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Erniati, Erniati. "INVENTARISASI BUNYI VOKAL DAN KONSONAN BAHASA ALUNE." GENTA BAHTERA: Jurnal Ilmiah Kebahasaan dan Kesastraan 5, no. 2 (January 14, 2020): 109–26. http://dx.doi.org/10.47269/gb.v5i2.82.
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Abstrak: Bahasa Alune merupakan salah satu bahasa yang masih digunakan oleh masyarakat. Bahasa Alune merupakan bahasa yang memiliki penutur yang masih banyak. Oleh sebab itu, patut mendapat prioritas dan perhatian yang sama dengan bahasabahasa daerah lain. Bahasa ini digunakan oleh kelompok masyarakat yang tinggal di Pulau Seram Bagian Barat. Metode yang digunakan dalam penelitian ini adalah metode deskriptif. Untuk memperoleh data, digunakan metode simak, yakni dengan menyimak bahasa secara langsung dari penutur. Masalah dalam penelitian ini adalah bagaimanakah karakteristik fonem bahasa Alune dan distibusinya dalam kata. Tujuan penelitian ini adalah untuk menginventarisasi fonem bahasa Alune dan distribusinya dalam kata. Berdasarkan hasil kajian disimpulkan bahwa bahasa Alune memiliki 23 buah fonem segmental yang terdiri atas 15 konsonan, 7 vokal (monoftong), dan 3 diftong. Fonem-fonem tersebut, yaitu: /p/, /b/, /t/, /d/, /k/, /m/, /n/, /s/, /r/, /h/, /l/, /w/, /y/ , /G/, /?/, /a/, /i/, /u/, /e/, /o/, / O /,dan /E/.Kata Kunci: fonologi, fonetik, fonemAbstract: Alune language is one of the languages that is still used by the community. This language is a regional language that has many speakers. Therefore, it should deserve the same priority and attention as other regional languages. This language is used by community groups living in West Seram Island. The method used in this research is descriptive method. To obtain data, listening method, namely by listening to the language directly from the speaker. The problem in this research is how the characteristics of the Alune phoneme. The objective to be achieved in this research is to inventory the Alune language phonemes. Based on the results of the study, concluded that the Alune language has 23 segmental phonemes consisting of 15 consonants, 7 vowels (monophthongs), and 3 diphthongs. The phonemes, namely: / p /, / b /, / t /, / d /, / k /, / m /, / n /, / s /, / r /, / h /, / l / , / w /, / y /, / G /, /? vowels (monophthongs), and 3 diphthongs. The phonemes, namely: / p /, / b /, / t /, / d /, / k /, / m /, / n /, / s /, / r /, / h /, / l / , / w /, / y /, / G /, /? /, / a /, /i /, / u /, / e /, / o /, / O /, and /E /.Keywords: phonology, phonetics, phonemes
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Florey, Margaret J. "Alune incantations: Continuity or discontinuity in verbal art?" Journal of Sociolinguistics 2, no. 2 (June 1998): 205–31. http://dx.doi.org/10.1111/1467-9481.00041.
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Lipski, John M. "Can a bilingual lexicon be sustained by phonotactics alone?" Mental Lexicon 15, no. 2 (November 6, 2020): 330–65. http://dx.doi.org/10.1075/ml.19024.lip.
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Abstract This study focuses on bilingual speakers of Ecuadoran Quichua and the mixed language known as Media Lengua, which consists of Quichua morphosyntactic frames with all content word roots relexified from Spanish. For all intents and purposes, only the lexicon – more specifically, lexical roots – separate Media Lengua from Quichua, and yet speakers generally manage to keep the two languages apart in production and are able to unequivocally distinguish the languages in perception tasks. Two main questions drive the research effort. The first, given the very close relationships between Quichua and Media Lengua, is whether each language has a distinct lexicon, or a single lexical repository is shared by the two languages. A second and closely related question is the extent to which language-specific phonotactic patterns aid in language identification, possibly even to the extent of constituting the only robust language-tagging mechanism in a joint lexicon. Using lexical-decision and false-memory tasks to probe the Quichua-Media Lengua bilingual lexical repertoire, the results are consistent with a model based on a single lexicon, partially differentiated by subtle phonotactic cues, and bolstered by contemporary participants’ knowledge of Spanish as well as Quichua.
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Lonsdale, Deryle, and Paul Huff. "Positing Language Relationships Using ALINE." Language Dynamics and Change 1, no. 1 (2011): 128–62. http://dx.doi.org/10.1163/221058211x577964.
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AbstractSeveral methods for determining a numerical distance between languages have been proposed in the literature. In this paper we implement one of them, the ALINE distance. We also develop a methodology for comparing its results with other language distance metrics. In particular, we generate trees from distance matrices created by the language distance metrics using two different algorithms developed by computational biologists: Neighbor Joining and UPGMA. We compare these automatically generated trees with expert trees based on those compiled by the Ethnologue project using a tree distance metric also developed by computational biologists. By determining how close the trees generated using the language distance metrics are to the expert trees, we are able to compare different language distance metrics with one another. We compare the ALINE distance with another leading metric, the LDND distance, proposed by the ASJP project. Both metrics perform similarly on the datasets processed, though details differ in sometimes interesting ways.
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Bazzanella, Carla. "Metafora e categorizzazione. Alcune riflessioni." PARADIGMI, no. 1 (May 2009): 69–82. http://dx.doi.org/10.3280/para2009-001006.
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- A tradition which starts from Aristotle, through Vico, Tesauro, up to the recent interactionist an experiential approach, highlights the significance of metaphor in cognition. The power of metaphor mainly consists in its capacity to categorize what is unknown or undetermined on the grounds of partial correspondences, similarities, and analogies, by establishing associations between different domains, and by referring to body, experience, and the world. The constitutive value of metaphor (in a way, it creates the object to which it refers by categorizing it via analogies, similarity, and extensions) has been focused upon and exemplified in a wide range of domains: typically, in science, child language, and, recently, even in legal language. Fluidity of categories and flexibility of metaphor, success and break-downs of metaphorical languages, i. e. different facets of the relationship between metaphor and categorization in children and adults, will be discussed. Keywords: Analogy, Categorization, Cognition, Embodiment, Figurative language, Metaphor.
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Nascimento, Alessandra Pereira, and Heloísa Macedo Ribeiro. "BRAZILIAN SIGN LANGUAGE AND DEAF STUDENT TEACHING." Nucleus 10, no. 2 (October 30, 2013): 27–37. http://dx.doi.org/10.3738/1982.2278.972.
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Toolan, Michael. "Don't leave your language alone." Language & Communication 18, no. 1 (January 1998): 87–99. http://dx.doi.org/10.1016/s0271-5309(97)00023-2.
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Kroll, Judith F., Jason W. Gullifer, and Eleonora Rossi. "The Multilingual Lexicon: The Cognitive and Neural Basis of Lexical Comprehension and Production in Two or More Languages." Annual Review of Applied Linguistics 33 (March 2013): 102–27. http://dx.doi.org/10.1017/s0267190513000111.
