Status

Today, English, Jack hit one of those meaningless and yet somehow notable milestones: 100,000 unique visits. I often wonder who these people are and how many of them really intended to end up reading about English, but I hope we've interested, entertained, and instructed a few of them. We've been at it since July of 2006, about a month short of five years. This is post #475. And according to Alexa, there are about four million blogs that are more popular than this one.

Just in case you were wondering...

In spite of a lot of evidence

Some grammar books will tell you that a lot of is a determiner (e.g., The Grammar Book, p. 330). The problem is that these books haven't decided what they mean when they say something is a determiner. They haven't made a clear distinction between the category (e.g., noun, adjective, preposition, etc.), which I'll call determinative, and the function (subject, object, modifier, etc.), which I'll call specifier, and they tend to shift back and forth between them unwittingly.

Errors and noticing

Yesterday I spent a good deal of time trying to figure out the constraints around the type of relative construction in the following sentences:

1. This is the town that I grew up in.
2. That's the room that we're going to use.
3. This is the town where I grew up.
4. That's the room where we're going to have the party.

It may seem obvious at first, but it's very difficult to describe a rule that covers all situations. But that's not what I set out to write about today. The point is that in trying to figure it out, I was reading and rereading the Cambridge Grammar of the English Language, struggling to get all the relevant information to gather together in one part of my brain and make sense together.

Ben Zimmer at the Boston Globe

At the Boston Globe, `The Word' is usually written by Jan Freeman, but she's recently been sharing duties with Erin McKeen, former dictionary editor. Now Ben Zimmer, late of the NYT Magazine's `On Language' column seems to have joined the team. He's got a nice piece in Sunday's paper (yes, I know it's not Sunday yet, but that's the date on the article) about dictionary definitions. Check it out.

NSA style guide

In case you're a style guide aficionado, you might want to know that BoingBoing has just released a PDF of the US National Security Agency's style guide which was acquired under a freedom of information request. It includes such models of clear style as:

The last and the most important word

How are we to analyze the two instances of the in the title? On p. 395, the Cambridge Grammar of the English Language deals with the and the superlatives. It takes the in examples like this point is [the most important] as being a determinative functioning as a modifier. It differentiates this from examples like this is [the most important point], where it is a determinative functioning as a determiner (aka specifier) in the noun phrase. But what happens when you coordinate superlatives as in the title? Which the is the specifier?

Presumably, it would be the first one, since the specifier would precede any modifiers. But why does the second superlative require the modifier while the first doesn't?

Being selling

A while ago - in fact, a few years ago - I saw this and wondered, 'Being selling? - hmm':



It occurred to me that this 'being' might be a typo for 'begins'. Still, I thought 'being selling' made sense to me (if not appropriate in the given context).

When I saw the headline "Touro College accused of being selling grades and degrees", I was more confident that this was an instance of nonfinite progressive BE. But then, when I follow the link to the original article, the interesting construction is nowhere to be found.

I don't know about you, but I happen to think that being doing something, as opposed to doing something, is a wonderful stretch of the English verbal system. Why don't people do this more often?

Over three decades ago, Halliday spoke of this as a gap to be filled (in 'On Being Teaching', which you can see cited here). My question is, is the gap being filled now? Or would I be accused of being filling the gap too forcefully?

Per + bare NP

I just noticed two things about the preposition per. It is usually followed by a bare singular noun phrase (i.e., one with no determiner aka specifier). This is odd because singular NPs almost always require a specifier unless the head noun is a proper noun. We say, take one pill per day, not *take one pill per a day or *per days.

But even more interesting is that sometimes it is followed by plural noun phrases, almost always specified by 100, 1,000, 100,00, etc. (e.g., The abortion rate had dropped from nearly 30 per 1,000 women of childbearing age, to less than 2.) And then when we speak this, we typically say per thousand women, instead of per one thousand women. So is thousand functioning as a specifier in thousand women?

By the way, you do find examples like a 0.75 ERA and an average of 15 strikeouts per seven innings, but these are rare.

