Monday, March 25, 2013

Ad Free (Offline) English To Urdu Dictionary on Android

I am an Android user for above a year and one of most needed things on Android for me is a dictionary. I need English to English and English to Urdu dictionaries for my day to day work, to get meaning while reading or watching movie. There are very good dictionaries available for English and I am very much happy with Miriam Webster dictionary app. The problem for Urdu is frustrating though, because dictionaries are hellishly filled with ads and sometimes they won't even open if you are offline. I hate all of English to Urdu dictionary developers, most of them have got the data from other online sources (EnglishUrdudictionary.com, مقتدرہ قومی زبان) and now use that content for their unfair profit making. So seeking all this, I decided to do something, which was kind of simple. As I have already created a glossary file of about 92000 words, English to Urdu, I asked an internet friend Muhammad Saad to convert that to QuickDic format using linux based java tool. He did it and bingo, I use offline android dictionary now. And here it is for you people as well. Follow these steps to have a free offline English<>Urdu dictionary for your routine use on any Android device.
1. Install QuickDic from Play store.
2. Download English > Urdu dictionary file.
3. Unzip the file and get whatever is inside.
4. Connect your Android device to PC.
5. Find quickDic file folder in your device's SDcard, and put the file there.
6. Start QuickDic and it will automatically find new dictionaries in the folder.
7. Use and Enjoy! (And you can use the dictionary both ways English to Urdu, Urdu to English. Just use button on the left side of search box labelled EN).
And here is how the app and dictionary looks on my Nexus 7.

Thursday, February 21, 2013

Discovery Procedures and Evaluation Procedures

Discovery Procedures
American structural linguistics (pre-Chomskiyan era) tradition studied exotic languages to preserve their culture and traditions. The linguists like Franz Boas and his followers had found that the notions and concepts of traditional grammar (of Latin, Greek and Sanskrit) were useless against totally new languages with no historical relation between them and the classical languages and/or Indo-European family of languages. The study of language to study indigenous cultures made them aware of the diversity in human languages. According to unlimited diversity principle, their beliefs emerged as almost opposite to traditional grammar’s somewhat universalist beliefs. The languages were different; each language had its own way of organizing concepts of grammar hence the grammar of each language was different. There was no guarantee that techniques, methods or tools developed for language will work on very next language. Thus to study the grammar of a language a linguist had to have a number of tools (for description and analysis). As Sampson (1980) notes, the theory of language for Descriptivists was that there was no theory at all. Instead they believed that they were developing ‘techniques’ of analysis without going into details of creating a theory of language. But, as Samson (1980) argues, “any analytical technique in any domain must depend on some assumptions about the nature of the things analysed”.
Apart from this contradiction of having a theory of language or not having a theory of language, they didn’t have any mechanism to select or reject the best technique or ‘discovery procedure’ to analyse a given chunk of language. “They approached alternative techniques of description in a more catholic way, seeing them as alternative tools to be pulled out of the toolbag when needed” (Sampson 1980, p.74). Thus there was no way to measure or weigh for a method to select the best method, often it was a matter of personal choice. As for Charles Hocket (1954 quoted in Sampson 1980) two different methods of analysis of same linguistic phenomenon were equal, none better than the other one, moreover he described a third method of analysis as well which, in his view, deserved equal attention.
In later years some linguists were compelled to devise explicit ‘discovery procedures’ which, when written as a computer program, would enable a computer to analyse linguistic data and derive the grammar of that language without human intervention. Harris (1951, quoted in Sampson 1980) wrote a complete account of discovery procedures to collect utterance and analyse them at phonemic, morphemic and (to a rather less extent) at syntactic level. There was a tension between the ‘unlimited diversity principle’ and ‘view that linguistics should consist of mechanical rules for processing data into grammars’. The methods of latter view couldn’t be successful without assuming some ‘universal features’ in all languages.
The apparent lack of a theory of language, the inability to select most efficient method of analysis (or ‘grammar’ of a language) and the over-emphasis on diversity led to the criticism from Chomsky (2002) and the development of ‘evaluation procedures’ in contrast of ‘discovery procedures’.

Evaluation Procedures
For Chomsky (2002), the grammar must meet certain external criteria of adequacy e.g. generated sentences should be acceptable by native speaker, and condition of generality by which a grammar of a language must be constructed out of a theory which defines terms like ‘phoneme’ and ‘phrase’ independent of a given language, thus opposite to the idea of ‘unlimited diversity principle’.
Chomsky (2002) outlines three requirements from a theory of language. The theory must provide “a practical and mechanical method for actually constructing the grammar, given a corpus of utterances” (p.57). He calls this requirement discovery procedure, which is the strongest demand from a theory of language.
A weaker demand is to require a decision procedure through which a theory of language may be able to decide whether the provided grammar is best grammar for the language from which the corpus was collected.
A third and weakest demand would be that theory must be able to tell us which grammar is better, if a corpus and two grammars G1 and G2 are given. He calls this requirement evaluation procedure. In Chosmky’s view, the descriptivists require the most strongest of these three procedures, which in his view is unreasonable to require from a theory of language i.e. to ask it more than a practical evaluation procedure for grammars.
In his view – by demanding ‘evaluation procedures’ instead of ‘discovery procedures’ from a theory – “a number certain problems that have been the subject of intense methodological controversy simply do not arise” (p.56), e.g. the problem of inter-dependence of levels. While working to create discovery procedures, the descriptivists assume that levels are interdependent and thus they cannot go beyond phonemic and morphemic levels due to unsolved problems which their discovery procedure cannot deal with at this current level. But by abandoning this higher level requirement, the inter-dependency problem can be ignored and syntactic theory can be advanced which was otherwise being ignored. As grammar of a language is a complex system of interconnections, and other linguists’ (descriptivists) beliefs about it “has been nurtured by a faulty analogy between the order of development of linguistic theory and the presumed order of operations in discovery of grammatical structure” (p.59).

