Academic literature on the topic 'Influence on Ladin dialect'
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Journal articles on the topic "Influence on Ladin dialect"
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McCully, Chris B., and Richard M. Hogg. "Dialect Variation and Historical Metrics." Diachronica 11, no. 1 (January 1, 1994): 13–34. http://dx.doi.org/10.1075/dia.11.1.04mcc.
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SUMMARY The form and distribution of Middle English poetic texts is neither accidental nor the sole consequence of French (or Latin) literary influence. In particular, we claim that changes in poetic form are enabled by language change, specifically and in the Middle English period by changes in word- and phrase-stress patterning. Such linguistic changes initially take place in different dialects at different rates. Since dialects show at least partial synchronic isomorphism between phonological and metrical forms, it is reasonable to explore the consequences of such isomorphism in Middle English, and come to some (tentative) conclusions about the metres, the alliterative patterning, and the di-atopic variation in Middle English verse. We include data and analyses connected with the coming of systematic rhyme, different forms of alliterative writing, metrical promotion and subordination, and isosyllabism. These help to justify the initial assumptions that dialect variation is metrically significant and that poetic form and change is enabled by changes in stress-patterning. RÉSUMÉ La forme et la disuibution des textes poétiques du moyen anglais n'est ni le résultat d'un accident ni entièrement la conséquence de l'influence littéraire française (ou latine). Nous prétendons, en particulier, que les changements dans la forme poétique deviennent possibles grâce aux changements dans la langue, plus spécifiquement, durant la période du moyen anglais, grâce aux changements au niveau de l'accentuation des mots et des phrases. Initialement, de tels changements linguistiques se produisent dans des dialectes différents et à des vitesses différentes. Puisque les dialectes démontrent un isomorphisme du moins partiellement synchronique entre les formes phonologiques et métriques, il semblerait raisonnable d'explorer les conséquences d'un tel isomorphisme en anglais moyen et d'en venir à quelques conclusions préliminaires sur sa métricité, son allitération et sa variation diatopique. Nous incluons, par ailleurs, les données et les analyses reliées à l'avènement de la rime systématique, aux diverses formes d'allitération, à la promotion et subordination métrique, aussi bien qu'à l'isosyllabisme. Tout cela contribue à justifier les suppositions initiales, voire que la variation dialectale a une importance de nature métrique et que la forme ainsi que le changement poétique sont motivés par des changements au niveau de l'accentuation. ZUSAMMENFASSUNG Die Art und Verbreitung der mittelenglischen Literatur ist weder zufällig noch als das Ergebnis franzosischer (oder lateinischer) Einflüsse anzusehen. In diesem Aufsatz wird vornehmlich die Auffassung vertreten, daß Ânderungen in der dichterischen Form durch Sprachwandel ermoglicht werden. Während der mittelenglischen Periode geschah dies vor allem durch Ânderungen im Be-tonungsmuster von Wörtem und Wortgruppen. Solche sprachlichen Veränderungen traten in den verschiedenen Dialekten weder gleichzeitig noch regel-maßig auf. Da die Dialekte synchron gesehen zumindest teilweise eine Isomor-phie zwischen phonologischen und metrischen Strukturen aufweisen, lassen sich im Mittelenglischen einige Folgen dieser Isomorphic untersuchen. Sie erlauben zumindest einige vorläufige Schliisse iiber Metrik, Stabreimmuster und diatopische Varianten in der mittelenglischen Dichtung. Im vorliegenden Beitrag wurden Materialien und Analysen berücksichtigt, die sowohl mit dem Auftreten des Endreims als auch mit den verschiedenen Formen der Stabreim-dichtung zusammenhängen, etwa mit dem Isosyllabismus und der metrischen Profilierung oder Unterordnung. Dièse bestätigen großtenteils unsere An-nahmen, da8 Verschiedenenheiten innerhalb der Dialekte fur die Metrik von Bedeutung sind und da6 der Wandel in der poetischen Ausdrucksform durch Ànderungen im Wortbetonungsmuster ermoglicht wird.
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Worthington, Martin. "Dialect admixture of Babylonian and Assyrian inSAAVIII, X, XII, XVII and XVIII." Iraq 68 (2006): 59–84. http://dx.doi.org/10.1017/s0021088900001169.
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Studies of language contact in Mesopotamia have tended to concern themselves principally with lexical borrowing and structural influence, and to focus on the interaction of Akkadian with Sumerian and (in later times) Aramaic. This paper attempts to innovate on the field in two respects. First, studies of language contact in Mesopotamia largely neglect the sociolinguistic aspects of the phenomenon, which have been problematized with rewarding results in a large and ever-growing body of sociolinguistic literature. A masterly study by Adams has recently shown that sociolinguistic methods can successfully be applied to corpus languages, in his case Latin. Sociolinguistic aspects of language contact are the primary focus of this paper. Second, instead of the interaction between Akkadian and another language (Sumerian, Aramaic), we shall be concerned with that between dialects of Akkadian itself, which can be distinguished through phonology, morphology and, to a lesser extent, lexicon: Neo-Assyrian and two dialects of Babylonian. The Babylonian dialects, respectively vernacular Neo-Babylonian and so-called “Standard Babylonian” (GermanJungbabylonisch), appear in different epistolary contexts. As the language of scholarship andbelles lettres, Standard Babylonian occurs in learned citations, and was used to elevate one's language. We will encounter it frequently in letters written to the king by Neo-Assyrian scholars. Vernacular Neo-Babylonian was the base dialect of numerous letters by and to Babylonians. Characteristically Neo- (as opposed to Standard) Babylonian forms are usually not found in Assyrian letters.
