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Smith, Jennifer, Marian Downs, and Kay Mogford-Bevan. "Can Phonological Awareness Training Facilitate Minimal Pair Therapy?" International Journal of Language & Communication Disorders 33, S1 (January 1998): 463–68. http://dx.doi.org/10.3109/13682829809179469.
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van Borsel, John, and Heidi Demeulenaere. "The minimal pair technique and the remediation of spelling problems." Clinical Linguistics & Phonetics 12, no. 5 (September 1, 1998): 379–87. http://dx.doi.org/10.3109/02699209808985232.
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Borsel, John van, and Heidi Demeulenaere. "The minimal pair technique and the remediation of spelling problems." Clinical Linguistics & Phonetics 12, no. 5 (January 1998): 379–87. http://dx.doi.org/10.1080/02699209808985232.
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Doqaruni, Vahid Rahmani. "Investigating bilinguals’ cognitive processing of affective words in minimal linguistic contexts." Mental Lexicon 16, no. 2-3 (December 31, 2021): 422–47. http://dx.doi.org/10.1075/ml.20026.doq.
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Abstract The main aims of the present study are, first, to extend the current cognitive research on affective word processing in bilinguals by analyzing affective words in minimal linguistic contexts and, second, to explore the potential impact of the affective valence of prime nouns on the affective valence of target adjectives. To fulfill these aims, a semantic decision task was employed in which the Persian-English bilinguals saw a pair of words one after another, and were asked to decide whether or not the target word, which was an adjective loaded with positive or negative valence, was related in meaning to the preceding word, which was a noun. Mixed factorial repeated measure ANOVA was run on reaction times and error rates data. The results showed that bilinguals’ responses were slower and less accurate to negative target adjectives in comparison to positive target adjectives. The data further revealed that bilinguals were faster but less accurate when they were responding to related target adjectives compared to unrelated target adjectives. The results provide evidence for a dynamic interaction between cognitive and affective language processing in bilinguals.
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BARANOWSKI, MACIEJ. "On the role of social factors in the loss of phonemic distinctions." English Language and Linguistics 17, no. 2 (June 10, 2013): 271–95. http://dx.doi.org/10.1017/s1360674313000038.
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The article tests the generalisation of the curvilinear hypothesis and the tendency of females to lead linguistic change in vocalic mergers on the basis of two mergers currently in progress in Charleston, South Carolina: the low-back merger and thepin–penmerger. It is based on sociolinguistic interviews with 100 informants, aged 8–90, covering the socioeconomic spectrum of the city. The speech of 90 of the informants is analysed acoustically; it is supplemented with minimal-pair tests and word list reading. F1/F2 measurements and minimal-pair test results are subjected to a series of multiple linear regression analyses, with social class, gender, age and style as independent variables. While the low-back merger is a change from below showing a female lead and a curvilinear effect of social class, thepin–penmerger shows a decreasing monotonic relationship with social class and no female advantage. The difference is argued to be due to the two mergers being at different levels of social awareness.
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FAIS, Laurel, and Eric VATIKIOTIS-BATESON. "Task-appropriate input supports word–object association in 14-month-old female infants." Journal of Child Language 47, no. 2 (October 10, 2019): 472–82. http://dx.doi.org/10.1017/s0305000919000588.
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AbstractFourteen-month-old infants are unable to link minimal pair nonsense words with novel objects (Stager & Werker, 1997). Might an adult's productions in a word learning context support minimal pair word–object association in these infants? We recorded a mother interacting with her 24-month-old son, and with her 5-month-old son, producing nonsense words bin and din. We used these productions to determine if they had a differential effect on 14-month-old infants’ word–object association abilities. Females hearing the words spoken to the older infant, but not those to the younger, succeeded. We suggest that the task-appropriateness of utterances can support infant word learning.
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Hodge, Megan M., and Carrie L. Gotzke. "Minimal pair distinctions and intelligibility in preschool children with and without speech sound disorders." Clinical Linguistics & Phonetics 25, no. 10 (May 18, 2011): 853–63. http://dx.doi.org/10.3109/02699206.2011.578783.
