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1
Huttar, George L., James Essegbey, and Felix K. Ameka. "Gbe and other West African sources of Suriname creole semantic structures." Journal of Pidgin and Creole Languages 22, no. 1 (April 6, 2007): 57–72. http://dx.doi.org/10.1075/jpcl.22.1.05hut.
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This paper reports on ongoing research on the role of various kinds of potential substrate languages in the development of the semantic structures of Ndyuka (Eastern Suriname Creole). A set of 100 senses of noun, verb, and other lexemes in Ndyuka were compared with senses of corresponding lexemes in three kinds of languages of the former Slave Coast and Gold Coast areas, and immediately adjoining hinterland: (a) Gbe languages; (b) other Kwa languages, specifically Akan and Ga; (c) non-Kwa Niger-Congo languages. The results of this process provide some evidence for the importance of the Gbe languages in the formation of the Suriname creoles, but also for the importance of other languages, and for the areal nature of some of the collocations studied, rendering specific identification of a single substrate source impossible and inappropriate. These results not only provide information about the role of Gbe and other languages in the formation of Ndyuka, but also give evidence for effects of substrate languages spoken by late arrivals some time after the “founders” of a given creole-speaking society. The conclusions are extrapolated beyond Suriname to creole genesis generally.
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Huttar, George L., Enoch O. Aboh, and Felix K. Ameka. "Relative clauses in Suriname creoles and Gbe languages." Lingua 129 (May 2013): 96–123. http://dx.doi.org/10.1016/j.lingua.2013.01.009.
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Smith, Norval, and Vinije Haabo. "The Saramaccan implosives." Journal of Pidgin and Creole Languages 22, no. 1 (April 6, 2007): 101–22. http://dx.doi.org/10.1075/jpcl.22.1.07smi.
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This paper takes as its starting point the recently discovered fact that Saramaccan contrasts two types of voiced labial and coronal stop, plain and implosive. The plain labials appear to be modern in origin, something which cannot be said about their coronal counterparts. So we reconstruct an earlier situation in Saramaccan in which only one type of labial voiced stop, the implosive, was present, but both types of coronal. The Gbe languages also have one voiced labial stop, and two coronals, although none of these are implosive. It can be demonstrated, however, that a near-regular correspondence exists between the three putative Saramaccan voiced stops and the three Gbe stops, and conclude that this is an additional piece of evidence for the role of Fon/Gbe as a substrate language for Saramaccan. We further discuss the implications this correspondence has for views on the nature of the 17th century Fon consonant system.
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Essegbey, James. "The “basic locative construction” in Gbe languages and Surinamese creoles." Journal of Pidgin and Creole Languages 20, no. 2 (November 29, 2005): 229–67. http://dx.doi.org/10.1075/jpcl.20.2.02ess.
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This paper compares the conceptualisation and expression of topological relations in Surinamese creoles with that of Gbe languages (which were part of the substrate) and English (the superstrate). It investigates the components of the Basic Locative Construction (BLC), i.e. the most neutral construction that is used to code topology, and the type of situations for which the BLC is used in the languages. It shows that the BLC in the creole and Gbe languages has a locative phrase which is made up of a noun phrase that expresses the Ground and a spatial element that expresses the Search Domain i.e. the specific part of the Ground where the Figure is located. The locative phrase in the creoles also has a preposition but this does not contribute to its spatial meaning. By contrast, English has a locative phrase which is made up of a preposition that expresses the Relation between the Figure and the Ground, and the Search-Domain information. The paper concludes that the Suriname creoles display a strong substrate influence in this spatial domain. There are some differences, which can be attributed to gradual Dutch influence and generalisation on the part of the creoles.
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Wiesinger, Evelyn. "Non-French lexicon in Guianese French Creole." Journal of Pidgin and Creole Languages 34, no. 1 (March 22, 2019): 3–48. http://dx.doi.org/10.1075/jpcl.00027.wie.
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Abstract Guianese French Creole1 (GFC) is one of the least studied French Creoles, which is especially true with respect to its non-French-related input. Combining sociohistorical, demographic and linguistic data, this contribution gives a first lexico-etymological account of the GFC lexicon of non-French origin, including Amerindian and Portuguese influences and especially the quantitative and qualitative nature of the contribution made by different Niger-Congo languages. These findings are discussed in light of controversial hypotheses on the particular influence of early numerical and/or socially dominant ethnolinguistic groups on the creole lexicon (i.e. Baker 2012), as well as with regard to word classes and semantic domains to which the different groups contributed. Whereas Gbe and non-Gbe languages clearly diverge with regard to their semantic contribution, the early dominance of presumably Gbe-speaking slaves in French Guiana is not reflected in the numerical proportion of Gbe-related lexical items in GFC, at least on the basis of my still limited data. This study thus tentatively confirms the lesser explanatory power of the lexicon for creole genesis scenarios and points to the fact that sub- or adstrate-related lexical items may have taken very complex etymological routes, which clearly need further study.
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Essegbey, James, and Felix K. Ameka. "“Cut” and “break” verbs in Gbe and Sranan." Journal of Pidgin and Creole Languages 22, no. 1 (April 6, 2007): 37–55. http://dx.doi.org/10.1075/jpcl.22.1.04ess.
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This paper compares “cut” and “break” verbs in four variants of Gbe, namely Anfoe, Anlo, Fon and Ayizo, with those of Sranan. “Cut” verbs are change-of-state verbs that co-lexicalize the type of action that brings about a change, the type of instrument or instrument part, and the manner in which a change occurs. By contrast, break verbs co-lexicalize either the type of object or the type of change. It has been hypothesized that “cut”-verbs are unergative while breaks verbs are unaccusatives. For example “break” verbs participate in the causative alternation constructions but “cut” verbs don’t. We show that although there are some differences in the meanings of “cut” and break verbs across the Gbe languages, significant generalizations can be made with regard to their lexicalization patterns. By contrast, the meanings of “cut” and break verbs in Sranan are closer to those of their etymons in English and Dutch. However, despite the differences in the meanings of “cut” and “break” verbs between the Gbe languages and Sranan, the syntax of the verbs in Sranan is similar to that of the Eastern Gbe variants, namely Fon and Ayizo. We look at the implications of our findings for the relexification hypothesis.
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Ameka, Felix K. "Three-place predicates in West African serializing languages." Studies in African Linguistics 42, no. 1 (June 1, 2013): 1–32. http://dx.doi.org/10.32473/sal.v42i1.107273.
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The widespread assumption that serializing languages use serial verb constructions (SVCs) to code three-participant situations and therefore lack three-place predicates and three-place mono-verbal constructions is shown not to be valid for West African serializing languages. Using Ewe (Gbe), Likpe (Na-Togo) and Akan (Tano) as exemplars, I demonstrate that these languages have trivalent predicates and various constructions in which a single verb hosts three arguments in a clause. The languages deploy three-place predicate, adpositional, SVC, and adnominal strategies to code three-participant situations. I argue that there are semantic differences between the various constructions. The hyper-transitivity of these languages might account for the presence of three-place predicate constructions.
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Gbeto, Flavien. "Esquisse de la tonologie synchronique de Wemɛgbe dialecte Gbe du sud-Benin." Studies in African Linguistics 33, no. 1 (June 1, 2004): 66–90. http://dx.doi.org/10.32473/sal.v33i1.107339.
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In this paper I show that Wemegbe, a language spoken in southern Benin, has two underlying tones, H and L, and that the surface tones M, LH and HL are derived by phonological rules. A H tone is inserted after an initial prevocalic voiceless obstruent (occurring in non verbals), creating a HL contour tone, when the vowel of the syllable is L toned. The LH tone is derived through a rightspreading rule from a L' prefix tone, which is postulated for all verbs in their imperative forms and for all nouns. Of particular interest is the fact that the rightward spreading rule for L' is blocked by a voiceless obstruent. Finally, the M tone is derived through a L-Raising rule. This analysis shows that not only can vowels be TBUs in the world's languages, but also initial root consonants can be.
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Jennings, William, and Stefan Pfänder. "French Guianese Creole." Journal of Language Contact 8, no. 1 (December 17, 2015): 36–69. http://dx.doi.org/10.1163/19552629-00801003.
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This article hypothesizes that French Guianese Creole (fgc) had a markedly different formative period compared to other French lexifier creoles, a linguistically diverse slave population with a strong Bantu component and, in the French Caribbean, much lower or no Arawak and Portuguese linguistic influence.The historical and linguistic description of the early years offgcshows, though, that the founder population offgcwas dominated numerically and socially by speakers of Gbe languages, and had almost no speakers of Bantu languages. Furthermore, speakers of Arawak pidgin and Portuguese were both present when the colony began in Cayenne.