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Valcheva, Penka. "LEARNING THE PALKEN LANGUAGE AS AN OFFICIAL DIALECT OF THE BANATIAN BULGARIANS." Knowledge International Journal 34, no. 6 (October 4, 2019): 1671–75. http://dx.doi.org/10.35120/kij34061671v.
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Banat Bulgarians are a special descendant of the centuries-old tree of the Bulgarian ethnic group. Descendants of the displaced from Nikopol and Svishtov after the rout of the Chuprov’s uprising in 1688, they have lived in Banat for 281 years and have preserved their language, traditions and Bulgarian consciousness. Despite their affiliation to Catholicism, they continue to be referred to as “palkene” as a remembrance of their Pavlikian past. After Bulgaria's liberation from Turkish slavery, some of the Banat Bulgarians returned to their homeland, again seeking subsistence and a better life, and founded the villages of Dragomirovo, Gostilya, Bardarski Geran, Bregare and Asenovo. Banat Bulgarians use their own language, which they call "Palken". His writing is based on the Croatian Latin version, and preserves many ancient forms of the language spoken in Bulgaria. The main principle in the Bulgarian Palken spelling is phonetic, ie. it is written as it is pronounced. In lexical terms, there are many borrowing from the Banat Bulgarians from German, Hungarian and Serbian, which is due to the close contacts of Banat Bulgarians with other people in the multi-ethnic Banat. Despite the foreign influence, the dialect form and the use of Latin instead of Cyrillic, the Banat Bulgarians emphasize the Bulgarian character in their language. The Bulgarian Palken language is used in literature, the press, the church and the media with minor differences due to the different dialects. In the period 1860-1896 it was the main language of teaching in the Bulgarian school in Banat, from 1896 to 1918 it was replaced by Hungarian, and then – by Romanian or Serbian. In Bulgaria, the Palken language was functional in the late 18th and early 20th centuries. Today the Banat Bulgarians have turned their dialect in a second Bulgarian literary language, publishing a large number of textbooks, calendars, books, prayer books, newspapers and magazines, through which the few who know and use the Palken language seek to influence others in their community and save it from destruction and oblivion. Nowadays, this language continues to be alive and real in the culture and everyday life of Bulgarian families who have migrated from Bulgaria due to historical circumstances more than two hundred years ago in Serbian, Romanian and Hungarian Banat. This report examines the specifics of the graphical system of the Bulgarian Palken language by comparing them with the modern Bulgarian language.
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Mahal, Dr Ramandeep, and Ms Tanu Bura. "Dialect, Class struggle and Immigration in The Lonely Londoners, Saturday Night and Sunday Morning and Room At the Top." Journal of University of Shanghai for Science and Technology 23, no. 09 (September 2, 2021): 44–51. http://dx.doi.org/10.51201/jusst/21/09507.
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This paper addresses a little piece of a lot more extensive undertaking looking at the connections between working class and migrant writing which will frame a piece of my thesis. I will discuss the employments of lingo, class struggle and interesting differences in these books from the 1950s – John Braine’s Room At the Top (1957), Alan Sillitoe’s Saturday Night and Sunday Morning (1958) and Sam Selvon’s The Lonely Londoners (1956). I’ll begin with reference to a novel from the very period that maintains a strategic distance from broad utilization of tongue, prior to going to how these creators use vernacular and standard English alongside one another, just as set against one another, prior to getting done with an endeavor to historicize their employments of lingo. English the most prevalent language of the world has evolved with times influenced by German about 30%, Latin 30%, French 25%, Greek 5% and other languages about 10%. Surprisingly London alone has 300 other different languages spoken and they all influence add to the further development of Lingo and communication.
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Wright, Sue. "Regional or Minority Languages on the WWW." Journal of Language and Politics 5, no. 2 (September 15, 2006): 189–216. http://dx.doi.org/10.1075/jlp.5.2.04wri.
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This paper reports on research sponsored by Unesco to provide reliable data on the extent to which the WWW is becoming a means for minority language groups to publish information and reach the general public. These are the first findings of what is intended to be a world wide enquiry. We report on the Web presence of a group of European languages, all of which have minority status in the states in which they are spoken. They are various dialects of Occitan3 in France, Sardinian, Piemontese and Ladin in Italy and Frisian in the Netherlands. The research confirms that these languages are used extensively on the Internet. However, it also finds that the domains in which they are used are quite restricted and mirror to a large degree the situation in traditional print publishing. Thus the WWW may only be having an influence on volume of publishing and is not necessarily extending the use of the languages to new areas. Thirdly, it records substantial publishing by private individuals and finds that there are possible consequences here for standardisation of minority languages. The research is comparative and ongoing and will explore whether the European situation is typical or exceptional.
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Krasowska, Helena. "Problematyka pożyczek ukraińskich w polskiej gwarze górali bukowińskich." Studia z Filologii Polskiej i Słowiańskiej 52 (December 31, 2017): 164–85. http://dx.doi.org/10.11649/sfps.2017.008.