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Grünthal, Riho, and Johanna Nichols. "Transitivizing-detransitivizing typology and language family history." Lingua Posnaniensis 58, no. 2 (December 20, 2016): 11–31. http://dx.doi.org/10.1515/linpo-2016-0008.
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AbstractThe transitivizing/detransitivizing typology of Nichols et al. 2004 also proves useful to historical linguistics. We focus on language families of northern Eurasia, chiefly the three oldest families (Indo-European, Uralic, Nakh-Daghestanian), some of their daughter branches aged about 2000-3000 years, and one younger family for which we have data on enough daughters to support a family phylogeny (Tungusic). We use the 18-pair wordlist of Nichols et al. 2004, which typologizes each pair of verbs depending on which of the two is derived. We make some improvements in the coding of grammatical properties and the typologization of pairs. NeighborNet trees based on this information reveal family-wide linguistic geography and areal trends. Adding minimal information about the cognacy or non-cognacy of the roots of the wordlist items produces Neighbor- Net trees which approximate well the known phylogeny of the family. Thus very small closed data sets, collected originally for typology, yield rich information about language family history - strikingly, a mere 18 verbs (9 pairs), coded for morphological type and cognacy, yield a very good genealogical tree - while historical methods have also improved the typology.
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Evans, Samuel, and Stuart Rosen. "Who is Right? A Word-Identification-in-Noise Test for Young Children Using Minimal Pair Distracters." Journal of Speech, Language, and Hearing Research 65, no. 1 (January 12, 2022): 159–68. http://dx.doi.org/10.1044/2021_jslhr-20-00658.
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Purpose: Many children have difficulties understanding speech. At present, there are few assessments that test for subtle impairments in speech perception with normative data from U.K. children. We present a new test that evaluates children's ability to identify target words in background noise by choosing between minimal pair alternatives that differ by a single articulatory phonetic feature. This task (a) is tailored to testing young children, but also readily applicable to adults; (b) has minimal memory demands; (c) adapts to the child's ability; and (d) does not require reading or verbal output. Method: We tested 155 children and young adults aged from 5 to 25 years on this new test of single word perception. Results: Speech-in-noise abilities in this particular task develop rapidly through childhood until they reach maturity at around 9 years of age. Conclusions: We make this test freely available and provide associated normative data. We hope that it will be useful to researchers and clinicians in the assessment of speech perception abilities in children who are hard of hearing or have developmental language disorder, dyslexia, or auditory processing disorder. Supplemental Material: https://doi.org/10.23641/asha.17155934
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Bassetti, Bene, Mirjana Sokolović-Perović, Paolo Mairano, and Tania Cerni. "Orthography-Induced Length Contrasts in the Second Language Phonological Systems of L2 Speakers of English: Evidence from Minimal Pairs." Language and Speech 61, no. 4 (June 18, 2018): 577–97. http://dx.doi.org/10.1177/0023830918780141.
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Research shows that the orthographic forms (“spellings”) of second language (L2) words affect speech production in L2 speakers. This study investigated whether English orthographic forms lead L2 speakers to produce English homophonic word pairs as phonological minimal pairs. Targets were 33 orthographic minimal pairs, that is to say homophonic words that would be pronounced as phonological minimal pairs if orthography affects pronunciation. Word pairs contained the same target sound spelled with one letter or two, such as the /n/ in finish and Finnish (both /ˈfɪnɪʃ/ in Standard British English). To test for effects of length and type of L2 exposure, we compared Italian instructed learners of English, Italian-English late bilinguals with lengthy naturalistic exposure, and English natives. A reading-aloud task revealed that Italian speakers of EnglishL2 produce two English homophonic words as a minimal pair distinguished by different consonant or vowel length, for instance producing the target /ˈfɪnɪʃ/ with a short [n] or a long [nː] to reflect the number of consonant letters in the spelling of the words finish and Finnish. Similar effects were found on the pronunciation of vowels, for instance in the orthographic pair scene-seen (both /siːn/). Naturalistic exposure did not reduce orthographic effects, as effects were found both in learners and in late bilinguals living in an English-speaking environment. It appears that the orthographic form of L2 words can result in the establishment of a phonological contrast that does not exist in the target language. Results have implications for models of L2 phonological development.