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Amuzu, Evershed Kwasi. "A Comparative Study of Bilingual Verb Phrases in Ewe-English and Gengbe-French Codeswitching." Journal of Language Contact 7, no. 2 (May 14, 2014): 250–87. http://dx.doi.org/10.1163/19552629-00702002.
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This article describes contact phenomena between two closely related varieties of the Gbe language cluster Ewe and Gengbe each with a Germanic and a Romance language. The focus is on a comparison of verb phrases in Ewe-English codeswitching, spoken in Ghana, and Gengbe-French codeswitching, spoken in Togo. It is the first qualitative comparative study of this kind although quite a number of local (West African) languages are in contact with English and French. It finds that because the two varieties of Gbe are morphosyntactically similar, there are remarkable morphosyntactic similarities between bilingual clauses containing English verbs and those containing French verbs. English/French verbs with the same transitivity value which assign the same set of thematic roles to their arguments occur in slots in Ewe/Gengbe-based clauses where Ewe/Gengbe verbs with those subcategorization features also occur. The explanation for this pattern, from the perspective of the Matrix Language Frame model, is that during codeswitching English and French verbs are treated as if they belong to the class of Ewe and Gengbe verbs which share their subcategorization features. Assuming language production to be modular (in the sense of Myers-Scotton 1993, 2002), it is argued that the pattern is illustrative of a kind of composite codeswitching (Amuzu 2005a, 2010, and in print) by which abstract grammatical information from one language about verbs from that language—here English or French—is consistently mapped onto surface structure through the grammatical resources of another language, here Ewe or Gengbe.
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van den Berg, Margot C., and Enoch O. Aboh. "Done already? A comparison of completive markers in the Gbe languages and Sranan Tongo." Lingua 129 (May 2013): 150–72. http://dx.doi.org/10.1016/j.lingua.2013.02.010.
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Migge, Bettina. "The origin of the copulas (d/n)a and de in the Eastern Maroon Creole." Diachronica 19, no. 1 (October 22, 2002): 81–133. http://dx.doi.org/10.1075/dia.19.1.04mig.
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Summary It is generally assumed that the copulas (d/n)a and de in the creoles of Suriname emerged due to processes of reanalysis and grammaticalization from that and there, respectively. While Arends (1989) argued that these processes were triggered and guided by substrate influence, McWhorter (1997a) explicitly excludes such influence. Neither of the two studies is conclusive, however, since they did not examine in sufficient detail relevant data from the primary substrate input. The aim of the present study is to fill this gap by exploring in detail the copular domain in the Eastern Maroon Creole (EMC), a conservative descendant of the early Suriname Creole, and its main input languages, the varieties of Gbe and Kikongo. The comparative analysis reveals close similarities between the three languages. When combined with findings from diachronic research (Arends 1986, 1989), these finding suggests that the overall make-up of the copular domain emerged due to influence from the primary substrate input, particularly from Gbe. The main functional and distributional properties of (d/n)a were modeled on the demonstrative pronoun that functioning as a resumptive pronoun in non-native varieties of English and on the focus markers in the substrate languages. Those of de were based on the non-nominal copulas in the substrate varieties and on the locative adverb there in existential construction. Subsequent to their emergence, they were affected by language-internal change. Résumé On accepte en général lidée que les copules (d/n)a et de dans les créoles du Suriname se sont développées à la suite dun processus de réanalyse et de grammaticalisation du pronom démonstratif anglais that et de ladverbe locatif there. Arends (1989) propose que ces processus ont été provoqués et guidés par le substrat principal du créole. Par contre, McWhorter (1997a) nie que le substrat ait influencé lémergence des deux copules. Les résultats de ces deux études ne sont probablement pas tout à fait définitifs, vu que leurs analyses du substrat nétaient pas suffisamment détaillées. Le but de cette étude est danalyser lorigine de (d/n)a et de en faisant une analyse comparative détaillée de la prédication en Eastern Maroon Creole (EMC), un descendant du créole ancien du Suriname, et dans le substrat principal de ce créole ancien, notamment les variétés de la langue gbe et de la langue kikongo. Lenquête montre quil y a des ressemblances importantes entre les trois langues. En conjonction avec les données diachroniques (Arends 1986, 1989), les résultats de létude comparative montrent que lorganisation structurelle de la prédication dans les créoles surinamien est calquée sur celle du substrat, essentiellement les langues gbe. Les propriétés fonctionnelles et distributives de (d/n)a sont dues au pronom démonstratif anglais that dans sa fonction comme marqueur demphase dans les variétés danglais seconde langue et les particules demphase dans les variétés de gbe et de kikongo. Celles de de sont dues à celles de la copule non-nominale dans les langue du substrat et de ladverbe locatif there. Après leur émergence ces éléments ont été modifiés par des processus de changement langagier ne mettant pas en cause le substrat. Zusammenfassung Es wird generell angenommen, dass sich die Kopulas (d/n)a und de in den Kreolsprachen von Suriname durch Reanalyse- und Grammatikalisierungsprozesse von dem englischen Demonstrativpronomen that und dem Adverb there her entwickelt haben. Arends (1989) argumentiert, dass diese Prozesse durch Substrateinflüsse in Gang gesetzt und geleitet worden sind, wohingegen McWhorter (1997a) die Beteiligung von Substrateinflüssen explizit ausschließt. Die Ergebnisse dieser beiden Studien können jedoch nicht als abschließend betrachtet werden, da sie auf einer nicht sehr detaillierten Analyse der Substratsprachen basieren. Das Ziel der vorliegenden Studie ist es daher, durch einen Vergleich der Kopuladomäne im Eastern Maroon Creole (EMC), eine konservative Tochtersprache des frühen Plantagenkreols von Suriname, und den Hauptsubstratsprachen, Varietäten des Gbe und Kikongo, den Ursprung der Kopuladomäne in den surinamesischen Kreols erneut zu untersuchen. Die komparative Analyse zeigt, dass signifikante Ähnlichkeiten zwischen den Kopulasystemen der drei Sprachen bestehen. Kombiniert mit den Ergebnissen einer diachronen Studie (Arends 1986, 1989), deuten diese Ähnlichkeiten darauf hin, dass die Struktur der prädikativen Konstruktionen durch den Einfluss der Substratsprachen, insbesondere des Gbe, entstanden sind. Die funktionellen und distributionellen Charakteristika von (d/n)a basieren auf denen des Demonstrativpronomens that in seiner Funktion als Fokusmarker in Zweitsprachvarietäten des Englischen und denen der Fokusmarker in den Substratsprachen. Die Charakteristika von de basieren auf denen der nicht-nominalen Kopula in den Substratsprachen und dem Adverb there. Einige wenige Charakteristika von (d/n)a und de entstanden durch sprachinternen Wandel.
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Essegbey, James, Bettina Migge, and Donald Winford. "Cross-linguistic influence in language creation: Assessing the role of the Gbe languages in the formation of the Creoles of Suriname." Lingua 129 (May 2013): 1–8. http://dx.doi.org/10.1016/j.lingua.2013.02.005.
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Bruyn, Adrienne. "Claire Lefebvre, Creole genesis and the acquisition of grammar: The case of Haitian Creole. (Cambridge studies in linguistics, 88.) Cambridge & New York: Cambridge University Press, 1998. Pp. xviii, 461. Hb £45.00, $74.95." Language in Society 30, no. 1 (January 2001): 135–38. http://dx.doi.org/10.1017/s0047404501331056.
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In the continuing debate on the origins of creole languages, Lefebvre has long taken a strong stance in favor of an essential contribution of the West African substratum to the grammatical makeup of Haitian Creole; thus, she opposes both a universalist account along the lines of Derek Bickerton's bioprogram (e.g. 1984), and Robert Chaudenson's superstratist approach (e.g. 1992). Lefebvre's present book summarizes the main findings of two decades of research by herself and others (such as John Lumsden and Anne-Marie Brousseau) through various projects carried out at the Université du Québec à Montréal. The overall aim of this enterprise has been to test the hypothesis that adult speakers of the substratum languages, in creating a new creole language, use the properties of their native lexicons as well as the parametric values and semantic interpretation rules of their native grammars (9). In order to test this hypothesis, Haitian Creole is compared, on the one hand, with its superstratum or lexifier language, French, and on the other hand, with Fongbe (or Fon, belonging to the Gbe cluster of Kwa languages), as a representative of the substratum. Most of the book consists of the presentation of such three-way comparisons in regard to nominal structure (Chap. 4), the marking of tense, mood, and aspect (Chap. 5), pronouns (Chap. 6), clausal operators and the structure of the clause (Chaps. 7–8), the properties of verbs (Chap. 9), derivational affixes (Chap. 10), compounds (Chap. 11), and parametric options (Chap. 12). In all these areas, striking similarities between Haitian and Fongbe are revealed.