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Recent studies have shown that when bilinguals or multilinguals read written words, listen to spoken words, or plan words that they intend to speak in one language alone, information in all of the languages that they know is momentarily active. That activation produces cross-language competition that sometimes converges to facilitate performance and sometimes diverges to create costs to performance. The presence of parallel activation across languages has been documented in comprehension, in studies of word recognition, and also in production, in studies of lexical speech planning. The observation that one of the two or more languages cannot be switched off at will is particularly surprising in production, where the intention to express a thought should be guided by conceptually driven processes. Likewise, in comprehension, recent studies show that placing words in sentence context in one language alone is insufficient to restrict processing to that language. The focus of current research on the multilingual lexicon is therefore to understand the basis of language nonselectivity, to consider how the language in use is ultimately selected, and to identify the cognitive consequences of having a lexical system that is open to influence by the languages not in use. In this article, we review the recent cognitive and neural evidence on each of these issues, with special consideration to the question of how the nature of the evidence itself shapes the conclusions drawn about the organization and access to the lexicon in individuals who speak more than one language.
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Tatnall, Arthur. "On Actors, Networks, Hybrids, Black Boxes and Contesting Programming Languages." International Journal of Actor-Network Theory and Technological Innovation 2, no. 4 (October 2010): 10–20. http://dx.doi.org/10.4018/jantti.2010100102.
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In the mid 1990s the programming language Visual Basic (VB) fought hard to enter the undergraduate information systems curriculum at RMIT University, against resistance from two incumbent programming languages. It could not, of course, work alone in this and enlisted the assistance of a human ally known as Fred. The incumbent programming languages, Pick Basic and the Alice machine language simulator, also had their human allies to assist them in resisting the assault of the newcomer. In many ways, it is useful to think of all these programming languages as black boxes made up of hybrid entities containing both human and non-human parts, along with a conglomeration of networks, interactions, and associations. The non-human cannot act alone, but without them, the human parts have nothing to contest.
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Vihman, Virve-Anneli, Diane Nelson, and Simon Kirby. "Animacy Distinctions Arise from Iterated Learning." Open Linguistics 4, no. 1 (November 1, 2018): 552–65. http://dx.doi.org/10.1515/opli-2018-0027.
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Abstract Linguistic animacy reflects a particular construal of biological distinctions encountered in the world, passed through cultural and cognitive filters. This study explores the process by which our construal of animacy becomes encoded in the grammars of human languages. We ran an iterated learning experiment investigating the effect of animacy on language transmission. Participants engaged in a simple artificial language learning task in which they were asked to learn which affix was assigned to each noun in the language. Though initially random, the language each participant produced at test became the language that the subsequent participant in a chain was trained on. Results of the experiment were analysed in terms of learnability, measured through the accuracy of responses, and structure, using an entropy measure. We found that the learnability of languages increased over generations, as expected, but entropy did not decrease. Languages did not become formally simpler over time. Instead, structure emerged through a reorganisation of noun classes around animacy-based categories. The use of semantic animacy distinctions allowed languages to retain morphological complexity while becoming more learnable. Our study shows that grammatical reflexes of animacy distinctions can arise out of learning alone, and that structuring grammar based on animacy can make languages more learnable.
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Bobb, Susan C., Noriko Hoshino, and Judith F. Kroll. "The role of language cues in constraining cross-language activity." EUROSLA Yearbook 8 (August 7, 2008): 6–31. http://dx.doi.org/10.1075/eurosla.8.04bob.
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Recent psycholinguistic studies provide compelling evidence for the claim that both languages are active when second language (L2) learners and bilinguals process information in one language alone. The parallel activation of the two languages occurs even when individuals are performing highly practiced tasks such as reading, listening, and speaking, and even when they are highly proficient in both languages. The presence of cross-language activity in the absence of random errors, particularly for those who are highly proficient in the L2, suggests that a mechanism of cognitive control is in place to guide the selection of the intended language. The focus of current research is to understand the basis of this cognitive mechanism, how it varies as a function of individual differences in cognitive resources, and what consequences it holds for cognition more generally. In this paper we consider whether L2 learners and bilinguals are able to exploit cues to language status that might allow them to focus their attention on languagerelevant attributes of processing or to effectively inhibit information related to the language not in use as a means to control language selection. The results of the present study suggest that it is possible to create a functional language cue for planning the L2 and bias language selection.
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Geva, Esther, Lesly Wade-Woolley, and Michal Shany. "The Concurrent Development of Spelling and Decoding in Two Different Orthographies." Journal of Reading Behavior 25, no. 4 (December 1993): 383–406. http://dx.doi.org/10.1080/10862969309547827.
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The hypothesis that differences between first language (L1) and second language (L2) reading and spelling profiles could be accounted for by lack of proficiency in the L2 or differences in orthographic complexity was explored in a longitudinal study of 45 children acquiring reading and spelling skills concurrently in English (L1) and Hebrew (L2). The children were tested in Grades 1 and 2 on literacy measures in both languages. Neither of these explanations alone sufficed to explain the development of reading and spelling in the two languages. The less complex Hebrew orthography facilitated subjects' decoding performance, but failed to maintain that facilitation in spelling. Depressed second language effects were apparent in spelling but not in decoding, which actually favoured the subjects' L2. Developmental findings showed that, despite L1-L2 differences in orthographic complexity and language proficiency, the profiles of emergent spelling in both languages are strikingly similar. The rate of acquisition of conventional spelling, however, differentiates L1 from L2 performance.
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Asiyanbola, A. A., and Mohammed Ademilokun. "Literacy and Language of Instruction in Nigeria: A Case Study of Integrated Science Teaching in Selected Primary Schools." International Journal of Literacy, Culture, and Language Education 4 (August 1, 2015): 123–37. http://dx.doi.org/10.14434/ijlcle.v4i0.26921.
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Research has proven beyond a reasonable doubt that children can acquire knowledge better in their mother tongue (MT) or language of immediate environment (LIE) rather than in the second language (L2), which is often a colonial master’s language, but also the recognized official language in the country. The present paper explores the functions of both the Indigenous language or mother tongue (e.g., Yoruba) and the official language (English) in the dissemination of education, particularly in the primary schools in Nigeria. It also discusses the policy statements on the two languages and their social realities or practices in the educational set‐ups operating in the country. Using six private and public primary schools as a case study in Southwestern Nigeria, we found that codeswitching between English (L2) and Yoruba (MT) could be more effective than either of the languages alone, and that the MT or LIE should never be jettisoned in the education of the child, especially in teaching subjects other than English, such as Integrated Science.
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Young, Hilary. "ASPECTS OF ARGUMENT STRUCTURE ACQUISITION IN INUKTITUT.Shanley E. M. Allen. Amsterdam: Benjamins, 1996. Pp. xvii + 248. $79.00 cloth." Studies in Second Language Acquisition 22, no. 1 (March 2000): 128–29. http://dx.doi.org/10.1017/s0272263100251061.
