ich auf meinen eigenen Werdegang zurückblicken und das mit einer überraschenden Schlussfolgerung verbinden: die technische Terminologie der Grammatik ist wichtiger, als viele Leute denken. Man kann zwischen zwei Forschungsstrategien unterscheiden, einer argumentierenden und einer hypothesentestenden. Für die letztere braucht man gut verstandene Termini, was ich erst nach drei Jahrzehnten im Linguistik-Betrieb besser verstanden habe.","recording_license":"","do_not_record":false,"persons":[{"guid":"7cdfb7e8-feb4-5bfc-adc6-eab68807df83","id":552,"name":"Martin Haspelmath","public_name":"Martin Haspelmath"}],"links":[],"attachments":[]},{"url":"https://devel.junge-sprachwissenschaft.de/events/561.html","id":561,"guid":"4a82b316-4afe-49ef-8049-3ffcb513f130","logo":null,"date":"2021-05-06T13:30:00+02:00","start":"13:30","duration":"01:00","room":"Audimax","slug":"stuts69-561-copies_and_language_insigts_from_computational_linguistics","title":"Copies and Language: Insigts from Computational  Linguistics","subtitle":null,"track":"Computational \u0026 NLP","type":"","language":"","abstract":"In this talk I show how computational linguistics generates accessible linguistic research questions, the answers to which have the potential to refute popular linguistic theories.  Constructions which require grammatical identity ('copy constructions') abound  in the languages of the world, but the topic of what counts as a copy has hardly been investigated; indeed, it seems obvious that copies are just, well, copies!  Not all 'copies' are created equal, and different mechanisms for generating copies predict wildly divergent outcomes. We will review three such mechanisms, and I will pose simple descriptive questions for fieldwork which will allow the matter to be settled!","description":null,"recording_license":"","do_not_record":false,"persons":[{"guid":"7cdfb7e8-feb4-5bfc-adc6-eab68807df83","id":553,"name":"Greg Kobele","public_name":"Greg Kobele"}],"links":[],"attachments":[{"url":"/system/event_attachments/attachments/000/000/348/original/main.pdf?1620304532","title":"Keynote slides"}]},{"url":"https://devel.junge-sprachwissenschaft.de/events/564.html","id":564,"guid":"de50b334-aca1-459f-a059-3df9995a2c22","logo":null,"date":"2021-05-06T16:15:00+02:00","start":"16:15","duration":"00:45","room":"Audimax","slug":"stuts69-564-international_linguistics_networking","title":"International Linguistics Networking","subtitle":"Presentation of the International Association of Language and Linguistics Students (IALS)","track":"Miscellaneous","type":"podium","language":"en","abstract":"Following up on the discussion of international collaboration of language and linguistics students at the last StuTS, this event is aimed at presenting the International Association of Language and Linguistics Students (IALS), which is to be founded this year. Together with representatives from student organisations in the UK (ULAB) and France (FNAEL), we will present and explore the goals and possibilities of student collaboration on an international level in the IALS in the future. Since the constitution of the IALS is still being drafted, participants are welcome to contribute ideas for long-term objectives of the association and propose possible activities. We will also formally extend an invitation to the founding event of the IALS, which is going to take place later this year.   ","description":null,"recording_license":"","do_not_record":false,"persons":[{"guid":"5bffc93d-5cf1-50e5-9770-763ddde20f9e","id":207,"name":"Tobias","public_name":"Tobias"}],"links":[],"attachments":[]}],"Breakout":[],"Lounge":[{"url":"https://devel.junge-sprachwissenschaft.de/events/570.html","id":570,"guid":"fc69fb5e-9766-46b7-b5d1-d736f3f3cc77","logo":null,"date":"2021-05-06T19:00:00+02:00","start":"19:00","duration":"01:40","room":"Lounge","slug":"stuts69-570-hobnob","title":"Hobnob","subtitle":"Networking","track":null,"type":"","language":"","abstract":null,"description":"You will meet some new friends today! How do we know? Well, there will be a great hobnob in the lounge this evening for you to mingle, meet old and new aquaintances and have a great time. (Bringing your own drinks is highly advisable.)","recording_license":"","do_not_record":false,"persons":[],"links":[],"attachments":[]}],"Game Room":[]}},{"index":3,"date":"2021-05-07","day_start":"2021-05-07T09:30:00+02:00","day_end":"2021-05-07T21:00:00+02:00","rooms":{"blue":[{"url":"https://devel.junge-sprachwissenschaft.de/events/537.html","id":537,"guid":"80ea83c9-a578-4e74-beff-ad23a99585ac","logo":null,"date":"2021-05-07T10:45:00+02:00","start":"10:45","duration":"00:30","room":"blue","slug":"stuts69-537-un_marked_gender_in_german","title":"(Un)marked Gender in German","subtitle":null,"track":"Morphology","type":"lecture","language":"en","abstract":"In this talk I want to show that a standard assumption about markedness can't be applied to German as easy as it might seem: masculine gender is unmarked in most languages that distinguish a masculine and a feminine gender. \r\nSome data from different domains of German nouns are going to be presented to show that the picture is a lot more complicated than it might seem at first glance but maybe can be explained under the assumption that there are interpretable and uninterpretable gender features located at a little n head. ","description":"This talk is going to present the concept of markedness in the domain of phi-features. A common assumption about markedness in the domain of gender is, that in all languages that distinguish a masculine from a feminine gender, the masculine gender is less marked. Challenging this statement I want to propose the question if there even is a single unmarked gender category for all German nouns. \r\nSome diagnostics for marked and unmarked categories from semantic and morphological points of view will be shown, mostly based on Greenberg (1980) and Sauerland (2008).\r\nApplying these diagnostics to different domains of German nouns (human denoting nouns, kinship terms and animal denoting nouns) it can be seen that there doesn't seem to be a coherently unmarked gender category across the considered German noun classes. \r\nFollowing a distributed morphology approach I want to introduce the assumption of gender features being located at a head called little n and the notion of interpretable and uninterpretable gender features, following Kramer (2015). Within this framework I want to present a markedness scale possibly explaining the mixed picture that is visible for the different domains of German nouns. ","recording_license":"","do_not_record":false,"persons":[{"guid":"187f3c23-2503-5946-9d42-2d8aa7326b1d","id":547,"name":"Nadja Fiebig","public_name":"Nadja Fiebig"}],"links":[],"attachments":[{"url":"/system/event_attachments/attachments/000/000/350/original/Presentation_%28Un%29makred_gender_in_German.pdf?1620381773","title":"Presentation (Un)marked Gender in German"}]},{"url":"https://devel.junge-sprachwissenschaft.de/events/533.html","id":533,"guid":"e0008816-2644-4007-bbd7-3f3811de51d1","logo":null,"date":"2021-05-07T11:30:00+02:00","start":"11:30","duration":"00:30","room":"blue","slug":"stuts69-533-from_pronouns_to_copulas_in_aramaic","title":"From Pronouns to Copulas in Aramaic","subtitle":null,"track":"Historical \u0026 Comparative","type":"lecture","language":"en","abstract":"This talk will explore the grammaticalization of first and second person pronouns into copulas in Aramaic, a branch of the Semitic language family. It will provide an account for the development of person-specific and bound copula forms (also known as “predicators”, “predicate markers”, “nonverbal agreement” etc.).","description":"The Aramaic languages have copulas that grammaticalized from pronouns (pronominal copulas) like most other Semitic languages. In a seminar article Li \u0026 Thompson (1977) argued that third person pronouns grammaticalize into copulas via so-called topic-comment constructions of the type “Nöldeke – he was a Semitist”. However, many Aramaic languages also have copulas derived from first and second person pronouns. In this talk I will argue that the account by Li \u0026 Thompson is not applicable to such copulas and that they instead developed in simple nominal clauses as a kind of nonverbal indexing, similar to verbal indexes. This approach is based on the accessibility account by Ariel (2000). The talk presents the findings from my Master’s thesis in General Linguistics “Grammaticization of pronominal copulas in Aramaic”.\r\nLiterature:\r\nAriel, Mira. 2000. The development of person agreement markers: from pronouns to higher accessibility markers. In Michael Barlow \u0026 Suzanne Kemmer (eds.), \u003cl\u003eUsage-based Models of Language\u003c/l\u003e, 197–260. Stanford, Calif.: CSLI Publ.\r\n\r\nHaspelmath, Martin. 2013. Argument indexing: a conceptual framework for the syntactic status of bound person forms. In Dik Bakker \u0026 Martin Haspelmath (eds.), \u003cl\u003eLanguages across boundaries\u003c/l\u003e, 209–238. Berlin \u0026 Boston: De Gruyter Mouton.\r\n\r\nLi, Charles N. \u0026 Sandra A. Thompson. 1977. A mechanism for the development of copula morphemes. In Charles N. Li (ed.), \u003cl\u003eMechanisms of syntactic change\u003c/l\u003e, 419–444. Austin \u0026 London: University of Texas Press.\r\n\r\nPustet, Regina. 2005. \u003cl\u003eCopulas: universals in the categorization of the lexicon\u003c/l\u003e (Oxford Studies in Typology and Linguistic Theory). Oxford: Oxford University Press.\r\n\r\nStassen, Leon. 1997. \u003cl\u003eIntransitive predication\u003c/l\u003e (Oxford Studies in Typology and Linguistic Theory). Oxford: Oxford University Press \u0026 Clarendon Press.\r\n\r\nMaria Zielenbach studied General Linguistics at the University of Cologne. Her main research interests include language change (grammaticalization), typology and historical linguistics (Semitic Studies).","recording_license":"","do_not_record":false,"persons":[{"guid":"ce992568-e923-588b-b05a-2265c0b4f88c","id":23,"name":"Maria Zielenbach","public_name":"Maria Zielenbach"}],"links":[],"attachments":[]},{"url":"https://devel.junge-sprachwissenschaft.de/events/567.html","id":567,"guid":"aec14336-f29b-4a65-be78-cb5931c5401d","logo":null,"date":"2021-05-07T13:30:00+02:00","start":"13:30","duration":"01:30","room":"blue","slug":"stuts69-567-welsh_workshop","title":"Welsh Workshop","subtitle":null,"track":null,"type":"","language":"","abstract":"The workshop is aimed at participants who know of Welsh, but have never been in the position to familiarise themselves with that Insular Celtic language.\r\nThe goal is, therefore, to hint at some major differences between Welsh and Germanic or other Indoeuropean or SAE languages and practise a few sounds and phrases. ","description":null,"recording_license":"","do_not_record":false,"persons":[{"guid":"7cdfb7e8-feb4-5bfc-adc6-eab68807df83","id":560,"name":"Sabine Asmus","public_name":"Sabine Asmus"}],"links":[],"attachments":[]},{"url":"https://devel.junge-sprachwissenschaft.de/events/532.html","id":532,"guid":"10ea7e68-e27a-4133-b363-fbda38dcbf82","logo":null,"date":"2021-05-07T15:45:00+02:00","start":"15:45","duration":"00:30","room":"blue","slug":"stuts69-532-diagnosing_verb_stranding_verb_phrase_ellipsis_in_kiswahili","title":"Diagnosing verb stranding verb phrase ellipsis in Kiswahili","subtitle":null,"track":"Syntax","type":"lecture","language":"en","abstract":"This talk aims to provide an account for analysing Kiswahili object gaps as verb\r\nstranding verb phrase ellipsis (VSVPE). Different tests are used that have been shown to be\r\ncharacteristic for verb phrase ellipsis (VPE). In particular, other analyses of argument drop or\r\nargument ellipsis are shown to be insufficient to explain all the available data for Kiswahili. To\r\nassume VSVPE in Kiswahili, means to assume verb movement out of the VP. This means\r\nVSVPE can be used as supporting evidence for head movement in the language. I show that\r\nverb movement out of the VP and concequently VSVPE is available in Kiswahili.","description":"The focus of this talk lies on Kiswahili object gaps. In these constructions the clause is lacking an object and crucially needs an antecedent clause to be licensed. In previous literature this has been analysed as verb stranding verb phrase ellipsis (VSVPE). For VSVPE to be available, the verb escapes the to be elided VP, via head movement. Thus, when the VP is elided, the verb stays stranded in a higher position. The result is a sentence lacking the object, hence the name object gap. The problem with VSVPE accounts is that they are difficult to differentiate from simple argument drop or argument ellipsis accounts, because the surface forms are identical. This talk tests the availability of VSVPE in Kiswahili. Crucially I show, that neither argument drop nor argument ellipsis can explain all the available data and VSVPE is necessary. ","recording_license":"","do_not_record":false,"persons":[{"guid":"e7a4ce46-ec31-5340-99ce-ad9da303d30b","id":97,"name":"Katie Mc Cann","public_name":"Katie Mc Cann"}],"links":[],"attachments":[]},{"url":"https://devel.junge-sprachwissenschaft.de/events/565.html","id":565,"guid":"d00b7936-545d-4df5-ac6d-749b4c09af02","logo":null,"date":"2021-05-07T16:30:00+02:00","start":"16:30","duration":"00:30","room":"blue","slug":"stuts69-565-yoga","title":"Yoga","subtitle":null,"track":null,"type":"","language":"","abstract":"Langer Tag? Im blauen Raum wartet eine entspannende Yoga-Session auf dich zum Runterkommen und Entspannen.","description":"The instructions will be in German, but you’re of course welcome to try it with just the help of your mirror neurons.","recording_license":"","do_not_record":false,"persons":[{"guid":"7cdfb7e8-feb4-5bfc-adc6-eab68807df83","id":563,"name":"Miriam Sommer","public_name":"Miriam Sommer"}],"links":[],"attachments":[]}],"green":[{"url":"https://devel.junge-sprachwissenschaft.de/events/548.html","id":548,"guid":"81319e9f-1e6f-4107-b45b-2639314d534a","logo":null,"date":"2021-05-07T10:45:00+02:00","start":"10:45","duration":"00:30","room":"green","slug":"stuts69-548-a_study_of_unless_x_in_contemporary_english","title":"A study of [unless X] in contemporary English","subtitle":null,"track":"Syntax","type":"lecture","language":"en","abstract":"This study analyzes the construction [unless X] as based on the Construction Grammar framework (cf. FILLMORE et al., 1988; GOLDBERG, 1995, 2006; BYBEE, 2016), in association with the Corpus Linguistics (McENERY; HARDIE, 2013; SINCLAIR, 2005) methodology. Motivated by the findings of Mendes Junior and Mattos (2021), who reported high rates of productivity in the construction [because X], we propose a model that accounts for the new constructional properties of unless.  