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The problem of Ukrainian borrowings in the Polish dialect of Bukovinian highlandersThe article is based on dialectal material, collected from Bukovinian highlanders according to the guidelines published in the All-Carpathian Dialect Atlas, in which a considerable role is played by Ukrainian vocabulary. The latter has been divided into two groups: 1) natively Ukrainian words; and 2) words that are borrowings in Ukrainian, and that have become part of the Bukovinian highlanders’ lexicon presumably via Ukrainian.Noteworthy in the first group (Ukrainian borrowings) are the words commonly used in all six studied villages. The Ukrainian lexemes used in four or five of the villages either: a)while having a Slavic origin, are also known in Romanian; or b) are words of Proto-Slavic origin. Finally, borrowings appearing in one, two or three villages can probably be explained by the influence of the state language on the dispersed highlander population.In the second group of borrowings, i.e., farther borrowings in Ukrainian, the most frequent of subgroups are Hungarian borrowings into Romanian and Ukrainian. Another subgroup are Latin borrowings, which must have been passed to Ukrainian through Romanian, as well as direct or indirect borrowings from Turkish. The material also features borrowings from Romanian, German via Polish, and French.Ukrainian borrowings in the Polish dialect of Bukovinian highlanders are a difficult interpretational and classificatory problem. The question of whether the highlanders borrowed these words from Ukrainian or Romanian cannot be answered unambiguously, especially since between 1918 and 1944 Bukovina was a part of Romania and Romanian was the language of education, official communication etc. Similarly, we do not know if the words originating from Romanian have been borrowed directly from this language or via Ukrainian. The same can be applied to Hungarian and German. The presented material can thus only be treated as one part of the vocabulary of the Bukovinian highlanders’ dialect. Problematyka pożyczek ukraińskich w polskiej gwarze górali bukowińskichW przeanalizowanym materiale, zebranym wśród polskich górali bukowińskich na podstawie kwestionariusza Ogólnokarpackiego atlasu dialektologicznego, znaczną rolę odgrywa słownictwo ukraińskie. Zostało ono podzielone na dwie grupy: 1) rodzime wyrazy ukraińskie i 2) pożyczki przejęte z innych języków przez język ukraiński, które znalazły się w polskiej gwarze górali bukowińskich zapewne za jego pośrednictwem.W pierwszej grupie (pożyczki ukraińskie) zwracają uwagę wyrazy występujące powszechnie we wszystkich sześciu zbadanych wsiach, związane z życiem codziennym. Leksemy występujące w czterech lub pięciu wsiach można natomiast podzielić na: a) znane też w języku rumuńskim, które przeszły ze słowiańskiego; b)wyrazy prasłowiańskie. Wreszcie pożyczki występujące w jednej, dwóch lub trzech wsiach można prawdopodobnie wyjaśnić wpływem języka państwowego na rozproszoną ludność góralską.W drugiej grupie pożyczek, tzn. pożyczkach dalszych w języku ukraińskim, na pierwszy plan wysuwają się pożyczki węgierskie w języku rumuń skim i ukraińskim. Kolejną podgrupę tworzą pożyczki z łaciny, które musiały przejść przez język rumuński do ukraińskiego; znajdują się tu także pożyczki z języka tureckiego w ukraińskim lub poprzez turecki. W zebranym materiale znajdziemy także zapożyczenia z języka rumuńskiego, z niemieckiego za pośrednictwem polskiego oraz z języka francuskiego.Zapożyczenia ukraińskie w polskiej gwarze górali bukowińskich stanowią poważny problem interpretacyjny i klasyfikacyjny. Na pytanie, czy górale przyjęli te pożyczki z ukraińskiego czy z rumuńskiego, nie można dać jednoznacznej odpowiedzi; tym bardziej że Bukowina w okresie od 1918 do 1944 roku należała do Rumunii i język rumuński był językiem szkół, urzędów itd. Nie wiadomo także, czy wyrazy pochodzenia rumuńskiego przeszły przez język ukraiński, czy też zapożyczone zostały bezpośrednio. To samo dotyczy języka węgierskiego i niemieckiego. Przedstawiony materiał może być więc traktowany tylko jako jedna z części ogólnego zasobu słownikowego gwary górali bukowińskich.
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FLORENTIN, MOSHE. "Abraham Tal: A Dictionary of Samaritan Aramaic—a review article." Bulletin of the School of Oriental and African Studies 67, no. 2 (June 2004): 198–206. http://dx.doi.org/10.1017/s0041977x0400014x.
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This article presents a detailed review of A Dictionary of Samaritan Aramaic (Leiden: Brill, 2000). Samaritan Aramaic (SA) is a Palestinian Aramaic dialect similar to Jewish Aramaic and Christian Aramaic, the two other dialects in use during the first millennium CE in Palestine. Based on the best critical editions of Samaritan texts (for each of them the author initially prepared a comprehensive concordance), it presents the entire vocabulary of SA literature as it is known at present; namely the Samaritan Targum, liturgical poems, midrashic literature and SA material attested in Samaritan texts written in Late Samaritan Hebrew. The article deals with lexicographical issues, such as the method of introducing entries and the scope of the dictionary (e.g. its being a sort of mini-encyclopedia). It focuses mainly on matters relating to SA, such as differences between ancient and late layers of the dialect, lexical loans (from Hebrew, Arabic, Greek and Latin) and influences of Jewish texts (e.g. Onkelos). The scope of the dictionary, its method and, above all, the way its author deals with the vast lexical problems of SA, make it one of the most important contributions to the research into this dialect. It is therefore unsurprising that DSA has already gained an important place on the bookshelves of scholars of other dialects of Aramaic, Hebrew and biblical studies.
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Alber, Birgit, Joachim Kokkelmans, and Stefan Rabanus. "Preconsonantal s-retraction in the Alps: Germanic, Romance, Slavic." STUF - Language Typology and Universals 74, no. 1 (March 29, 2021): 17–38. http://dx.doi.org/10.1515/stuf-2021-1022.
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Abstract Middle and Upper German dialects exhibit a phonological process of s-retraction neutralizing alveolar [s] to palatoalveolar [ʃ] in preconsonantal contexts. Based on a corpus of dialect data from own fieldwork, dialect atlases and dictionaries, we examine this process in Germanic, Romance and Slavic varieties of the Eastern Alps. It is attested in most Germanic varieties and in Ladin and Rumantsch, but not in other Romance varieties or in the Slovenian dialects of the region. We propose that the emergence of s-retraction may be supported by language contact, but crucially relies on specific diachronic changes affecting the sibilant inventories of the varieties displaying it.