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The acquisition of Native American languages is an area of study in which there is still much work to be done, and this is especially true of Inuit languages. That alone makes Shanley Allen's Aspects of argument structure acquisition in Inuktitut a welcome addition to the list of publications on first language learning. The book is not, however, strictly intended for those who study Native American language acquisition. The extensive background information provided, both theoretical and methodological, makes Allen's work accessible to linguists with various interests. Furthermore, although her analysis is based largely on principles and parameters theory, she deliberately makes her research amenable to a variety of theoretical frameworks.
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Rizqi, Zakka Ugih, Rizky Wulan Cahyaningtyas, and Dhianitya Yogiari. "JAVANIZATION IN STUDENT CITY: FINDING AND PRIORITIZING IDEA TO MAINTAIN LOCAL LANGUAGE IN INDONESIA." OISAA Journal of Indonesia Emas 3, no. 2 (June 15, 2020): 66–72. http://dx.doi.org/10.52162/jie.2020.003.02.4.
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The local language is one of the cultural properties that must be maintained. However, modernization can not be avoided and it causes the young generation to do not care about their own local language anymore. In Indonesia, there are already 11 extinct local languages. If there is no action to take care, it will increase the number of local language extinction. The Javanese language is one of local languages that is the most speakers in Indonesia, especially in Yogyakarta as the student city. However, the Javanese language itself is started to be left alone by the young generation. Therefore, this research is intended to give the scientific written idea to maintain Javanese language in Yogyakarta. This research is done by 2 steps of research, the first step is finding the idea by observation, literature study, and Focus Group Discussion with 3 experts. Second, prioritizing ideas to be realized using AHP with multi-expert. The result shows that there are 3 ideas that have to be realized sequentially. The first idea to be applied is ‘One day with Javanese language program’, second is the making of ‘Java café’, and the third is the selection of ‘Javanese language ambassador’.
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SOUSA, WELLEN CRYSTINNE, and LEILA ADRIANA BAPTAGLIN. "RELAÇÕES INDENTITÁRIAS O ALUNO INDÍGENA NA UNIVERSIDADE." Aturá - Revista Pan-Amazônica de Comunicação 3, no. 2 (May 1, 2019): 86–96. http://dx.doi.org/10.20873/uft.2526-8031.2019v3n2p86.
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O presente artigo investiga em que situações o aluno indígena faz uso da língua portuguesa ou indígena e como estas influenciam na sua identidade como índio em um contexto acadêmico. Além de compreender como o contato linguístico influência na identidade do aluno indígena em um contexto acadêmico. Fundamentados nas teorias de HALL (1999), CANCLINI (2003), CAVALCANTI (2007). A metodologia é de caráter qualitativo. O estudo apontou a influencia e o domínio da língua portuguesa em relação a língua materna, quanto às línguas indígenas e sua respectiva cultura notamos situações de medo e conflito da perda da identidade e da cultura indígena, mostrou a maneira de como as línguas em contato e o hibridismo cultural em que os sujeitos analisados se encontram influenciam na construção de suas identidades.
PALAVRAS-CHAVE: Identidade; Índio; Não índio; Universidade.
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This article investigates in which situations the indigenous student makes use of the Portuguese or indigenous language and how these influences his identity as an Indian in an academic context. In addition to understanding how the linguistic contact influences the identity of the indigenous student in an academic context. Based on the theories of HALL (1999), CANCLINI (2003), CAVALCANTI (2007). The methodology is qualitative. The study pointed to the influence and dominance of the Portuguese language in relation to the mother tongue. Regarding the indigenous languages and their respective culture, we noted situations of fear and conflict of the loss of indigenous identity and culture, showing how languages in contact and the cultural hybridism in which the analyzed subjects find themselves influence in the construction of their identities.
KEYWORDS: Identity; Indian; Not Indian; University
RESUMEN
Este artículo investiga situaciones en las que el estudiante indígena hace uso de la lengua portuguesa, indígenas y cómo influye en su identidad india en un contexto académico. Además de comprender cómo el contacto lingüístico influye en la identidad del alumno indígena en un contexto académico. Basado en las teorías de HALL (1999), CANCLINI (2003), CAVALCANTI (2007). La metodología es cualitativa. El estudio señaló la influencia y el dominio de la lengua portuguesa en relación con la lengua materna. En cuanto a las lenguas indígenas y sus respectivas culturas, observamos situaciones de miedo y conflicto de la pérdida de identidad y cultura indígenas, mostrando cómo las lenguas en contacto y el hibridismo cultural en que los sujetos analizados se encuentran influencian en la construcción de sus identidades.
PALABRAS CLAVE: Identidad; Indio; No Indio; Universidad.
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Anjarningsih, Harwintha Y., and Anisa Saraayu. "A PHONETIC CONTRASTIVE ANALYSIS OF ENGLISH WORDS IN THREE JAPANESE SONGS BY AKB48." Jurnal Humaniora 27, no. 3 (April 9, 2016): 350. http://dx.doi.org/10.22146/jh.v27i3.10595.
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Many studies have revealed how Japanese speakers pronounce English words differently. However, not much research has explained the causes of the difference, let alone relating such difference with native language interference. By drawing a comparison between the sound structures of the English and Japanese languages using Contrastive Analysis Hypothesis (CAH), we will see how native language may influence foreign language usage and cause pronunciation differences in popular songs. Transcriptions of three AKB48’s songs – Heavy Rotation, Sugar Rush, and Namida Surprise – will be used as the data sources to determine native language interference. Our findings show that additions of vowel sounds, changes of syllable, changes of height and place of vowel articulation, replacements of a consonant with another consonant, and elisions of consonants happened to the English words across the three songs. These phonetic changes should inform discussions about the relationship between lyrics and melody in songs that incorporate two or more languages (i.e., bilingual).
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Salvato, Giuliana. "Promoting multimodal practices in multilingual classes of Italian in Canada and in Italy." Translation and Translanguaging in Multilingual Contexts 6, no. 3 (July 15, 2020): 282–311. http://dx.doi.org/10.1075/ttmc.00057.sal.
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Abstract This paper offers a qualitative analysis of the responses that 28 advanced learners of Italian in Canada and Italy contributed to a questionnaire asking them to interpret the meanings and functions of six Italian gestures, alone and in combination with dialogues. Participants were also asked to comment on their perception of body language in their L1 and in Italian. The purpose of the exercise was to expand L2 pedagogy towards multimodality, while at the same time accounting for learners’ multilingualism. We found that participants appreciated a multimodal approach to their Italian language learning experience. We also found that knowledge of languages typologically related to Italian (i.e. Romance languages) was no guarantee that our groups of multilinguals would be facilitated in the interpretation of L2 gesture forms and meanings. Rather, the presence of verbal language in dialogues, the form of gesture, and familiarity with the nonverbal characteristics of interactions in the target language, helped participants succeed in this multimodal activity.
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SIROMONEY, RANI, LISA MATHEW, K. G. SUBRAMANIAN, and V. R. DARE. "LEARNING OF RECOGNIZABLE PICTURE LANGUAGES." International Journal of Pattern Recognition and Artificial Intelligence 08, no. 02 (April 1994): 627–39. http://dx.doi.org/10.1142/s0218001494000334.