Data was collected through the iWeb Corpus (DAVIES, 2018), which contains 14 billion words extracted from about 22 million web pages. Our analysis shows that the construction [unless X] heavily favors verbs in the past participle, adjectives and nouns in the [X] slot. Following Fillmore et al. (1988), [unless X] can be understood as codable, formal, extra-grammatical construction. We suggest that [unless X] often behaves similarly to the traditional use of unless, though it favors reduced clauses and is mainly used in more informal contexts.","description":null,"recording_license":"","do_not_record":false,"persons":[{"guid":"265f81c9-d42d-55d1-bdc2-6d25d22cc1dd","id":336,"name":"Wellington Mendes","public_name":"Wellington Mendes"}],"links":[],"attachments":[]},{"url":"https://devel.junge-sprachwissenschaft.de/events/527.html","id":527,"guid":"2b601756-fc58-45e9-a93f-4079e1ca1b53","logo":null,"date":"2021-05-07T11:30:00+02:00","start":"11:30","duration":"00:30","room":"green","slug":"stuts69-527-between_past_participle_agreement_and_clitic_doubling_in_spanish","title":"Between Past Participle Agreement and Clitic Doubling in Spanish","subtitle":"The role of grammaticalization in diachronic data of object agreement","track":"Historical \u0026 Comparative","type":"lecture","language":"en","abstract":"In this talk, I will compare two different phenomena of agreement with direct objects in diachronic data of Spanish. I focus on Past Participle Agreement in Old Spanish (see Macpherson 1967) and Clitic Doubling in Argentinean Spanish, especially Spanish of Buenos Aires (see Suñer 1988; Zdrojewski 2014). For the analysis, the concept of grammaticalization following Lehmann (2002) will be used. The question of this talk is the following: What is the role of grammaticalization in direct object agreement in the development from Old Spanish with Past Participle Agreement to Modern Argentinean Spanish with Clitic Doubling?","description":"In this talk, I will compare two different phenomena of agreement with direct objects in diachronic data of Spanish. I focus on Past Participle Agreement in Old Spanish (1) and Clitic Doubling in Argentinean Spanish (2), especially Spanish of Buenos Aires. \r\n\r\n(1) Old Spanish – 12th century (“Auto de los Reyes Magos” 1965,146; cited after Macpherson 1967)\r\n no la auemos usada \r\n‚we have not used it (fem.)’\r\n\r\n(2) Modern Spanish of Buenos Aires (Zdrojewski \u0026 Sánchez 2014:164)\r\nlas saludé a las maestras del jardín\r\n‘I greeted the teachers (fem.) from the kindergarten’\r\n\r\nPast Participle Agreement is the agreement between the past participle like “usada” in (1) and the direct object, here the pronoun “la” (both [+fem.] and [+sg.]. Clitic Doubling is a phenomenon where the object, “las maestras del jardín” in (2), and the clitic pronoun for the same object, “las” in (2), occur in the same sentence. They also show agreement, here: [+fem.] and [+pl.] for both.\r\nFor the analysis, the concept of grammaticalization following Lehmann (2002) and language data of research on Past Participle Agreement in Old Spanish (see Macpherson 1967) and Clitic Doubling in Modern Argentinean Spanish (see Suñer 1988; Zdrojewski 2014) will be put together to answer the question of this talk: What is the role of grammaticalization in direct object agreement in the development from Old Spanish with Past Participle Agreement to Modern Argentinean Spanish with Clitic Doubling?\r\nThe idea of language change as spirals already existed in the time of Von der Gabelentz (1891). This and the fact, that Past Participle Agreement consists of suffixes and Clitic Doubling consists of clitics, it seems reasonable to not expect that Clitic Doubling in Modern Argentinean Spanish shows a higher degree of grammaticalization than the properties of Past Participle Agreement in Old Spanish. In fact, the hypothesis of this talk is that there are more interferences in the development of direct object agreement in Spanish, that grammaticalization is only part of the explanation. This idea is in line with other work on object agreement for Spanish, e.g. Melis \u0026 Flores (2009).\r\n\r\nReferences:\r\nLehmann, Christian. 2002. Thoughts on Grammaticalization. 2. revised edition. Erfurt: Seminar für Sprachwissenschaft der Universität. ASSidUE 9.\r\nMacpherson, Ian. 1967. “Past Participle Agreement in Old Spanish: Transitive Verbs”, Bulletin of Hispanic Studies 44, 4: 241–254.\r\nMelis, Chatal \u0026 Flores, Marcela. 2009. “On the interplay between forces of erosion and forces of repair in language change. A case study”, Folia linguistica historica 43. Historica vol. 30, 271–310. \r\nSuñer, Margarita 1988. “The Role of Agreement in Clitic-Doubled Constructions”, Natural Language and Linguistic Theory 6: 391–434.\r\nVon der Gabelentz, Georg. 1891. Die Sprachwissenschaft: Ihre Aufgaben, Methoden und bisherigen Ergebnisse. Leipzig: Weigel Nachfolger.\r\nZdrojewski, Pablo \u0026 Sánchez, Liliana. 2014. “Variation in accusative clitic doubling across three Spanish dialects”, Lingua 151: 162–176. \r\n\r\nLiterary text: \r\nAnonymous. 1965. “Auto de los Reyes Magos”, in: Menéndez Pidal, Ramón/ Lapesa, Rafael \u0026 Soledad de Andrés, María (eds.). Crestomatía del español medieval. Madrid: Editorial Gregos. [The original text of “Auto de los Reyes Magos” comes from the 12th century according to Macpherson 1967].","recording_license":"","do_not_record":false,"persons":[{"guid":"cd480e42-3cd2-5d31-b1ef-4bd884a2ee2c","id":196,"name":"Martina Gerdts (she/her)","public_name":"Martina Gerdts (she/her)"}],"links":[],"attachments":[]},{"url":"https://devel.junge-sprachwissenschaft.de/events/510.html","id":510,"guid":"68f50e97-22d8-4dc2-9b19-b45aa4143abe","logo":null,"date":"2021-05-07T13:30:00+02:00","start":"13:30","duration":"01:00","room":"green","slug":"stuts69-510-l_ng_w_st_ks_at_school_-_didactics_and_curricula","title":"lɪŋˈɡwɪstɪks at school - Didactics and curricula","subtitle":null,"track":"Applied","type":"workshop","language":"en","abstract":"This workshop will provide a space for discussions and ideas about teaching linguistics in schools. We will first hear a 15-minute input in which we'll look at Onur's current experiences with teaching a linguistics class in a German high school. We'll then briefly look at the frameworks that different national curricula already provide for teaching linguistics at schools. In the remaining 45 minutes, we'll create a forum to let ideas for teaching linguistics flourish. We'll also be able to critically reflect whether learning linguistics at school is relevant. \r\nIn summary, this workshop aims to practically develop and didactically evaluate the question of linguistic contents in the language classroom. ","description":null,"recording_license":"","do_not_record":false,"persons":[{"guid":"94043bb5-9e84-58a1-b6de-eb797080445e","id":32,"name":"Onur Özsoy","public_name":"Onur Özsoy"}],"links":[{"url":"http://hu.berlin/onur","title":"Onur's homepage"},{"url":"https://languageguesser.com/","title":"Examples - Language Guesser"},{"url":"http://multimedia.ids-mannheim.de/hoermal/web/","title":"Examples - Dialect knowledge task by IDS Mannheim"},{"url":"https://learningapps.org/19711626","title":"Examples - Typology - Eurogallisch - Asterix Multilingual"},{"url":"https://learningapps.org/19710711","title":"Examples - Typology - World languages tree"},{"url":"https://learningapps.org/display?v=pccwaki9c21","title":"Examples - Dialekt-Quiz (German)"},{"url":"https://etherpad.hu-berlin.de/ep/p/g.BM5gyxBKvpFOYuj8$Linguisitcs_at_school","title":"Brainstorming notes - Etherpad"}],"attachments":[{"url":"/system/event_attachments/attachments/000/000/351/original/Examples_-_Linguistics_Olympiad.pdf?1620383738","title":"Example - Linguistics Olympiad"},{"url":"/system/event_attachments/attachments/000/000/352/original/Examples_-_Linguistics_Olympiad.odt?1620383764","title":"Example - Linguistics Olympiad - odt"},{"url":"/system/event_attachments/attachments/000/000/353/original/Onur-workshop-69StuTS.pdf?1620383926","title":"Slides"}]}],"yellow":[{"url":"https://devel.junge-sprachwissenschaft.de/events/539.html","id":539,"guid":"afe1257b-0ba3-4226-8e07-8f4880be9986","logo":null,"date":"2021-05-07T10:45:00+02:00","start":"10:45","duration":"00:30","room":"yellow","slug":"stuts69-539-prosody_and_chunking","title":"Prosody and chunking","subtitle":null,"track":"Phonetics \u0026 Phonology","type":"lecture","language":"en","abstract":"This talk will be a work-in-progress report of my MA thesis dealing with how prosody relates to and informs chunking phenomena. Even though prosodic features, such as intonation, pauses and stress, naturally group items together in spoken language, the focus of studies concerned with chunking is often on analyzing transcribed spoken language, e.g., the spoken parts of COCA or the BNC (for English), and not the analysis of actual audio recordings. Furthermore, few studies have dealt with prosody and chunking from a diachronic perspective. \r\nThis talk aims to give insight into chunking phenomena from both a synchronic and a diachronic perspective by analyzing data from two comparable data sets, the London-Lund-Corpus 1 (containing prosodically annotated spoken English from the 1960s and 1970s) and the London-Lund Corpus 2 (a spoken corpus with audio from the 2010s). The examples that will be discussed are \"sort of/kind of/ type of\"-constructions (showing the connection between phonetic reduction and grammaticalization), the \"time\"-compounds \"every time\" and \"any time\" (showing stress shifts and grammaticalization), and the \"thing is is that\" construction (showing the connection between syntactic reanalysis and the shifting of boundary tones).","description":null,"recording_license":"","do_not_record":false,"persons":[{"guid":"72865419-4423-5a3f-986c-a58bb0d1c9cc","id":201,"name":"Nicole Marie Benker","public_name":"Nicole Marie Benker"}],"links":[],"attachments":[{"url":"/system/event_attachments/attachments/000/000/355/original/Prosody_and_chunking.pdf?1620385134","title":"Prosody_and_chunking.pdf"}]},{"url":"https://devel.junge-sprachwissenschaft.de/events/514.html","id":514,"guid":"39b76aa7-9506-4753-aee8-5257786d8b05","logo":"/system/events/logos/000/000/514/large/dfs_logo.png?1618318692","date":"2021-05-07T11:30:00+02:00","start":"11:30","duration":"00:30","room":"yellow","slug":"stuts69-514-fremdes_in_der_wortbildung","title":"Fremdes in der Wortbildung","subtitle":"Über französische Wortbildungsmuster im Mittelhochdeutschen","track":"Historical \u0026 Comparative","type":"lecture","language":"de","abstract":"Während das Eindringen fremder Wörter in die deutsche Sprache nicht nur von sogenannten SprachpflegerInnen stets mit Argwohn betrachtet wird, sondern auch ein häufig zu beobachtendes Phänomen ist, ist die Übernahme fremder Wortbildungselemente weitaus unauffälliger und seltener. Diese Art der Entlehnung setzt einen sehr intensiven Sprachkontakt zwischen der Geber- und Nehmersprache voraus. So sind beispielsweise die mittelhochdeutschen Dialekte in besonderem Maße durch altfranzösische Varietäten beeinflusst, deren Spuren auch noch in der deutschen Gegenwartssprache zu finden sind. \r\nIn diesem Vortrag möchten wir uns mit den Substantiven auf \u003ci\u003e-ier\u003c/i\u003e und den Verben auf \u003ci\u003e-ieren\u003c/i\u003e im Mittelhochdeutschen beschäftigen. Hierbei geht es vor allem darum zu beurteilen, ob es sich bei diesen Lexemen um direkte Entlehnungen des Französischen oder Wortbildungen des Deutschen handeln könnte. Im Hintergrund der Untersuchung steht zudem stets die Frage, aus welchem Grund ein fremdes Wortbildungsmuster einen festen Platz in der deutschen Sprache findet, während die Verweildauer anderer Wortbildungsmuster nur sehr kurz ist.