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Meul, Claire. "Le suffixe -ëi- dans la première conjugaison du badiot." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 30, no. 2 (December 31, 2007): 291–316. http://dx.doi.org/10.1075/li.30.2.07meu.
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The insertion of inflectional suffixes in the verbal paradigm is a widespread phenomenon, characteristic of Romance verbal morphology. Traditionally, there are two types of hypotheses that concern verbal amplifications: on the one hand there is a phonological explanation that relies on the criterion of the “generalization of stress”, on the other hand there is a semantic-functional hypothesis based on the theory of verbal aspect. This contribution proposes an analysis of the suffix -ëi- that appears in the verbal forms with stressed stem in the Badiot dialect, one of the idioms of the central Ladin group. The confrontation of the traditional hypotheses with a corpus of 2040 verbs of the first conjugation of the Badiot dialect, reveals that neither the phonological hypothesis nor the semantic-functional hypothesis can account for the insertion of the suffix. An alternative hypothesis is proposed, wich considers stress in a paradigmatic perspective wich that explains the presence of the suffix by the generalization of the metrical structure associated with the lexical stem of the infinitive.
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Luczynski, Michal. "Czech and Polish Linguistic Relations in the Vocabulary of Spiritual Culture (Past and Present)." Respectus Philologicus 22, no. 27 (October 25, 2012): 190–96. http://dx.doi.org/10.15388/respectus.2012.27.15347.
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This paper discusses the role of the Czech language in forming Polish vocabulary. The question is presented on the basis of one of the thematic groups of vocabulary, beliefs and religion, classified as Bohemianisms, including such words as Old Polish anioł, diabeł, and tatrman, as well as the Polish dialectal antyjasz, b’inek, cwerg, czechman, dias, fajermon, Fontana, hastrman, jaroszek, korfanty, kuźlak, mužík, Pustecki, raraszek, sotona, szatan, waserman, wiestnica and zazrak. The classification of Czech borrowings in Polish includes three groups. The main groups are: borrowings from Old Czech, borrowings from literary Czech from the 14th to the beginning of the 16th centuries, and borrowings from common Czech dialects (especially from a transitional group of dialects). The first and second group contains many international words (borrowings from Greek, Latin and German), while the third appear chiefly in the Polish dialects of Silesia and the Małopolska province. The author notes that the early Old Czech brought Latin borrowings from Christian terminology and demonological nomenclature. The 14th and 15th and also 20th centuries brought words related to witchcraft and traditional demonology, such as the names of wizards and witches, the devil, ghosts, etc. The author ascertains that, first of all, such loan names concern beings of the lowest demonic ranks and, in general euphemistic determination, present “evil ghosts.” Linguistic geographical analysis indicates that Czech loans of demoniac names occur mainly in the south-west and repeatedly exhibit a strictly regional (sometimes individual) character. The Czech language has also fulfilled an intermediary role in adapting borrowings from other languages (German, Greek and Latin); it has thus had a significant effect on modern disparity and Polish mythological vocabulary. This article aims at the ethnic and chronological classification of fragments of Slavic mythological vocabulary, and analyzes the problem of language influence between Czech and Polish.
Dissertations / Theses on the topic "Influence on Ladin dialect"
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Ploner, Eva. "Landinisch-deutsch-italienische Gesetzestexte : eine Übersetzungskritik mit Verbesserungsanregungen /." Innsbruck : Institut für Romanistik der Universität Innsbruck, 2002. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=010378427&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Kile, Stacy Nicole. "The Influence Of Dialect On The Perception Of Final Consonant Voicing." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/3837.
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Children at risk for reading problems also have difficulty perceiving critical
differences in speech sounds (Breier et al., 2004; Edwards, Fox, & Rogers, 2003; de-
Gelder & Vroomen, 1998). These children rely more heavily on context than the acoustic
qualities of sound to facilitate word reading. Dialect use, such as African American
English (AAE) may influence literacy development in similar ways. Dialect use has been
shown to affect speech sound processing and can even result in spelling errors (Kohler, et
al., in press). The purpose of this study is to determine if children who speak AAE
process cues indicative of final consonant voicing differently than children who speak a
more mainstream dialect of English.
Twenty-six typically developing children in grades K-2 who spoke either AAE or
a more mainstream American English dialect participated. The speech stimuli consisted
of nonsense productions of vowel + plosive consonant. These stimuli were systematically
altered by changing the vowel and stop-gap closure duration simultaneously, which
resulted in the final consonant changing from a voiced consonant, like “ib”, to a voiceless
consonant, like “ip”. Two tasks were developed: a continuum task where the child had to
indicate when the stimuli changed in voicing and a same-different task which involved
determining if two stimuli were identical in voicing or not.
No significant differences between groups were found for dialect use or grade for
the same/different task. In the continuum task, chi-square analyses revealed significant
differences in response patterns attributable to dialect and grade. In addition, a significant
consonant by speaker interaction was found for mean ratings. Correlations between mean
continuum rating and phonological awareness composites were not significant.
In conclusion, it was evident that children who speak AAE present with
differences in their perception of final consonants in VC nonsense syllables. This finding
suggests the dialect speakers may be using different cues to make judgments regarding
the speech signal, or that the speakers of AAE have a less mature ability to extract fine
phonetic detail due to the influence of their dialect (Baran & Seymour, 1979). More
research is warranted to determine the exact role that dialect plays.
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Durrant, Samantha. "The influence of long-term exposure to dialect variation on representation specificity and word learning in toddlers." Thesis, University of Plymouth, 2014. http://hdl.handle.net/10026.1/3205.