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Strelluf, Christopher. "Overlap among back vowels before /l/ in Kansas City." Language Variation and Change 28, no. 3 (October 2016): 379–407. http://dx.doi.org/10.1017/s0954394516000144.
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AbstractThis research examines pre-/l/ allophones of vowels in five lexical sets—GOOSE, FOOT, GOAT, STRUT, and THOUGHT—in Kansas City. It builds an acoustic profile from 5507 tokens drawn from interviews with 67 Kansas Citians born between 1955 and 1999. Results reveal a variety of overlap patterns among all five vowels, with the most widespread being overlap between the pre-/l/ allophones of FOOT, STRUT, and GOAT. Acoustically, overlap patterns generally do not show a trend of change in apparent time. However, responses to minimal pairs reveal substantial apparent-time increases in judgments of “close” or “same.” Speakers appear to adjust their productions of vowels to match their minimal pair judgments. The interaction of these productions and judgments indicates a different profile for these five vowels than has been observed in other communities and suggests that some of these vowels have become phonemically ambiguous in Kansas City.
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Hatim, Basil. "Implications of Research into Translator Invisibility." Target. International Journal of Translation Studies 11, no. 2 (December 31, 1999): 201–22. http://dx.doi.org/10.1075/target.11.2.02hat.
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Abstract Espousal of the cultural model in translation studies has been one of the more exciting developments in recent years. In this paper, an influential ap-proach representing this trend (outlined in Venuti 1995 and related publications) is assessed and its many strengths indicated. Also discussed are issues which have been seen as weaknesses in the model (e.g. the minimal reliance on textual evidence and the lack of a consistent methodology). A number of proposals, primarily informed by critical linguistics and contrastive rhetoric, are put forward in an attempt to fill some of the gaps. English and Arabic provide the language pair for a set of analytic procedures which focus on the teaching of literary translation.
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Gierut, Judith A. "The Conditions and Course of Clinically Induced Phonological Change." Journal of Speech, Language, and Hearing Research 35, no. 5 (October 1992): 1049–63. http://dx.doi.org/10.1044/jshr.3505.1049.
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This two-part study continued the evaluation of minimal pair treatment in phonological change (Gierut, 1989, 1990, 1991a; Gierut & Neumann, 1992). Three linguistic variables relevant to change were experimentally manipulated within an alternating treatments design to determine specifically the interplay of a maximal number of feature distinctions, feature class, and relationship of treated phonemes to a child's grammar in inducing sound change. The conditions of treatment that were shown to facilitate optimal phonological change in previous research were again experimentally replicated. Specifically, minimal pairs comparing two phonemes previously unknown to a child that also differed by maximal and major class features were found to be the preferred context motivating change. Important individual differences emerged and underscored the role of a child's pretreatment grammar in phonological change. These differences contributed to descriptions of possible courses of change followed by children with phonological disorders and bear upon the predictability of change and the effectiveness of treatments that may condition change.
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Bárkányi, Zsuzsanna, and Zoltán G. Kiss. "The perception of voicing contrast in assimilation contexts in minimal pairs: evidence from Hungarian." Acta Linguistica Academica 68, no. 1-2 (July 24, 2021): 207–29. http://dx.doi.org/10.1556/2062.2021.00473.
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AbstractIt has been long acknowledged that the perception and production of speech is affected by the presence or absence of higher levels of linguistic information, too. The recoverability of meaning heavily relies on semantic context, similarly, the precision of articulation is inversely proportional to the presence of semantic information. The present study explores the recoverability of the voice feature of word-final alveolar fricatives in minimal pairs in Hungarian in phonetic contexts that trigger regressive voicing assimilation. Specifically, it aims to clarify whether the acoustic differences found in earlier studies are perceptually salient enough to distinguish underlying voicing in minimal pairs in semantically ambiguous contexts. For this reason, a perception study with the synthesised minimal pair mész–méz ‘whitewash–honey’ was carried out where the amount of voicing in the fricative, and the duration of the fricative and vowel were manipulated. The target words appeared in the following three phonetic contexts: before /p/, before /b/ and before the vowel /a/. Our results suggest that the observed acoustic differences in most of the cases remain below the perceptual threshold which means that phonological contrast is indeed neutralised before obstruents in Hungarian, and this may cause semantic ambiguity.