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Storme, Benjamin. "The adaptation of French liquids in Haitian." Journal of Pidgin and Creole Languages 33, no. 2 (October 19, 2018): 386–410. http://dx.doi.org/10.1075/jpcl.00020.sto.
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Abstract Haitian, a French-lexifier creole with a Gbe substrate, shows an asymmetry in the way it has adapted French liquids: the French lateral was maintained in postvocalic coda position in Haitian, but the French rhotic was systematically deleted in this position. This paper presents the results of a perception study showing that the lateral is generally more perceptible than the rhotic in coda position in Modern French. The hypothesis that perception played a role in the phonological asymmetry in Haitian is compatible with these results. The paper sketches an analysis of how the perceptual asymmetry between French coda laterals and rhotics resulted in the emergence of a new phonological grammar, distinct from both the grammar of the substrate and superstrate languages. This analysis is in line with previous works on the role of perception in second language acquisition, loanword adaptation, creolization, and sound change more generally.
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Akinnaso, F. Niyi. "One Nation, Four Hundred Languages." Language Problems and Language Planning 13, no. 2 (January 1, 1989): 133–46. http://dx.doi.org/10.1075/lplp.13.2.03aki.
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SOMMAIRE Une nation, quatre-cents idiomes: Unité et diversité dans la politique linguistique du Nigéria Cet article traite des politiques linguistiques du Nigéria, de leurs objectifs contradic-toires, de leurs motivations et de leurs orientations idéologiques. Ces conflits s'expliquent en fonction du deVeloppement socio-historique de la nation, de son paysage ethnolinguis-tique complexe et de l'incompatibilité des exigences "nationalistes" et "nationistes," le pays essayant de maintenir un pluralisme linguistique et culturel tout en préconisant l'unification linguistique et l'intégration nationale. On indique que les constatations faites au Nigéria révèlent certaines tendances qui se répètent de facon identique dans d'autres pays du Tiers Monde. À RÒKO YÍ NÍ SÒKÍ OrÍlè èdè kan, irinwo èdè: lrépo ati aìsepò tí 6 wa nínu ìlana èdè lilò ní orílè èdè Naìjíría Aroko yí ni abayorí ìwaadí lorí ìlana tí ìjoba orílè èdè Naìjíría gbe kalè lorí èlò oníruuru èdè tí ó wa ní ìgbèríko rè. A rí ì wípe òtòòtò ní ìpínlèsè awon ìlana naa; won kò sì korí sí ibìkan naa rara. Iwaadí tun fi í han wípé ìkòyìnsíra awon ìlana wonyíí kò saì ní í se pèlu ìtan ìdagbasókè orílè èdè Naìjíría, oníruuru èdè tí ó wa nínu orílè èdè naa, ati ìyanju tí ìjoba ngba lati so orílè èdè naa pò labé èdè kan bí ó ti nse akitiyan láti fúun awon orísirísi èdè tí 6 wa ní ètó ati ìtóju tí ò ye. Ìsòro míran tun wa pèlú: òtò ni èdè tiwa-n-tiwa, òtò ni èdè tí 6 wúlò gidi fun akóso orílè èdè ati èkó kíkó ní ilé ìwé. Ní ìparí, ìwaadí yí fí ye wa wípe ohun tí 6 nselè ní orílè èdè Naìjíríà k6 yatò pupò sí ìrírí awon orílè èdè tí 6 sèsè ndagba s'ókè. RESUMO Unu nacio, kvarcent lingvoj: Unueco kaj diverseco en la lingvopolitiko de Nigerio La artikolo ekzamenas la lingvajn politikojn de Nigerio laǔ iliaj kontraǔaj celoj, ideolo-gial motivigoj kaj orientiĝoj. Gi klarigas iliajn kontraǔdirojn en la kunteksto de la soci-historia evoluo de la nacio, ĝia komplika etnolingva pejzaĝo, la konfliktaj postuloj de "naciismo" kaj "nacio-ismo" kaj la klopodo konservi lingvan kaj kulturan pluralismon dum oni samtempe apogas lingvan unuiĝon kaj nacian integriĝon. La aǔtoro argumentas, ke la konkludoj el Nigerio malkasas certajn tendencojn, kiuj reaperas en aliaj Triamondaj landoj.
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Williamson, Kay. "Hounkpati B. C. Capo: A comparative phonology of Gbe. (Publications in African Languages and Linguistics, 14.) xxiv, 238 pp. Berlin and New York: Foris Publications; Garome, Bénin: Labo Gbe (Int.), 1991. DM 138." Bulletin of the School of Oriental and African Studies 58, no. 2 (June 1995): 429–30. http://dx.doi.org/10.1017/s0041977x00011587.
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Ham, William H. "Tone Sandhi in Saramaccan." Journal of Pidgin and Creole Languages 14, no. 1 (August 6, 1999): 45–91. http://dx.doi.org/10.1075/jpcl.14.1.03ham.
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This paper examines high tone sandhi in Saramaccan, an Atlantic creole spoken in the Surinamese interior, as described by Voorhoeve (1961) and Rountree (1972a). In particular, a comparison is drawn with a similar tonal phenomenon in the Anlo dialect of Ewe (Ghana: Western Gbe) as reported by Clements (1978). Tone sandhi domains in both languages are argued to be delineated by the left edges of maximal projection edges in the syntax. Cross-linguistic work on edge-based mapping relations between syntax and phonology (e.g., Clements, 1978; Selkirk, 1986; Chen, 1987; Odden, 1987) has shown that the shape as well as the use of syntactically-derived prosodic domains varies widely. Similarities as well as differences between Anlo Ewe and Saramaccan tone sandhi environments are examined in light of the sub-stratist and universalist hypotheses of creole genesis, leading to the conclusion that a less polemic view, such as that suggested by Mufwene (1986), provides the best account.
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Law, Robin. "Ethnicities of Enslaved Africans in the Diaspora: On the Meanings of “Mina” (Again)." History in Africa 32 (2005): 247–67. http://dx.doi.org/10.1353/hia.2005.0014.
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The term “Mina,” when encountered as an ethnic designation of enslaved Africans in the Americas in the seventeenth to nineteenth centuries, has commonly been interpreted as referring to persons brought from the area of the “Gold Coast” (“Costa da Mina” in Portuguese usage), corresponding roughly to modern Ghana, who are further commonly presumed to have been mainly speakers of the Akan languages (Fante, Twi, etc.) dominant on that section of the coast and its immediate hinterland. In a recently published paper, however, Gwendolyn Hall has questioned this conventional interpretation, and suggested instead that most of those called “Mina” in the Americas were actually from the “Slave Coast” to the east (modern southeastern Ghana, Togo, and Bénin), and hence speakers of the languages nowadays generally termed “Gbe” (though formerly more commonly “Ewe”), including Ewe, Adja, and Fon. Given the numerical strength of the “Mina” presence in the Americas, as Hall rightly notes, this revision would substantially alter our understanding of ethnic formation in the Americas.In further discussion of these issues, this paper considers in greater detail than was possible in Hall's treatment: first, the application of the name “Mina” in European usage on the West African coast itself, and second, the range of meanings attached to it in the Americas. This separation of African and American data, it should be stressed, is adopted only for convenience of exposition, since it is very likely that ethnic terminology on the two sides of the Atlantic in fact evolved in a process of mutual interaction. In particular, the settlement of large numbers of returned exslaves from Brazil on the Slave Coast from the 1830s onwards very probably fed Brazilian usage back into west Africa, as I have argued earlier with respect to the use of the name “Nago” as a generic term for the Yoruba-speaking peoples.
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Fadare, Oyesina. "A Conversation with Toyin Falola on the future of Yoruba Language." Yoruba Studies Review 4, no. 2 (December 21, 2021): 1–4. http://dx.doi.org/10.32473/ysr.v4i2.130055.
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OF: Èdè Yorùbá ni á ̀kóko yìí tí ̀ ń lọ sí òkun ìgbàgbé, níbo ni ọr̀ ọ yìí tí w ̀ ọ wá?