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Learning of certain classes of two-dimensional picture languages is considered in this paper. Linear time algorithms that learn in the limit, from positive data the classes of local picture languages and locally testable picture languages are presented. A crucial step for obtaining the learning algorithm for local picture languages is an explicit construction of a two-dimensional on-line tessellation acceptor for a given local picture language. A polynomial time algorithm that learns the class of recognizable picture languages from positive data and restricted subset queries, is presented in contrast to the fact that this class is not learnable in the limit from positive data alone.
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Hinton, Leanne. "Lenore A. Grenoble & Lindsay J. Whaley (eds.), Endangered languages: Current issues and future prospects. Cambridge & New York: Cambridge University Press, 1998. Pp. xvii, 361. Hb $69.95, pb $27.95." Language in Society 29, no. 2 (April 2000): 287–90. http://dx.doi.org/10.1017/s0047404500302044.
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Over the past decade, an increasing number of linguists have been turning their attention toward the plight of endangered languages. We are realizing that most of the small indigenous languages of the world are in great danger of disappearing over the coming century, if they have not already disappeared. Nor are linguists alone in their concern; the media have become interested in the issue, as have international organizations – like UNESCO, the European Union, and even national governments that have in the past been instruments of the demise of indigenous languages. Clearinghouses are being set up (e.g. the International Clearing House for Endangered Languages at Tokyo University), and funds such as the Endangered Languages Fund. Most active in fighting language extinction are members of the affected communities themselves, who are working on their own, or forging new kinds of partnerships with linguists, in an effort to reverse language shift. In the context of these movements, this excellent book is a welcome and crucial resource. The volume gathers together a set of valuable articles by a group including some of the best scholars in linguistics and some of the best native language teachers: Nancy Dorian, Nora and Richard Dauenhauer, Kaia'titahkhe Annette Jacobs, Colette Grinevald, Marianne Mithun, Ken Hale, Christopher Jocks, Anthony Woodbury, Carol Myers-Scotton, and Nikolai Vakhtin. It is a must-read for anyone – native, linguist, teacher, or policy maker – who is involved with issues of language loss, maintenance, or revitalization.
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Bochnak, M. Ryan, Vera Hohaus, and Anne Mucha. "Variation in Tense and Aspect, and the Temporal Interpretation of Complement Clauses." Journal of Semantics 36, no. 3 (April 23, 2019): 407–52. http://dx.doi.org/10.1093/jos/ffz008.
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Abstract In this paper, we investigate the temporal interpretation of propositional attitude complement clauses in four typologically unrelated languages: Washo (language isolate), Medumba (Niger-Congo), Hausa (Afro-Asiatic), and Samoan (Austronesian). Of these languages, Washo and Medumba are optional-tense languages, while Hausa and Samoan are tenseless. Just like in obligatory-tense languages, we observe variation among these languages when it comes to the availability of so-called simultaneous and backward-shifted readings of complement clauses. For our optional-tense languages, we argue that a Sequence of Tense parameter is active in these languages, just as in obligatory-tense languages. However, for completely tenseless clauses, we need something more. We argue that there is variation in the degree to which languages make recourse to res-movement, or a similar mechanism that manipulates LF structures to derive backward-shifted readings in tenseless complement clauses. We additionally appeal to cross-linguistic variation in the lexical semantics of perfective aspect to derive or block certain readings. The result is that the typological classification of a language as tensed, optionally tensed, or tenseless, does not alone determine the temporal interpretation possibilities for complement clauses. Rather, structural parameters of variation cross-cut these broad classes of languages to deliver the observed cross-linguistic picture.
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Kennard, Holly J., and Aditi Lahiri. "Nonesuch phonemes in loanwords." Linguistics 58, no. 1 (February 25, 2020): 83–108. http://dx.doi.org/10.1515/ling-2019-0033.
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AbstractLoanwords may or may not affect the phonological system of a language. Much of the loanword literature has focused on the adaptation of “foreign” contrasts to native systems; however, there are certain cases where languages appear to have borrowed new phonemes. We argue that loanwords alone cannot introduce a new phoneme into a language unless there are special circumstances. We examine three case studies of apparently borrowed “unusual” phonemic contrasts: Swiss German initial geminates, Bengali retroflex stops, and English voiced fricatives. In each case, we find that rather than the loanwords introducing brand-new phonemes, an existing allophonic alternation has become phonemic due to a large influx of loanwords. Thus, the phonology rather than the phonetics alone – marked or otherwise – dominates the absorption of loans.
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Higgins-Opitz, Susan B., and Mark Tufts. "Active physiology learning in a diverse class: an analysis of medical student responses in terms of sex, home language, and self-reported test performance." Advances in Physiology Education 36, no. 2 (June 2012): 116–24. http://dx.doi.org/10.1152/advan.00132.2010.
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The student body at the Nelson R. Mandela School of Medicine (NRMSM) is very diverse, representing many cultures, religions, and languages. Research has shown that weakness in English can impact student performance. Recent studies have also highlighted sex-based differences in students' learning and listening styles. These factors pose both challenges and opportunities for teachers of physiology. Student presentations were incorporated for a number of years into the traditional didactic second-year medical physiology curriculum at the NRMSM. Feedback obtained about the perceived benefits of these presentations for the learning of gastrointestinal and endocrine physiology included demographic data pertaining to students' sex, home language, and self-reported performance in tests. Analysis of the 50-item questionnaire responses, obtained over a 2-yr period, provided some interesting insights. Student responses to the items differed significantly in 27 of the 50 items in the questionnaire, based on sex alone (22%), sex and home language (7%), home language alone (37%), performance alone (26%), and performance and home language (7%). Our analyses of student perceptions support the findings of other studies and show that factors such as sex, home language, and student performance can play an important role in the way students are motivated to learn. In designing active learning strategies, academics need to take into account the potential influences that might affect student learning in diverse, multicultural, and multilingual classes.
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Kirkpatrick, Andy, and Anthony J. Liddicoat. "Language education policy and practice in East and Southeast Asia." Language Teaching 50, no. 2 (March 14, 2017): 155–88. http://dx.doi.org/10.1017/s0261444817000027.
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East and Southeast Asia represents a linguistically and culturally diverse region. For example, more than 700 languages are spoken in Indonesia alone. It is against this backdrop of diversity that the ten countries that comprise Association of South East Asian Nations (ASEAN) have recently signed the ASEAN Charter which, while calling for respect for the region's languages, cultures and religions also officially nominates English as ASEAN's working language. In this article, we examine the language education policies of the region and consider the implications of these policies for the maintenance of linguistic and cultural diversity on the one hand and the promotion of English and the respective national languages on the other. As ASEAN is closely connected to the three major countries of China, Japan and South Korea, as indicated by the ‘ASEAN + 3’ forum, we also include these countries here. We stress that, as space forbids an in-depth treatment of the language education policies of each of the 13 countries, we have chosen to describe and discuss in some depth the policies of 5 countries (China, Indonesia, Japan, the Philippines and Vietnam), as these provide a cross-section of language policy contexts and approaches in the region. We add brief notes on the policies of the remaining countries.