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Hoffman, Paul R., Janet A. Norris, and Joann Monjure. "Comparison of Process Targeting and Whole Language Treatments for Phonologically Delayed Preschool Children." Language, Speech, and Hearing Services in Schools 21, no. 2 (April 1990): 102–9. http://dx.doi.org/10.1044/0161-1461.2102.102.
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Two, 4-year-old phonologically delayed children were treated using two intervention approaches for a 6-week period. The phonological approach targeted cluster reduction through practice in production and perception of affected minimal pair contrasts in words, phrases, sentences, and story-telling tasks. The whole language approach targeted production of narratives without specific attention to the cluster reduction error pattern. Similar improvements were seen in the phonological performance of both children; however, the child in the whole language treatment showed greater improvements in expressive language performance. Results are discussed with respect to the holistic nature of language and its implications for phonological treatment.
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Kim, Mary Shin. "The Complexity and Variability of Self-Deprecation in Korean Conversation." Pragmatics and Society 6, no. 3 (September 28, 2015): 398–420. http://dx.doi.org/10.1075/ps.6.3.04kim.
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Drawing on a corpus of telephone conversational data, this study examines a collection of self-deprecations in Korean conversations. Detailed analyses of self-deprecations in larger fragments than minimal adjacency pair sequences illustrate the multifaceted nature of self-deprecation. Self-deprecation entails not only deprecatory assessments, but complaint or trouble talk about one’s shortcomings, reenactment of experiences or moments that support the deprecation, and discussion of how to remedy problems. The study further shows that self-deprecation is not a solitary but an interactionally organized practice. The speaker’s repeated self-deprecations elicit a series of different responses from the recipient, such as positive reframing, downgrading the deprecator’s problem, and recommending solutions to the deprecator’s problem. Many instances of self-deprecation suggest that it can be an important resource for building motivation, responsibility, and a sense of affiliation and solidarity with other social members.
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Letuchiy, Alexander B. "The Russian pronoun TAM as a marker of anaphora to an argument." Voprosy Jazykoznanija, no. 4 (2021): 72. http://dx.doi.org/10.31857/0373-658x.2021.4.72-90.
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The present article addresses a special use of the Russian locative pronoun tam: the use represented in examples like ‘I talked to her — no understanding of the situation there’. In those contexts, tam refers to a participant (usually animate), rather than a location. After a brief sketch of other uses, I describe the rules and restrictions on the ‘argument’ use of tam. Then, I analyze the role of this use in the Russian pronoun system and relations with the other uses of this pronoun. I propose that this use is mainly related to two others: collective tam (including its minimal variant, referring to a family / pair of humans) and situational, where tam refers to some situation. The function of the ‘argument’ use is demotion of the participant salience: contrary to on ‘he’, the ‘argument’ tam shows that the participant is not salient enough to be the main topic of the text or a part of the text and describes it simply as a location of some properties.
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Elbert, Mary, Thomas W. Powell, and Paula Swartzlander. "Toward a Technology of Generalization." Journal of Speech, Language, and Hearing Research 34, no. 1 (February 1991): 81–87. http://dx.doi.org/10.1044/jshr.3401.81.
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This descriptive study examined the number of minimal-word-pair exemplars necessary for 19 phonologically impaired children to meet a generalization criterion. For 59% of the test cases, three exemplars were sufficient for generalization to occur. Five exemplars were sufficient in 21% of the test cases, and it was necessary to teach 10 different exemplars in 14% of the test cases. In 7% of the test cases, generalization did not occur despite treatment on 10 exemplars. Although generalization usually occurred following treatment using a small number of exemplars, there was substantial variability across individual subjects. There was no apparent relationship between specific sounds and the likelihood of generalization; however, the data from some children suggested that treatment on one sound enhances learning of subsequent sounds. The theoretical and clinical implications of these findings are discussed.
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Kolpakov, Roman Maksimovich. "Some results on the possible number of periodic factors in words." Mathematical Problems of Cybernetics, no. 20 (2022): 25–40. http://dx.doi.org/10.20948/mvk-2022-25.