\r\n\r\nIn diesem Vortrag möchten wir uns mit den Lexemen auf -ier und -ieren im Mittelhochdeutschen beschäftigen. Hierbei geht es vor allem darum zu beurteilen, ob es sich um direkte Entlehnungen oder Wortbildungen handeln könnte. Im Hintergrund der Untersuchung steht zudem stets die Frage, aus welchem Grund ein fremdes Wortbildungsmuster einen festen Platz in der deutschen Sprache findet, während die Verweildauer anderer Wortbildungsmuster nur sehr kurz ist.","description":null,"recording_license":"","do_not_record":false,"persons":[{"guid":"127e5064-f915-561b-b5a0-a4ffcb906c31","id":533,"name":"Frederike Hubl","public_name":"Frederike Hubl"}],"links":[],"attachments":[]},{"url":"https://devel.junge-sprachwissenschaft.de/events/505.html","id":505,"guid":"0938c409-47bd-41af-a886-25c572464824","logo":null,"date":"2021-05-07T13:30:00+02:00","start":"13:30","duration":"01:30","room":"yellow","slug":"stuts69-505-python_for_linguists","title":"Python for Linguists","subtitle":"Intro to String Manipulation, NLP and Statistics","track":"Computational \u0026 NLP","type":"workshop","language":"en","abstract":"Python is an easy to learn programming language with a ton of tools for linguistic research, from simple string manipulation and data cleaning, to more advanced parsers and complex statistical algorithms. We will go over the basics of Python's features, look at Spacy and Numpy/Scipy and finally go through an example project. Some basic programming knowledge is advisory, but not strictly necessary to follow along.","description":"Python is an easy to learn programming language with a ton of tools for linguistic research, from simple string manipulation and data cleaning, to more advanced parsers and complex statistical algorithms. We will go over the basics of Python's features, look at Spacy and Numpy/Scipy and finally go through an example project. Some basic programming knowledge is advisory, but not strictly necessary to follow along.\r\nThe material for the workshop will be made available here shortly before.","recording_license":"","do_not_record":false,"persons":[{"guid":"b2124bfc-981a-5499-a977-2e7b5567b5a5","id":193,"name":"Victor Zimmermann","public_name":"Victor Zimmermann"}],"links":[],"attachments":[]},{"url":"https://devel.junge-sprachwissenschaft.de/events/526.html","id":526,"guid":"91a7ea5e-e99d-432d-87ba-e505ab846459","logo":null,"date":"2021-05-07T15:45:00+02:00","start":"15:45","duration":"00:30","room":"yellow","slug":"stuts69-526-emotional_prosody_perception","title":"Emotional Prosody Perception","subtitle":"Investigating Negativity Bias and Threat Advantage","track":"Psycho \u0026 Neuro","type":"lecture","language":"en","abstract":"Emotional prosody is an important part of speech as it allows us to convey our affective state to listeners. However, the perception of emotional prosody underlies several factors and is not universal to all speakers, listeners, and emotions. While I am mainly interested in the impairment of emotional prosody perception and production, during this talk I would like to present a study I conducted on neurotypical individuals to test the processing of emotional prosody perception. In order to determine if processing is facilitated by certain types of emotions, I measured reaction times in a classification task which involved audio recordings of semantically neutral sentences in respectively neutral, happy, sad and angry prosody. Earlier research on general emotion recognition and emotional prosody perception found an advantage for negative emotions. This cognitive mechanism is called negativity bias. Also, there is some conflicting evidence for faster processing of anger in particular. My findings were partly in line with this. I found evidence for a negativity bias supported by significantly shorter reaction times for sad stimuli and less accurate responses for happy stimuli. However, angry stimuli did not evoke faster reaction times than sad stimuli, therefore I could not find evidence for a threat advantage. This might be due to study design and has to be investigated in further experiments. ","description":null,"recording_license":"","do_not_record":false,"persons":[{"guid":"11876ec1-6f26-5a61-aa58-80520125ad85","id":523,"name":"Laura Stevens","public_name":"Laura Stevens"}],"links":[{"url":"https://docs.google.com/document/d/1xSNGth4vC1u9XmztPowFCmbYWF8IxBYE8bDk19UqTqE/edit?usp=sharing","title":"Vollständige Ausarbeitung"}],"attachments":[]}],"Audimax":[{"url":"https://devel.junge-sprachwissenschaft.de/events/569.html","id":569,"guid":"bd2478ee-b251-4435-a50d-348d31e737ba","logo":null,"date":"2021-05-07T09:30:00+02:00","start":"09:30","duration":"01:00","room":"Audimax","slug":"stuts69-569-engagement_with_classical_literature_in_the_framework_of_a_citizen_science_project_using_translation_alignment","title":"Engagement with classical literature in the framework of a Citizen Science project using translation alignment","subtitle":null,"track":null,"type":"","language":"","abstract":null,"description":"The engagement of citizens in research projects, including in the Digital Humanities, has risen in prominence in recent years. However, that research is mostly limited to data enrichment and data quality assurance, while the pedagogical effectiveness of this type of engagement, which leads to corpus enrichment via different types of annotations, is still under-researched, despite its capability for incidental learning. Translation alignment is one task that has considerable potential for data enrichment while providing pedagogical benefits.\r\nThis presentation showcases both of above-named aspects of user engagement in a Citizen Science project, in which the task of word level alignment of classical Persian with its German translation was assigned through two experiments. The findings, which will be presented in this talk, illustrate the way in which an appropriate infrastructure and scaffolding for the alignment process can not only increase use engagement and user motivation by being pedagogically beneficial but also shows the efficiency of data enrichment in the framework of a Citizen Science project. ","recording_license":"","do_not_record":false,"persons":[{"guid":"7cdfb7e8-feb4-5bfc-adc6-eab68807df83","id":562,"name":"Maryam Foradi","public_name":"Maryam Foradi"}],"links":[],"attachments":[]},{"url":"https://devel.junge-sprachwissenschaft.de/events/506.html","id":506,"guid":"59727f1f-9ab3-4121-b35f-dd1aebdbf836","logo":null,"date":"2021-05-07T13:30:00+02:00","start":"13:30","duration":"01:30","room":"Audimax","slug":"stuts69-506-statistics_with_r","title":"Statistics with R","subtitle":"What to consider before you get started and how to get the most out of those data points... ","track":"Miscellaneous","type":"workshop","language":"en","abstract":"Welcome to our introduction to the world of statistics for linguists. This workshop is targeted at students of linguistics with no prior knowledge of statistics, who would like to use modern quantitative research methods in their own work. Whether you are approaching your BA or MA thesis or whether you just want to dip in your toes and test the waters, we will try to give you a basic understanding of what statistics is all about and what quantitative analyses can add to your projects and also what the limits of statistics are.","description":"In this workshop, we will focus on the following statistical tests: correlation analyses and t-tests. We will show you when to use which test, what requirements to check for, and how to run the appropriate test, once you are sure it’s the one.\r\n\r\nWe will provide you with sample data, but if you have data from your own project, feel free to bring it along to play around with. For the practical parts, we would advise you to have either RStudio or SPSS on your computer. Ideally, try opening a file in whatever programme you choose to work with before the workshop and get yourself aquainted with the layout of the programme.\r\n\r\nA big part of the workshop will be for your own projects and questions. If you are planning to run an experiment or analyse someone else's data and don't know where to start, feel free to bring all your uncertainties to the table! If you feel like your question is too complicated for spontaneous discussion, you are welcome to email us before the workshop to give us some time to prepare. \r\n\r\n(Note: We will not teach you how to use these programmes in general but rather show how to run particular tests in them.)","recording_license":"","do_not_record":false,"persons":[{"guid":"392a5660-eef2-50dd-b5eb-d04278fe899d","id":6,"name":"Annika Schiefner","public_name":"Annika Schiefner"},{"guid":"2d904f11-b168-588c-824c-e7f068f7657f","id":121,"name":"Julia Egger","public_name":"Julia Egger"}],"links":[{"url":"https://osf.io/4zchf/?view_only=1a746a3e7eac47739e15abdfbb1fa9f4","title":"Materials"}],"attachments":[]}],"Breakout":[{"url":"https://devel.junge-sprachwissenschaft.de/events/546.html","id":546,"guid":"1f0e1136-aded-4fb3-a40c-7646cd531d98","logo":null,"date":"2021-05-07T12:30:00+02:00","start":"12:30","duration":"00:45","room":"Breakout","slug":"stuts69-546-other_offenes_lesen_-_marchenstunde","title":"Other: Offenes Lesen - Märchenstunde ","subtitle":"Let's read together in our funniest voices/accents!","track":"Miscellaneous","type":"meeting","language":"","abstract":"[English below]\r\nWir wollen zusammen Texte auf verschiedene Weisen (vor-)lesen, z.B. in Regionalsprache, mit ungewöhnlichen Stimmen oder auf verschiedenen Sprachen. Die Texte waren anfangs Märchen, aber bei vergangenen StuTSen haben wir auch Theatherstücke, Comics oder Texte aus älteren Sprachstufen gelesen. Alle sind herzlich willkommen Texte mitzubringen, mitzulesen und ihr individuelles sprachliches Repertoire einzubringen. Alle, die lieber zuhören möchten, sind natürlich genauso willkommen.\r\n\r\nIn the past, this event mainly took place in German, focusing on reading texts in different German regional languages or unusual voices, however, speakers of any language are more than welcome to join and possibly contribute. You may contribute by bringing texts, reading something out yourselves, or by being a listener. ","description":null,"recording_license":"","do_not_record":false,"persons":[{"guid":"b96eb71f-6bcd-5493-9c23-a8faff2c6111","id":14,"name":"Jorina Fenner","public_name":"Jorina Fenner"}],"links":[],"attachments":[]}],"Lounge":[],"Game Room":[{"url":"https://devel.junge-sprachwissenschaft.de/events/572.html","id":572,"guid":"261ff0b3-b357-4a02-a779-ce4b19c4465d","logo":null,"date":"2021-05-07T19:00:00+02:00","start":"19:00","duration":"01:40","room":"Game Room","slug":"stuts69-572-game_night","title":"Game Night","subtitle":null,"track":null,"type":"","language":"","abstract":null,"description":"Gather with others to play game classics like skribbl.io (Montagsmaler), Codenames and Sudoku, but also hidden gems like Set. You can even play free form games where you need to use your 🌈imgaination and be creative.","recording_license":"","do_not_record":false,"persons":[],"links":[],"attachments":[]}]}},{"index":4,"date":"2021-05-08","day_start":"2021-05-08T09:30:00+02:00","day_end":"2021-05-08T21:00:00+02:00","rooms":{"blue":[{"url":"https://devel.junge-sprachwissenschaft.de/events/520.html","id":520,"guid":"5c274ad0-8c20-4287-a415-ed2b83416e8d","logo":null,"date":"2021-05-08T10:45:00+02:00","start":"10:45","duration":"00:30","room":"blue","slug":"stuts69-520-mixed_syntactic_categories_the_case_of_russian_numerals","title":"Mixed syntactic categories: The case of Russian numerals","subtitle":null,"track":"Syntax","type":"lecture","language":"en","abstract":"Mixed syntactic categories are those syntactic units that exhibit the behavior of two or more \"classical\" syntactic categories in different environments. ","description":"Russian numerals exhibit different agreement behavior when combined with nouns. This behavior is dependent on numeral and the case. Thus, Russian numerals can exhibit either more noun-like or adjective-like behavior. To analyze them, I used a formalism proposed by Bas Arts (2007) called syntactic gradience, which aims to describe mixed syntactic categories, like Russian numerals or English gerund. ","recording_license":"","do_not_record":false,"persons":[{"guid":"bc2712a4-fa3b-5269-b776-4714fcbdbb71","id":530,"name":"Alexandru","public_name":"Alexandru"}],"links":[],"attachments":[{"url":"/system/event_attachments/attachments/000/000/339/original/Mixed_syntactic_categories.pptx?1618677483","title":"Presentation of mixed syntactic categories"}]},{"url":"https://devel.junge-sprachwissenschaft.de/events/530.html","id":530,"guid":"b7af14d6-be66-446a-96d2-629de7c71579","logo":null,"date":"2021-05-08T11:30:00+02:00","start":"11:30","duration":"00:30","room":"blue","slug":"stuts69-530-grammatikalisierung_in_amazonien","title":"Grammatikalisierung in Amazonien","subtitle":"Mit Fokus auf der Entstehung des Futur","track":"Historical \u0026 Comparative","type":"lecture","language":"de","abstract":"Vorgestellt wird eine Studie zur Entstehung von Grammatik in Amazonassprachen. Über 200 Fälle von Grammatikalisierung aus 30 genetisch diversen Sprachen des Amazonasbeckens wurden gesammelt, darunter die Entstehung von neun Futurgrammemen. Diese Sprachwandelvorgänge wurden sowohl einzeln auf ihre Eigenschaften hin untersucht als auch mit ähnlichen Fällen aus anderen Weltgegenden verglichen.","description":"208 Grammatikalisierungspfade wurden aus den Grammatiken von 30 genetisch diversen Amazonassprachen herausgearbeitet. Als Grammatikalisierungspfad verstehe ich hier die Entwicklung von einem lexikalischen zu einem grammatischen Element (oder einem schwächer grammatischen zu einem stärker grammatischen Element), wobei die Ausgangs- und die Zielkonstruktion und deren wichtigste Eigenschaften betrachtet werden.\r\nIn Anlehnung an ein Modell von Bisang et al. (2020) werden diesen Eigenschaften numerische Werte zugeordnet, die eine quantitative Analyse möglich machen sollen. Im Fokus stehen die Abstraktheit (bzw. semantische Komplexität) und die Länge (bzw. phonetische Masse) der Konstruktion.\r\nEin Vergleich zwischen den Makroarealen Südamerika, Afrika und Eurasien hat Unterschiede und Ähnlichkeiten in den Grammatikalisierungspfaden und deren Charakter aufgezeigt. Interessanterweise sind nach dieser Analyse Eurasien und Südamerika ähnlicher als Afrika und Südamerika.