Relevant bibliographies by topics / Language change

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language change'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Language change"

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Clements, J. Clancy, and Shelome Gooden. "Language change in contact languages." Language Change in Contact Languages 33, no. 2 (May 15, 2009): 259–76. http://dx.doi.org/10.1075/sl.33.2.01cle.

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VON SCHNEIDEMESSER, L. "LEXICAL CHANGE, LANGUAGE CHANGE." American Speech 75, no. 4 (December 1, 2000): 420–29. http://dx.doi.org/10.1215/00031283-75-4-420.

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Blythe, Richard A., and William Croft. "How individuals change language." PLOS ONE 16, no. 6 (June 2, 2021): e0252582. http://dx.doi.org/10.1371/journal.pone.0252582.

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Languages emerge and change over time at the population level though interactions between individual speakers. It is, however, hard to directly observe how a single speaker’s linguistic innovation precipitates a population-wide change in the language, and many theoretical proposals exist. We introduce a very general mathematical model that encompasses a wide variety of individual-level linguistic behaviours and provides statistical predictions for the population-level changes that result from them. This model allows us to compare the likelihood of empirically-attested changes in definite and indefinite articles in multiple languages under different assumptions on the way in which individuals learn and use language. We find that accounts of language change that appeal primarily to errors in childhood language acquisition are very weakly supported by the historical data, whereas those that allow speakers to change incrementally across the lifespan are more plausible, particularly when combined with social network effects.
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Moulton, William G., Irmengard Rauch, and Gerald F. Carr. "Language Change." Language 61, no. 3 (September 1985): 680. http://dx.doi.org/10.2307/414392.

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Bichler, Martin. "Language Change." Business & Information Systems Engineering 6, no. 6 (October 16, 2014): 317. http://dx.doi.org/10.1007/s12599-014-0348-y.

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Frijns, Pieter, Robert Bierwolf, and Fons van Leeuwen. "Language of Change Requires a Change of Language." IEEE Engineering Management Review 46, no. 2 (June 1, 2018): 42–48. http://dx.doi.org/10.1109/emr.2018.2839581.

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Haseebuddin Quadri, Dr Syed Mohammed. "Factors and Situations of Language Change." Indian Journal of Applied Research 1, no. 6 (October 1, 2011): 138–39. http://dx.doi.org/10.15373/2249555x/mar2012/47.

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Slegers, Claudia. "Signs of change." Australian Review of Applied Linguistics 33, no. 1 (January 1, 2010): 5.1–5.20. http://dx.doi.org/10.2104/aral1005.

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This study explores contemporary attitudes to Australian Sign Language (Auslan). Since at least the 1960s, sign languages have been accepted by linguists as natural languages with all of the key ingredients common to spoken languages. However, these visual-spatial languages have historically been subject to ignorance and myth in Australia and internationally. Absorbing these views, deaf Australians have felt confused and ambivalent about Auslan. Whilst recognising the prestige of spoken and signed versions of the majority language and the low status of their own, they have been nevertheless powerfully drawn to sign language. In the past two decades, a growing awareness and acceptance of Auslan has emerged among deaf and hearing Australians alike, spurred by linguistic research, lobbying by deaf advocacy groups and other developments. These issues are explored using semi-structured interviews with deaf and hearing individuals, participant observation in the deaf community, and analysis of government and educational language policies.
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Slegers, Claudia. "Signs of change." Australian Review of Applied Linguistics 33, no. 1 (2010): 5.1–5.20. http://dx.doi.org/10.1075/aral.33.1.04sle.

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This study explores contemporary attitudes to Australian Sign Language (Auslan). Since at least the 1960s, sign languages have been accepted by linguists as natural languages with all of the key ingredients common to spoken languages. However, these visual-spatial languages have historically been subject to ignorance and myth in Australia and internationally. Absorbing these views, deaf Australians have felt confused and ambivalent about Auslan. Whilst recognising the prestige of spoken and signed versions of the majority language and the low status of their own, they have been nevertheless powerfully drawn to sign language. In the past two decades, a growing awareness and acceptance of Auslan has emerged among deaf and hearing Australians alike, spurred by linguistic research, lobbying by deaf advocacy groups and other developments. These issues are explored using semi-structured interviews with deaf and hearing individuals, participant observation in the deaf community, and analysis of government and educational language policies.
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Kroch, Anthony. "Language learning and language change." Behavioral and Brain Sciences 12, no. 2 (June 1989): 348–49. http://dx.doi.org/10.1017/s0140525x00049013.