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The exponent of a formal word is the relation between its length and its minimal period. A repetition (subrepetition) in a word is a factor of exponent not less than 2 (less than 2). A gapped repeat in a word is a pair of identical factors with a positive gap between these factors. In the paper we present a review of some new results concerning the possible number of repetitions, subrepetitions and gapped repeats in words of fixed length .
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Solon, Megan, Avizia Y. Long, and Laura Gurzynski-Weiss. "TASK COMPLEXITY, LANGUAGE-RELATED EPISODES, AND PRODUCTION OF L2 SPANISH VOWELS." Studies in Second Language Acquisition 39, no. 2 (December 12, 2016): 347–80. http://dx.doi.org/10.1017/s0272263116000425.
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This study tests the theoretical predictions regarding effects of increasing task complexity (Robinson, 2001a, 2001b, 2007, 2010; Robinson & Gilabert, 2007) for second language (L2) pronunciation. Specifically, we examine whether more complex tasks (a) lead to greater incidence of pronunciation-focused language-related episodes (LREs) and (b) positively impact accuracy of phonetic form during task completion. Seventeen dyads of intermediate L2 Spanish learners completed simple (+few elements) and complex (-few elements) information-gap map tasks in which the pronunciation of Spanish vowels was made task essential through the inclusion of minimal pair street names (e.g.,Calle Copa“Copa Street” andCalle Capa“Capa Street”). Results revealed no statistical difference in learner-produced pronunciation-related LREs in the simple and complex tasks. Vowel production, however, moved in a targetlike direction for one of five segments (/e/) during the complex task. Results therefore point to some benefits of task complexity manipulations for L2 pronunciation.
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Tyler, Ann A., and Kathleen Teipner Sandoval. "Preschoolers With Phonological and Language Disorders." Language, Speech, and Hearing Services in Schools 25, no. 4 (October 1994): 215–34. http://dx.doi.org/10.1044/0161-1461.2504.215.
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Six preschoolers aged 3:6 to 4:8 (years:months), with moderate-to-severe disorders in both language and phonology, received intervention that differentially focused on language, phonology, or both domains, Phonological intervention involved elicited imitation techniques and minimal pair contrasting. Language intervention involved an indirect narrative approach with focused stimulation The combination approach involved features of both. All subjects had both language and phonology goals, but the emphasis for these differed in the different treatments. Regardless of the intervention approach, a modified "cycles" approach was incorporated for phonology goals. Extensive phonological and morphological generalization probes, spontaneous language sampling, and use of the proportional change index for mean length of utterance served as measures of progress. Subjects who received direct phonological intervention showed a moderate improvement in both phonology and language. Subjects who received language intervention demonstrated small improvement in language and negligible improvement in phonology Subjects who received the combined intervention approach showed marked improvement in both domains.
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NYCZ, JENNIFER. "New contrast acquisition: methodological issues and theoretical implications." English Language and Linguistics 17, no. 2 (June 10, 2013): 325–57. http://dx.doi.org/10.1017/s1360674313000051.
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This article presents data on the acquisition of the low back vowel contrast by native speakers of Canadian English who have moved as adults to the New York City region, examining how these speakers who natively possess a single low back vowel category have acquired the low back vowel distinction of the new ambient dialect. The speakers show remarkable first dialect stability with respect to their low back vowel system, even after many years of new dialect exposure: in minimal pair contexts, nearly all of the speakers continue to produce and perceive a single vowel category. However, in word list and conversational contexts, the majority of speakers exhibit a small but significant phonetic difference between words like cot and caught, reflecting the separation of these word classes in the new dialect to which they are exposed; moreover, the realization of these words shows frequency effects consistent with a lexically gradual divergence of the two vowels. These findings are discussed in terms of their implications for theories of phonological representation and change, as well as their methodological implications for the study of mergers- and splits-in-progress.
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Faizullina, Nargiza Damirovna. "Functional-semantic and expressive potential of the oxymoron in Russian poetry of the XIX century." Филология: научные исследования, no. 8 (August 2022): 47–54. http://dx.doi.org/10.7256/2454-0749.2022.8.37161.