Repeated discussions

Another activity post:

Many years ago, Paul Nation, one of the nicest people in language teaching, though now retired, introduced me to the idea of the repeated discussion, or what he calls the 4-3-2 speaking activity. You can see him describe it beginning at about 7:30 in this video:

Words as a measure of hope

Here's the talk I gave today at TEDxHumber as scripted. (Of course I deviated in the actual talk, which I'll link to when it goes online).
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[Update: the video is here]

TEDxHumber talk

I'll be giving a TED talk at the independent TED event being organized by a bunch of Humber folks. My topic is "Words as a measure of hope". Details follow:

Engineering interaction

Here's a quick idea:

Sometimes my students are more focussed on their textbooks and handouts than on interacting with each other. Let's say we're working on something like this:

Proved/proven

There seems to be a lot of uncertainty about the past participle of prove. I regularly notice the NY Times waffling between has proven and has proved, sometimes even from one paragraph to the next, as in this article:

Ryan’s medical update on Sanchez seemed to carry an underlying message. Sanchez has proved to be a much better quarterback this season than he was as a rookie, when Ryan made a point of not relying on Sanchez to win games on his own, especially in the playoffs.

Now that Sanchez has proven he is more capable of playing his position."

Some teaching activities

Though I conceived English, Jack as "second thoughts on English and how she's taught," it seems I do a lot more thinking and writing about English than I do about how it's taught. I'm not really sure why that is, but the bias is quite obvious to anyone who reads a few posts. Anyhow, recently a number of ideas have come together and I've tweaked a few activities that I use, so I plan to explain a few of them over the next few days.

One almost-universal characteristic of reading or listening texts is that they come with a set of comprehension questions. This presentation suggest two obvious options: do them for homework and take them up in class or spend some quiet time in class answering them and then take them up in class.

The exact opposite

"It's all a matter of keeping my eyes open. Nature is like one of those line drawings of a tree that are puzzles for children: Can you find hidden in the leaves a duck, a house, a boy, a bucket, a zebra, and a boot? Specialists can find the most incredibly well-hidden things. A book I read when I was young recommended an easy way to find caterpillars to rear: you simply find some fresh caterpillar droppings, look up, and there's your caterpillar. More recently an author advised me to set my mind at ease about those piles of cut stems on the ground in grassy fields. Field mice make them; they cut the grass down by degrees to reach the seeds at the head... Meanwhile the mouse is positively littering the field with its little piles of cut stems into which, presumably, the author of the book is constantly stumbling.

"If I can't see these minutiae, I still try to keep my eyes open. I'm always on the lookout for antlion traps in sandy soil, monarch pupae near milkweed, skipper larvae in locust leaves. These things are utterly common, and I've not seen one."

-Annie Dillard, Pilgrim at Tinker Creek.

Well, today I saw one. It was in an essay by So Hyun Park, one of my students. She wrote, "soon I faced the exactly same situation as Barry Schwartz."

"Of course that's what she wrote!" I thought. "Why wouldn't she?" Adverbs modify adjectives, and same is an adjective, so you would naturally expect *the exactly same. The correct form, though, is the exact opposite.

Google Books Corpus with BYU interface

Mark Davies has now provided a new way to search the Google Books corpus. That would be the 155 BILLION word Google Books Corpus. His interface allows you to search not just for simple strings, the way the NGram viewer does, but to search by part of speech (e.g., you can search for hit the + NOUN). You can also get all the inflected forms of a word. For example, instead of searching separately for hit the fan, hitting the fan and hits the fan, you can just search for [hit] the fan. You can also discover collocates. For example, if you want to know what words typically come within two words after vicious, Bob's your uncle.

There's lots more fun to be had here if you explore. I think my afternoon just got all booked up.

Applied linguists just aren't serious about statistics

I'm not a statistician myself, and I've never published a quantitative study, so I'm not claiming any higher moral ground here, but it's sad to see just how lax our field is when it comes to statistical reporting. In the most recent issue of Language Learning, Plonsky and Gass consider 174 studies investigating the result of students interacting with others in the target language.