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Dissertations / Theses on the topic "Language change"

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Wolf, Göran. "Language contact, change of language status : ‘Celtic’ national languages in the British Isles and Ireland." Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2008/1936/.

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Contents: Conceptual Clarifications Contact Situations – a Brief Outline Under Scrutiny I: Cornwall, Isle of Man and Scotland Under scrutiny II: Wales Under Scrutiny III: Ireland – a Lengthy Discourse
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Peters, Stephen. "Language, subjectivity, and meaningful change." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95245.

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Drawing from analyses of both fiction (Chinua Achebe's novel Things Fall Apart and Franz Kafka's short story “A Report to an Academy”) and graduate student writing, this thesis discusses the relationship between individuals and language. I start from the premise that our attempts to make meaning of ourselves and the world around us depend on the cultural patterns of language use we either voluntarily or are obliged to acquire. In three independent but related chapters, I explore the implications of this premise for subjectivity formation, paying particular attention to the ways we know ourselves, our ability to engage in critical reflection, and the manner in which we represent ourselves in language. The overall goal of this thesis is to examine the possibilities and limitations of individual autonomy and agency in social discourse. Together, these three chapters serve to outline some considerations for conceptualizing the participation of the subject in social change by identifying the function of language learning to transition and integrate individuals into particular cultural contexts.
Basée à la fois sur l'analyse d'œuvres de fiction (Chinua Achebe's Things Fall Apart, et Franz Kafka's « A Report to an Academy ») et sur des travaux rédigés par des étudiants de second cycle, cette thèse traite de la relation entre les individus et la langue. Je pars du postulat que les efforts que nous mettons pour tenter de comprendre qui nous sommes et le monde dans lequel nous vivons dépendent des schémas culturels d'usage linguistique que nous acquerrons volontairement ou sommes forcés d'acquérir. Dans trois chapitres indépendants mais interreliés, j'explore l'influence de ce postulat sur la formation de la subjectivité, en portant une attention particulière sur la manière dont nous nous connaissons nous-mêmes, sur notre capacité à faire preuve de réflexion critique et sur notre façon de nous représenter à travers la langue. L'objectif général de cette thèse est d'examiner les possibilités et les limitations du positionnement et de l'autonomie individuelle au sein du discours social. Ensemble, ces trois chapitres suggèrent certaines avenues permettant de conceptualiser la participation du sujet dans le changement social, en identifiant la fonction d'apprentissage de la langue afin de permettre aux individus de s'adapter et de s'intégrer dans des contextes culturels particuliers.
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Carroll, Tessa C. "Language planning and language change in Japan 1985-1995." Thesis, University of Stirling, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321990.

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Rahmani, Monireh. "Ethnography of language change : an ethnolinguistic survey of the Gilaki language /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1985. http://catalog.hathitrust.org/api/volumes/oclc/42576051.html.

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Suzuki, Sakae. "Language Learners' Beliefs: Development and Change." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/175672.

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CITE/Language Arts
Ed.D.
This longitudinal study was designed to provide an orderly account of how beliefs about English language learning develop among seven Japanese high school students, identify beliefs that are beneficial and interfering for language learning and the routes by which these beliefs are reached, and identify belief changes and their sources. Beliefs are defined as a cognitive representation about self and the world. They are situated in experiences and social context. Learner beliefs pertain to many aspects of language learning and come from multiple sources, including educational background, experience living overseas, peers, teachers, and persons met in chance encounters. The data for the study were collected from seven students attending a Japanese public high school. Beginning when the students were first-year high school students (10th graders), the data, which were drawn from in-depth interviews, journals, written reports, observations, and school records, form a qualitative multiple-case-study. Data gathering ended when the students chose a university in the third year of high school. There were five major findings. First, learners develop and modify their beliefs based on their life experiences inside and outside the classroom. This finding suggests that providing learning experiences is important, but teachers should be aware that learners with different learning backgrounds and personal traits will likely respond to those experiences differently. Experiences that most influence learners’ beliefs seem to be those that learners choose themselves. Second, beliefs are usually implicit, and thus, learners are not always aware of their beliefs until they are asked to verbalize them. Thus, one role for researchers and teachers is to find effective ways to elicit learner beliefs and make them explicit. Third, beliefs can be placed in three categories: beneficial beliefs, indeterminate beliefs, and interfering beliefs. Beneficial beliefs enhance learners’ motivation to learn, while interfering beliefs concern negative thoughts that hinder them from learning and from engaging in challenging tasks. Indeterminate beliefs can be either beneficial or interfering depending on the context in which they occur. Those beliefs are context-sensitive; thus, they are not necessarily shared by all learners. Individual learners have different beneficial and interfering beliefs depending on their learning context. Fourth, adolescent learners’ beliefs change over time because adolescents are in the process of growing and changing physically and mentally. This suggests that there is great potential for modifying their beliefs in positive ways. Fifth, learners develop personal theories about learning based on their beliefs. Considering that learners behave according to their theories of learning, eliciting learners’ beliefs can bring benefits for researchers and teachers because they can anticipate learners’ behavior by knowing their beliefs.
Temple University--Theses
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Sakurai, Kazuhiro, and 櫻井和裕. "An OT-LFG analysis of language change." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46732482.

