Do you need some extra help with your Linguistics studies? Hosted by the Linguistics Student Association, the Tutor Bank is a resource for any and all students taking a Linguistics class. In the Tutor Bank you will find a listing of contact information for your peers that have achieved an A(+) in the classes they offer tutoring for.
Find the tutor bank at http://linguistics.concordia.ca/lsa/peer-tutoring/ (or click the “Peer Tutoring” heading to the upper right).
There is a standard agreement of a rate of 20$/hour.
Linguistics Colloquium: Hannes A. Fellner The position of Tocharian in Indo-European: Evidence from nominal morphology
When: April 7th, 4:15pm, in H-527
In this talk I investigate the issue of the context-dependence of counterfactual conditionals and how the context constrains similarity in selecting the right set of worlds necessary in order to arrive at their correct truth-conditions. The present proposal is that similarity is constrained by what I call Consistency and Non-Triviality. Assuming a model of the discourse along the lines proposed by Roberts (1996) and Buring (2003), according to which conversational moves are answers to often implicit questions under discussion, the idea behind Non-Triviality is that a counterfactual statement answers a conditional question under discussion and, therefore, is required to make a non-trivial assertion. I show that nonaccidental generalizations which have often been taken to play an important role in the interpretation of counterfactuals, are crucial in selecting which conditional question is under discussion, and I propose a formal mechanism to identify the relevant question under discussion.
Colloquium: Dr. Sverre Stausland Johnsen on Vowel reduction in Old English and its origin in phonetic error
When: Friday February 13th 4:15pm
In Old English, an original unstressed long *’ō’ is in some
morphological categories reflected as variation between ‘u’ and ‘a’.
The traditional explanation for this variation is that *’ō’ generally
developed to ‘a’, but that it developed to ‘u’ when the following
syllable also had a *’u’.
My hypothesis is that *’ō’ reduced to ‘u’ in medial syllables due to
the short duration of such syllables. A statistical study of an Old
English corpus strongly supports my new hypothesis, and finds no
support for the traditional explanation. I suggest that *’ō’ has
reduced and raised to ‘u’ as the result of phonetic errors by speakers
and listeners, and that a purely grammatical account for this
phenomenon seems redundant.