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Until very recently language development research classified the language learner as belonging to one of two discrete groups – monolingual or bilingual. This thesis explores the hypothesis that this is an insufficient description of language input and that there are sub-groups within the monolingual category based on the phonological variability of their exposure that could be considered akin to that of bilingual toddlers. For some monolingual toddlers, classified as monodialectal, their language exposure is generally consistent, because both of their parents speak the dialect of the local area. Yet for other toddlers, classified as multidialectal, the language environment is more variable, because at least one of their parents speaks with a dialect that differs from the local area. It is considered that by testing this group of multidialectal toddlers it will be possible to explore the effect of variability on language development and how increased variability in the bilingual linguistic environment might be influencing aspects of language development. This thesis approaches the influence of variability from three areas of interest: phonetic specificity of familiar words using a mispronunciation paradigm (Experiments 1 and 2), target recognition of naturally occurring pronunciation alternatives (Experiments 3 and 4) and use of the Mutual Exclusivity strategy in novel word learning (Experiment 5). Results show that there are differences between the two dialect groups (monodialectal and multidialectal) in a mispronunciation detection task but that toddlers perform similarly with naturally occurring pronunciation alternatives and in their application of the Mutual Exclusivity strategy. This programme of work highlights that there is an influence of linguistic variability on aspects of language development, justifying the parallel between bilingualism and multidialectalism.
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Khweyane, Matshelane Anna. "The influence of the dialect Sepulana on learning of Sepedi at Sabie Circuit, Mpumalanaga Province, South Africa." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1674.
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Thesis (M.A. (African Languages))-- University of Limpopo, 2014The study was intended to investigate the influence and the impact which Sepulana as a dialect has on the learning of Sepedi as the standard language. The findings included among others: Sepulana has a negative impact on the learning of Sepedi as a standard language in Sabie circuit, Bohlabela district of Mpumalanga Province. Secondly, most Sepedi educators who speak Sepulana use the dialect to offer Sepedi in the formal classroom situation, and as such, learners become confused on whether to use Sepedi or Sepulana words. The study recommends that teachers of Sepedi be encouraged to teach Sepedi and not Sepulana in class, and also that teachers should upgrade their Sepedi qualifications to enable them to have in-depth knowledge of the language.
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Rossi, Doc. "Shakespeare and Brecht : a study of dialect structures in Shakespearean drama and their influence on Brecht's theatre and dramatic theory." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/1382611/.
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This thesis explores aspects of Brecht's adaptations of Shakespeare's plots and rhetoric while focusing particularly on matters of structural influence. Both authors use metafictional references in their plays to foreground a stylised artificiality, thereby pointing to the interaction of social and literary semiotics. These 'alienating' strategies expose the construction and the limitations of ideologies presented in a play, demanding recognition of the dialectical processes thus engaged. The study of Brecht's theory and practice against the background of Shakespeare's drama produces new insight into Brecht's works; similarly, Shakespeare's plays viewed against the background of Brecht's theatre and dramatic theory provide new insight into Shakespeare's literary practice. Both authors are seen to operate within and against their societies' discursive limitations in ways which are best understood through the intertextual connections proposed here. A revaluation of Brecht's attitude to Shakespeare in the context of his criticism of the orthodox theatre foregrounds the influence of Shakespearean dramaturgy on Brecht's dramatic theory. The imaginative or aesthetic dialectic structures of Shakespearean drama, particularly in Richard II, Hamlet and Antony and Cleopatra, are as important to Brecht's concept of a dialectical drama as the historical-material dialectic of Hegel and Marx. The development of Brecht's dialectic approach and Shakespeare's influence upon it are illustrated here with reference to Baal and The Life of Galileo. Man equals Man is used to link pre- and post-Marxist Brecht in order to explicate Brecht's sharpening of his already dialectical structure. Brecht's tendency polemically to privilege a Marxist discourse in order to criticise the status quo, as in his rewriting of Shakespeare's Coriolanus, undermines the flexible dialectic of Shakespearean drama; but by constructing his plays on a Shakespearean model which introduces the audience to an interrogative critical practice, Brecht undercuts the overt didacticism present in his plays.
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Smith, Oneil St Orbine. "The Influence of Language on the Teaching and Learning of Mathematics." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4682.
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A majority of students at the local University College of Science and Education (UCSE, pseudonym) in Jamaica do not have the conceptual understanding of mathematical principles to function in a competitive and highly globalized marketplace. In 2013 and 2014, 88% and 92% of freshmen education students scored at the lowest 2 levels on the Mathematics Diagnostic Test (MDT). The instructional language at UCSE is Standard English (SE) whereas most students speak Jamaican dialect (JD). The purpose of this study was to determine the effect that the language of instruction has on student achievement in math as measured by the MDT. Guided by Vygotsky's social development theory, the research questions focused on comparing MDT change scores between students who were taught using JD and those using SE as the instructional language. The quasi-experimental design used ex post facto data including pretest and posttest MDT scores from 40 freshmen of whom 20 were instructed in JD and 20 in SE. The results of an independent sample t test showed that the difference in the MDT change score was significant. The JD students had a higher improvement score. Consequently, it is recommended that math instructors use JD to instruct freshmen education students whose native language is JD. A professional development session for math teachers was created that demonstrates how to teach in JD while simultaneously scaffolding the instruction in a way that students can learn SE and be prepared for the following year at UCSE. If students understand the math concepts in their freshman year, they are more likely to continue their college education and to become productive members of Jamaica's economy which is dependent on employees that are proficient in math.