TF: Hmm, ìbéèrè tó ṣe kókó tó ṣe pàtàkì tó ń kọni lóminú rèé. Lotitọ, èdè abínibí wa Yorùbá ti ń parun, àwọn oun tó sì fàá pọ̀ lọṕ ọ̀lọpọ. À ̀kọ́kọ́ ni ipò ti ède ̀ Gẹẹ̀ sí ̀ ni ́ ori ́lè e ̀de ̀ wa Nài ̀jirí yá . Ipo ̀ ̀ yíì jẹyọ lati ipa ìj ́ ọba awon ̀ Birìtìko ̀ ́ loriwa kí a to ́ ́ gba ominira a ̀ ti a ̀ won funfun tí w ̀ ọn gbe ́ ́ ìmọ̀ẹsìn wa ̀ . ́ Aẁ ọn wọnyi ̀ ́ ni wọn k ́ ọ́kọ́ gbé ẹsìn ìgba ̀ gb̀ ọ́ ati ̀ ẹ̀kọ́ mọọ̀ ́kọ mọọ̀ ́ka. Wọn ́ bẹr̀ ẹ̀ síní ma kọ́ aẁ ọn ará Yorùbá ni e ̀dè Gẹẹ̀ si ní ile ́ ́ ìwéṣugb̀ ọn a ko ́ ̀ le ̀ so wipé ́ wọn ́ ṣe eyi ̀ ́ ki e ̀dè Yorùbá le ̀ parun. Ìdi ́ ti ́ mo f sọ eyi ̀ ́ ni wipé ́ aẁ ọn ti ́ wọn gbe ́ ́ ẹsì n i ̀ gba ̀ gbo ̀ ́ yi ̀i ́ wá naá ̀ lóṣe igbi ̀ yà nju ̀ ́ lori bi ́ ́ ède ̀ Yorùbáṣe kókó di ki ́kọ si ́lẹ. ̀
Nígbà tí aẁ ọn Bìrìtìkó dé lati wa ́ ́ ma ṣe ìjọba amunisi ́ n, i ̀ ̀jọba atò ̀kerè wa ̀ ́ lẹyìn tí o ́ wo ̀ ̀ amuni ́ ṣẹrú dé opin, e ̀ ̀dè Gẹẹ̀ sì yíì ni w ́ ọn ́ f ń darí wa. Oun ti ̀ wọn ́ f ń kọ́ aẁ ọn ọmọ Yorùbá tó jẹ́ akẹẹ́ ̀kọ́ ni ́ẹ̀kọ; ò un ni w ̀ ọn ́ f ńṣe etò ̀ of̀ n, oun na ̀ á ̀ sìni wọn ́ f ṣe etò ̀ kará ̀katá . È yí tu ́ ḿ ọ̀ si ́ wipé ́ẹnikẹni to ́ ́ bá fẹ́ rí ọwọ́ mun nigba ́ ̀ naa gbọdọ le sọ e ̀dè Gẹẹ̀ si. E ́ ̀dè Gẹẹ̀ si yi rí iha pa ́ tà ̀kì yii gba nitori ́ pé ́ oun ni e ̀ ̀dè tó pa gbogbo wa pọ̀ nigba naa torí gẹǵ ẹ́ bi ́ gbogbo wá ṣe mọ, ori ̀ ́ṣiri ́ṣi ati ̀ ọp̀ ọ̀lọpọ̀ e ̀dè abinibi ́ ́ ni ó wà ni orílẹ̀ e ̀dè Nài ̀jirí yá . ̀ Ati igba ̀ yi ni e ̀ ̀dè Gẹẹ̀ si ti j ́ ẹ gàba lori a ́ won e ̀ ̀dè abínibí wa.
Ohun mirá n to ̀ ́ ń mú ìparun bá èdè Yorùbá ni aẁ ọn ìjọba wa. Lẹyìn tí a ́ gba ominira, e ̀ ̀dè yíì ṣi wà pẹ̀lu wa títí di oní. Ipo ̀ ̀ gíga tí ó wà nọni o ́ ́ṣì wa. ̀ Òun ni èdè ìdarí ìjọba, oun ni e ̀ ̀dè of̀ n wa. Kó dà iwe of̀ n tó ga jùlo ní ilu wa e ̀dè Gẹẹ̀ si ni w ́ ọn ́ f kọ. Ni toot ́ ọ, o ma ṣoro fu ̀ n ìj ́ ọba apap ̀ ọ̀ láti mú èdè kan ṣoṣo ninú ́ oríṣiríṣi ede to n be ni ilu wa, eyi lo faa ti èdè Geesi ti ko je ti eya kankan f jẹ aaỳ ò ̀ wọn. Ṣugb̀ ọn a ́ ẁ ọn adari ́ ni ́ ipi ̀ nl ́ ẹ̀ tó jẹ́ ti Yorùbá 1 . Tis essay was originally published in Gbe ́legb́ ọ́ a Yoruba weekly magazine issue of March 23-29, 2020. 322 Oyesina Fadare lèṣe aẁ ọn nǹkan tó le mú agbega ba ̀ ́ èdè Yorùbá. Bi ́ owe a ̀ ẁ ọn baba wa, ti ́ọr̀ ọ̀ bá kan òke ̀ tó kan ilẹ, ò ́ ni ́ ibi ̀kan à ń gbe si. Á ẁ ọn olorí ́ ilẹ̀ Yorùbá gbọ́dọ̀ mọ̀ pé àì fun li ́ ́lo èdè Yorùbá ni ́ ipò ti ́ yanranti ́ ninú ́ i ̀ṣèjọbà kò jẹ́ kí ó wun ará ìlú lati ma ́ a lo. Ede G ́ ẹẹ̀ si ti di e ́ ̀de ̀ apà pà ndodo fun a ̀ ̀ṣeyọrí ni ́ ori ́le ̀ e ̀dè wa.
Yat̀ọ sí íj ̀ ọba, aẁ ọn òbi naá ni ̀ nn ́ ̀kan ṣe pẹ̀lúọr̀ ọ tò wa ́ nil ̀ ẹ yi. Aẁ ọn òbí ayé òde oni ̀ ́ kìí sọ èdè Yorùbá si awọn ọmọ wọn. Wọn ní ìgba ́ gb̀ ọ́ pé èdè abinibi ́ ma ́ ṣe àkóbá fun mím ́ ọ e ̀de G̀ ẹẹ̀ si; a ́ ti wi ̀ pé Ǵ ẹẹ̀ si si ́ ṣe patà ̀kì ju e ̀de ̀ abinibi ́ ́ lọ. Ihà tí wọn k ́ ọ sí e ̀dè abinibi ́ ́ kò da rará ; ẃ ọn rí bíi ede ara ́ ́ oko. Wọn gbagb ́ ọ pe ti ọmọ bá ti mọ e ̀dè Gẹẹ̀ si, o ́ ́ ti kogo ja; ko ́ ̀ sí ipò ti ́ kò le ̀ dé ni aye ́ . Ile ́ í we to n ko ̀ ọmọ ni ede Gẹẹ̀ si ni ́ ̀kan ni won ma n fẹ ra ́ n a ́ ẁ ọn ọmọ wọn lo. Gbogbo eerò ̀ burúkú wọnyi ̀ ́ ni wọn ́ f si ́ awon ọmọ ninu ti wọn ó si ̀ ma dagba ̀ là ti ko ́ rira e ́ ̀de abi ̀ nibi ́ . É yi ̀ ló fá ti ̀ é ̀de Yoru ̀ ̀báf n re ko ́ tò . Oo ̀ ̀ṣà tí á n bọ tí a kòf han ọmọ, ṣé ìparun rẹ̀ ò ma kan d ̀ ẹ̀dẹ?̀ Aẁ ọn ti ́ mo tun ma ni ́ ́ wọn ́ ṣe okunfa ̀ ̀ iparun e ̀ ̀dè abinibi ́ ́ bi ́i Yorùbá ni aẁ ọn olùkọ́ ati olu ̀ ̀dasíl ́ ẹ̀ ile iwe. Lati ́ ẹ̀kọ́ ìbẹr̀ ẹ̀ ni wàhálà yíì ti f́ ojú han. ̀ Ède G̀ ẹẹ̀ si ni olu ́ ̀kọ ma n ́ ló fù n ́ ọp̀ ọ̀lọpọ à ẁ ọn im̀ ọ̀ẹ̀kọ. Iye a ́ ̀kóko tí w ̀ ọn ́ f ń kọ́ e ̀dè Gẹẹ̀ si ju a ́ ̀kókò ti won f sílẹ̀ fún e ̀dè abinibi ́ ́ lọ ni ìlọpo ìlọpo. Kó dàẹ̀ṣẹ̀ ńlá ni ti akẹẹ́ ̀kọ̀ bá ń sọ e ̀dè Yorùba.