\r\nDas Fallbeispiel Futur zeigt vor allem, aus welchen Quellbereichen Futurmarker rekrutiert werden. Typisch sind hier vor allem Bewegungsausdrücke und modale Ausdrücke. Aber es gibt auch andere Fälle – gewisse Berühmtheit erlangte die Grammatikalisierung des Wortes „Holz“ als Futurmarker, wie es im Hup, einer Sprache Westbrasiliens, vorgekommen ist (Epps 2008).","recording_license":"","do_not_record":false,"persons":[{"guid":"17be8134-3943-5143-a614-8a3550ef5752","id":236,"name":"Marvin Martiny","public_name":"Marvin Martiny"}],"links":[],"attachments":[]},{"url":"https://devel.junge-sprachwissenschaft.de/events/555.html","id":555,"guid":"d6de9de7-fca6-4bd1-ac9d-533ca34062a2","logo":null,"date":"2021-05-08T12:45:00+02:00","start":"12:45","duration":"00:30","room":"blue","slug":"stuts69-555-yoga","title":"Yoga","subtitle":null,"track":null,"type":"other","language":"","abstract":"Dem Suppenkoma entkommen: Im blauen Raum wartet eine belebende Yoga-Session auf dich zum Kraft tanken und wach werden.\r\nIch dachte, es ist vielleicht seltsam, wenn die Beschreibung auf Englisch wäre, weil das Yoga-Angebot ja auf Deutsch stattfinden wird.","description":"The instructions will be in German, but you’re of course welcome to try it with just the help of your mirror neurons.","recording_license":"","do_not_record":false,"persons":[{"guid":"7cdfb7e8-feb4-5bfc-adc6-eab68807df83","id":563,"name":"Miriam Sommer","public_name":"Miriam Sommer"}],"links":[],"attachments":[]},{"url":"https://devel.junge-sprachwissenschaft.de/events/563.html","id":563,"guid":"e16d6f75-7e87-4066-8626-00e482465dfb","logo":null,"date":"2021-05-08T14:45:00+02:00","start":"14:45","duration":"01:30","room":"blue","slug":"stuts69-563-irish_workshop","title":"Irish Workshop","subtitle":null,"track":null,"type":"","language":"en","abstract":"An introduction to the history, status and basic grammar of the Irish language. We will look at sentence structure, vocabulary and phrases. ","description":null,"recording_license":"","do_not_record":false,"persons":[],"links":[],"attachments":[]}],"green":[{"url":"https://devel.junge-sprachwissenschaft.de/events/528.html","id":528,"guid":"c4cf1027-f127-4140-8ac4-2adf50ab4736","logo":null,"date":"2021-05-08T10:45:00+02:00","start":"10:45","duration":"00:30","room":"green","slug":"stuts69-528-meine_aepfel_will_ich_schon_los_werden","title":"„… meine Aepfel will ich schon los werden …“","subtitle":"Gibt es ein wollen-Futur im Deutschen?","track":"Historical \u0026 Comparative","type":"lecture","language":"de","abstract":"Der Vortrag kann online unter https://bit.ly/wollen-Futur nachgeschaut werden!","description":"„Nun, wenn Ihr nicht wollt, sagte die Bäuerin, kann ich euch nicht zwingen, meine Aepfel will ich schon los werden [...].“\r\n\r\nIn diesem exemplarischen Satz aus „Sneewittchen“ in Grimms „Kinder- und Hausmärchen“ von 1812 erscheint „wollen“ in Kombination mit dem Infinitiv funktionsanalog zu „werden“, das nach traditioneller Grammatikschreibung im Deutschen das Futur bildet. \r\n\r\nDer Vortrag will der Frage nachgehen, wie ein solches „wollen-Futur“ beschrieben werden könnte. Dabei soll das Phänomen zunächst anhand eines knappen synchronen Vergleichs mit anderen germanischen Sprachen konturiert und hinsichtlich seiner grammatikalischen Beschreibung problematisiert werden.\r\n\r\nDie dabei getroffenen Beobachtungen sind anschließend diachron nachzuvollziehen, indem – nach einem kurzen Blick auf frühneuzeitliche Sprachlehrwerke – vorliegende Studien für das Frühneu- (Bogner 1989) und Mittelhochdeutsche (Pfefferkorn 2005) ausgewertet und aufs Althochdeutsche ausgeweitet werden.\r\n\r\nInsgesamt zeigt sich v.a. ein Zusammenhang des Gebrauchs von „wollen“ mit der grammatischen Kategorie Person. Da dieser Befund mit der Grammatikalisierungshypothese schwierig zu vereinbaren ist, soll zunächst das Schema „wollen + Infinitiv“ konstruktionsgrammatisch eingeordnet, aber auch davon ausgehend ein Vorschlag hinsichtlich der Kategorie „Futur“ im Deutschen überhaupt gemacht werden.","recording_license":"","do_not_record":false,"persons":[{"guid":"99298c5a-cf24-5701-b7b5-4ed1a4b8847a","id":438,"name":"Ronny Steinicke","public_name":"Ronny Steinicke"}],"links":[{"url":"https://youtu.be/KRYl2Ojnyew","title":"Vortragsaufzeichnung"}],"attachments":[]}],"yellow":[{"url":"https://devel.junge-sprachwissenschaft.de/events/513.html","id":513,"guid":"62c696c7-e89d-4621-b33e-8b2218a310b3","logo":null,"date":"2021-05-08T10:45:00+02:00","start":"10:45","duration":"00:30","room":"yellow","slug":"stuts69-513-linguistic_complexity_as_an_indicator_of_writing_quality","title":"Linguistic Complexity as an Indicator of Writing Quality","subtitle":"Exploring correlations between written essay grades and measures of syntactic and lexical complexity.","track":"Computational \u0026 NLP","type":"lecture","language":"en","abstract":"This work examines correlations between measures of linguistic complexity and writing quality in eighth-grade students' persuasive essays from the ASAP dataset. These correlations can indicate useful features for automated essay scoring, and contribute to personalized feedback for students. The lecture will include descriptions of the various measures of syntactic and lexical complexity used, as well as the results of an analysis of the relationship between these measures and essay grades. Results highlight some useful indicators of writing quality, as well as potential pitfalls and weaknesses of some measures of complexity. At the end of the lecture, a general comparison of syntactic complexity vs lexical complexity will be made, and applications of this work will be discussed.","description":"\u003cp\u003e\r\nThe development of writing skills is essential to success in many areas, both in education and the workplace (McNamara et al., 2010). Despite their importance, these skills are slow to develop, and generally of a low standard (Ferretti and Graham, 2019). This work explores the relationship between linguistic complexity and writing quality in persuasive essays written by eighth-grade students. More specifically, the study aims to identify correlates of awarded essay grade among various measures of syntactic and lexical complexity. Understanding the linguistic features that correlate with writing quality could find application in areas such as personalized pedagogical feedback and the development of automated essay scoring systems (McNamara et al., 2014; Kumar and Boulanger, 2020). With these applications in mind, the set of essays was partitioned into 3 groups: high, medium, and low quality, based on the essays’ grades. As a result, characteristics of essays belonging to specific groups should emerge, highlighting areas for specific improvement in low-quality essays, and features to be emulated in high-quality essays.\r\n\u003c/p\u003e\r\n\u003cp\u003e\r\nMany measures of syntactic complexity were calculated using the L2SCA system (Lu, 2011). Regarding lexical complexity, MLTD, HD-D, Maas TTR (McCarthy and Jarvis, 2010), and statistics on words and syllables were used for the analysis. The lecture will describe these measures of complexity in detail.\r\n\u003c/p\u003e\r\n\u003cp\u003e\r\nIt was found that, in general, the measure of lexical complexity used were better predictors of essay quality than the syntactic ones. In particular, MLTD and HD-D showed strong positive correlations with essay grade. Reliance on the correct use of punctuation was discovered to be a weakness in many measures of syntactic complexity, particularly relevant to students of lower writing skill. It is shown that clause-based measures of syntactic complexity, which are not reliant on punctuation, proved more useful and robust in these analyses.\r\n\u003c/p\u003e\r\n\u003cbr/\u003e\r\n\u003cp\u003e\u003cstrong\u003eReferences\u003c/strong\u003e\u003c/p\u003e\r\n\u003cp\u003eFerretti, R. P. and Graham, S. (2019). Argumentative writing: Theory, assessment, and instruction. Reading and Writing, 32(6):1345–1357.\u003c/p\u003e\r\n\u003cp\u003eKumar, V. and Boulanger, D. (2020). Explainable automated essay scoring: Deep learning really has pedagogical value. In Frontiers in Education, volume 5, page 186. Frontiers.\u003c/p\u003e\r\n\u003cp\u003eLu, X. (2010). Automatic analysis of syntactic complexity in second language writing. International journal of corpus linguistics, 15(4):474–496.\u003c/p\u003e\r\n\u003cp\u003eMcCarthy, P. M. and Jarvis, S. (2007). vocd: A theoretical and empirical evaluation. Language Testing, 24(4):459–488.\u003c/p\u003e\r\n\u003cp\u003eMcNamara, D. S., Crossley, S. A., and McCarthy, P. M. (2010). Linguistic features of writing quality. Written communication, 27(1):57–86.\u003c/p\u003e\r\n\u003cp\u003eMcNamara, D. S., Graesser, A. C., McCarthy, P. M., and Cai, Z. (2014). Automated evaluation of text and discourse with Coh-Metrix. Cambridge University Press.\u003c/p\u003e\r\n\r\n","recording_license":"","do_not_record":false,"persons":[{"guid":"b043fb84-48b3-52e6-9110-cd099c73e48f","id":528,"name":"Oisín Nolan","public_name":"Oisín Nolan"}],"links":[{"url":"https://github.com/OisinNolan/Writing-Quality-Prediction","title":"Code for evaluating linguistic complexity"},{"url":"https://docs.google.com/presentation/d/1qarDFwEIPeQq3CE8x74vxrRX_KqfPVNRvxE_VQ97PdY/edit?usp=sharing","title":"Slide deck"}],"attachments":[{"url":"/system/event_attachments/attachments/000/000/344/original/Linguistic_Complexity_Oisin_Nolan.pdf?1619127807","title":"Paper: Linguistic Complexity as an Indicator of Writing Quality"}]},{"url":"https://devel.junge-sprachwissenschaft.de/events/536.html","id":536,"guid":"2edb1223-526b-4544-98dc-4982963ba151","logo":null,"date":"2021-05-08T11:30:00+02:00","start":"11:30","duration":"00:30","room":"yellow","slug":"stuts69-536-nlmaps","title":"NLMaps","subtitle":"A Natural Language Interface for OpenStreetMap","track":"Computational \u0026 NLP","type":"lecture","language":"en","abstract":"NLMaps is the Natural Language Interface for OpenStreetMap I built for my Master’s thesis. Users can issue queries like “Where can I find vegan food near Moritzbastei in Leipzig?” and the answer is retrieved from OpenStreetMap and shown on a map.\r\n\r\nTo make this work, I continued earlier work by Carolin Lawrence who came up with the NLMaps idea. My contributions include (1) analyzing and improving the dataset she published, (2) extending the dataset by auto-generating new queries with a templating approach focused on linguistic diversity, (3) building the NLMaps web interface and (4) conducting an experiment with human users who produced a wealth of new queries for the system to learn on.\r\n\r\nNLMaps is currently available at https://nlmaps.gorgor.de/","description":null,"recording_license":"","do_not_record":false,"persons":[{"guid":"334e5f30-c952-5375-9739-9e3c77739ae1","id":106,"name":"Simon Will","public_name":"Simon Will"}],"links":[{"url":"https://nlmaps.gorgor.de/","title":"NLMaps"}],"attachments":[{"url":"/system/event_attachments/attachments/000/000/356/original/stuts_tacos_presentation.pdf?1620470145","title":"Presentation"},{"url":"/system/event_attachments/attachments/000/000/357/original/thesis.pdf?1620470145","title":"M.A. Thesis"}]}],"Audimax":[{"url":"https://devel.junge-sprachwissenschaft.de/events/558.html","id":558,"guid":"417aed2a-b4f1-4468-ae25-b0122ccca5e5","logo":null,"date":"2021-05-08T09:30:00+02:00","start":"09:30","duration":"01:00","room":"Audimax","slug":"stuts69-558-attitudinal_object_control_predicates","title":"Attitudinal object control predicates","subtitle":null,"track":"Syntax","type":"","language":"en","abstract":null,"description":"The notion of control refers to referential dependencies between an argument of the matrix clause and the covert subject of an infinite clause as complement or adjunct. The cases I will consider in my talk are control relations between the object (= controller) of certain clause-embedding predicates and the covert subject (= controllee) of an infinitival complement (e.g. Mary asked John [ _ to mow the lawn].). Whereas many syntactic accounts were primarily concerned with the status and analysis of the covert embedded subject/controllee (e.g., as an empty category such as PRO or as a trace) and syntactic mechanisms of controller choice (e.g. object control with ask, subject control with promise), recent proposals (Pearson 2013, 2016, Landau 2015) have shed new light on another important distinction in control: control predicates that only allow exhaustive control readings (e.g., verbs such as manage allow only readings with the referential identity of controller and controllee) and those that also allow partial control readings, for instance in combination with collective predicates such as gather: John wanted [ _ to gather in front of the Town Hall]; here, the controllee includes further referents besides John. Both Pearson and Landau have demonstrated that partial control is possible with attitude predicates (e.g., speech act predicates such as tell, cognitive predicates such as think etc.), but not with other control predicates. Attitudinal object control predicates (such as order or ask) differ from attitudinal subject control predicates (e.g. hope) in that the controller is distinct from the attitude holder. In my talk I will show that the discussion so far is based on the properties of canonical object control predicates (e.g, tell, ask, advise or persuade) and misses cases of control predicates with inanimate controllers (e.g. with German nachsagen `say of sth/sb') or non-interlocutors as controllers (e.g. German bezichtigen 'accuse'). These predicates require a different treatment than that proposed by Landau.