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Przigoda, Nils, Robert Wille, and Rolf Drechsler. "Analyzing Inconsistencies in UML/OCL Models." Journal of Circuits, Systems and Computers 25, no. 03 (December 28, 2015): 1640021. http://dx.doi.org/10.1142/s0218126616400211.
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Modeling languages such as the unified modeling language (UML) or the systems modeling language (SysML) in combination with constraint languages such as the object constraint language (OCL) allows for an abstract description of a system prior to its implementation. But the resulting system models can be highly non-trivial and, hence, errors in the descriptions can easily arise. In particular, too strong restrictions leading to an inconsistent model are common. Motivated by this, researchers and engineers developed methods for the validation and verification of given formal models. However, while these methods are efficient to detect the existence of an inconsistency, the designer is usually left alone to identify the reasons for it. In this contribution, we propose an automatic method which efficiently determines reasons explaining the contradiction in an inconsistent UML/OCL model. For this purpose, all constraints causing the contradiction are comprehensibly analyzed. By this, the designer is aided during the debugging of his/her model.
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Grushkin, Donald A. "Ceil Lucas (ed.), The sociolinguistics of sign languages. New York: Cambridge University Press, 2001. Pp. vii, 259. Hb $65.00." Language in Society 32, no. 3 (June 2003): 422–24. http://dx.doi.org/10.1017/s0047404503233054.
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Although it is easy to do so, The sociolinguistics of sign languages (henceforth SSL) is not to be confused with Ceil Lucas's other books, The sociolinguistics of the deaf community (1989) and its sequels, the Sociolinguistics in Deaf Communities series. Whereas the latter volumes aim to present new research in the area of sociolinguistics pertaining to Deaf people and other users of sign languages, the book under review presents almost no new (to those already familiar with this field) information on aspects of sociolinguistic research on members of this language community. Instead, this book should more accurately be seen as a companion volume to her book (with Clayton Valli) Linguistics of American Sign Language: An introduction (2000; henceforth LASL). Like LASL, SSL is intended as a textbook for use in college-level courses dealing with linguistics (or a stand-alone course in sociolinguistics, as was Lucas's intention) of sign languages and Deaf communities.
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Piunno, Valentina. "Partially filled constructions in some Romance languages. Schematicity and semantic predictability." Romanica Olomucensia 32, no. 1 (June 1, 2020): 143–72. http://dx.doi.org/10.5507/ro.2020.008.
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Eaton, Helen. "A Discourse Analysis of Three Past TAM Forms in Vwanji." Studia Orientalia Electronica 8, no. 3 (November 20, 2020): 65–80. http://dx.doi.org/10.23993/store.68999.
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This paper presents data from Vwanji, an under-documented Bantu language spoken by approximately 28,000 people in southwestern Tanzania. Bantu languages are well known for having multiple degrees of past time reference grammaticalized in their TAM systems, and Vwanji is a good example of such a language, but one with some interesting typological differences from certain general TAM trends in Bantu languages noted in Nurse (2008). Three past TAM forms, in particular, are the focus of the research: P1 /Anterior SM-VB-ile, P2 SM-a-VB-a, and the Near Past Habitual SM-a-VB-aɣa. The analysis of data from a corpus of narrative and non-narrative texts (both written and oral) reveals that these three TAM forms have multiple discourse functions which do not necessarily follow in expected ways from their places in the TAM system as a whole. Comparing the Vwanji findings with those of neighbouring languages suggests some possible directions in which the verb forms in Vwanji may be changing functionally or being lost. The goal of this investigation is to increase understanding of a typologically interesting language which has not been well described and for which there is very little published data. The paper also shows the importance of taking natural discourse data into account when considering TAM functions in a language. Relying on elicited data alone may hide interesting complexities and variation.
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Dubiel, Bozena. "The assessment of language maintenance in bilingual children." TEANGA, the Journal of the Irish Association for Applied Linguistics 10 (March 6, 2019): 94–112. http://dx.doi.org/10.35903/teanga.v10i0.72.
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This study investigates potential shifts in relative language dominance in early sequential bilinguals across the primary school years. The subjects are thirty-eight Polish-English speaking children. A new test, the Child HALA (Dubiel & Guilfoyle, 2017), is introduced, which measures shifts in relative language strength by comparing lexical accuracy and response time between two languages. This test has been designed specifically for use with children, and is based on the HALA psycholinguistic tool (O’Grady, Schafer et al., 2009). The aim of this study is twofold. The first goal is to evaluate shifts in the relative language strength in both languages by examining changes in lexical accuracy and response time (RT). The focus is on the impact of word frequency on lexical accuracy and access, and the link between the frequency of language use and its relative strength and maintenance in bilinguals. The second aim is to examine the CHILD HALA’s suitability, reliability and applicability in research on language acquisition and maintenance in young bilinguals. In particular, the objective is to evaluate whether the test will show a pattern of shifts in language strength comparable to the outcomes of previous research. The results show that the children’s relative language dominance shifts from the initially stronger L1 Polish to the more dominant L2 English between the age of eight and eleven. The Child HALA test discovers reliable results across age groups and languages when compared with other studies that investigated lexical accuracy and access (Kohnert, Bates & Hernandez, 1999; Jia, Kohnert, Collado & Aquino-Garcia, 2006), and therefore may be considered as a reliable method in assessing language strength and maintenance in children. The results also support the earlier finding by O’Grady et al. (2009) and Tang (2011) of the response time measure being more sensitive and precise in the assessment of language strength than lexical accuracy alone. This study contributes to the broader field of bilingual language acquisition, and the Child HALA may be considered as a reliable method in assessing language strength and maintenance in young children.
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Felix, Uschi. "Exploiting the Web for language teaching: selected approaches." ReCALL 11, no. 1 (May 1999): 30–37. http://dx.doi.org/10.1017/s0958344000002068.
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This paper discusses the findings of an extensive survey of approaches to language teaching and learning via the WWW. Its aim was to find exemplars of best practice in stand-alone courses, integrated mixed-model courses (Web/CD-ROM/face-to-face), and interactive exercises for the development of all four language learning skills. The findings suggest that, in some languages, resources are already so plentiful that it would be more economical to integrate the best of them into existing courses and to focus energies on global co-operation in the production of new high quality materials.
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LEHMANN, CHRISTIAN. "On the value of a language." European Review 14, no. 2 (April 12, 2006): 151–66. http://dx.doi.org/10.1017/s1062798706000159.
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We live in an age where the extinction of languages has become a topic of discussion in many different circles. Opinions on whether the process should be stopped or considered profitable differ widely even in the field of linguistics, let alone in the public domain. A rational attitude presupposes the recognition that a language may constitute a value for some and that value judgements are controlled by more or less outspoken and divergent interests. In the case of a language, interest is taken in its maintenance (or suppression) at all the levels from the individual via the speech community and the scientific community up to mankind. These interests have to be made explicit before the value of a language can be assessed. Ultimately, such an evaluation must even be confronted with the costs that arise in the maintenance of a minority language or in the revitalization of a dying language.