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Aptroot, Marion. "Yiddish Language and Ashkenazic Jews: A Perspective from Culture, Language, and Literature." Genome Biology and Evolution 8, no. 6 (June 2016): 1948–49. http://dx.doi.org/10.1093/gbe/evw131.
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Tossa, Comlan Zéphirin. "Auxiliaires et séries verbales dans les langues Gbe." Canadian Journal of Linguistics/Revue canadienne de linguistique 38, no. 3 (September 1993): 331–52. http://dx.doi.org/10.1017/s0008413100022532.
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On définit généralement les séries verbales (ou constructions verbales sérielles) comme des constructions dans lesquelles apparaît une séquence de deux ou plusieurs lexèmes verbaux pour former le prédicat de la proposition.La problématique des séries verbales a reçu de la part des auteurs plusieurs interprétations parfois divergentes. Dans cet article nous allons proposer une analyse des constructions dites à verbes sériels en les reliant d’une part à la possibilité qu’ont les verbes pleins de fonctionner parfois comme auxiliaires et d’autre part à la possibilité pour un V′, c’est-à-dire une projection de niveau 1 d’un verbe en termes de X-barre, de recevoir en position adjointe des constituants syntaxiques de type CP, IP, VP, V′ et V.Nous soutiendrons l’hypothèse que certaines constructions verbales sérielles qu’on observe dans les langues Gbe2 sont à relier à la possibilité pour ces langues de présenter des sujets nuls dans le cas d’adjonction d’un CP ou d’un IP à un V′.
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Winford, Donald, and Bettina Migge. "Substrate influence on the emergence of the TMA systems of the Surinamese creoles." Journal of Pidgin and Creole Languages 22, no. 1 (April 6, 2007): 73–99. http://dx.doi.org/10.1075/jpcl.22.1.06win.
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Although the Surinamese Creoles have figured prominently in discussions about Creole genesis, little is still known about the origin of their TMA system, a central area of grammar that has received much attention in this debate. In this paper we assess the relative contribution of the primary substrate input, varieties of Gbe, to the TMA system. Drawing on both contemporary data from several Surinamese Creoles and varieties of Gbe, and historical data from Sranan Tongo, we show that the substrate was clearly responsible for the emergence of some aspect and tense categories. However, in itself, substrate influence cannot explain the emergence of the entire Creole tense and aspect system. Other processes such as internal change, superstrate influence etc. also played an important role.
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Kruger, Haidee, and Gert De Sutter. "Alternations in contact and non-contact varieties." Translation, Cognition & Behavior 1, no. 2 (September 27, 2018): 251–90. http://dx.doi.org/10.1075/tcb.00011.kru.
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Abstract The Multifactorial Prediction and Deviation Analysis (MuPDAR) method (Gries & Deshors 2014) represents an influential methodological advance in studying variation in contexts where linguistic choices in a “peripheral” variety (learner language, New Englishes) are studied in relation to the “central” variety. In this article we demonstrate how the method may be extended to study how varieties produced in settings of language contact (including translation) differ from non-contact varieties, particularly with respect to the degree of lexicogrammatical explicitness. We use the method to determine how (dis)similar the factors governing that-omission are in two different types of contact varieties, namely South African translated (trans-SAE) and South African non-translated English (SAE), in relation to British (GBE) English. The results show that the choices made in the contact varieties can be predicted to a reasonable extent, although South African translators and South African non-translators have a higher and lower inclination respectively to use explicit that compared to GBE non-translators. Based on the findings, we re-evaluate the explanations proposed for the increased explicitness of translated language through the frame of language contact, outlining the advantages of multifactorial methods over the frequency-based methods favoured in earlier studies.
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Greco, Margherita. "Video remote interpreting in university settings." Translation and Translanguaging in Multilingual Contexts 6, no. 2 (May 12, 2020): 149–60. http://dx.doi.org/10.1075/ttmc.00050.gre.
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Abstract The motivation for the project was the necessity of finding solutions to situations characterized by difficulty in communication, such as trading between different countries, immigrants unable to speak the language, or between hearing and deaf people who use sign language. These and other cases can be solved thanks to interpreting services. Yet because of educational commitments of professionals, organizational time, budget, and locations, it is not always possible to avail of an on-site interpreter. In this context, technology offers a solution through remote interpretation. The present draws inspiration from the research project “VEASYT Live! for conference: linguistic and technological solutions for the supply of video remote interpreting services in conference settings”. The work was financed by the European Social Fund and took place between 2016 and 2017 in the Linguistic and Cultural Compared Studies Department of Ca’ Foscari University of Venice in partnership with VEASYT srl, a company that developed a video remote interpreting (VRI) service in both vocal languages and Italian Sign Language. The aim of the research is to develop VRI for conference situations such as seminars, conferences and academic lectures.
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Bousmah, Ibrahim, and Gilles Grenier. "Immigrant linguistic integration in the multilingual context of Montreal." Language Problems and Language Planning 45, no. 1 (July 12, 2021): 80–104. http://dx.doi.org/10.1075/lplp.20020.gre.
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Abstract We investigate the relative intensity of use of English and French at home for allophone immigrants in the Montreal metropolitan area. We find that the linguistic distances between immigrants’ mother tongues and English and French have an important impact on the relative intensities of use at home of the two Canadian official languages. However, immigrants whose mother tongues are closer to French than to English are relatively less likely to use an official language at home. We further investigate the role of spousal and other characteristics on the integration of immigrants. The results suggest that the home environment is an important factor contributing to the linguistic integration. Individuals exposed to an official language at home with their spouse have significantly higher rates of linguistic integration. Also, English is more attractive than French in the sense that immigrants with an Anglophone partner will have higher integration rates to English than those with a Francophone partner integrating to French.
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Greidanus Romaneli, Miriam, Ivo H. G. Boers, and M. Carmen Parafita Couto. "Gender in Dutch/Portuguesecodeswitching." Belgian Journal of Linguistics, Volume 35 (2021) 35 (December 31, 2021): 131–82. http://dx.doi.org/10.1075/bjl.00067.gre.
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Abstract This study focuses on unveiling the strategies involved in gender assignment in codeswitching between two gendered languages: Dutch (common/neuter gender) and Portuguese (masculine/feminine gender). We draw on naturalistic speech (n = 32 speakers), elicited production (n = 35) as well as intuitional data (n = 57) from Dutch/Portuguese bilinguals stemming from three communities in Paraná, Southern Brazil, aiming to disentangle the relative roles of linguistic and extralinguistic factors on gender assignment. In unilingual Dutch, we find that Dutch/Portuguese bilinguals overgeneralize common determiners and adjectives to neuter nouns, similarly to other Dutch bilinguals outside the Netherlands (Clyne 1977; Clyne and Pauwels 2013; Folmer 1991; Giesbers 1997). In codeswitched constructions, however, speakers assign common and masculine gender as defaults, in line with the prediction that speakers of language pairs with no gender values in common prefer gender defaulting in mixed constructions (Klassen 2016). While extralinguistic factors such as age and relative use of the languages shaped unilingual Dutch production, the patterns during codeswitching were conventionalized across the speaker sample.
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Toirova, Guli Ibragimovna. "THE IMPORTANCE OF LINGUISTIC MODELS IN THE DEVELOPMENT OF LANGUAGE BASES GE BASE." Scientific Reports of Bukhara State University 4, no. 6 (December 29, 2020): 98–106. http://dx.doi.org/10.52297/2181-1466/2020/4/6/8.
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Relevance. In Uzbek linguistics, a number of studies have been carried out on automatic translation, the development of the linguistic foundations of the author's corpus, the processing of lexicographic texts and linguistic-statistical analysis. However, the processing of the Uzbek language as the language of the Internet: spelling, automatic processing and translation programs, search programs for various characters, text generation, the linguistic basis of the text corpus and national corpus, the technology of its software is not studied in any monograph. The article discusses such problems as: the transformation of language into the language of the Internet, computer technology, mathematical linguistics, its continuation and the formation and development of computer linguistics, in particular the question of modeling natural languages for artificial intelligence. The Uzbek National Corps plays an important role in enhancing the international status of the Uzbek language.
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Santosa, Riyadi, Tri Wiratno, Agus Dwi Priyanto, and Djatmika Djatmika. "Evaluating Activities in English Textbooks: Genre-Based Approach in Indonesian Contexts." Script Journal: Journal of Linguistics and English Teaching 7, no. 2 (October 22, 2022): 348–66. http://dx.doi.org/10.24903/sj.v7i2.1087.