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Abstract The present article is devoted to the study of antonyms as a stylistic device based on opposites and contradictions, the identification of means of expressiveness. The object of the study is the stylistic figure “oxymoron", considered on the material of poetry of the XIX century. The purpose of the research is to reveal and comprehend the specific essence and features of the oxymoron as a category of poetics, to identify the relationship with the verbal poetic image as a kind of absurdity and paradox. The acceptance of speech paradoxes is explained by allophrony. Special attention is paid to the structural and semantic possibilities of an antonymic pair in the context of a deliberately used speech error. The work is carried out in line with the descriptive method of linguistics. The results of our linguistic research allow us to draw some conclusions: that the linguistic phenomenon is an oxymoron, is anomalous to words with a direct meaning and is characterized in science as a paradox. The acceptance of speech paradoxes, despite the contradictions, is explained by allophrony. The increased expressiveness of the oxymoron is achieved by contrasting, opposites, a combination of epithets incomprehensible to logic, in which a vivid manifestation of feelings, moods, thoughts is expressed, it is implied as an incorrect, unfair combination of ideas in one whole, that is, as a violation, as something that does not have the right to exist in a work of art due to inconsistency, logically mutually exclusive each other even before direct interaction. The oxymoron as a phenomenon of poetic and empirical reality is used as metaphorical names of any physiological deviations in the description of heroes, anomalies in nature containing a paradox. The minimal structure of the oxymoron is a phrase, it is the result of a fusion of contrasting meanings. An adjective and a noun interact in an oxymoron, less often an adverb and a verb, a verb and a adverb, an adverb and an adjective.
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Katz, Yuval Z., Neta Haluts, and Naama Friedmann. "The long-lasting effects of thiamine deficiency in infancy on language: A study of a minimal-pair of twins." Journal of Neurolinguistics 62 (May 2022): 101042. http://dx.doi.org/10.1016/j.jneuroling.2021.101042.
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Linebaugh, Gary, and Thomas Roche. "Learning to hear by learning to speak." Australian Review of Applied Linguistics 36, no. 2 (January 1, 2013): 146–59. http://dx.doi.org/10.1075/aral.36.2.02lin.
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In this paper we explore English pronunciation teaching within an English as an International Language (EIL) framework, arguing that teaching learners how to produce English phonemes can lead to an improvement in their aural ability. English as an Additional Language (EAL) learners often have difficulty discriminating between and producing specific sounds of the target language; Arabic speakers, for example, typically have difficulty distinguishing between /p/ and /b/ in words such as pin and bin. The research described here indicates that explicit articulatory training in the production of two problematic sounds, /p/ and /b/, improves learners’ ability to perceptually discriminate between the two. Following articulatory training, participants were better at correctly identifying which member of a minimal pair they heard (pack or back, for example), whereas simply providing focused aural exposure to those sounds, as advocated in the non-form focused intuitive-imitative approach, did not lead to similar improvement. This suggests that for sounds that are perceptually difficult for learners, complementing exposure as advocated by the intuitive-imitative approach with articulatory training may produce the best results in terms of segmental discrimination and ultimately target language production. We also point to evidence that accuracy in segmental production is especially relevant in the EIL context.
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Steinberger, Ralf, and Bruno Pouliquen. "Cross-lingual Named Entity Recognition." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 30, no. 1 (August 10, 2007): 135–62. http://dx.doi.org/10.1075/li.30.1.09ste.
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Named Entity Recognition and Classification (NERC) is a known and well-explored text analysis application that has been applied to various languages. We are presenting an automatic, highly multilingual news analysis system that fully integrates NERC for locations, persons and organisations with document clustering, multi-label categorisation, name attribute extraction, name variant merging and the calculation of social networks. The proposed application goes beyond the state-of-the-art by automatically merging the information found in news written in ten different languages, and by using the aggregated name information to automatically link related news documents across languages for all 45 language pair combinations. While state-of-the-art approaches for cross-lingual name variant merging and document similarity calculation require bilingual resources, the methods proposed here are mostly language-independent and require a minimal amount of monolingual language-specific effort. The development of resources for additional languages is therefore kept to a minimum and new languages can be plugged into the system effortlessly. The presented online news analysis application is fully functional and has, at the end of the year 2006, reached average usage statistics of 600,000 hits per day.
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Clopper, Cynthia G., and Abby Walker. "Effects of Lexical Competition and Dialect Exposure on Phonological Priming." Language and Speech 60, no. 1 (August 3, 2016): 85–109. http://dx.doi.org/10.1177/0023830916643737.