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Fallon, Paul Ryan. "Synchronic variation and historical change in language." Thesis, Bangor University, 1992. https://research.bangor.ac.uk/portal/en/theses/synchronic-variation-and-historical-change-in-language(003fb6ff-0d9b-45c6-9258-08b0c6ec5b0b).html.

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Variation In the sequence /Cju/ (as In nubile, issue) Is manifested In the phonemic variants, gilded [Cj], ungLided ECI, coalesced ENJ)1. Of the 17 possible C, variation mainly occurs In the set of E+cor]E+antl consonants. The origins of the sequence are traced to OE and Angto French sources. The former created /Cju/,, the tatter began the modification to variants. The primary Linguistic causes of change were stress In borrowed suffixes shifting to native patterns, leading to some categorical variants with ECI In /t ds z/; and phonotactic constraints on word Initial clusters In /r I/ producing ungLLded ECL Lexical diffusion proceeds within the preceding consonant by subenvironments, defined by word Initial position or by suffix, rather than by frequency. Empirical, testing of Linguistic constraints on the distribution and selection of variants, took place In 2 boys schools In Liverpool, with 77 subjects aged 12-13 and 17-18 years. Elicitation was by reading passage and word list (k = 65). Dialects from the urban baslLect Scouse (used Largely In the city centre school), to adopted RP (found In the suburban school) were examined. Results confirmed the variability among coronat consonants but with categorical subenvIronments, mainly In the coatescents /t ds z/. In British English while the continuants /s z/ access aLL variants, stops are restricted to +gLide and C. The complex patterning of variants for /s z/ was resolved. After /1/, Loss was pervasive Lexically and socially. The presence of palatalized variants In 1h n I/ was noted. Glide loss was recorded In the basliect after word initial /n/. Minor areas of loss occurred in some non coronal, consonants, when /u/ reduced to shwa. Generally there was little Idiolectal variation In spread of variants, Of the synchronic Linguistic explanatory variables, (including syllabification and word position), stress was the most useful, sometimes working with the others. For the coalescents, i-stress] operates In conjunction with stress In contiguous syllables.
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Hughes, Sharon. "The change of language and the language of change : a consideration of some of the assumptions behind non-governmental language planning projects : implications for language in education policy." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/16990.

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Bibliography: pages 70-80.
Language planning and language policy are currently being debated by both politicians and educationists. Language policy is seen by both Afrikaner nationalists and some progressive educationists as the key to political and economic power. This dissertation argues that language policy-making alone cannot achieve political goals. It also proposes that the most successful and most democratic policies are those which are "facilitatory and enabling rather than compulsory and punitive" (Fishman, 1991: 82) and which are differentiated to take account of existing sociolinguistic contexts. Chapter 1 begins by looking at definitions of language planning and language policy. Following this, it examines some of the terms that people use to speak about language and languages in language planning. The concern here is not with establishing fixed meanings but with how the use of these terms constructs certain "realities", for example relationships amongst languages. This chapter also looks at some of the proposed relations between language and "reality". Chapter 2 briefly outlines the history of language planning in South Africa, focusing on language medium of instruction in education. It examines the Nationalists' and the ANC's language policy positions. A postscript discusses the agreement reached in November 1993. Chapter 3 looks at the role of various non-governmental associations in the language policy debate. It also examines the phenomenon of white advocacy of increased status for African languages. Chapter 4 deals with the process of language planning. Who decides on language goals and through what mechanisms are goals promoted? Chapter 5 asks questions about what bilingual or multilingual medium of instruction models would mean in terms of classroom practice and underlines the lack of consensus in bilingual education research about universally applicable solutions. Chapter 6 summarises the main arguments covered in the dissertation and makes some general recommendations about language-in-education policy.
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Marshall, Jonathan H. W. "Understanding language change : an investigation of the influence of social factors on language change in a Scottish farming community." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393910.