\r\n\r\nLandau, Idan. 2015. A two-tiered theory of control. Cambridge, MA: MIT Press.\r\nPearson, Hazel. 2013. The sense of self: Topics in the semantics of de se expressions. Harvard University Diss.\r\nPearson, Hazel. 2016. The semantics of partial control. Natural Language and Linguistic Theory 34. 691–738.","recording_license":"","do_not_record":false,"persons":[{"guid":"7cdfb7e8-feb4-5bfc-adc6-eab68807df83","id":554,"name":"Barbara Stiebels","public_name":"Barbara Stiebels"}],"links":[],"attachments":[{"url":"/system/event_attachments/attachments/000/000/370/original/stuts_2021.pdf?1620634937","title":"Keynote Slides"}]},{"url":"https://devel.junge-sprachwissenschaft.de/events/544.html","id":544,"guid":"8d1250ef-b5df-4276-99e8-ac0282b88a3c","logo":null,"date":"2021-05-08T10:45:00+02:00","start":"10:45","duration":"00:30","room":"Audimax","slug":"stuts69-544-a_pragmatic_approach_to_functional_restrictions_in_reportative_evidentials","title":"A pragmatic approach to functional restrictions in reportative evidentials","subtitle":null,"track":"Semantics \u0026 Pragmatics","type":"lecture","language":"en","abstract":"Some languages, in particular Cuzco Quechua (as reported by Faller, 2002), have available quotative readings for these hearsay evidentials, which specify their semantics into something that glosses as \"Someone said: \"P\"\", hence effectively quoting the sayings of another speaker. However, this ambiguity does not apply to every language with grammaticalized hearsay evidentials: in fact, it appears to be rare, reported in only seven languages (Kortokova, 2017). Here, we argue that the explanation for this scarcity may lie at the pragmatics-discourse interface, and in particular in the role of illocutionary force. Illocutionary force refers to the kind of commitment a speaker may hold in regards to their utterance (e.g. belief, doubt, agreement, etc.). In our account, we hypothesize that the marking of quotation could be making the inference that the speaker commits to the quoted proposition more available, as the act of quotation itself is ambiguous in terms of propositional attitudes from the speaker's behalf. Languages with hearsay evidentials should be thus expected to avoid quotative ambiguities, as these pragmatically interfere with the cancelling of speaker commitment that, in fact, motivates the functional specialization of hearsay reportatives over time. Examples from several unrelated languages to illustrate this argument will be discussed.","description":"In the formal semantics literature, there has been a line of fruitful work which\r\naims to model evidential markers as illocutionary force operators (Faller, 2002, 2006;\r\nMurray, 2006, 2016; Korotkova, 2016). Recently, there have been attempts to formally\r\ndescribe linguistically diverse, overt evidential markers and accurately derive their\r\nmeanings. Among these, quotative readings of hearsay reportative evidentials, most\r\nnotably in Cuzco Quechua (Faller, 2002; Korotkova, 2016) have been discussed. These\r\nreadings, first observed by Faller (2002), generate what Korotkova (2017;685) calls a\r\n“’someone said’ effect” in the gloss. That is, a canonical interpretation of the hearsay\r\nevidential (glossed in English as “It is said that P”) can be ambiguously interpreted as\r\nquotative (as in a sentence of the form “Someone said: ‘P’”).\r\nIt has come under the attention of such authors that the availability of these\r\nreadings is strikingly rare cross-linguistically, as, to date, they have been attested in\r\nonly seven, mostly unrelated languages (Korotkova, 2017). This posits, at the very\r\nminimum, a typological question: why should this reading unavailability tend to be the\r\ncase in natural language? And, conversely, how is it that these readings are nonetheless\r\npossible in some systems?\r\nHere, I argue that the answer could be found in the intersection between\r\npragmatics and grammaticalization theory. I use data from languages that have been\r\ndescribed as using two quotative strategies in complementary distribution: a lexical one\r\nand a grammaticalized, evidential one (e. g. Nanti, ISO: 639-3, based on Michael’s\r\n(2008, 2012) description). I argue that the existence of such a functional split should be\r\nexpected if evidential quotatatives have in fact grammaticalized based on a\r\nspecialization and restriction to informational source, with cancelling of speaker\r\ncommitment. Direct quotation, especially that which embeds third-party attitudes and\r\nquestions, appears to pragmatically habilitate (yet not obligate) a certain level of\r\ncommitment from the speaker, that is, a certain illocutionary force in regards to the\r\nproposition under the scope of the quotative. The speaker, by the very illocutionary act\r\nof reporting third-party sayings, is indeed also performing a secondhand illocutionary\r\nact from but also for a determinate third-party via this embedding.\r\nI hypothesize that the grammaticalization of full-fledged evidential quotatives is\r\nrooted in a need for encoding cancellation of such pragmatically available illocutionary\r\nforce embeddings (a concept posited by Krifka, 2014). If this is the case, then it should\r\nbe predicted that, in a system with grammaticalized and non-grammaticalized quotative\r\nstrategies, the latter (but not the former) do allow illocutionary force conveyed act of\r\nthird-party quotation. This allows us to formulate and explain a typology of evidentials\r\nbased on speaker commitment, and also explain why a dual derivation of both hearsay\r\nand quotative readings from a same construction should be scarce yet possible across\r\nsystems.","recording_license":"","do_not_record":false,"persons":[{"guid":"b22e09d8-3a1f-5ceb-b68b-faf534fa7659","id":86,"name":"María Eugenia Arthuis Blanco","public_name":"María Eugenia Arthuis Blanco"}],"links":[],"attachments":[]},{"url":"https://devel.junge-sprachwissenschaft.de/events/557.html","id":557,"guid":"257fe8cb-261b-4556-b122-95950863ad3e","logo":null,"date":"2021-05-08T13:30:00+02:00","start":"13:30","duration":"01:00","room":"Audimax","slug":"stuts69-557-fieldwork_in_generative_linguistics","title":"Fieldwork in Generative Linguistics","subtitle":null,"track":"Syntax","type":"lecture","language":"en","abstract":"One of the major goals of linguistic theory is to account for attested grammars, and at the same time rule out impossible grammars. In order to achieve this goal, we need accurate generalizations about what is (im)possible cross-linguistically, which is why fieldwork on underdocumented languages, guided by theoretical considerations, is of fundamental importance.\r\nIn this talk, I report on my own experience doing fieldwork on Kipsigis, a Nilotic language spoken in Kenya. More specifically, I highlight the need for data from Nilotic and other understudied languages, I present my methodology, success stories as well as challenges, and I discuss what theoretical (especially generative) linguists can learn from linguistic fieldwork. ","description":null,"recording_license":"","do_not_record":false,"persons":[{"guid":"7cdfb7e8-feb4-5bfc-adc6-eab68807df83","id":555,"name":"Maria Kouneli","public_name":"Maria Kouneli"}],"links":[],"attachments":[{"url":"/system/event_attachments/attachments/000/000/369/original/Stuts_Fieldwork.pdf?1620577635","title":"Keynote Slides"}]},{"url":"https://devel.junge-sprachwissenschaft.de/events/562.html","id":562,"guid":"5e25c012-1398-4df4-9f10-16355f85b223","logo":null,"date":"2021-05-08T14:45:00+02:00","start":"14:45","duration":"01:40","room":"Audimax","slug":"stuts69-562-einfuhrung_in_das_baskische_und_das_baskenland","title":"Einführung in das Baskische und das Baskenland","subtitle":null,"track":null,"type":"","language":"","abstract":"! Diese Einführung geht 2 Stunden.\r\n\r\nIn dieser Einführung lernt ihr das Baskische, eine isolierte Sprache Nordostspaniens und Südwestfrankreichs, kennen. Es wird Einblicke in die Region, die Geschichte der Sprecher und die wichtigsten Wissenschaftler, die sich mit Baskisch beschäftig(t)en, geben. Außerdem lernt ihr die Morphosyntax, insbesondere Kasus und Kongruenz, und sprachpolitische Themen wie z.B. Revitalisierung und Standardisierung, kennen.","description":null,"recording_license":"","do_not_record":false,"persons":[{"guid":"7cdfb7e8-feb4-5bfc-adc6-eab68807df83","id":558,"name":"Unai Lauzirika","public_name":"Unai Lauzirika"}],"links":[],"attachments":[]}],"Breakout":[{"url":"https://devel.junge-sprachwissenschaft.de/events/509.html","id":509,"guid":"ed5f541e-cc2b-4a80-b7d8-4a076604bcb3","logo":null,"date":"2021-05-08T14:45:00+02:00","start":"14:45","duration":"01:40","room":"Breakout","slug":"stuts69-509-annual_general_meeting_junge_sprachwissenschaft_e_v","title":"Annual General Meeting Junge Sprachwissenschaft e.V.","subtitle":"Jahreshauptversammlung Junge Sprachwissenschaft e.V.","track":"Miscellaneous","type":"meeting","language":"","abstract":"- The language of the session will be decided upon at the meeting, depending on who is there -\r\n\r\nWe are excited to invite all those interested to join the annual general member meeting of the Association for Young Linguistics (Junge Sprachwissenschaft e.V.).\r\n\r\nAt this meeting, you will receive updates on past and ongoing projects. We will also be electing a new board for the upcoming term (2021-24). The call for (self-)nominations is still open, so get in touch if you are interested in applying for one of the board positions!  \r\n\r\nThe meeting also provides the perfect opportunity for those who have yet to become members to get to know our projects and get involved. Only members are eligible to vote in the formal elections and votes.\r\n\r\n### So, what does this association do anyways?\r\nThe Association for Young Linguistics wants to connect young linguists within and across linguistic and related disciplines. We also see it as our task to further the understanding and handling of language in society.\r\n\r\nIn order to do this, we support the organisation teams of each StuTS with know-how and infrastructure. Throughout the rest of the year, our members are involved in various projects. Would you like to blog about linguistic topics, provide workshops on modern research methods or organise them at your university, motivate pupils to get into linguistics, or produce linguistic content for our social media channels? Then this is the place to be!\r\n\r\nContact information via website - information below/on the right.","description":"- Sprache wird in Abhängigkeit der Anwesenden in der Sitzung entschieden -\r\n\r\nWir laden alle Interessierten herzlich zur Jahreshauptversammlung des Vereins Junge Sprachwissenschaft e.V. ein. \r\n\r\nBei diesem Treffen informieren wir euch über vergangene und laufende Projekte. Außerdem wird der neue Vorstand (2021-24) gewählt. Die (Selbst-)Nominierungsphase läuft noch - meldet euch also gerne, wenn ihr Interesse an einer der Vorstandsrollen habt! \r\n\r\nDie Vereinssitzung ist auch für (noch) nicht-Mitglieder eine gute Gelegenheit die Projekte kennenzulernen und in die Vereinsarbeit einzusteigen. Nur Mitglieder sind in den formellen Wahlen und Abstimmungen stimmberechtigt. \r\n\r\n### Was macht eigentlich dieser Verein?\r\nDer Verein Junge Sprachwissenschaft e.V. fördert die Vernetzung junger Sprachwissenschaftler:innen untereinander, sowie den Austausch zwischen sprachwissenschaftlichen und angrenzenden Fachdisziplinen. Zusätzlich fördern wir das Bewusstsein für den Umgang mit und das Verständnis von Sprache in der Gesellschaft.\r\n\r\nDazu unterstützen wir die Organisationsteams der StuTS mit Rat und Tat und engagieren uns das restliche Jahr in verschiedenen Projekten. Möchtest du über linguistische Themen bloggen, Workshops für moderne Forschungsmethoden geben und/oder bei dir ander Uni organisieren, Schüler:innen für die Sprachwissenschaft begeistern, oder mehr linguistische Inhalte für unsere Social Media Kanäle produzieren? Dann bist du bei uns genau richtig.