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ALCOCK, K. J., K. RIMBA, P. HOLDING, P. KITSAO-WEKULO, A. ABUBAKAR, and C. R. J. C. NEWTON. "Developmental inventories using illiterate parents as informants: Communicative Development Inventory (CDI) adaptation for two Kenyan languages." Journal of Child Language 42, no. 4 (August 27, 2014): 763–85. http://dx.doi.org/10.1017/s0305000914000403.
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AbstractCommunicative Development Inventories (CDIs, parent-completed language development checklists) are a helpful tool to assess language in children who are unused to interaction with unfamiliar adults. Generally, CDIs are completed in written form, but in developing country settings parents may have insufficient literacy to complete them alone. We designed CDIs to assess language development in children aged 0;8 to 2;4 in two languages used in Coastal communities in Kenya. Measures of vocabulary, gestures, and grammatical constructions were developed using both interviews with parents from varying backgrounds, and vocabulary as well as grammatical constructions from recordings of children's spontaneous speech. The CDIs were then administered in interview format to over 300 families. Reliability and validity ranged from acceptable to excellent, supporting the use of CDIs when direct language testing is impractical, even when children have multiple caregivers and where respondents have low literacy levels.
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Spike, Matthew. "Fifty shades of grue: Indeterminate categories and induction in and out of the language sciences." Linguistic Typology 24, no. 3 (October 25, 2020): 465–88. http://dx.doi.org/10.1515/lingty-2020-2061.
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AbstractIt is hard to define structural categories of language (e.g. noun, verb, adjective) in a way which accounts for linguistic variation. This leads Haspelmath to make the following claims: i) unlike in biology and chemistry, there are no natural kinds in language; ii) there is a fundamental distinction between descriptive and comparative linguistic categories, and; iii) generalisations based on comparisons between languages can in principle tell us nothing about specific languages. The implication is that cross-linguistic categories cannot support scientific induction. I disagree: generalisations on the basis of linguistic comparison should inform the language sciences. Haspelmath is not alone in identifying a connection between the nature of the categories we use and the kind of inferences we can make (e.g. Goodman’s ‘new riddle of induction’), but he is both overly pessimistic about categories in language and overly optimistic about categories in other sciences: biology and even chemistry work with categories which are indeterminate to some degree. Linguistic categories are clusters of co-occurring properties with variable instantiations, but this does not mean that we should dispense with them: if linguistic generalisations reliably lead to predictions about individual languages, and if we can integrate them into more sophisticated causal explanations, then there is no a priori requirement for a fundamental descriptive/comparative distinction. Instead, we should appreciate linguistic variation as a key component of our explanations rather than a problem to be dealt with.
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DALAND, ROBERT. "Variation in the input: a case study of manner class frequencies." Journal of Child Language 40, no. 5 (October 10, 2012): 1091–122. http://dx.doi.org/10.1017/s0305000912000372.
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ABSTRACTWhat are the sources of variation in the input, and how much do they matter for language acquisition? This study examines frequency variation in manner-of-articulation classes in child and adult input. The null hypothesis is that segmental frequency distributions of language varieties are unigram (modelable by stationary, ergodic processes), and that languages are unitary (modelable as a single language variety). Experiment I showed that English segments are not unigram; they exhibit a ‘bursty’ distribution in which the local frequency varies more than expected by chance alone. Experiment II showed the English segments are approximately unitary: the natural background variation in segmental frequencies that arises within a single language variety is much larger than numerical differences across varieties. Variation in segmental frequencies seems to be driven by variation in discourse topic; topic-associated words cause bursts/lulls in local segmental frequencies. The article concludes with some methodological recommendations for comparing language samples.
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Suni, Minna, and Lea Nieminen. "Complexity and interaction: comparing the development of L1 and L2." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, no. 2 (June 17, 2011): 215–36. http://dx.doi.org/10.12697/jeful.2011.2.2.11.
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In research into first and second language development, the focus has mainly been either on the formal features of learner language alone (both L1 and L2) or on the interaction between learners and their caretakers (L1) or native speaker peers (L2).These research traditions have been kept a part even though it has been widely acknowledged that both first and second languages are appropriated essentially in social interaction. This paper aims to strengthen the connection between social and formal approaches by combining interactional views with those focusing on the structural complexity of learner language. Some excerpts from L1 and L2 interaction data (in the Finnish language) are discussed. It is suggested that segmentation of linguistic material occurs in everyday situations and serves as a link between interaction and the growth of structural complexity in learner language. To situate this argument into a broader theoretical framework, various socially oriented research paradigms are briefly discussed.
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Dronova, Svetlana. "Board games in learning foreign languages: theory and practice (on the example of Spanish language)." Современное образование, no. 1 (January 2021): 59–70. http://dx.doi.org/10.25136/2409-8736.2021.1.35174.
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The goal of this article consists in assessment of possibilities of using board games in the process of learning foreign languages. The object of this research is gamification in learning foreign languages, the subject is the educational potential of board games in teaching foreign languages to adolescents and adults. The relevance of this work lies in finding the new forms of integration of educational process and practical activity. The author notes an important advantage of communication in foreign language during the game over other forms of educational communication in shifting the focus of students’ attention and perception of foreign language as an instrument for achieving the goals of the game, rather than an end in itself. Special attention is given to variability of implementation of each game and ways of adapting to the educational goals, level of attainment, and allocated time. Based on the general scientific methods, such as literature searches, analysis and synthesis, classification, as well as empirical methods, such as experiment, observation and comparison, the author provides methodological substantiation and review of the eight board games; seven of them are intended for learning any foreign language, not Spanish alone, which is taken as an example in this research. The article carries out classification of board games and gives comparative characteristic of the two types of games used in the educational process. The acquired results are of a practical nature and can be applied in teaching foreign languages on any level or stage of education. All methodologies were tested in learning Spanish language at the university in non-linguistic specialties, and demonstrated high effectiveness.
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Syafitri, Dewi, and Melisa Marlinton. "An Analysis of Figurative Language Used in Edgar Allan Poe’s Poems." Linguistic, English Education and Art (LEEA) Journal 2, no. 1 (December 21, 2018): 43–59. http://dx.doi.org/10.31539/leea.v2i1.453.
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The objectives of the research was to describe kinds and meanings of figurative language used in Edgar Allan Poe’s poems. The titles of the 8 Edgar Allan Poe’s poems were “Annabel Lee, The Sleeper, A Dream Within A Dream, To One in Paradise, Alone, Spirit of the Death, The Lake and Evening Stars”. Descriptive qualitative method was used to classify and analyze the data. The technique used in collecting the data was library research. Meanwhile, in analyzing the data, the researchers applied qualitative descriptive. After investigating the kinds and meanings in 8 Edgar Allan Poe’s poems, the researchers found 96 figurative languages. The figurative language in Edgar Allan Poe’s poems have been analyzed in kinds; there were 25 personifications, 6 similes, 16 metaphors, 11 hyperboles, 2 ironies, 9 paradoxes, 6 metonymies, and 21 symbols. The meanings of figurative languages found in Edgar Allan Poe’s poem were classified into 42 connotative meanings, 30 social meanings, 16 reflected and 8 collocative meanings. The conclusion of this research was Edgar Allan Poe’s poems are important to be read because the poems were rich with the using of figurative language which can attract the readers’ attention and evoke readers’ imagination.