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Drummond, Rob John. "Sociolinguistic variation in a second language : the influence of local accent on the pronunciation of non-native English speakers living in Manchester." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/sociolinguistic-variation-in-a-second-language-the-influence-of-local-accent-on-the-pronunciation-of-nonnative-english-speakers-living-in-manchester(614f2f75-4705-4cc0-a93a-4b1914a88e04).html.
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This study is an investigation into sociolinguistic variation in a second language. More specifically, it is an investigation into the extent to which speakers of English as a second language acquire particular features of the variety of English they are exposed to. The speakers in question are Polish migrants, and the variety of English is that found in Manchester, a city in the North West of England.The research uses data gathered from 41 participants who have been in Manchester for various lengths of time and who came to the UK for a wide range of reasons. The aim was to explore the extent to which local accent features are acquired by second language English speakers, and the linguistic and social factors which influence this acquisition. Methodologically, the research draws on practices from variationist sociolinguistics, but by using them in a second language context, the study has the additional aim of developing the link between these two areas of study. Four linguistic features were identified, on the basis of them each exhibiting local variants that differ from any pedagogical model of English the speakers will have been exposed to in Poland. All four demonstrated some degree of change towards the local variants in the speech of many of the participants, but to greatly differing degrees. Multiple regression analyses helped to determine which factors might be influencing the patterns of variation, with the social constraints of length of residence, level of English, gender, attitude, and identity among those believed to be playing a part. The thesis ends with a discussion exploring the implications of the findings in terms of existing and future research, and looks at how they might usefully be applied to situations outside that of academic linguistics.
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Jeffrey, Johnson Kirstin Elizabeth. "Rooted in all its story, more is meant than meets the ear : a study of the relational and revelational nature of George MacDonald's mythopoeic art." Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/1887.
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Scholars and storytellers alike have deemed George MacDonald a great mythopoeic writer, an exemplar of the art. Examination of this accolade by those who first applied it to him proves it profoundly theological: for them a mythopoeic tale was a relational medium through which transformation might occur, transcending boundaries of time and space. The implications challenge much contemporary critical study of MacDonald, for they demand that his literary life and his theological life cannot be divorced if either is to be adequately assessed. Yet they prove consistent with the critical methodology MacDonald himself models and promotes. Utilizing MacDonald’s relational methodology evinces his intentional facilitating of Mythopoesis. It also reveals how oversights have impeded critical readings both of MacDonald’s writing and of his character. It evokes a redressing of MacDonald’s relationship with his Scottish cultural, theological, and familial environment – of how his writing is a response that rises out of these, rather than, as has so often been asserted, a mere reaction against them. Consequently it becomes evident that key relationships, both literary and personal, have been neglected in MacDonald scholarship – relationships that confirm MacDonald’s convictions and inform his writing, and the examination of which restores his identity as a literature scholar. Of particular relational import in this reassessment is A.J. Scott, a Scottish visionary intentionally chosen by MacDonald to mentor him in a holistic Weltanschauung. Little has been written on Scott, yet not only was he MacDonald’s prime influence in adulthood, but he forged the literary vocation that became MacDonald’s own. Previously unexamined personal and textual engagement with John Ruskin enables entirely new readings of standard MacDonald texts, as does the textual engagement with Matthew Arnold and F.D. Maurice. These close readings, informed by the established context, demonstrate MacDonald’s emergence, practice, and intent as a mythopoeic writer.
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"Influence of Spanish dialect on picture and object naming by pre-schoolers." Texas Christian University, 2010. http://etd.tcu.edu/etdfiles/available/etd-05052010-084541/.
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CHEN, WEI-LIN, and 陳薇琳. "The Research of the Influence of Teaching Taiwanese Opera on the Students’ Learning Native Dialect─Using the Fifth Grade of Shi- Lin Elementary School." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/50704124121253853808.
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碩士國立臺北教育大學
音樂教育學系碩士班
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As the learning of culture through native dialect become more and more emphasized, the Ministry of Education has added local culture teaching into the curriculum of elementary school education, hoping to cultivate the next generation with a sensation towards local culture so that they will cherish their own culture. Taiwanese opera is perhaps the only traditional drama that has been developed locally and it has accompanied Taiwanese people for the past century. In order for elementary school students to have a deeper understanding of native art and dialect, the researcher tried to incorporate this traditional drama – Taiwanese opera –into the teaching of arts and humanities. This study discusses whether the interest of students in learning native dialect will increase through traditional drama appreciation and performances. The purposes of this study are as follows: 1)To understand the attitude of elementary school students toward appreciating Taiwanese opera. 2)To discuss the factors which affect students’ willingness of appreciating Taiwanese opera. 3)To discuss the significance and value of Taiwanese opera in the teaching of traditional art. 4)To understand how well the elementary school students accept the teaching of Taiwanese opera, and the feasibility of adding it into the curriculum of arts and humanities. 5)To discuss students’ interest in and reaction to the learning of native dialect through Taiwanese opera. This study is an action research using fifth graders at Shi-Lin Elementary School where the researcher teaches as the subjects. Through the teaching of Taiwanese opera appreciation and performance, this study discusses the difficulties that teachers have when instructing students to perform, and looks for ways that help students increase their interest in native art and dialect. Interviews, observations and recordings are done in class. After the teaching, a survey is conducted. The analysis of the survey reveals the following conclusion: 1)The curriculum design of Taiwanese opera teaching can help students learn both native art and dialect. 2)Having students perform Taiwanese opera can help them better understand local culture and native art. 3)Having students perform Taiwanese opera can increase their interest and ability in learning Taiwanese. This study suggests the following: 1)Create a supporting environment emphasize teamwork and classroom order. 2)Provide art teachers with opportunities for advanced studies traditional art to cultivate teachers’ knowledge. 3)Provide films and scripts of Taiwanese opera appropriate suitable for children and increase the campus tours of Taiwanese opera troupe.