"Reliability estimates are one area that, although not perfect, have been reported very well (compared to other areas of SLA research; see Norris & Ortega, 2000; Plonsky, in press). Most other statistics have been reported either insufficiently or unevenly across the sample of studies. Although almost all of the studies reported using statistical tests (see Table 5), only 25% reported setting a pre- determined level of statistical significance, 2% reported the results of a power analysis, and only 3% (five studies, three by the same author, McDonough) reported checking the assumptions of their statistical tests. A somewhat larger portion of studies reported statistical significance as an exact p-value (44%) as opposed to greater or less than a particular p-value such as .05 (61%). However, these figures appear low, again, in light of the very high percentage of studies in the sample that employed statistical tests. Furthermore, reports in this area are not only inconsistent in the aggregate; 46 studies (26%) reported both exact and relative (i.e., < or > ) p-values. Means and standard deviations were presented in 64% and 52% of the studies, respectively. These figures are also somewhat low considering the frequency of studies employing mean-based statistical tests. Moreover, those data also indicate that 12% of the studies reporting means did so without reporting the standard deviations of those means. Along these same lines, we also see that the percentage of studies reporting t values and f values was only 26% and 32% (compared to 40% of studies reporting t tests and 39% reporting ANOVAs, ANCOVAs, and/or MAN[C]OVAs). Other statistics coded for were confidence intervals, reported in only five studies (3%), effect sizes (including d values and η² for mean differences, phi coefficients for χ², r² and Cramer’s V for correlations; 18%), and whether an effect size (Cohen’s d) could be calculated from data in the report (41%). Finally and perhaps most surprisingly, 5% of the studies in the sample did not report sample size."

The prevalence of first-person pronouns in books

There has been a good deal of discussion recently about C. Nathan DeWall et al., "Tuning in to psychological change: Linguistic markers of psychological traits and emotions over time in popular U.S. song lyrics", Psychology of Aesthetics, Creativity, and the Arts, 3/21/2011. Mark Liberman (here) and Cosma Shalizi (here) have done a good job of explaining what's wrong with the paper and with the media's uptake.

Complementing an adjective

There are very few examples of English adjectives that take noun phrase (NP) complements. The CGEL lists four: due, like, unlike and worth.

Prepositions typically take NPs as complements (e.g., up the ladder) as do linking verbs (e.g., It remains a difficult problem.). Adjectives don't do that, at least not typically. But we do have the few listed above, for example: he's very like his mother or it's worth the world.

The reason I mention this is that Rodney Huddleston brought one to my attention yesterday morning: underweight. (Geoff Pullum has already blogged about it here and I've added it to the English Wiktionary.) The example that he sent is: "It's a long-run trend of foreign investors -- typically being underweight the banking sector in Australia," Mr Baker said. 

To most of us who aren't in finance, though, this will sound rather odd. You may even have a burning desire to put an in between underweight and the the. But as Geoff points out, you can find lots of other examples in the financial papers if you go looking. It's feature, not a bug.

As I was marking essays this morning (which is what I should really be doing now), I realized this is another piece of evidence that to-infinitives do not "function as nouns" despite the common claim that they do. The fact is, English is endowed with plenty of adjectives that take to-infinitives as complements, (e.g., able to, likely to, hard to, etc.) In none of these cases can an actual NP take the place of the infinitive. Moreover, of the adjectives that actually do take NP complement, only due takes to-infinitives complement. Even then, the meaning of due somebody is not the same as due to go.

So what do these to-infinitives function as? Oh, this and that: mostly subjects, adjuncts, and of course, complements in adjective phrases.

Dismissive "thing"

Again, following up on a Mark Liberman post, "The thing thing", this morning, I went looking for early instances of the dismissive use of thing, as in I'm not too keen on that vision thing. The first clear instance I found was from a 1914 playscript by Eugene Gladstone O'Neill, The Movie Man. Referring to the planned execution of Fernandez, Devlin says, "Don’t forget to have Gomez postpone that shooting thing."

I also searched the COCA and COHA for [th* NOUN thing], which obviously has other uses, and came up with the following time and genre distributions, which are, I suppose, pretty much what you'd expect.

I've also added an entry for this meaning in the English Wiktionary.