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The objective of this research is to evaluate whether the activities of two nationally-recognized English textbooks satisfy the GBA (Genre-Based Approach) and the three aspects of national curriculum, involving knowledge, skills, and attitudes. The data of the research rely on the learning-teaching activities in the two English textbooks used in Class VII, VIII, and IX of Junior High Schools in Indonesia. The sources of data are taken purposively to find five different genres involving description, recount, procedure, narrative, and report. The bases of the evaluation of the book activities are derived from GBA teaching and learning processes which include the completeness, appropriate sequence, and the ampleness of the activities in satisfying the integrations of the three aspects of the national curriculum, GBA activities and language levels activities as realized in general activities. The findings indicate that the activities in the two books can be classified into two patterns. Pattern 1, in general, satisfies the completeness of the GBA and three language levels activities. However, they lack of the appropriate sequences and ampleness of the GBA and language levels and therefore, they miss the integration of the three aspects of curriculum. Pattern 2 do not satisfy all of the three bases of evaluation including completeness, appropriate sequence and ampleness of GBA and language levels activities. Therefore, the activities of the two textbooks need to be redesigned according to the integration of the three aspects of the national curriculum and the completeness, appropriate sequence, and ampleness of the GBA and language levels activities.
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Alhamami, Munassir. "Google Books Corpus and designing English for specific purposes materials." Journal on English as a Foreign Language 12, no. 2 (August 21, 2022): 421–57. http://dx.doi.org/10.23971/jefl.v12i2.4254.
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Designing language-learning materials that target the needs of specific groups of students can be a challenge because students' needs vary. There is a research gap in identifying learning materials that meet the needs of a specific group of students. The study objective is to utilize open educational resources to design English for specific purposes (ESP) materials. The study implements a corpus linguistics method by using the Google Books Corpus (GBC) to develop language-learning materials for engineering students. The application analyzed the corpora by frequency that was the default analysis procedure in GBC. The findings show the procedures to create English grammar materials for engineering students and engineers who need to improve their knowledge about the commonly used grammar structures in engineering texts. The results of analyzing GBC present five chapters: nouns, verbs, adjectives, adverbs, and prepositions that are commonly used in engineering texts using authentic examples. The findings demonstrate the importance of corpus technologies such as GBC in language learning classrooms. The implication is that language educators should utilize open educational resources such as GBC to provide students with learning materials that have authentic examples, commonly used words, and widely used grammar structures in the students' academic majors.
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Al-Otaibi, Ghuzayyil Mohammed. "An Integrated Approach of TBLT and GBP to Medical Translation Instruction: A Suggested Model." International Journal of Linguistics 14, no. 2 (April 18, 2022): 25. http://dx.doi.org/10.5296/ijl.v14i2.19677.
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Producing an accurate translation means communicating meaning successfully to target text's recipients. It also implies preserving the various relations (i.e., how each linguistic form suggests meaning with regard to a specific context) that the source text exhibits. Hence, translators should first analyze the source text before producing its translation. Medical translation is a technical translation and includes various text types that do not form a homogenous group. However, translator trainers focus only on one text type in class, and less exposure to other text types is expected. The current proposal is based on a needs analysis, based on two types of questionnaires, unstructured interviews, and document analysis of course descriptions and specifications, that aimed at identifying translators' target needs at the English Language Program at the college of Languages and Translation (COLT). Thus, this article suggests an integrated approach of Task-Based Language Teaching (TBLT) and (Genre-Based Pedagogy) GBP for medical translation instruction where attention is paid to text analysis. As TBLT enhances interactivity, critical thinking, problem solving, learner autonomy, etc., GBP encourages the exposure to various genre conventions and enhances textual analysis. The suggested integrated model is of three stages (i.e., pre-tasking, tasking, post-tasking including reporting, analysis, revision, and reflection) and ensures activating a number of components in the translation competence. Besides proposing a model to follow in class, the researcher designed a syllabus that gives importance to certain genres (e.g., forms, emails, policies, terms and conditions, reports, etc.), skills (e.g., using dictionaries, having good research skills, using technology, and time management), and evaluation criteria.
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Greed, Teija. "From perfect to narrative tense." Studies in Language 42, no. 4 (December 31, 2018): 923–66. http://dx.doi.org/10.1075/sl.18031.gre.
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Abstract 2,500 years ago Pāṇini identified the Sanskrit perfect form as expressing a non-witnessed, and therefore, evidential meaning. Across languages, the perfect is still attested as one of the central verb forms acquiring meanings of information source. This paper investigates the development of the perfect meaning into evidential meanings from two vantage points: firstly, cross-linguistically, and, secondly, in the North-Tungusic language Even. The perfect meaning typically evolves into the evidential meaning of inference, a development which has been documented in two of the three main dialects of Even by Malchukov (2000). Inference is accompanied by a mirative interpretation in first-person contexts; the current study shows that this interpretation extends to second person. As is cross-linguistically common, in Even inference has evolved to a non-witnessed meaning. By losing its perfect “nature”, this use has crossed over to the domain of discourse to signal a narrative genre by functioning as a narrative tense.
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Green, Jennifer, Anastasia Bauer, Alice Gaby, and Elizabeth Marrkilyi Ellis. "Pointing to the body." Gesture 17, no. 1 (October 19, 2018): 1–36. http://dx.doi.org/10.1075/gest.00009.gre.
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Abstract Kinship plays a central role in organizing interaction and other social behaviors in Indigenous Australia. The spoken lexicon of kinship has been the target of extensive consideration by anthropologists and linguists alike. Less well explored, however, are the kin categories expressed through sign languages (notwithstanding the pioneering work of Adam Kendon). This paper examines the relational categories codified by the kin signs of four language-speaking groups from different parts of the Australian continent: the Anmatyerr from Central Australia; the Yolŋu from North East Arnhem Land; the Kuuk Thaayorre from Cape York and the Ngaatjatjarra/Ngaanyatjarra from the Western Desert. The purpose of this examination is twofold. Firstly, we compare the etic kin relationships expressed by kin signs with their spoken equivalents. In all cases, categorical distinctions made in the spoken system are systematically merged in the sign system. Secondly, we consider the metonymic relationships between the kin categories expressed in sign and the various parts of the body at which those signs are articulated.
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Zhai, Xiuwen, and Abu Bakar Razali. "Triple Method Approach to Development of a Genre-Based Approach to Teaching ESL/EFL Writing: A Systematic Literature Review by Bibliometric, Content, and Scientometric Analyses." SAGE Open 13, no. 1 (January 2023): 215824402211472. http://dx.doi.org/10.1177/21582440221147255.
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In the last 19 years (2003–2021), research on genre-based approaches (GBAs) to writing pedagogy has been accumulating in the fields of English as a second language (ESL) and English as a foreign language (EFL). This review mapped existing literature to identify research trends and provide a research agenda for future GBAs. This study employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and identified 52 published articles and 2 unpublished doctoral theses via a structured keyword search on Web of Science, Scopus, ERIC, Google Scholar, and ProQuest in the fields of teaching English to speakers of other languages, language learning, and education. The results show that GBA is now widely used in teaching English academic writing to ESL/EFL tertiary/graduate students. The main research findings include: (1) the top five countries in the number of paper publications are China (i.e., five), the United States (i.e., five), Japan (e.g., 4), Thailand (e.g., four), and Sweden (e.g., four); (2) the top four authors in the number of paper publications are Hyland (i.e., two), Lu (i.e., two), Negretti (i.e., two), and Pineh (i.e., two); and (3) the top three most strengthen keywords are writing pedagogy, genre-based approach, and English for academic purpose. This study also discusses the theoretical and practical implications.
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Zribi-Hertz, Anne, and Loïc Jean-Louis. "The syntax of directional Serial Verb Constructions in French-based creoles." Journal of Pidgin and Creole Languages 37, no. 1 (March 23, 2022): 114–59. http://dx.doi.org/10.1075/jpcl.00088.her.
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Abstract This article bears on directional Serial Verb Constructions (SVCs) in French-based creoles. Starting with a working definition of our topic of study, we present a detailed description of the data in Martinican Creole (MQ) – whose grammar is similar in the relevant respects to that of Haitian (HC). Four different structural patterns are distinguished. Our results bring partial support to Aboh’s (2015) assumption that the emergence of Haitian SVCs might have resulted from congruence between Gbe SVCs (analysed as ‘causative-like’) and French Clause Union. We argue that this idea finds further confirmation in cross-creole comparison, but only concerns one type of (directional) SVC.
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JACEWICZ, EWA, and ROBERT ALLEN FOX. "The effects of dialect variation on speech intelligibility in a multitalker background." Applied Psycholinguistics 36, no. 3 (January 17, 2014): 729–46. http://dx.doi.org/10.1017/s0142716413000489.
