LINGUIST List 16.313
Tue Feb 01 2005
Calls: Semantics/Syntax/USA; Lang Acquisition/Greece
Editor for this issue: Amy Wronkowicz <amylinguistlist.org>
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Proof Theory at the Syntax/Semantics Interface
Foreign Language Teaching in Tertiary Education
Message 1: Proof Theory at the Syntax/Semantics Interface
From: Anna Szabolcsi <anna.szabolcsinyu.edu>
Subject: Proof Theory at the Syntax/Semantics Interface
Full Title: Proof Theory at the Syntax/Semantics Interface
Date: 08-Jul-2005 - 10-Jul-2005
Location: Cambridge, MA, United States of America
Contact Person: Anna Szabolcsi
Meeting Email: anna.szabolcsinyu.edu
Web Site: http://web.mit.edu/lsa2005/events/szabolcsi_stabler.html
Linguistic Field(s): Computational Linguistics; Linguistic Theories;
Psycholinguistics; Semantics; Syntax
Call Deadline: 20-Mar-2005
Workshop on Proof Theory at the Syntax/Semantics Interface
LSA Institute, July 8-10, 2005
Organizers: Anna Szabolcsi and Edward Stabler
Invited speakers: Raffaella Bernardi, Oystein Nilsen, Richard Oehrle, and
Semantics plays a role in grammar in at least three guises. One, grammar
calculates the meaning of a sentence from the meanings of its component
parts, defined typically with reference to truth in a model. For example,
''No whale flies'' is true if and only if the intersection of the sets of
whales and things that fly is empty in the model. Two, the acceptability of
a syntactic construction may depend on morpho-syntactic features with a
semantic flavor. For example, ''Under no circumstances would a whale fly''
is acceptable, whereas ''Under some circumstances would a whale fly'' is
not, corresponding to presence vs. absence of a downward entailing feature
in the preposed phrase. Such features play a pervasive and theoretically
prominent role in generative syntax. Three, speakers make various
inferences based on semantic knowledge. For example, ''No whale flies''
entails ''No blue whale flies'' and ''No whale flies high.''
It is usually assumed that once a compositional model theoretic semantics
is specified for all expressions, its fruits can be freely enjoyed by
syntax and inferencing. An alternative is to "syntacticize semantics" by
invoking proof theory. Recent work has indicated that proof theoretical
considerations may not only be computationally advantageous but also
enlightening from the perspective of pure theoretical linguistics.
The central goal of this NSF sponsored workshop is to explore how the use
of proof theory as a mediator between model theoretic semantics and
generative syntax can lead to theoretically interesting insights at the
syntax/semantics interface. The workshop will bring together semanticists,
syntacticians, theoretically inclined computational linguists, and possibly
psycholinguists, to investigate the relation between these three uses of
The workshop will start with a proof theoretic tutorial Friday evening,
followed by talks and general discussion on Saturday and on Sunday morning.
Each speaker will have roughly one hour (talk plus specific discussion).
Please send abstracts, up to 1,000 words, in .pdf format by March 20, 2005
to Anna Szabolcsi at anna.szabolcsinyu.edu and Edward Stabler at
For further information and workshop materials, see
Message 2: Foreign Language Teaching in Tertiary Education
From: Stefanos Vlachopoulos <vlach-cfotenet.gr>
Subject: Foreign Language Teaching in Tertiary Education
Full Title: Foreign Language Teaching in Tertiary Education
Date: 09-Jun-2005 - 10-Jun-2005
Location: Igoumenitsa, Greece
Contact Person: Stefanos Vlachopoulos
Meeting Email: vlach-cfotenet.gr
Web Site: http://flmc.teiep.gr
Linguistic Field(s): Language Acquisition
Call Deadline: 28-Feb-2005
International Conference on Foreign language teaching in tertiary education
The Department of Applied Foreign Languages in Management and Commerce of
the Technological Educational Institute of Epirus, Greece invites you to
contribute to the conference taking place on the 9th and 10th June 2005 at
the campus in Igoumenitsa. The topic of the conference is: Foreign
language teaching in tertiary education.
1. Re(-structuring) of curricula
In the first subject area we welcome abstracts dealing with the
methodology, experience, and feedback from an initial curriculum
introduction and the restructuring of both undergraduate and postgraduate
curricula involving the study of languages.
2. Teaching linguistic skills in tertiary education
Abstracts dealing with the teaching of linguistic skills in tertiary
education fall within the framework of this subject area. The term
linguistic skill should be conceived in a wider sense encompassing not only
the traditional skills (listening, reading, writing and speaking) but also
communication techniques such as translation, interpreting, the application
of Information and communication technology in class, etc.
3. Teaching foreign languages interdisciplinarily and interculturally
In the third subject area we welcome abstracts dealing both with the
interdisciplinary instruction of foreign languages (LSP) and with teaching
focusing on the cultural aspects of interlingual communication.
The final presentation of each paper should not exceed 20 minutes.
The abstracts should not exceed 300 words (in Greek or English), and they
should have the following form:
- Title of paper
- Name of author and affiliation
The abstract should be sent by e-mail by 28th February to the following
Stefanos Vlachopoulos vlach-cfotenet.gr
The abstracts will be reviewed by the scientific committee. The applicants
will be notified regarding the acceptance or not of their proposal by the
end of March and they will receive instructions for the preparation of the
final papers that will be published in the conference proceedings. Full
texts will be published in a special volume but the organizers and editors
will have the right to evaluate and select papers.
For any queries concerning the conference, please contact the above e-mail
or call/fax 0030266524911.
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