Books on the topic "Influence on Ladin dialect"
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Belardi, Walter. Stirpi e imprestiti. Roma: Dipartimento di studi glottoantropologici dell'Università di Roma 'La Sapienza', 1990.
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Pellegrini, Giovan Battista. Il ladino o retoromanzo: Silloge di contributi specialistici. Alessandria: Edizioni dell'Orso, 2000.
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Belardi, Walter. Profilo storico-politico della lingua e della letteratura ladina. Roma: Dipartimento di studi glottoantropologici, Università "La Sapienza", 1994.
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Taggart, Gilbert C. Dicziunari rumantsch ladin - franca̧is/Dictionnaire franca̧is - rumantsch ladin. Cuoira, CH: Lia Rumantscha, 1990.
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Bernardi, Rut. Curs de gherdëina: Trëdesc lezions per mparé la rujeneda de Gherdëina = tredici lezioni per imparare la lingua gardenese. San Martin de Tor: Istitut ladin Micurá de Rü, 2002.
Find full textBook chapters on the topic "Influence on Ladin dialect"
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Bull, Tove. "The Influence of Multilingualism on a Northern Norwegian Dialect." In Learning, Keeping and Using Language, 51. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/z.lkul2.07bul.
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Yonezawa, Midori. "Influence of Vowel Devoicing on Dialect Judgments by Japanese Speakers." In Handbook of Perceptual Dialectology, 367–96. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/z.hpd2.25yon.
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Taeldeman, Johan. "The influence of urban centres on the spatial diffusion of dialect phenomena." In Dialect Change, 263–84. Cambridge University Press, 2005. http://dx.doi.org/10.1017/cbo9780511486623.012.
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Petzl, Georg. "Greek Epigraphy and the Greek Language." In Epigraphy and the Historical Sciences. British Academy, 2012. http://dx.doi.org/10.5871/bacad/9780197265062.003.0004.
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Part I of this chapter reviews its subject historically, showing how inscriptions allow us to see the development of the Greek dialects, the effects on Greek of contact with other languages, especially Latin, and the ways in which styles of utterance and uses of language changed through time. Part II, a brief systematic review, illustrates three modes of language: poetry, with illustrations from funerary epigrams much influenced by Homer and the dramatists; prose, with its range of variations by genre and by degree of rhetorical influence, but also very directly in the form of precise citations of words and phrases used in assemblies; and Kunstprosa, the blend of prose and poetry, illustrated by the style and vocabulary of the inscription of Antiochos I of Commagene on his monument at Nemrud Dagh in South East Turkey.
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Fant, Clyde E., and Mitchell G. Reddish. "Athens." In A Guide to Biblical Sites in Greece and Turkey. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195139174.003.0010.
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In the Mediterranean world, only Rome rivals Athens as a city famed for its antiquities. Ancient travelers came to marvel at its grand temples and civic buildings, just as tourists do today. Wealthy Romans sent their children to Athens to be educated by its philosophers and gain sophistication in the presence of its culture. Democracy, however faltering its first steps, began in this city, and education and the arts flourished in its environment. Even at the height of the Roman Empire, the Western world’s government may have been Roman but its dominant cultural influence was Greek. Latin never spread abroad as a universal language, but Greek did, in its Koine (common) form. By the 4th century B.C.E. this Attic dialect of Plato and the Athenian orators was already in use in countries around the Mediterranean. The monuments of Athens and the treasures of its National Museum still amaze and delight millions of visitors from every nation who come to see this historic cradle of Western culture. A settlement of some significance already existed at Athens in Mycenaean times (1600–1200 B.C.E.). Toward the end of the Dark Ages (1200–750 B.C.E.) the unification of Attica, a territory surrounding Athens of some 1,000 square miles, was accomplished under the Athenians. The resulting city-state was governed by aristocrats constituted as the Council of the Areopagus, named for the hill below the Athenian Acropolis where they commonly met. But only the nobility—defined as the wealthy male landowners—had any vote in the decisions that influenced affairs in the city, a situation increasingly opposed by the rising merchant class and the peasant farmers. The nobles seemed paralyzed by the mounting social tensions, and a class revolution appeared imminent. In 594 B.C.E. the nobles in desperation turned to Solon, also an aristocrat, whom they named as archon (ruler) of the city with virtual dictatorial powers. Solon, however, refused to rule as dictator of the city, instituting instead a series of sweeping reforms that mollified the lower classes without destroying the aristocracy.
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Rasom, Olimpia, and Emanuela Atz. "«… é chësta mat y mot gioca ein palla» (I bambini giocano a palla). Dinamiche di apprendimento in contesti multilingue." In Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-501-8/016.
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What kind of dynamics in language learning can we find in a historically multilingual context where the languages of the newly migrated speakers have been added? The paper presents a brief overview of the characteristics that could influence plurilingual learning for students in the Ladin area (Gardena, Badia and Fassa valleys) and in the Italian or German school systems in the province of Bolzano, Italy. Examples of transfer, translanguaging with two and more languages, reflections on the influence of prestige varieties and the challenges in the school system to promote effective multilingualism will be proposed.
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Van Rooy, Raf. "The conceptual pair and language history." In Language or Dialect?, 136–46. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198845713.003.0010.