\r\n\r\nKontaktinformationen über die Webseite - Link unten/rechts.","recording_license":"","do_not_record":false,"persons":[{"guid":"392a5660-eef2-50dd-b5eb-d04278fe899d","id":6,"name":"Annika Schiefner","public_name":"Annika Schiefner"},{"guid":"b96eb71f-6bcd-5493-9c23-a8faff2c6111","id":14,"name":"Jorina Fenner","public_name":"Jorina Fenner"},{"guid":"5bffc93d-5cf1-50e5-9770-763ddde20f9e","id":207,"name":"Tobias","public_name":"Tobias"},{"guid":"e3f0c8b5-6cd3-5ee5-930c-b746bd4ae54a","id":18,"name":"Markus Jochim","public_name":"Markus Jochim"},{"guid":"33cf95b3-41ee-568b-892f-8202f0adac6d","id":218,"name":"Bettina Fetzer","public_name":"Bettina Fetzer"},{"guid":"165bc04e-0c02-52a4-8997-4cb93451f1a6","id":296,"name":"Sebastian Buchczyk","public_name":"Sebastian Buchczyk"}],"links":[{"url":"https://www.junge-sprachwissenschaft.de/","title":"www.junge-sprachwissenschaft.de"}],"attachments":[]}],"Lounge":[],"Game Room":[{"url":"https://devel.junge-sprachwissenschaft.de/events/571.html","id":571,"guid":"6e6d2864-ecd3-4acd-9111-74db238adad0","logo":null,"date":"2021-05-08T19:00:00+02:00","start":"19:00","duration":"01:40","room":"Game Room","slug":"stuts69-571-game_night","title":"Game Night","subtitle":null,"track":null,"type":"other","language":"","abstract":null,"description":"Gather with others to play game classics like skribbl.io (Montagsmaler), Codenames and Sudoku, but also hidden gems like Set. You can even play free form games where you need to use your 🌈imgaination and be creative.","recording_license":"","do_not_record":false,"persons":[],"links":[],"attachments":[]}]}},{"index":5,"date":"2021-05-09","day_start":"2021-05-09T09:30:00+02:00","day_end":"2021-05-09T19:00:00+02:00","rooms":{"blue":[{"url":"https://devel.junge-sprachwissenschaft.de/events/531.html","id":531,"guid":"3e560e23-df12-4424-b402-c52b92df267e","logo":null,"date":"2021-05-09T10:45:00+02:00","start":"10:45","duration":"00:30","room":"blue","slug":"stuts69-531-the_indo-european_background_of_the_slavic_uni-directional_and_multi-directional_verbs_of_motion","title":"The Indo-European Background of the Slavic Uni-directional and Multi-directional Verbs of Motion","subtitle":null,"track":"Historical \u0026 Comparative","type":"lecture","language":"en","abstract":"The Slavic languages distinguish two types of verbs of motion — uni-directional and multi-directional. The aim of this research is to find out their Indo-European background, i.e. the etymology. It will also give an insight into the Indo-European and Slavic verbal morphology.","description":"The Slavic languages distinguish two types of verbs of motion — uni-directional and multi-directional (also referred to as determined and undetermined), e.g. OCS iti/xoditi 'go', nesti/nositi 'carry', where iti and nesti are uni-directional and xoditi as well as nositi are multi-directional. These two types of verbs are used in distinct situations. \r\n\r\nThe aim of this research should be to find out their Indo-European background. 14 pairs of such verbs of motion from Russian are taken into etymological examination. The results show that in most cases, the multi-directional verbs trace back to the Indo-European ablauted o-grade causative-iterative formation, while some others show the Slavic innovation with the same iterative meaning, and in one single case (the morphology of Russian ездить 'to drive, to go by vehicle', multi-directional counterpart of ехать, same meaning) is still problematic. A stem suppletion is also to be found in идти/ходить 'to go on foot'.\r\n\r\nThe nature of this research will give the opportunity to have an short \"excursion\" to the world of Indo-European and Slavic verbal morphology.","recording_license":"","do_not_record":false,"persons":[{"guid":"e9caff96-985a-5be3-91e1-5bffba355b07","id":545,"name":"Chang Jiang","public_name":"Chang Jiang"}],"links":[],"attachments":[]},{"url":"https://devel.junge-sprachwissenschaft.de/events/511.html","id":511,"guid":"93a9a944-20c6-452e-8541-9f3b3b8f0ecc","logo":null,"date":"2021-05-09T11:30:00+02:00","start":"11:30","duration":"00:30","room":"blue","slug":"stuts69-511-contact-induced_language_change_in_azerbaijani_relative_clauses","title":"Contact-Induced Language Change in Azerbaijani Relative Clauses","subtitle":null,"track":"Syntax","type":"lecture","language":"en","abstract":null,"description":null,"recording_license":"","do_not_record":false,"persons":[{"guid":"1b0f2cac-e75e-5931-8a68-701c34d2eee0","id":55,"name":"Golpar Bahar","public_name":"Golpar Bahar"}],"links":[],"attachments":[{"url":"/system/event_attachments/attachments/000/000/337/original/Abstract_for_StuTs_69.pdf?1617572269","title":"Contact-Induced Language Change in Azerbaijani Relative Clauses"}]},{"url":"https://devel.junge-sprachwissenschaft.de/events/556.html","id":556,"guid":"2ee343c7-84ae-47c2-9ced-23193606ae20","logo":null,"date":"2021-05-09T12:45:00+02:00","start":"12:45","duration":"00:30","room":"blue","slug":"stuts69-556-yoga","title":"Yoga","subtitle":null,"track":null,"type":"other","language":"","abstract":"Dem Suppenkoma entkommen: Im blauen Raum wartet eine belebende Yoga-Session auf dich zum Kraft tanken und wach werden.","description":"The instructions will be in German, but you’re of course welcome to try it with just the help of your mirror neurons.","recording_license":"","do_not_record":false,"persons":[{"guid":"7cdfb7e8-feb4-5bfc-adc6-eab68807df83","id":563,"name":"Miriam Sommer","public_name":"Miriam Sommer"}],"links":[],"attachments":[]},{"url":"https://devel.junge-sprachwissenschaft.de/events/523.html","id":523,"guid":"c689cca5-06ba-43e5-b556-e4a9866956a4","logo":null,"date":"2021-05-09T13:30:00+02:00","start":"13:30","duration":"00:30","room":"blue","slug":"stuts69-523-gender_syncretism","title":"Gender syncretism","subtitle":null,"track":"Morphology","type":"lecture","language":"en","abstract":"In this talk I want to address a very basic and fundamental question regarding gender: How do gender features look like? In order to approach this question I will present different patterns of gender syncretism. An investigation of these patterns will show what they can tell us about gender features.","description":"Both gender and syncretism have been discussed from many perspectives in the literature so far (for gender see for example Corbett 1991 and Kramer 2015b, for syncretism see Baerman et al. 2004 among many others). In my master's thesis I want to explore the combination of both topics. Work from Kramer (2015a, 2019, to appear) and the references above addressed already some interesting questions that arise within this combination of topics. However, there are still many questions that have to be answered or investigated in more detail. \r\nFirst of all, the question right at the beginning is which patterns of syncretisms one can find in the languages of the world in the domain of gender. Some patterns have already been noted in the literature. However, aspects like the combination of syncretisms have been neglected so far. A detailed investigation of possible and potentially impossible syncretisms can lead to interesting insights regarding gender in general and gender features. How do gender features look like and which gender features does one actually need in order to describe the syncretism patterns? These are questions that I want to address in my thesis. In the talk I want to present some of the data that are interesting in this respect. I will show how the data could tell us more about the above mentioned questions and how potential answers could look like. ","recording_license":"","do_not_record":false,"persons":[{"guid":"f6111d50-a91d-5424-9d5b-7177c70dc03e","id":538,"name":"Helene Streffer","public_name":"Helene Streffer"}],"links":[],"attachments":[]},{"url":"https://devel.junge-sprachwissenschaft.de/events/541.html","id":541,"guid":"7058c9bb-96d0-487d-96a2-a573718c6935","logo":null,"date":"2021-05-09T14:15:00+02:00","start":"14:15","duration":"00:30","room":"blue","slug":"stuts69-541-optimizing_input_complexity_for_the_acquisition_of_indefinite_and_definite_articles_and_personal_pronouns_an_artificial_language_learning_study_on_gender-like_category_induction","title":"Optimizing input complexity for the acquisition of indefinite and definite articles and personal pronouns: An artificial language learning study on gender-like category induction","subtitle":null,"track":"Psycho \u0026 Neuro","type":"lecture","language":"en","abstract":"During language acquisition, German grammatical gender poses difficulty due to a lack of reliable noun cues from which gender can be inferred and because of syncretism within the paradigm. These factors affect the acquisition of indefinite articles, definite articles, and personal pronouns associated with nouns. In this talk, I will give a brief overview of an experiment on combining multiple gender cues to disambiguate the paradigm’s overlaps: By adding inflected adjectives, further morphemes were included. In an artificial language learning experiment, one participant group was presented sentences including semi-artificial color adjectives, while another group was exposed to the same sentences without artificial adjective suffixes. There were no significant differences between the two groups concerning sentence production with trained material and concerning grammaticality judgment tasks with trained and novel material. Nonetheless, participants of the inflected condition performed significantly higher compared to the other group at generalizing their knowledge to new material during a sentence production task with untrained items. The study concludes that the higher input complexity caused stronger paradigm knowledge.","description":null,"recording_license":"","do_not_record":false,"persons":[{"guid":"3b3196e5-989b-5789-ad08-2e0afa4de25c","id":546,"name":"Pia Marie Braun","public_name":"Pia Marie Braun"}],"links":[],"attachments":[]}],"green":[{"url":"https://devel.junge-sprachwissenschaft.de/events/518.html","id":518,"guid":"9debc635-7971-44c3-b6f9-d9080afa9a87","logo":null,"date":"2021-05-09T10:45:00+02:00","start":"10:45","duration":"00:30","room":"green","slug":"stuts69-518-language_learning_motivation_of_flemish_secondary-school_students","title":" Language Learning Motivation of Flemish Secondary-School Students","subtitle":null,"track":"Aquisition \u0026 Education","type":"lecture","language":"en","abstract":"Master thesis presentation. How motivated are Flemish students to learn German and English in secondary school? How is this motivation influenced by gender and SES? Which other factors are at play? A quantitative analysis.","description":null,"recording_license":"","do_not_record":false,"persons":[{"guid":"4cedf427-d4a0-509b-85f8-fa9d20652772","id":534,"name":"Aaricia Herygers","public_name":"Aaricia Herygers"}],"links":[],"attachments":[{"url":"/system/event_attachments/attachments/000/000/362/original/StuTS_Herygers_LLM.pdf?1620552854","title":"Language Learning Motivation (slides)"}]},{"url":"https://devel.junge-sprachwissenschaft.de/events/522.html","id":522,"guid":"c7a2659b-d4ca-4f3c-9cb7-5897688bd5db","logo":"/system/events/logos/000/000/522/large/Reiseblogs_-_Fallstudie.PNG?1618733978","date":"2021-05-09T11:30:00+02:00","start":"11:30","duration":"00:30","room":"green","slug":"stuts69-522-das_medienformat_reiseblog_funktional_stilistisch_und_multimodal","title":"Das Medienformat Reiseblog: funktional, stilistisch und multimodal ","subtitle":null,"track":"Applied","type":"lecture","language":"de","abstract":"Aufgrund der Globalisierung und Digitalisierung ist die Welt zu einem »globalen Dorf« geworden. Das Verreisen ist in Mode. Zudem erfreut sich das Internet großen Zuspruchs, denn die Reisenden bedienen sich nicht mehr nur der (gedruckten) Reiseführer, sondern informieren sich über ihre Reiseziele auch im Web. Die Präsentation setzt sich mit der Definition des Medienformats Reiseblog und der Analyse des Reiseblogs „We travel the World“ auseinander. Außerdem wird im Rahmen der Präsentation darauf eingegangen, wie Texte in Zeiten von Web 2.0 durch das Medium Internet stark geprägt sind, bzw. wie sich dies auf ihre Funktionalität, Thematizität sowie sprachliche und graphische Gestaltung auswirkt.","description":"In der modernen Gesellschaft sind wir Zeugen zwei immer bedeutenderen Phänomenen – der Globalisierung und der Digitalisierung, aufgrund welcher die Welt zu einem »globalen Dorf« geworden ist. Das Verreisen kommt in Mode. Zudem erfreut sich das Internet großen Zuspruchs, denn die Reisenden bedienen sich nicht mehr nur der (gedruckten) Reiseführer, sondern informieren sich über ihre Reiseziele auch im Web. Mehrere erstellen – aus Liebe zum Reisen oder als Einkommensquelle – ihre eigene Webseite und veröffentlichen darauf Reiseblogs.\r\nDiese Thematik ist in ein umfangreicheres Forschungsprojekt eingebettet, in dem deutsche Reiseblogs aus text- und medienlinguistischer sowie multimodaler Perspektive untersucht werden. Im Vortrag sollen zunächst die theoretischen Grundlagen für die geplante Dissertation kurz beschrieben werden. Anschließend sollen die Ergebnisse einer Fallstudie am Beispiel des deutschen Reiseblogs „We travel the World“ der Blogger Caro und Martin präsentiert werden. \r\nIm Rahmen des theoretischen Teils der im Vortrag zu präsentierenden Fallstudie sollen zunächst die Hauptmerkmale der Kommunikation im digitalen Zeitalter sowie der Begriff Text in Zeiten von Web 2.0 und das neue Medienformat Webblog kurz beschrieben werden. Der Blog wird hierbei als Medienformat verstanden, d. h. ein medial-technisches Arrangement mit einem bestimmten Nutzungspotential, das aufgrund der technischen Möglichkeiten neue Handlungsspielräume eröffnet und so auch unterschiedliche kommunikative Funktionen erfüllen kann (vgl. Gloning 2011). \r\nIm weiteren Verlauf des Vortrags sollen die wichtigsten Ergebnisse der Fallstudie zusammengefasst werden. Die Analyse des Reiseblogs „We travel the World“ zeigte, dass Texte in Zeiten von Web 2.0 durch das Medium Internet stark geprägt sind, was sich auf ihre Funktionalität, Thematizität sowie sprachliche und graphische Gestaltung auswirkt. Reiseblogs erfüllen verschiedene kommunikative Aufgaben wie etwa die der Selbstdarstellung, Informierung, Unterhaltung, Bewertung, Werbung, Instruktion (Ratgeber) und schließlich Kontaktaufrechterhaltung. Die multimodalen Ressourcen tragen zu den einzelnen Funktionen des analysierten Reiseblogs wesentlich bei. Die werbende, unterhaltende und selbstdarstellende Funktion dieses Reiseblogs sind die wesentlichen Steuerungsgrößen der multimodalen Ressourcen (Layout, Bilder, Typographie, Videos und Farbe).