Key word: Semantics, Figurative Language, Poems.
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IJzerman, Hans, and Francesco Foroni. "Not by thoughts alone: How language supersizes the cognitive toolkit." Behavioral and Brain Sciences 35, no. 4 (June 15, 2012): 226–27. http://dx.doi.org/10.1017/s0140525x11002020.
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AbstractWe propose that Vaesen's target article (a) underestimates the role of language in humans' cognitive toolkit and thereby (b) overestimates the proposed cognitive discontinuity between chimps and humans. We provide examples of labeling, numerical computation, executive control, and the relation between language and body, concluding that language plays a crucial role in “supersizing humans' cognitive toolkit.”
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Melchior, Luca. "L’italiano nei linguistic landscapes dell’Austria meridionale: alcune considerazioni." Studia universitatis hereditati, znanstvena revija za raziskave in teorijo kulturne dediščine 8, no. 2 (November 21, 2020): 23–43. http://dx.doi.org/10.26493/2350-5443.8(2)23-43.
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Italian language in the linguistic landscapes of Southern Austria: some remarks Italian is widely used in the linguistic landscape of Klagenfurt am Wörthersee and Graz, though there isn’t a significant presence of Italians. Italian is used not only in the domains of fashion and gastronomy, but also in a wider range of domains, including some subcultures. Besides a wide range of Italian lexical items, one can also find morphological and syntactical patterns. This can be seen as a proof of widespread active and passive Italian language skills in the local population. However, its use in commercial signing has in most cases only a symbolic function, while semantic information is given in German. Keywords: Linguistic landscape, contact Italian, plurilingualism, language skills, Austria
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Oomen, Marloes, and Roland Pfau. "Signing not (or not): A typological perspective on standard negation in Sign Language of the Netherlands." Linguistic Typology 21, no. 1 (January 1, 2017): 1–51. http://dx.doi.org/10.1515/lingty-2017-0001.
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AbstractThe expression of standard negation by means of manual and/or non-manual markers has been described for a considerable number of sign languages. Typological comparisons have revealed an intriguing dichotomy: while some sign languages require a manual negative element in negative clauses (manual-dominant sign languages), in others negation can be realized by a non-manual marker alone (in particular a headshake; non-manual-dominant sign languages). We are here adding data from Sign Language of the Netherlands (NGT) to the picture, and we demonstrate that NGT belongs to the latter group. Still, detailed comparison suggests that NGT patterns differently from other non-manual-dominant sign languages, thereby improving our understanding of the typological variation in this domain. A novel contribution of the present study is that it is based on naturalistic corpus data, showing more variation than often found in elicitation and grammaticality judgment studies of sign languages, but also presenting new problems of interpretation.
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Gonzalez-Lloret, Marta, María Diez Ortega, and Scott Payne. "Gaming alone or together? L2 beginner-level gaming practices." Perspectiva 38, no. 2 (June 16, 2020): 1–21. http://dx.doi.org/10.5007/2175-795x.2020.e67573.
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Games are seen as beneficial for language learning because they facilitate rich, authentic communication, and promote collaborative practices which are effective for language learning. However, most of the studies to date investigating games for L2 learning have focused on intermediate or advanced learners, and we know very little of how games can be best utilized with beginner-level learners. This study investigates beginner-level learners of Spanish engaged in a task-based educational game in which they interacted through an avatar with game characters in a study abroad setting. Although the game is designed to be played individually, we hypothesized that playing collaboratively would bring more language negotiation, which in turn promotes language acquisition (SWAIN, 2000). Four intact first semester classes in a US university participated in the research. Two classes acted as control group and engaged in technology activities that were not the game and two classes played the game either individually or in dyads. Students’ grammar, vocabulary, reading, and writing were compared after the treatment. In addition, pre- and post-treatment motivation surveys were conducted to find out students’ perspectives on the game playing and whether their opinions had changed after the experience. Although students gaming in dyads outperformed the other groups in all measures, the differences were not statistically significant. However, there were clear differences in the learners’ perspective towards playing in dyads versus playing individually. In addition, the qualitative analysis of the data revealed multiple instances of language related episodes which have been demonstrated beneficial for language learning.
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Miller, John E., Tiago Tresoldi, Roberto Zariquiey, César A. Beltrán Castañón, Natalia Morozova, and Johann-Mattis List. "Using lexical language models to detect borrowings in monolingual wordlists." PLOS ONE 15, no. 12 (December 9, 2020): e0242709. http://dx.doi.org/10.1371/journal.pone.0242709.
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Lexical borrowing, the transfer of words from one language to another, is one of the most frequent processes in language evolution. In order to detect borrowings, linguists make use of various strategies, combining evidence from various sources. Despite the increasing popularity of computational approaches in comparative linguistics, automated approaches to lexical borrowing detection are still in their infancy, disregarding many aspects of the evidence that is routinely considered by human experts. One example for this kind of evidence are phonological and phonotactic clues that are especially useful for the detection of recent borrowings that have not yet been adapted to the structure of their recipient languages. In this study, we test how these clues can be exploited in automated frameworks for borrowing detection. By modeling phonology and phonotactics with the support of Support Vector Machines, Markov models, and recurrent neural networks, we propose a framework for the supervised detection of borrowings in mono-lingual wordlists. Based on a substantially revised dataset in which lexical borrowings have been thoroughly annotated for 41 different languages from different families, featuring a large typological diversity, we use these models to conduct a series of experiments to investigate their performance in mono-lingual borrowing detection. While the general results appear largely unsatisfying at a first glance, further tests show that the performance of our models improves with increasing amounts of attested borrowings and in those cases where most borrowings were introduced by one donor language alone. Our results show that phonological and phonotactic clues derived from monolingual language data alone are often not sufficient to detect borrowings when using them in isolation. Based on our detailed findings, however, we express hope that they could prove to be useful in integrated approaches that take multi-lingual information into account.
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Lin, J. W. B. "qtcm 0.1.2: a Python implementation of the Neelin-Zeng Quasi-Equilibrium Tropical Circulation Model." Geoscientific Model Development 2, no. 1 (February 11, 2009): 1–11. http://dx.doi.org/10.5194/gmd-2-1-2009.