Conclusion
Concluding the discussion, it can be safely said that Chomsky’s proposal was a major methodological advancement which led to a rather unified and universal theory of language. His ideas provided an independent status to syntax which was previously ignored by the descriptivists. Thus the advancement of a syntactic theory in turn could provide some ideas to solve the un-resolved problems at the phonemic and morphemic level.

References
Sampson, Geoffrey. 1980. Schools of Linguistics: Competition and evolution. Hutchinson: London, Melbourne, Sydney, Auckland, Johannesburg.
Chomsky, Naom. 2002. Syntactic Structures. 2nd Edition. Mouton de Gruyter: Berlin, New York.

Tuesday, February 5, 2013

Language and Ideology

This presentation was created for Applied Linguistics class in our M Phil 2nd Semester. It covers two aspects regarding language and ideology: ideology about language or language attitudes; and language as a tool to project ideology, exercise social power and create hegemony.

Monday, January 14, 2013

Cooperative Principle and Implicature

These slides explain Grice's Cooperative Principle, it's Maxims and how does Implicature arise by flouting a maxim or following it. They also discuss other theories for explaining implicature i.e. The Politeness Principle and The Relevance Theory.

Thursday, October 11, 2012

What is Langauge

Some definitions of language (including Sapir, Hall and Chomsky). A few points on nature of language and study of language.

Monday, June 25, 2012

Language Contact and the Formation of Pidgins and Creoles

These slides were our group presentation in Bilingualism, which I am going to share here. Hopefully it'll clarify the concepts like Pidgin, Creole, Pidginization, Creolization, Pidgin to Creole Formation and some related researches on Pidgin and Creole Languages.

Tuesday, May 29, 2012

Bilingualism

Bilingualism is a phenomenon in which a person can speak more than one languages. Sometimes Bilingualism is contrasted with Multilingualism. The former one is used to refer to 2 languages as 'bi-' means two, while the latter is used to refer to more than two languages. Another distinction which is granted to these two terms is that Bilingualism refers to individual phenomenon of speaking more than one languages, while Multilingualism is used for societal Bilingualism i.e. the situation in which whole societies are Bilingual examples are Pakistan, India and Canada etc. More recently, however, the term Multilingualism is being used less frequently as compared to Bilingualism which is now used to cover all situations in which more than one languages are being spoken whether that situation is at individual level or at society level.

The person who can speak more than one languages is referred to as a Bilingual or Multilingual. Bilinguals have different kinds. The most traditional kinds were given by Weinreich (1963). A brief introduction of each kind is provided below:

  • Co-ordinate Bilinguals are those people who have learnt both languages in different environments. The languages would most probably be used for different functions. If a person learns Urdu in Pakistan and English from the Britain, then he will be called a Co-ordinate Bilingual. Such people have separate systems for each language in their minds. So the words and concepts of each language will be kept in the mind separately.
  • Compound Bilinguals are those people who have learnt both languages from the same environment. The languages would not have separate system in the mind, but the they will have one system. The concepts would be kept in one box in their minds, while the words will be different for both languages. We can see Urdu and Punjabi as an example. Both are learnt in the same environment, and thus it can be said that we, the Punjabi speakers of Urdu, are Compound Bilinguals i.e. we have same system of concepts in our minds but the only thing which changes is the words or vocabulary items of two separate languages.
  • Subordinate Bilinguals are those people who have learnt a second language and cannot understand it without the help of their first language. Such people will translate the words of second language in their mother tongue, then they would be able to understand them. Thus we can say that the concepts in mind will remain in one system i.e. the system of mother tongue, but an additional language is attached to that system through mother tongue.

A visual representation of Weinreich's kinds of bilinguals. 

Now a days only first two kinds i.e. Coordinate and Compound are endorsed by the researchers and experts in the field, while the third one is dropped.

Bilingualism is a social, psychological as well as linguistic phenomenon. Whenever there are more than one languages in a society, the issues of language identity, promotion or selection of a language and educating children in a particular language arise. All these issues are related to social aspect of Bilingualism. On the other hand, the researchers try to find out "how the two or more languages are stored in mind", "whether knowing more than one language is beneficial", "Bilinguals are different from monolinguals or not". All these issues are related to the psychological aspect of Bilingualism. And lastly, there are questions regarding code switching and code mixing (how the bilinguals are able to mix two different languages) which come under the heading of linguistic aspect of Bilingualism.