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ABSTRACTSpeech intelligibility in a multitalker background can be affected by the language of both the talker and the interfering speech. This study investigated whether this interaction is modulated by dialect variations of the same language. American English listeners were presented with target sentences in either their own General American English (GAE) or a different accent (Southern American English [SAE]) masked by either GAE or SAE two-talker babble at three sound to noise ratios (SNRs): +3, 0, and –3 dB. All speech materials were produced by male talkers. Across all conditions, SAE target was more intelligible than GAE. Intelligibility of either target decreased as the level of the interfering babble noise increased. Target accent interacted with masking accent: at +3 dB SNR, GAE (and not SAE) was the more effective masker. The target-masker interaction was different as listening conditions deteriorated: at 0 and –3 dB SNR, masking accent did not affect GAE target, but when the target was SAE, the SAE masker (and not GAE) was more effective. Thus, at increased noise levels, listeners benefited from the mismatch between the target and masking accents only when the target was in a nonnative accent. These results demonstrate that dialect variation can influence listeners’ performance in a multitalker environment. The apparent asymmetry in intelligibility of accents may be in part related to dialect-specific prosodic and phonetic features.
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Grenier, Gilles. "Quebec’s language policy and economic globalization." Language Problems and Language Planning 43, no. 2 (July 22, 2019): 179–97. http://dx.doi.org/10.1075/lplp.00041.gre.
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Abstract This article examines the economic situation of language groups in Quebec since the 1970s. Particular attention is paid to the contexts of economic globalization, where English has become the most used world lingua franca, and of immigration now being the major source of population growth. Viewing language as a market where supply and demand determine outcomes, the purpose of Bill 101 was to increase the value and the use of French. The relative economic position of Francophones has improved and they now have better purchasing power and control of the economy. However, the number of Francophones in the population is not expected to increase much and their proportion in the population will drop significantly. Due to immigration, the number and proportion of Allophones will increase, but Anglophones will also benefit since the proportion of immigrants who assimilate to English is larger than the proportion of Anglophones in the population. In the labor market, working in English pays more than working in French for immigrants. In spite of the progresses made by Francophones, the situation of French in Quebec remains a concern. The challenge is to integrate more immigrants into the French-speaking majority.
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Grein, Marion. "Foreign language teaching – Integrationism vs. MGM." Language and Dialogue 8, no. 1 (April 26, 2018): 5–20. http://dx.doi.org/10.1075/ld.00002.gre.
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Abstract Modern language teaching is no longer grammar based, but based on authentic real life dialogues (dialogic speech acts) which enable learners to communicate or rather to interact verbally and nonverbally competent with native speakers. The conception of language teaching curricula, especially with regard to the development of textbooks, is in need of an applicable model of communication, based on regularities or principles of language-usage. Both, Integrationism and the Mixed Game Model (MGM) opt against segregational static approaches of linguistic analysis and – at first glance – could be considered suitable approaches within the field of language teaching. Yet, I will argue that the Integrational approach is hardly applicable here, whereas the MGM perfectly suits the needs of foreign language textbook authors and editors.
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Sukmawati, Nur Najibah, and Sukma Septian Nasution. "Genre-Based Approach: Can It Improve the Informatics Engineering Students’ Writing Skill?" JEES (Journal of English Educators Society) 5, no. 1 (April 10, 2020): 95–102. http://dx.doi.org/10.21070/jees.v5i1.395.
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Because instructional process in English for Specific Purpose (ESP) context is oriented to students’ academic and professional settings within discourse community, challenges appear. Learning language and learning language are directed to improving students’ language skills to survive the 21st century. On the other hand, score-documentations proved that the students performed low skills; especially writing skill. This study aimed at improving the students’ skill in writing explanation text by using Genre-Based Approach (GBA) to Informatics Engineering students of a private university in South, Indonesia. Classroom Action Research (CAR) was conducted to the third semester students of the university within two cycles. To validate the findings, writing test, observation and questionnaire were employed. The test result proved implementing GBA improved the classroom’s average score from 54 to 59.95 in cycle 1. This improvement was supported by the students’ engagement and enthusiasm to the instructional process as suggested by questionnaire and observation respectively. Further, the implementation of cycle 2 revealed the average score improved from 59.5 to 70.5. This score improvement is followed by the students’ agility and cooperativeness during the instructional process. This concludes that implementing GBA can improve the students’ skill in writing explanation text. This finding is expected to give insight for teachers to undoubtedly using GBA in English for specific purposes context.
HIGHLIGHTS:
The instructional practice of teaching English for informatics engineering students in the private university still focuses on form-based mastery.
The informatics engineering students are eager and high-determinate to learn language skills especially writing in collaborative framework.
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Gintings, Mohammad Fajar Mediyawan. "Promoting Students’ Writing Skill: Genre-Based Approach in Indonesia EFL Context." Lexeme : Journal of Linguistics and Applied Linguistics 2, no. 1 (September 17, 2020): 31. http://dx.doi.org/10.32493/ljlal.v2i1.6993.
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This paper aimed to critically examine the effectiveness of Genre-Based Approach (GBA) to teaching writing in EFL context of Indonesia. Although several studies have discussed the effectiveness of GBA in teaching writing, those studies put emphasize how GBA focuses on genre or text types rather than the basic principles of GBA that aims for socially functioning language skills. This paper draws on the relevant literature to investigates how GBA suits the teaching of writing in EFL context of Indonesia. Moreover, the discussion focuses on the benefits of GBA which mainly derived from five key principles of Genre proposed by Hyland (2007). Through the exploration of existing empirical studies, this paper found that GBA offer three main benefits in teaching writing under the EFL context. These benefits are: (1) the offer of practical writing skill; (2) the build of students’ confidence in English writing; and (3) stimulation on students’ critical thinking as part of their English literacy. Nevertheless, the benefits of GBA in teaching writing could only be attained if teachers implement GBA according to its full-fledged teaching and learning cycles.
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Hasanah, Mamluatul, Ahmad Mubaligh, Risna Rianti Sari, Alfiatus Syarofah, Hasyim Amrullah, and Muhammad Yasin Fatchul Barry. "Critical Literacy in Arabic Language Learning: (Implementation of GBA SFL in Improving Critical Reading Ability)." Arabiyatuna : Jurnal Bahasa Arab 6, no. 2 (November 4, 2022): 711. http://dx.doi.org/10.29240/jba.v6i2.4239.
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This research aimed to create a prototype of the construction of learning to read Arabic with a critical literacy approach based on the SFL GBA and its implementation in learning reading skills. The systemic functional linguistics’ genre-based approach (SFL-GBA) was used to foster a critical attitude towards reading in the scope of Arabic Language Education students’ reading skills. The method used was action research, with the hope that PBA students of UIN Maulana Malik Ibrahim Malang could have critical reading competencies. The results of this study demonstrated a prototype of the construction of learning Arabic reading skills with a critical literacy approach based on the SFL GBA and the guidance of the prototype implementation in the Arabic reading skills class. After this action, students could find out the types of text, the structure, and linguistic features of the text, to later be criticized according to the data they got.
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Voievodina, Nina. "PLURILINGUAL EDUCATION TODAY: A PERSPECTIVE OF TEACHING INTERCULTURAL COMPETENCE IN GERMAN AFTER ENGLISH TO STUDENT INTERPRETERS/ TRANSLATORS." АRS LINGUODIDACTICAE, no. 5 (2020): 45–54. http://dx.doi.org/10.17721/2663-0303.2020.5.05.
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With plurilingual and pluricultural competences enjoying ever rising status reflected in the documents of Council of Europe, the processes of learning second or third foreign languages are in the focus of researchers’ scrutiny. Since German is most frequently taught after English (GaE) both in Europe and Ukraine, German language pedagogy promotes more effective intercultural learning of German. The paper aims to analyze approaches to teaching GaE offered by German applied linguists: structure of intercultural competence (ICC), objectives and methods of teaching ICC, with a special focus on the professional needs and ways to build ICC of student interpreters/translators. The critical analysis conducted provides evidence of a shift in teaching ICC as acquiring knowledge about “capital-letter” culture towards mastering pragmatics of intercultural interaction. The most common methods used to achieve this goal are teams of students. Professional needs, learning background and specifics of translators’ cognitive processes are considered to maximize ICC learning of student interpreters/translators. Since an interpreter / translator is viewed as a mediator between representatives of different cultures, the author formulates prerequisites of building their ICC in communicative activities simulating real-life intercultural encounters. The most accessible way of building ICC in Ukrainian schools of linguistics is a role-play. The author provides several examples of role plays, which appeared effective in her teaching practice, and calls for broadening the repertoire of methods employed.