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Ó, Béarra Feargal. "Late Modern Irish and the Dynamics of Language Change and Language Death." Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2008/1933/.

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Contents: Definition of Late Modern Irish Lexical and Syntactic Equivalence The Official Languages Act and the Translation Industry Dynamics of Language Change and Language Death Lack of Exposure and Critical Mass
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Books on the topic "Language change"

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Jahr, Ernst Håkon, ed. Language Change. Berlin, New York: DE GRUYTER MOUTON, 1999. http://dx.doi.org/10.1515/9783110807653.

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Breivik, Leiv E., and Ernst H. Jahr, eds. Language Change. Berlin, New York: DE GRUYTER MOUTON, 1989. http://dx.doi.org/10.1515/9783110853063.

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Jones, Mari C., and Edith Esch, eds. Language Change. Berlin, New York: DE GRUYTER MOUTON, 2002. http://dx.doi.org/10.1515/9783110892598.

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Clements, J. Clancy, and Shelome Gooden, eds. Language Change in Contact Languages. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/bct.36.

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Swan, Toril, Endre Mørck, and Olaf Jansen Westvik, eds. Language Change and Language Structure. Berlin, New York: DE GRUYTER MOUTON, 1994. http://dx.doi.org/10.1515/9783110886573.

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Aditi, Mukherjee, and Osmania University. Dept. of Linguistics., eds. Language variation and language change. Hyderabad: Centre of Advanced Study in Linguistics, Osmania University, 1989.

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Burridge, Kate. Understanding Language Change. Milton Park, Abingdon, Oxon; New York, NY: Routledge, [2017] | Series:: Routledge, 2016. http://dx.doi.org/10.4324/9781315463018.

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Koopman, Adrian. Zulu language change. Howick: Brevitas, 1999.

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Mari, Jones, ed. Exploring language change. New York: Routledge, 2005.

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Fonagy, Ivan. Languages within language: An evolutive approach. Amsterdam: J. Benjamins Pub., 2000.

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Book chapters on the topic "Language change"

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Blake, N. F., and Jean Moorhead. "Language Change." In Introduction to English Language, 55–79. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22869-0_3.

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Pierce, Amy E. "Language Change." In Studies in Theoretical Psycholinguistics, 125–39. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2574-1_7.

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Armstrong, Nigel, and Ian E. Mackenzie. "Language change." In Standardization, Ideology and Linguistics, 106–60. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137284396_5.

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Bichakjian, Bernard H. "Language change." In Historical Linguistics 1987, 37. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/cilt.66.04bic.

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Gvozdanovic, Jadranka. "Language change." In Historical Linguistics 1991, 135. Amsterdam: John Benjamins Publishing Company, 1993. http://dx.doi.org/10.1075/cilt.107.11gvo.

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Hickey, Raymond. "Language change." In Handbook of Pragmatics, 1–38. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/hop.14.lan3.

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Hickey, Raymond. "Language change." In Handbook of Pragmatics, 1–35. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/hop.7.lan3.

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Hickey, Raymond. "Language change." In Variation and Change, 171–202. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/hoph.6.13hic.

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Shapiro, Michael. "Language Change." In The Logic of Language, 177–272. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06612-2_6.

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Holmes, Janet, and Nick Wilson. "Language change." In An Introduction to Sociolinguistics, 287–328. 6th ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9780367821852-11.

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Conference papers on the topic "Language change"

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Eisenstein, Jacob. "Measuring and Modeling Language Change." In Proceedings of the 2019 Conference of the North. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/n19-5003.

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Solar, Carmen Del, Guillermo Pérez, Eva Florencio, David Moral, Gabriel Amores, and Pilar Manchón. "Dynamic language change in MIMUS." In Interspeech 2007. ISCA: ISCA, 2007. http://dx.doi.org/10.21437/interspeech.2007-578.

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Choudhury, Monojit, Vaibhav Jalan, Sudeshna Sarkar, and Anupam Basu. "Evolution, optimization, and language change." In Ninth Meeting of the ACL Special Interest Group in Computational Morphology and Phonology. Morristown, NJ, USA: Association for Computational Linguistics, 2007. http://dx.doi.org/10.3115/1626516.1626525.