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Abstract. Historically, climate models have been developed incrementally and in compiled languages like Fortran. While the use of legacy compiled languages results in fast, time-tested code, the resulting model is limited in its modularity and cannot take advantage of functionality available with modern computer languages. Here we describe an effort at using the open-source, object-oriented language Python to create more flexible climate models: the package qtcm, a Python implementation of the intermediate-level Neelin-Zeng Quasi-Equilibrium Tropical Circulation model (QTCM1) of the atmosphere. The qtcm package retains the core numerics of QTCM1, written in Fortran to optimize model performance, but uses Python structures and utilities to wrap the QTCM1 Fortran routines and manage model execution. The resulting "mixed language" modeling package allows order and choice of subroutine execution to be altered at run time, and model analysis and visualization to be integrated in interactively with model execution at run time. This flexibility facilitates more complex scientific analysis using less complex code than would be possible using traditional languages alone, and provides tools to transform the traditional "formulate hypothesis → write and test code → run model → analyze results" sequence into a feedback loop that can be executed automatically by the computer.
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Lin, J. W. B. "qtcm 0.1.2: A Python Implementation of the Neelin-Zeng Quasi-Equilibrium Tropical Circulation model." Geoscientific Model Development Discussions 1, no. 1 (October 30, 2008): 315–44. http://dx.doi.org/10.5194/gmdd-1-315-2008.
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Abstract. Historically, climate models have been developed incrementally and in compiled languages like Fortran. While the use of legacy compiled languages results in fast, time-tested code, the resulting model is limited in its modularity and cannot take advantage of functionality available with modern computer languages. Here we describe an effort at using the open-source, object-oriented language Python to create more flexible climate models: the package qtcm, a Python implementation of the intermediate-level Neelin-Zeng Quasi-Equilibrium Tropical Circulation model (QTCM1) of the atmosphere. The qtcm package retains the core numerics of QTCM1, written in Fortran to optimize model performance, but uses Python structures and utilities to wrap the QTCM1 Fortran routines and manage model execution. The resulting "mixed language" modeling package allows order and choice of subroutine execution to be altered at run time, and model analysis and visualization to be integrated in interactively with model execution at run time. This flexibility facilitates more complex scientific analysis using less complex code than would be possible using traditional languages alone, and provides tools to transform the traditional "formulate hypothesis → write and test code → run model → analyze results" sequence into a feedback loop that can be executed automatically by the computer.
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McIvor, Onowa. "Indigenous Language Revitalization and Applied Linguistics: Parallel Histories, Shared Futures?" Annual Review of Applied Linguistics 40 (March 2020): 78–96. http://dx.doi.org/10.1017/s0267190520000094.
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AbstractDamages done to Indigenous languages occurred due to colonial forces, some of which continue to this day, and many believe efforts to revive them should involve more than Indigenous peoples alone. Therefore, the need for learning Indigenous languages as “additional” languages is a relatively new societal phenomenon and Indigenous language revitalization (ILR) an emerging academic field of study. As the ILR body of literature has developed, it has become clear that this work does not fit neatly into any single academic discipline. While there have been substantial contributions from linguistics and education, the study and recovery of Indigenous languages are necessarily self-determined and self-governing. Also, due to the unique set of circumstances, contexts, and, therefore, solutions needed, it is argued that this discipline is separate from, yet connected to, others. Applied linguists hold specific knowledge and skills that could be extended to ILR toward great gains. This paper explores current foci within ILR, especially concepts, theories, and areas of study that connect applied linguistics and Indigenous language learning. The intention of this paper is to consider commonalities, differences, current and future interests for shared consideration of the potential of collaborations, and partnerships between applied linguistics and ILR scholars.
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CHALKER, SYLVIA. "'LET ALONE?'." World Englishes 4, no. 1 (March 1985): 53–54. http://dx.doi.org/10.1111/j.1467-971x.1985.tb00374.x.
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Ryan, Xander. "“To talk alone”." Samuel Beckett Today / Aujourd’hui 31, no. 1 (April 11, 2019): 163–77. http://dx.doi.org/10.1163/18757405-03101012.
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Abstract This article gives a close-reading of Beckett’s letters to Barbara Bray, focusing on the years between their first meeting in 1956 and Bray’s move to Paris in May 1961. In this correspondence Beckett grappled with the difficulties of “human conversation”, as the letters raised questions regarding the construction of the self in dialogue and the (in)ability of language to bridge distance between two individuals. I propose that Happy Days, written between October 1960 and June 1961, emerged from this fraught epistolary process, and that the play can be read as a dramatization of the letter writer’s address to their absent interlocutor. The connection is supported by Beckett’s use of draft fragments of the play-text within the letter exchange itself.
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Yang, Cathryn, and Andy Castro. "Representing Tone in Levenshtein Distance." International Journal of Humanities and Arts Computing 2, no. 1-2 (October 2008): 205–19. http://dx.doi.org/10.3366/e1753854809000391.
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Levenshtein distance, also known as string edit distance, has been shown to correlate strongly with both perceived distance and intelligibility in various Indo-European languages ( Gooskens and Heeringa, 2004 ; Gooskens, 2006 ). We apply Levenshtein distance to dialect data from Bai ( Allen, 2004 ), a Sino-Tibetan language, and Hongshuihe (HSH) Zhuang (Castro and Hansen, accepted), a Tai language. In applying Levenshtein distance to languages with contour tone systems, we ask the following questions: 1) How much variation in intelligibility can tone alone explain? and 2) Which representation of tone results in the Levenshtein distance that shows the strongest correlation with intelligibility test results? This research evaluates six representations of tone: onset, contour and offset; onset and contour only; contour and offset only; target approximation ( Xu & Wang, 2001 ), autosegments of H and L, and Chao's (1930) pitch numbers. For both languages, the more fully explicit onset-contour-offset and onset-contour representations showed significantly stronger inverse correlations with intelligibility. This suggests that, for cross-dialectal listeners, the optimal representation of tone in Levenshtein distance should be at a phonetically explicit level and include information on both onset and contour.
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Günther, Fritz, Tri Nguyen, Lu Chen, Carolin Dudschig, Barbara Kaup, and Arthur M. Glenberg. "Immediate sensorimotor grounding of novel concepts learned from language alone." Journal of Memory and Language 115 (December 2020): 104172. http://dx.doi.org/10.1016/j.jml.2020.104172.
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Rimmer, Wayne. "Learning the game: playing by the rules, playing with the rules." English Today 27, no. 1 (March 2011): 22–27. http://dx.doi.org/10.1017/s0266078411000095.
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Language change is inevitable. If it wasn't, English learners would all be trying to sound like King Alfred. There is never a period of stability in language and the only languages which have reached a kind of equilibrium are those like Latin where are there are no longer any native speakers. The pressure for change on English is particularly high because of its global status and the diversity of contexts in which it operates. In 2006 David Graddol (p. 101) stated that in 2010 two billion people would be learning English. The size of the figures involved makes it impossible to verify whether this prediction was accurate but Graddol's most recent publication (2010: 68) states that up to 350 million people may speak English in India alone. Obviously, most of these English users around the world speak it as a second language. Consequently, any discussion of change in modern English must take into account the input of those who have had to learn English. The purpose of this article is to present examples of learner language which demonstrate principles and mechanisms of language change through the much-discussed phenomenon of language play.