\r\nAbschließend wird in einem Ausblick auf einige weitere Aspekte der Reiseblogs (wie etwa Partizipationsfunktion und die soziale Rolle der Blogger-Netzwerke) hingewiesen, die wesentlich zum kommunikativen Aspekt der Reiseblogs beitragen und in weiterführenden Analysen im Rahmen der Promotion ausführlich behandelt werden.","recording_license":"","do_not_record":false,"persons":[{"guid":"53cc9513-965a-5a4b-8dc1-22e2c6514664","id":527,"name":"Tamara Grasic","public_name":"Tamara Grasic"}],"links":[{"url":"https://wetraveltheworld.de/suedafrika-rundreise-reisetipps/","title":"SÜDAFRIKA RUNDREISE HIGHLIGHTS: IN 3 WOCHEN VON JOHANNESBURG NACH KAPSTADT [+ ROUTE \u0026 TIPPS]"}],"attachments":[{"url":"/system/event_attachments/attachments/000/000/341/original/Reiseblogs_-_multimodal__funktional__stilistisch.docx?1618733979","title":"Das Medienformat Reiseblog: funktional, stilistisch und multimodal (Abstract)"},{"url":"/system/event_attachments/attachments/000/000/363/original/REISEBLOGS_-_PPT.pptx?1620555105","title":"Das Medienformat Reiseblog: funktional, stilistisch und multimodal (PPT)"}]},{"url":"https://devel.junge-sprachwissenschaft.de/events/519.html","id":519,"guid":"d51ad14b-bfc9-453f-8607-455bb8284f6d","logo":null,"date":"2021-05-09T13:30:00+02:00","start":"13:30","duration":"00:30","room":"green","slug":"stuts69-519-kosmetiksprache_im_deutschen_und_chinesischen","title":"Kosmetiksprache im Deutschen und Chinesischen","subtitle":"Eine intertextuelle Analyse von deutschen und chinesischen Kosmetikanleitungen auf der Basis „Move-Struktur“","track":"Semantics \u0026 Pragmatics","type":"lecture","language":"de","abstract":"Der Vortrag geht es um eine vergleichende Analyse in deutschen und chinesischen Kosmetikanleitungen, um das Format der Kosmetikanleitungen, sowie die Gemeinsamkeiten und Verschiedenheiten zwischen beiden Sprachen herauszufinden.","description":"Derzeit wird in Ländern wie Deutschland und China ein sehr hoher Lebensstandard genossen. Die Wirtschaft lebt vom Konsum. Hierbei wird insbesondere dem äußeren Verpackungsdesign und einer geeigneten Gebrauchsanweisung für die Produkte große Bedeutung beigemessen. Wie von Steves (1999) hingewiesen, können die Verpackungsaufschriften als Text angesehen werden und zusammen mit der Packungsbeilage die Kunden gut anleiten.\r\n\r\nEine vollständige Genreanalyse in der Linguistik wurde erst von Swales (1990) durchgeführt, die auf 48 Anleitungen in englischen Forschungsartikel basiert, und daraus eine „Move-Struktur“ geschaffen. Nachfolgend schlug Bhatia (1993) ein Modell für die Analyse von Verkaufsförderungsschreibens vor und verfeinerte es im Jahr 2013. \r\n\r\nAuf der Basis „Move-Struktur“-Theorie stellt die Arbeit die These auf, dass Die Kosmetikanleitungen haben eine klare Themenstruktur, d.h. sie bestehen alle aus fünf Moves. Jedes Move ist mit unterschiedlichen Steps gestaltet. \r\n\r\nDa die Steps unter jedem Move je nach Kommunikationszweck optional sind, werden unterschiedliche sprachliche Realisierungen, sozusagen Register, in deutschen und chinesischen Kosmetikanleitungen verwendet. Die zweite These ist deshalb, dass der größte Unterschied bei Register im Deutschen und Chinesischen an verschiedenen kulturellen Hintergründen liegt. Durch qualitative und quantitative Analyse jedes Moves und Steps wurde es bestätigt.\r\n\r\nDas Ziel dieser Arbeit ist es, um die Merkmale des Aufbaus der Kosmetikanleitungen herauszufinden. Durch linguistische Analyse werden die Gemeinsamkeiten und Unterschiede in deutschen und chinesischen Kosmetikanleitungen herausgefunden. Die Ergebnisse der Arbeit können auch zu weiteren vergleichenden Untersuchungen in diesem Bereich beitragen.\r\n\r\nReferenzen:\r\nBecker-Mrotzek, Michael (1997). Schreibentwicklung und Textproduktion. Der Erwerb der Schreibfertigkeit am Beispiel der Bedienungsanleitung. Opladen: Westdeutsche Verlag GmbH.\r\nBhatia, Vihay Kumar (2013). Analysing Genre: Language Use in Professional Setting [M]. New York: Routledge.\r\nHalliday, Michael Alexander Kirkwood (1978). Language as a social semiotic. London: Edward Arnold.\r\nSwales, John Malcolm (1981b). Aspects of Article Introductions. Aston ESP Research Report NO.1, Language Studies Unit. Birmingham, UK.: University of Aston in Birmingham.\r\nSwales, John Malcolm (1990). Genre Analysis: English in Academic and Research Settings [M]. Cambridge: Cambridge University Press.","recording_license":"","do_not_record":false,"persons":[{"guid":"cee4f815-b598-5ee7-8865-a36372be4a3e","id":544,"name":"Mengmeng Xu","public_name":"Mengmeng Xu"}],"links":[],"attachments":[]},{"url":"https://devel.junge-sprachwissenschaft.de/events/529.html","id":529,"guid":"a2c9a6f8-28f9-43a6-9108-848e0262ec7d","logo":null,"date":"2021-05-09T14:15:00+02:00","start":"14:15","duration":"00:30","room":"green","slug":"stuts69-529-the_development_of_women_s_language_use_in_disney_films","title":"The Development of Women's Language Use in Disney Films","subtitle":null,"track":"Socio","type":"lecture","language":"en","abstract":"The representation of women’s language use in the media plays an important role in both perpetuating and challenging stereotypical gender roles in society, and a particular area for concern is the impact that this can have when aimed at young audiences. Children’s fairy-tales have been especially scrutinised by critics for the status that they carry in society as traditional and timeless narratives that are passed down through generations, but their messages and attitudes towards gender may not always keep up with the developments and progress in gender theory or politics. To this end, I will be discussing the relationship between women’s language use and the representation of gender in Disney films, and providing analysis of portrayals of women’s language in Disney’s Cinderella (1950) and Brave (2012). To substantiate my own analysis, I will also engage with several different research traditions, primarily referring to Robin Lakoff’s contributions to the deficit approach, and more recent developments in gender theory and feminist linguistics. Subsequently, we can observe development in the way that women’s language has been presented in Disney films, which marks a shift in attitudes towards gender and begins to challenge stereotypical gender roles that are often portrayed in the media.","description":"In order to show that there has been development in the portrayal of women’s language in Disney films, it is important to use examples of Disney’s earliest films, e.g. Cinderella (1950), as well as examples from the more recent additions to the Disney franchise, such as Brave (2012). Both films feature women as the protagonist, and also include a range of women in the role of a supporting character, providing substantial material for analysis. The fact that both films form part of the Disney princess franchise is also significant, as these films can have a deep impact upon young audiences who learn what a princess behaves like and looks like, which is problematic when such films offer prescriptive and stereotypical depictions of women’s language and gender roles in general. Generally however, Disney’s the portrayal of Disney’s female characters has undergone a development from flat, two-dimensional personalities to rounded, fully realised, three-dimensional characters with increased agency and independence. Therefore, this talk will take as its starting point different research approaches in order to establish the theory that will inform my analysis, and then I will present my interpretation of women’s language and its impact on gender portrayal in Cinderella, before moving on to compare and contrast these findings with my analysis of Brave. In conclusion I will argue for the increased diversification of gender portrayals and representation of language in Disney films, which serves to usurp and transform the stereotypical roles of women in society.","recording_license":"","do_not_record":false,"persons":[{"guid":"00a9452c-ca84-54ab-bf62-92b7f26f94ef","id":531,"name":"Dunia Matas Fernandez","public_name":"Dunia Matas Fernandez"}],"links":[],"attachments":[{"url":"/system/event_attachments/attachments/000/000/364/original/DevelopmentWomen'sLanguageDisney.pptx?1620564111","title":"DevelopmentWomen'sLanguageDisney.pptx"}]}],"yellow":[{"url":"https://devel.junge-sprachwissenschaft.de/events/538.html","id":538,"guid":"76875e4f-9c34-4642-8206-e1fcd6dfe990","logo":null,"date":"2021-05-09T10:45:00+02:00","start":"10:45","duration":"00:30","room":"yellow","slug":"stuts69-538-polish_morphosyntactic_tagging_with_a_latticelstm_architecture","title":"Polish Morphosyntactic Tagging with a LatticeLSTM Architecture","subtitle":null,"track":"Computational \u0026 NLP","type":"lecture","language":"en","abstract":"Morphosyntactic tagging is the task of choosing the correct morphosyntactic analysis for a text. The input to a morphosyntactic tagger are all possible analyses of the given text, for example using a rule-based morphological analyzer. Morfeusz 2 (Woliński, 2014), a morphosyntactic analyzer for Polish, splits text into segments and assigns lemmas and morphosyntactic tags to all possible (sub)word segmentations. Each morphosyntactic tag consists of a coarse POS tag and more fine-grained information, such as number, case, person, etc. In many cases, there is more than one morphological analysis for one text: The text can be split into segments in different ways, and one atomic segment can have more than one analysis. Morfeusz 2 captures these ambiguities in a directed acyclic graph. \r\nEach graph node is a pair of input segment and information assigned to that segment. The morphological analyzer makes no statement about the correctness of a particular analysis. The task of the model presented here is identifying the correct analysis. Put differently, the model is trained to identify the correct path through the graph.  \r\nIn this talk, I describe how I tackled this task using a LatticeLSTM architecture (Sperber et al. 2017). This specialized LSTM architecture computes representations for each graph node that depend on the representations of preceding and succeeding nodes. The talk will focus on the design of the neural architcture, and describe the practical part of implementing the architecture with PyTorch and conducting experiments.\r\n","description":"References:\r\nMatthias Sperber, Graham Neubig, Jan Niehues, Alex Waibel. 2017. Neural lattice-to-sequence models for uncertain inputs. In Proceedings of the 2017 Conference on Empirical Methods in Natural Language Processing, pages 1380–1389, Copenhagen, Denmark. Association for Computational Linguistics.\r\nMarcin Woliński. 2014. Morfeusz reloaded. In Proceedings of the Ninth International Conference on Language Resources and Evaluation (LREC-2014), pages 1106-1111, Reykjavik, Iceland. European Languages Resources Association (ELRA).","recording_license":"","do_not_record":false,"persons":[{"guid":"899765d2-cc05-54ad-8dca-087e3fe6ed19","id":537,"name":"David Arps","public_name":"David Arps"}],"links":[],"attachments":[]},{"url":"https://devel.junge-sprachwissenschaft.de/events/512.html","id":512,"guid":"5b6e0248-43d0-41ce-919b-81ac1aee5eae","logo":null,"date":"2021-05-09T11:30:00+02:00","start":"11:30","duration":"00:30","room":"yellow","slug":"stuts69-512-durel_annotation_tool","title":"DURel Annotation Tool","subtitle":"Measuring Patterns of Contextual Word Meaning over Time","track":"Semantics \u0026 Pragmatics","type":"lecture","language":"en","abstract":"DURel is an annotation tool for sentence pairs of a word. The annotations are used to form sense clusters of a word and to visualize them over time.","description":"\u003cp\u003eWe present an online annotation interface for sentence pairs of a word. Annotators are asked to judge the degree of semantic relatedness of pairs of word uses, such as the two uses of \u003cem\u003earm\u003c/em\u003e in (1) and (2) on a scale of 1 (unrelated) to 4 (identical). \u003c/p\u003e\r\n\r\n\u003cp\u003e(1) and taking a knife from her pocket, she opened a vein in her little \u003cstrong\u003earm\u003c/strong\u003e, and dipping a feather in the blood, wrote something on a piece of white cloth, which was spread before her.\u003cbr\u003e\r\n(2) It stood behind a high brick wall, its back windows overlooking an \u003cstrong\u003earm\u003c/strong\u003e of the sea which, at low tide, was a black and stinking mud-flat\u003c/p\u003e\r\n\r\n\u003cp\u003eThe annotated data of a word is then represented in a Word Usage Graph (WUG), where nodes represent word uses and weights on edges represent the (median) semantic relatedness judgment of a pair of uses as e.g. (1) and (2). The final WUGs are clustered with a variation of correlation clustering and split into subgraphs representing nodes and edges from different time periods. Clusters are then interpreted as word senses and changes in clusters over time as lexical semantic change.\u003c/p\u003e\r\n\r\n\u003cp\u003eThe interface allows users to upload a project, i.e., use samples for several target words which will be combined into use pairs per word and presented to annotators in random order. Users can manage their projects assigning them to registered annotators. The annotation can be stopped at any point and the annotated data can be downloaded. The system also allows to directly cluster and visualize the data over time as interactive WUGs.\u003c/p\u003e\r\n\r\n\u003cp\u003eThe DURel Tool may be interesting for researchers who are interested in measuring the semantic patterns underlying a set of words uses from some corpus as occurring e.g. in lexical and historical semantics, lexicography or digital humanities.