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Dardanila, Mulyadi, and Isma Tantawi. "Change of the Language Proto Austronesia to Gayo Language." In International Conference of Science, Technology, Engineering, Environmental and Ramification Researches. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0010069411941198.

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SCHULZ, RUTH, MATTHEW WHITTINGTON, and JANET WILES. "LANGUAGE CHANGE IN SOCIALLY STRUCTURED POPULATIONS." In Proceedings of the 9th International Conference (EVOLANG9). WORLD SCIENTIFIC, 2012. http://dx.doi.org/10.1142/9789814401500_0041.

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Qodriani, Laila Ulsi, and I. Dewa Putu Wijana. "Language Change in ‘New-Normal’ Classroom." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.060.

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Song, Xiaochuan. "On Physical Thoughts of Language Change." In 2022 International Conference on Asian Language Processing (IALP). IEEE, 2022. http://dx.doi.org/10.1109/ialp57159.2022.9961283.

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Fibriasari, Hesti, Savitri Rahmadany, Isda Pramuniati, and Isli Iriani Pane. "Language Change in Social Media (Instagram)." In Proceedings of the 4th International Conference on Innovation in Education, Science and Culture, ICIESC 2022, 11 October 2022, Medan, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.11-10-2022.2325516.

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Guzdial, M., W. M. McCracken, and A. Elliott. "Task specific programming languages as a first programming language." In Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change. IEEE, 1997. http://dx.doi.org/10.1109/fie.1997.632675.

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Sheard, Tim, Aaron Stump, and Stephanie Weirich. "Language-based verification will change the world." In the FSE/SDP workshop. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1882362.1882432.

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Reports on the topic "Language change"

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Niyogi, Partha, and Robert Berwick. The Logical Problem of Language Change. Fort Belvoir, VA: Defense Technical Information Center, July 1995. http://dx.doi.org/10.21236/ada307025.

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Niyogi, Partha, and Robert C. Berwick. A Dynamical Systems Model for Language Change. Fort Belvoir, VA: Defense Technical Information Center, March 1995. http://dx.doi.org/10.21236/ada307027.

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Cushman, R. M., and M. D. Burtis. Selected Translated Abstracts of Chinese-Language Climate Change Publications. Office of Scientific and Technical Information (OSTI), May 1999. http://dx.doi.org/10.2172/14337.

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Buchanan, Ben, Andrew Lohn, Micah Musser, and Katerina Sedova. Truth, Lies, and Automation: How Language Models Could Change Disinformation. Center for Security and Emerging Technology, May 2021. http://dx.doi.org/10.51593/2021ca003.

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Growing popular and industry interest in high-performing natural language generation models has led to concerns that such models could be used to generate automated disinformation at scale. This report examines the capabilities of GPT-3--a cutting-edge AI system that writes text--to analyze its potential misuse for disinformation. A model like GPT-3 may be able to help disinformation actors substantially reduce the work necessary to write disinformation while expanding its reach and potentially also its effectiveness.
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Ravina, C. B. Selected Translated Abstracts of Russian-Language Climate-Change Publications, II. Clouds. Office of Scientific and Technical Information (OSTI), January 1994. http://dx.doi.org/10.2172/814350.

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Burtis, M. D. Selected translated abstracts of Russian-language climate-change publications: I, Surface energy budget. Office of Scientific and Technical Information (OSTI), September 1992. http://dx.doi.org/10.2172/10106367.

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Burtis, M. D., V. N. Razuvaev, and S. G. Sivachok. Selected translated abstracts of Russian-language climate-change publications. 4: General circulation models. Office of Scientific and Technical Information (OSTI), October 1996. http://dx.doi.org/10.2172/676892.

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Burtis, M. D. Selected translated abstracts of Russian-language climate-change publications: II, Clouds. Issue 159. Office of Scientific and Technical Information (OSTI), January 1994. http://dx.doi.org/10.2172/10148788.

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Razuvaev, V. N., and S. G. Ssivachok. Selected translated abstracts of Russian-language climate-change publications, III aerosols: Issue 164. Office of Scientific and Technical Information (OSTI), October 1995. http://dx.doi.org/10.2172/206369.

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Ravina, C. B. Selected Translated Abstracts of Russian-Language Climate-Change Publications, I. Surface Energy Budget. Office of Scientific and Technical Information (OSTI), January 1992. http://dx.doi.org/10.2172/814576.

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You might also be interested in the extended bibliographies on the topic 'Language change' for particular source types:
Journal articles Dissertations / Theses Books
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