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A cross-modal lexical decision task was used to explore the effects of lexical competition and dialect exposure on phonological form priming. Relative to unrelated auditory primes, matching real word primes facilitated lexical decision for visual real word targets, whereas competing minimal pair primes inhibited lexical decision. These effects were robust across two English vowel pairs (mid–front and low–front) and for two listener groups (mono-dialectal and multi-dialectal). However, both the most robust facilitation and the most robust inhibition were observed for the mid–front vowel words with few phonological competitors for the mono-dialectal listener group. The mid–front vowel targets were acoustically more distinct than the low–front vowel targets, suggesting that acoustic–phonetic similarity leads to stronger lexical competition and less robust facilitation and inhibition. The multi-dialectal listeners had more prior exposure to multiple different dialects than the mono-dialectal group, suggesting that long-term exposure to linguistic variability contributes to a more flexible processing strategy in which lexical competition extends over a longer period of time, leading to less robust facilitation and inhibition.
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Licoppe, Christian, and Julien Morel. "Visuality, text and talk, and the systematic organization of interaction in Periscope live video streams." Discourse Studies 20, no. 5 (April 12, 2018): 637–65. http://dx.doi.org/10.1177/1461445618760606.
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In this study, we use a conversation analysis framework to understand the systematic organization of interactions in Periscope live video streams, and its crucial features: (a) the talking heads orientation for the video stream, in common with video-mediated communication; (b) the expectation that the streamer should attend to all messages as much as possible; (c) the ‘loose’ organization of viewers’ responses to streamers’ turn-at-talk, as in multi-party chats. We also identify a distinctive design for streamers’ responses to messages, the ‘read-aloud and respond’ practice. These distinctive features are oriented to the highly asymmetrical communicative affordances of Periscope streams. Without precluding other forms of Periscope-based activities, this systematic organization of talk and messages, coupled with the affordances of the application, favors a basic mode of topic initiation resting on a typical and minimal adjacent pair: viewer’s noticing/streamers’ reading and responding. We argue that the particular salience of this organization of topic initiation may account for the emergence of the dominant kind of use for Periscope streams, that is, the online public exposure of youth to strangers in order to elicit some conversation.
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POLINSKY, MARIA, and ERIC POTSDAM. "Left edge topics in Russian and the processing of anaphoric dependencies." Journal of Linguistics 50, no. 3 (June 4, 2014): 627–69. http://dx.doi.org/10.1017/s0022226714000188.
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This paper investigates the cost of processing syntactic versus extra-syntactic dependencies. The results support the hypothesis that syntactic dependencies require less processing effort than discourse-derived dependencies do (Reuland 2001, 2011; Koornneef 2008). The point is made through the analysis of a novel paradigm in Russian in which a preposed nominal stranding a numeral can show number connectivity (paucal) with a gap following the numeral or can appear in a non-agreeing (plural) form, as in cathedral-paucal/plural, there were three.paucal __. Numerous syntactic diagnostics confirm that when there is number connectivity, the nominal has been fronted via A′-movement, creating a syntactic A′-chain dependency. In the absence of connectivity, the construction involves a hanging topic related via discourse mechanisms to a base-generated null pronoun. The constructions constitute a minimal pair and Reuland's proposals correctly predict that the A′-movement construction will require less processing effort compared to the hanging topic construction. A self-paced reading study for contrasting pairs as in the above example showed a statistically significant slow-down after the gap with the hanging topic as opposed to the moved nominal. We take this to support the claim that a syntactic A′-chain is more easily processed than an anaphoric dependency involving a null pronoun, which must be resolved by discourse-based mechanisms.
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Wakefield, John C. "Disentangling the meanings of two Cantonese evidential particles." Chinese Language and Discourse 2, no. 2 (December 21, 2011): 250–93. http://dx.doi.org/10.1075/cld.2.2.05wak.