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Most early modern interpretations of the language / dialect distinction were synchronic, but one conception was diachronic, in that language was considered to generate different dialects. Chapter 10 argues that even though this language-historical conception had earlier precursors, it was only due to the influence of Joseph Justus Scaliger’s work that it became popular. Already in the early seventeenth century, this conception was framed by Abraham Mylius within a cyclical process of language change. The language-historical interpretation of the conceptual pair, otherwise primarily understood in synchronic terms, soon prompted criticism, voiced most fiercely by Johann Heinrich Hottinger. Chapter 10 also briefly comments on the emergent idea that dialects preserved archaic features, which was in apparent contradiction with the diachronic conception of the distinction. Finally, this chapter illustrates how the conceptual pair came to be used as a handy discursive strategy for historical classifications of language, especially in cases where evidence was lacking.
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Maguire, Warren. "Consonants." In Language and Dialect Contact in Ireland, 40–99. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474452908.003.0003.
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This chapter analyses the origins of a range of consonantal features in MUE. Starting with an overview of the consonant system and a comparison of it to the consonant systems of the input varieties and to those of Ulster Scots and Southern Irish English, the chapter specifically concentrates on a number of key phonological patterns, several of them previously ascribed to Irish influence, which reveal crucial things about the history of the dialect. Features examined include Velar Palatalisation, Pre-R Dentalisation, survival of the dental fricatives, rhoticity, realisation of /l/, epenthesis in consonant clusters, and consonant deletions. It is shown that most consonantal patterns in the dialect derive from English and, to a lesser extent, Scots, possibly with some reinforcement from Irish.
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Zhukov, Aleksey. "Rebolsky Pogost in the 16th – 18th Centuries. Self-organization of Karelian Peasants and the Ethnocultural Community Building: Interdisciplinary Research Potentsial." In Ethnocultural and ethnopolitical processes in Karelia from the Middle Ages to the present day. Karelian Research Centre of the Russian Academy of Sciences, 2019. http://dx.doi.org/10.17076/ethno0_18.
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Kakita, Ramappadu, and Vijaya Babu Palukuri. "Social and Cultural Factors Influence on English Speaking Abilities." In Innovations and Technologies for Soft Skill Development and Learning, 133–41. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3464-9.ch016.
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Social and cultural factors assume a huge job in learning climate. The speaker foundation assumes an indispensable job in English speaking skills, and it could be a dialect capacity that is horrifying by social and cultural segments. The researcher utilized the technique to hold the majority of the improvement occurred inside the class in regular settings and conjointly to gauge the speaking troubles experienced by technical course aspirants. This examination focuses on the impact of socio-cultural factors on the English-speaking abilities and it comprises observations, interviews, unstructured meetings, and surveys. The combination of different culture foundation students took part and accepted the need for social air and cultural support, which can empower the dimension of English expressive knowledge because they feel unsure while communicating. This examination is to discover useful inputs for learners, parents, and educationists to upgrade the procedures of instruction and figuring out ways to improve speaking abilities in English.
Conference papers on the topic "Influence on Ladin dialect"
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Abilova, Zulfiyya. "INFLUENCE OF OTHER LANGUAGES ON THE LEXICAL SYSTEM OF THE INTERNATIONAL ENGLISH LANGUAGE." In Proceedings of the XXIII International Scientific and Practical Conference. RS Global Sp. z O.O., 2020. http://dx.doi.org/10.31435/rsglobal_conf/25112020/7256.
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Many natural languages contain a large number of borrowed words, which usually enter the language as the result of cultural-historical, socio-economic and other relations between people. The article is devoted to the English language which, in the process of its historical development, was crossed with the Scandinavian languages and the Norman dialect of the French language. In addition, English almost, throughout its history, had linguistic interaction with Latin, French, Spanish, Russian, German and other languages of the world. This article examines the influence of Latin, French and Scandinavian languages as well as the development of English as the language of international communication.
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Fu, Jie. "Influence and Strategies of Liaoning Dialect on English Teaching." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.444.
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Wang, Jiandong. "Exploration of the Influence of Dialect on Language Acquisition." In 2015 International Conference on Management, Education, Information and Control. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/meici-15.2015.188.
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AlAnsari, Noora Essa, Ali Idrissi, and Michael Grosvald. "The McGurk Effect in Qatari Arabic: Influences of Lexicality and Consonant Position." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0279.
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The McGurk effect is a psycholinguistic phenomenon where an illusion is made by dubbing an auditory element of one sound on a visual element of another sound, which leads to hearing a third sound. The phenomenon demonstrates how the perception of speech does not depend on audio inputs only. Rather, it shows how seeing the shape of the mouth while producing a certain sound can influence what we hear. Thus, it proves the interaction of both vision and auditory parameters in understanding language. In addition, what is known as “lexicality – the property of a word being real or not” influences speech perception. People, unconsciously, tend to alter nonwords to real words. For example, if one said “shtrength” instead of “strength”, a listener would alter and understand it as “strength”. For the purpose of the research, these two phenomena were combined. In this study, we test how effective is the McGurk effect on the Qatari Arabic dialect, which has not been investigated before. The data used were 24 minimal pairs of real and fake words with the substitution of the phonemes: /b/ and /g/ at three different positions: first, middle, final. Videos were made by dubbing audio recordings of the sound /b/ into video recordings of the sound /g/ in order to test if this creates an illusion of the sound /d/. We ran the experiment on 25 native Qatari female students, they had to sit on a computer with headphones on, watch and hear clearly what the person on the video is saying, and then they had to preform two tasks: first, lexical decision task: decide if the word is real or fake. Second, sound discrimination task: choose what sound did they hear. In general, the participants captured audio (which means they heard /b/) were only 16% of target trials, while visual capture occurred (which means they heard /g/) 45%, and the McGurk fusion (which means they heard /d/) happened on 39%. Interestingly, perceiving McGurk fusion was gradually less common at later consonants positions. A significant effect of lexicality was also found, as fusion was more likely to occur if the results of the fusion was a real word.