\u003c/p\u003e\r\n","recording_license":"","do_not_record":false,"persons":[{"guid":"e1587fc6-3c0e-5041-896e-59723a6e40d4","id":26,"name":"Dominik Schlechtweg","public_name":"Dominik Schlechtweg"},{"guid":"c49897b6-6d95-58f2-b2de-bfbe4a0068fc","id":254,"name":"Maike Park","public_name":"Maike Park"}],"links":[{"url":"https://www.ims.uni-stuttgart.de/data/durel-tool","title":"DURel Annotation Tool"}],"attachments":[{"url":"/system/event_attachments/attachments/000/000/372/original/210503-durel-slides.pdf?1620991065","title":"Folien"}]},{"url":"https://devel.junge-sprachwissenschaft.de/events/508.html","id":508,"guid":"097d1e6b-da7f-4f76-8fc7-fdf71c8287a7","logo":null,"date":"2021-05-09T13:30:00+02:00","start":"13:30","duration":"00:30","room":"yellow","slug":"stuts69-508-open_data_in_computational_historical_linguistics_upcycling_of_chibchan_wordlists","title":"Open Data in Computational Historical Linguistics: Upcycling of Chibchan wordlists","subtitle":null,"track":"Historical \u0026 Comparative","type":"lecture","language":"en","abstract":"This work presents presents an ongoing research project on the phylogeny of the Chibchan language family which adheres to the current state-of-the-art of computational methods in Historical Linguistics. The aim is to show how we can upcycle already published data and infer new results by applying models of Bayesian inference (or others).  In times of a pandemic, these seem to be reasonable methods to gather data when we cannot do fieldwork and the data can be used for a huge variety of goals.\r\n\r\nLink to data on GitHub: https://github.com/lexibank/constenlachibchan/releases/tag/v0.2","description":"The following steps of the workflow will be introduced:\r\ni. Collecting already published data for the Chibchan family (Constenla Umaña 2005)\r\nii. Applying cross-linguistic data format standards (Forkel \u0026 List 2020)\r\niii. Detection of cognacy and working with Edictor (List 2017)\r\niv. phylogenetic analysis through Bayesian inference (Greenhill et al. 2020)\r\n\r\nAll data of this project was published by Constenla Umaña (2005) and will be upcycled\r\ninto the Cross-Linguistic Data Format (Forkel \u0026 List 2020) which adheres to certain standards which ensure comparability across languages. In the next step, this data is first analyzed automatically for cognates and then manually corrected where necessary (List 2017). In a final step, the cognates will be analyzed with computational methods, such as NeighborNetworks and Bayesian inference of phylogenetic trees (Greenhill et al. 2020).\r\n\r\nThe main goal of this presentation is to show how computational methods can enrich our\r\nworkflows also in more ‘traditional’ areas of linguistics and how we can upcycle old data to arrive at new conclusions about the languages of the world.","recording_license":"","do_not_record":false,"persons":[{"guid":"5218bb7a-d34a-5749-870d-b0703b3ffbc8","id":266,"name":"Frederic Blum","public_name":"Frederic Blum"}],"links":[],"attachments":[{"url":"/system/event_attachments/attachments/000/000/336/original/abstract.pdf?1615992134","title":"Abstract"},{"url":"/system/event_attachments/attachments/000/000/358/original/Blum_StuTS69_Upcycling.zip?1620485586","title":"Blum_StuTS69_Upcycling"},{"url":"/system/event_attachments/attachments/000/000/359/original/Blum_StuTS69_Upcycling_Slides.pdf?1620485586","title":"Blum_StuTS69_Slides"}]},{"url":"https://devel.junge-sprachwissenschaft.de/events/535.html","id":535,"guid":"36f959ce-97af-4340-b259-6608f4f09ef3","logo":null,"date":"2021-05-09T14:15:00+02:00","start":"14:15","duration":"00:30","room":"yellow","slug":"stuts69-535-posthumanist_approaches_to_language_in_digitalized_societies","title":"Posthumanist Approaches to Language in Digitalized Societies","subtitle":"Uncovering Ideologies of Voice Assistant Users (Siri/Alexa/Google Assistant)","track":"Socio","type":"lecture","language":"en","abstract":"What do the users think about their interactions with their voice assistants? How do they perceive Siri or Alexa – a person, a computer or something in-between? Is Alexa female or male? Does our perception change when we can carry some voice-controlled assistants in our smartphones, and some have a fixed place at home? I asked these questions to myself and my interviewees to explore the language ideologies and practices in digitalized societies. To translate this issue into contemporary practices that may influence and create new language norms, I take the perspective of posthumanist applied linguistics that emphasizes the cognitive distribution of language. ","description":"The presentation will be about an ongoing research project for my master’s thesis. The qualitative study that I am currently conducting aims to identify the language ideologies of voice assistant users. I will firstly introduce the two main fields that guide my thesis: language ideology research and posthumanist applied linguistics. These approaches should allow us to have a common ground for discussion and ask critical questions to our former definitions of language as well as their implications in current digital practices. The posthumanist perspective also aims to showcase that language is cognitively distributed, which pushes scholars to consider the external objects and environment during the analysis and interpretation process. Following the theoretical framework, I will present the current findings of my research that deals with the interactions of users with their gadgets, their perceptions and reflections. My focus group is currently set on Turkish speakers who reside in Germany. This sampling enables me to observe interesting uses of the speakers who are able to speak at least two languages fluently and mostly do not use these devices in their mother tongue. ","recording_license":"","do_not_record":false,"persons":[{"guid":"195b249c-d20a-5bba-9130-4dcd55a60b15","id":539,"name":"Didem Leblebici","public_name":"Didem Leblebici"}],"links":[],"attachments":[{"url":"/system/event_attachments/attachments/000/000/368/original/Stuts_69.pdf?1620566031","title":"Slides of the Talk"}]}],"Audimax":[{"url":"https://devel.junge-sprachwissenschaft.de/events/566.html","id":566,"guid":"2d7eea8c-40eb-4255-9d49-8f3e63740fbe","logo":null,"date":"2021-05-09T09:30:00+02:00","start":"09:30","duration":"01:00","room":"Audimax","slug":"stuts69-566-algorithms_for_the_manipulation_of_writing_style","title":"Algorithms for the Manipulation of Writing Style","subtitle":null,"track":null,"type":"","language":"en","abstract":null,"description":null,"recording_license":"","do_not_record":false,"persons":[{"guid":"7cdfb7e8-feb4-5bfc-adc6-eab68807df83","id":556,"name":"Martin Potthast","public_name":"Martin Potthast"}],"links":[],"attachments":[{"url":"/system/event_attachments/attachments/000/000/361/original/stutstacos21-keynote-potthast.pdf?1620551742","title":"Keynote Slides"}]},{"url":"https://devel.junge-sprachwissenschaft.de/events/540.html","id":540,"guid":"eb45ac15-213c-432d-807e-cafa804ca3f0","logo":null,"date":"2021-05-09T11:30:00+02:00","start":"11:30","duration":"00:30","room":"Audimax","slug":"stuts69-540-aber_weshalb_muss_ich_denn_dieses_wort_lernen","title":"Aber weshalb muss ich denn dieses Wort lernen?","subtitle":"Über die Relevanz der angebotenen deutschen Wörter im niederländischen Fremdsprachenunterricht","track":"Aquisition \u0026 Education","type":"lecture","language":"de","abstract":"Jeder erinnert sich gewiss das Pauken. Wie wichtig Wörter auch sind, Vokabeln lernen ist nicht immer einfach. Manchmal gibt es seltsame Wörter in diesen Listen, von denen man denkt: weshalb muss ich gerade das eigentlich lernen? Ob der angebotene Wortschatz relevant ist, das ist genau was ich erforscht habe.\r\nIn dieser Studie, die zugleich meine Bachelorarbeit betrifft, analysiere ich Vokabellisten für Schüler*innen der niederländischen Oberschule, die sich im ersten Halbjahr ihres Deutschunterrichts befinden. Ich vergleiche zwei unterschiedliche und oft benützte Lehrwerke, Na Klar und Neue Kontakte, miteinander, und mit zwei Referenzlisten. Das sind das Frequenzwörterbuch von Tschirner (2020) und die GER-A1-Vokabelliste des Goethe-Instituts. Es ergibt sich, dass sogar für die Grundlage des Lernens die Vokabellisten der zwei Lehrwerken nur weniger als 50% miteinander übereinstimmen. Weniger als 40% der 500 häufigsten deutschen Wörter lernen die Schüler in ihrem ersten halben Jahr. Essentielle Wörter wie dass, können oder von fehlen in den Wortlisten. Neben dieser qualitative Analyse gibt es auch eine quantitative Analyse.\r\n\r\nDiese Forschung, die auf dem Dreiländerpunkt der Sprachwissenschaft, der Germanistik und der Sprachpädagogik steht, zeigt die Lücke zwischen der Sprachwissenschaft und den Herstellern von Vokabellisten von Lehrwerken.","description":"Die theoretische Grundlage ist in drei Gegenständen gegliedert. Zum ersten dreht es um was es bedeutet, ein Wort zu kennen, und wie Spracherwerb der erste Sprache und der Fremdsprache sich voneinander unterscheiden (Milton, 2013 und Meara, 1987). Zweitens dreht es um die Bestimmung eines Kernwortschatzes. Viele Wissenschaftler haben unterschiedliche Standpunkte, wo die Grenze des Kernwortschatzes liegt, oder ob es tatsächlich einen Kernwortschatz gibt (u.a. Scharloth, 2016 und Tschirner, 2006). Auch die Theorie hinter dem Frequenzwörterbuch wird hier erörtert. Drittens gibt es eine Fokussierung auf den heutigen Stand des Wortschatzerwerb im heutigen Unterricht, wobei sowohl der Mangel an gediegene Forschungen nach der zu lernen Wörtern, als die problematische restringiert und isoliert angebotene Vokabeln vorkommen (Häcker 2008).\r\n\r\nLiteraturverzeichnis.\r\nHäcker, Martina (2008): Eleven pets and 20 ways to express one's opinion: the vocabulary learners of German acquire at English secondary schools. In: Language Learning Journal, 36 (2), 215-226, DOI: 10.1080/09571730802393183.\r\nHulstijn, Jan (2012): Woorden leren: een kwestie van aandacht en herhaling. In: Levende Talen Magazine 99 (7), 26-29.\r\nMeara, Paul (1987): Learning words in an L1 and an L2. In: Polyglot 9 (3), 1-16.\r\nMilton, James (2013): Measuring the contribution of vocabulary knowledge to proficiency in the four skills. In: Camilla Bardel \u0026 Christina Lindqvist \u0026 Batia Laufer (Hg.): L2 Vocabulary Acquisition, Knowledge and Use. New perspectives on assessment and corpus analysis. Colchester: Eurosla 2, 57-78.\r\nScharloth, Joachim \u0026 Saburo Okamura \u0026 Willi Lange (2016):  Gibt es einen Kernwortschatz? Datengeleitete Perspektiven auf die Erstellung von Grundwortschätzen für Deutsch als Fremdsprache. basic-german.com/docs/ScharlothOkamuraLange_2016.pdf. Letzter Zugriff: 14.03.2021.\r\nTschirner, Erwin (2006): Häufigkeitsverteilungen im Deutschen und ihr Einfluss auf den Erwerb des Deutschen als Fremdsprache. In Corina, Elisa \u0026 Carla Marello \u0026 Christina Onesti (Hg.): Atti del XII Congresso Internationale di Lessicografia. Alessandria: Edizioni dell’Orso, 1277-1288.\r\nTschirner, Erwin \u0026 Jupp Möhring (2020): A Frequency Dictionary of German. 2. Edition. Routledge: New York.\r\n","recording_license":"","do_not_record":false,"persons":[{"guid":"12fd1cd7-b92f-53ca-9e98-f6dfec860324","id":403,"name":"Jasper van den Berg","public_name":"Jasper van den Berg"}],"links":[],"attachments":[{"url":"/system/event_attachments/attachments/000/000/360/original/presentatie_jasper_stuts.pptx?1620549981","title":"presentatie_jasper_stuts.pptx"}]},{"url":"https://devel.junge-sprachwissenschaft.de/events/542.html","id":542,"guid":"15dda77f-004e-4493-89d3-b32fbdcf4e5b","logo":null,"date":"2021-05-09T13:30:00+02:00","start":"13:30","duration":"00:30","room":"Audimax","slug":"stuts69-542-anglophone_cultural_domination_and_teaching_interculturality_in_efl","title":"Anglophone Cultural Domination and Teaching Interculturality in EFL","subtitle":"Examining Teachers’ Practices","track":"Applied","type":"lecture","language":"en","abstract":null,"description":"One manifestation of Southern spaces’ postcolonial malaise is their linguistic dependency on other international languages. This presentation recognizes Morocco as a Southern space whose linguistic situation is dominated by foreign languages. In particular, as Morocco has been trying to overcome its postcolonial positionality that is characterized by the supremacy of the French language, English is increasingly gaining more popularity and greater status. That is why it is safe to argue that English would present an additional threat to local languages and cultures. This presentation will present the findings of a qualitative study that involves classroom observations of English language high school teachers and university professors. The aim was to examine how teachers deal with the possible superiority of Anglophone cultures with regards to local ones. Findings revealed that teachers’ practices reflected an implicitly preferential representation of Anglophone cultures as they taught culture and interculturality through comparison with Moroccan cultures.","recording_license":"","do_not_record":false,"persons":[{"guid":"c1c55818-564b-5ed9-a9e5-b59d199d78f0","id":389,"name":"Hamza R'boul","public_name":"Hamza R'boul"}],"links":[],"attachments":[]},{"url":"https://devel.junge-sprachwissenschaft.de/events/573.html","id":573,"guid":"61423d7f-f72d-44e1-bd85-40499a94cb22","logo":null,"date":"2021-05-09T15:30:00+02:00","start":"15:30","duration":"01:00","room":"Audimax","slug":"stuts69-573-ending_session_-_abschlussplenum","title":"Ending session - Abschlussplenum","subtitle":null,"track":null,"type":"","language":"","abstract":null,"description":"In this session we're gonna wrap it all up. We have fun statistics about the conference prepared for you, talk about future StuTSes and TaCoSes and let you voice your thoughts about the last four days before we let all of you roam freely through gather town.","recording_license":"","do_not_record":false,"persons":[],"links":[],"attachments":[]}],"Breakout":[],"Lounge":[],"Game Room":[]}}]}}}