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Fitton, Lisa, Lakeisha Johnson, Carla Wood, Christopher Schatschneider, and Sara A. Hart. "Language Variation in the Writing of African American Students: Factors Predicting Reading Achievement." American Journal of Speech-Language Pathology 30, no. 6 (November 4, 2021): 2653–67. http://dx.doi.org/10.1044/2021_ajslp-20-00263.
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Purpose This study aims to examine the predictive relation between measures obtained from African American students' written narrative language samples and reading achievement, as measured by standardized academic assessments. Method Written language samples were elicited from 207 African American students in Grades 1–8. The samples were examined for morphosyntactic variations from standardized written Generalized American English (GAE). These variations were categorized as either (a) specific to African American English (AAE) or (b) neutral across AAE and standardized written GAE (i.e., considered ungrammatical both in AAE and in standardized written GAE). Structural equation modeling was employed to then examine the predictive relation between the density of AAE-specific forms in students' writing and their performance on standardized assessments of literacy and reading vocabulary. This relation was examined while accounting for the density of dialect-neutral morphosyntactic forms, reported family income, age, and written sample length. Results The written samples were highly variable in terms of morphosyntax. Younger students and those from lower income homes tended to use AAE-specific forms at higher rates. However, the density of AAE-specific forms did not significantly predict standardized literacy scores or reading vocabulary after accounting for dialect-neutral variations, income, and sample length. Conclusions These results support the ongoing need to better understand the language, literacy, and overall academic development of students from all backgrounds. It may be essential to focus on dialect-neutral language forms (i.e., morphosyntactic forms that are consistent across both AAE and standardized written GAE) in written samples to maximize assessment validity across students who speak varying dialects of English. Supplemental Material https://doi.org/10.23641/asha.16879558
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Loureiro-Porto, Lucía, and Cristina Suárez-Gómez. "Language contact in Gibraltar English: A pilot study with ICE-GBR." Revista Alicantina de Estudios Ingleses, no. 30 (December 15, 2017): 93. http://dx.doi.org/10.14198/raei.2017.30.04.
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The variety of English used in Gibraltar has been in contact with a number of European languages, such as Spanish, Italian, Hebrew and Arabic (Moyer, 1998: 216; Suárez-Gómez, 2012: 1746), for more than 300 years. Studies of this variety have traditionally been based on interviews and observation (e.g. Moyer, 1993, 1998; Cal Varela, 1996; Levey, 2008 2015; Weston, 2011, 2013, etc.), and a detailed morphosyntactic description is yet to be published. In this context, the compilation of a reliable Gibraltar corpus using the standards of the International Corpus of English (ICE) will constitute a landmark in the analysis of this lesser known variety of English. In the present paper we describe the ICE project and the current state of the compilation of ICE-GBR. In addition, we present a detailed comparison between the section on press news reports of ICE-GB (standard British English) and ICE-GBR, with the aim of identifying morphosyntactic features that reveal the influence of language contact with Spanish in this territory. We explore variables such as the choice of relativizer (assuming a higher preference for that in GBR, in agreement with Spanish que, the most frequent relativizer, Brucart, 1999: 490), the use of titles and pseudo-titles preceding proper names (which, as shown by Hundt and Kabatek, 2015, are very frequent in English journalese and extremely infrequent in Spanish), and the frequency of the passive voice (expected to be lower in ICE-GBR), among others. A preliminary analysis of these variables reveals that the influence of Spanish on the variety of English used in the Gibraltarian press, at the morphosyntactic level, is almost non-existent, limited to occasional cases of code-switching between the two varieties. We hypothesize that a possible explanation for this strong exonormative allegiance to British English, at least in press news reports, can be found in a strong editorial pressure to reflect the prestigious parent-variety.
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Grein, Marion. "Cross-linguistic influence and the MGM." Language and Dialogue 10, no. 3 (December 4, 2020): 369–88. http://dx.doi.org/10.1075/ld.00075.gre.
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Abstract Language learning is an interactive, social effort and the role of grammar is no longer focused. Nowadays we consider most language learners to be pluricultural beings aiming at communicative language competence (cf. CEFR 2018) in another language. The role of grammar, thus, plays a subordinate role. Authentic language usage requires the analysis of authentic dialogues (via the Mixed Game Model, MGM) and awareness-raising regarding the phenomenon of language transfer (via Crosslinguistic-influence approaches). These two approaches will be merged within the article – addressed to linguists as well as language teachers.
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Gavin, Michael C., Thiago F. Rangel, Claire Bowern, Robert K. Colwell, Kathryn R. Kirby, Carlos A. Botero, Michael Dunn, et al. "Process-based modelling shows how climate and demography shape language diversity." Global Ecology and Biogeography 26, no. 5 (January 5, 2017): 584–91. http://dx.doi.org/10.1111/geb.12563.
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Singler, John Victor. "Theories of Creole Genesis, Sociohistorical Considerations, and the Evaluation of Evidence." Journal of Pidgin and Creole Languages 11, no. 2 (January 1, 1996): 185–230. http://dx.doi.org/10.1075/jpcl.11.2.02sin.
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In an early Caribbean colony the conversion from other crops to sugar monoculture utterly transformed the colony's society and arguably its language as well. A comparative quantitative analysis of the populations of Haiti and Martinique makes the case that the initial period of creole genesis on each island extended as much as 50 years beyond the introduction of sugar growing. The reconstruction of the ethnic distribution of the African population brought to the French Caribbean in the late 17th century suggests that speakers of Gbe dialects would have been numerically dominant in Haiti during the first several decades of the sugar era. This fact may seem to lend plausibility to Lefebvre and Lumsden's application of the Relexification Hypothesis, but a number of vexing issues call this hypothesis into question.
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Przybył, Bartosz. "Percepcja wartości w etyce G.E. Moore’a." Etyka 31 (December 1, 1998): 125–44. http://dx.doi.org/10.14394/etyka.376.
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The aim of the present article is to reconstruct the theory of the moral perception held by G.E. Moore, with a special regard to its ontological and epistemological features. The author tries to prove first that Moore’s theory of ethical reality has been strongly influenced by his ontology and epistemology. Secondly, he indicates that the two mentioned views are interdependent ones. However the article is intended not only to give an account of the doctrine of Moore but also to be a particular interpretation of it. A discerning analysis of Moore’s act of the moral perception shows that he understood it on the analogy with the sense perception. The author tries therefore to interpret the theory of the moral perception in the sense-data language.
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Gheitasi, Parvin, and Janet Enever. "Formulaic time buyers for young foreign language learners." Language Teaching for Young Learners 4, no. 1 (February 14, 2022): 66–91. http://dx.doi.org/10.1075/ltyl.21006.ghe.
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Abstract Multiword units of language, known as formulaic sequences, are pervasive and essential in communication (Wray, 2008). Although issues related to formulaicity have been under investigation in a number of research studies (e.g. Conklin & Schmitt, 2008; Wood, 2006), the present study is different in investigating the functions of formulaic sequences in the oral language production of young learners in the context of English as a foreign language. A class of 11 students (aged 9 to 11) was observed and video recorded for 16 sessions (90 minutes per session). Following transcription of selected speech samples, formulaic sequences were identified based on pre-established criteria. Analysis enabled categorisation of a range of functions for formulaic sequences in learners’ oral language production. Results revealed evidence that formulaic sequences performed a variety of roles in the learners’ language production. These sequences helped young language learners to improve their fluency, to economize effort on processing and also to buy time for processing. A significant novel finding of this study was evidence that language users might introduce dis-fluency in the production of their sequences in order to buy time for further processing.
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Jacobs, Bart. "Upper Guinea Creole." Journal of Pidgin and Creole Languages 25, no. 2 (August 13, 2010): 289–343. http://dx.doi.org/10.1075/jpcl.25.2.04jac.
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This paper addresses the debate on the place of origin of the Upper Guinea branch of Portuguese Creole (UGPC) as spoken in Guinea-Bissau and Casamance (GBC) and on the Santiago Island of Cape Verde (SCV). The hypothesis that UGPC emerged on Santiago rather than on the mainland is underpinned both historically and linguistically. First, a historical framework is presented that accounts for the linguistic transfer from Santiago to Cacheu. Secondly, Parkvall’s (2000) lexical evidence in favor of a Santiago birth will be analyzed and corroborated. Thirdly, a phonological trait that separates GBC from SCV is highlighted and shown to favor a Santiago origin. Finally, lexical and phonological features typical of 15th–16th century Portuguese shared by GBC and SCV are combined with historical data to further strengthen the Santiago birth hypothesis.