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Some linguists have argued that sentence-final particles (SFPs) are only meaningful in relation to the content of the discourse. This is of course an empirical matter subject to investigation. Adopting a working hypothesis that SFPs have core meanings independent of the discourse context, this paper proposes definitions for two evidential SFPs in Cantonese with related meanings: lo1 and aa1maa3. The method for developing the SFPs’ definitions is adopted (with modifications) from Besemeres and Wierzbicka’s (2003) proposal for defining “discourse markers.” Corpus-based examples and constructed minimal-pair dialogues are used to demonstrate that the definitions succeed at accounting for all the contexts that allow one, the other, both, or neither of the SFPs to be used based on acceptability judgments from native-Cantonese speakers. In addition to furthering our understanding of the two SFPs under discussion, this paper provides empirical evidence in support of the idea that discourse particles have context-independent meanings.
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Bruggeman, Laurence, Julien Millasseau, Ivan Yuen, and Katherine Demuth. "The Acquisition of Acoustic Cues to Onset and Coda Voicing Contrasts by Preschoolers With Hearing Loss." Journal of Speech, Language, and Hearing Research 64, no. 12 (December 13, 2021): 4631–48. http://dx.doi.org/10.1044/2021_jslhr-20-00311.
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Purpose: Children with hearing loss (HL), including those with hearing aids (HAs) and cochlear implants (CIs), often have difficulties contrasting words like “ b each ” versus “ p each ” and “ do g ” versus “ do ck ” due to challenges producing systematic voicing contrasts. Even when acoustic contrasts are present, these may not be perceived as such by others. This can cause miscommunication, leading to poor self-esteem and social isolation. Acoustic evidence is therefore needed to determine if these children have established distinct voicing categories before entering school and if misperceptions are due to a lack of phonological representations or due to a still-maturing implementation system. The findings should help inform more effective early intervention. Method: Participants included 14 children with HL (eight HA users, five CI users, and one bimodal) and 20 with normal hearing, all English-speaking preschoolers. In an elicited imitation task, they produced consonant–vowel–consonant minimal pair words that contrasted voicing in word-initial (onset) or word-final (coda) position at all three places of articulation (PoAs). Results: Overall, children with HL showed acoustically distinct voicing categories for both onsets and codas at all three PoAs. Contrasts were less systematic for codas than for onsets, as also confirmed by adults' perceptual ratings. Conclusions: Preschoolers with HL produce acoustic differences for voiced versus voiceless onsets and codas, indicating distinct phonological representations for both. Nonetheless, codas were less accurately perceived by adult raters, especially when produced by CI users. This suggests a protracted development of the phonetic implementation of codas, where CI users, in particular, may benefit from targeted intervention.
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Masykar, Tanzir, Roshidah Binti Hassan, and Stefanie Pillai. "Perception of English vowel contrasts by Acehnese-Indonesian bilingual learners of English." Indonesian Journal of Applied Linguistics 11, no. 3 (January 31, 2022): 718–28. http://dx.doi.org/10.17509/ijal.v11i3.35086.
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Previous studies have reported that second language (L2) learners filter non-native L2 sounds through their existing native or first language (L1) sounds when learning L2 sounds. The degree of similarity between L1 and L2 sounds can predict the ease of acquisition of non-native L2 sounds. In the context of English language learning in Indonesia, most learners are likely to speak two languages before they learn English at school; Acehnese is not wituout any exception. As a result, they have larger phonemic inventories to rely on when learning English sounds. This study seeks to investigate how Acehnese-Indonesian bilinguals perceive five sets of vowel contrast in English (i.e., /ɪ/ - /iː/, /æ/ - /ɛ/, /ʌ/ - /ɑː/, /ʊ/ - /uː/, and /ɑː/ - /ɔː/). A special focus is given to their perception of English vowel contrasts that are new, similar, and identical to Acehnese and Indonesian vowels. A group of 31 high school students (N=31) from an Islamic boarding school in Aceh participated in this study. An AX test comprising repetition and minimal pairs of English vowel contrasts in CVC word contexts was randomly presented to the students. The data were analyzed by comparing the means of each vowel pair followed by a general linear model statistical analysis and interpreted based on speech perception and production models. The findings indicate that the Acehnese-Indonesian bilinguals discriminate the vowel pairs /æ/ - /ɜː/ and /ɑː/ - /ɔː/ better than the /ɪ/ - /iː/, /ʌ/ - /ɑː/ and /ɑː/ - /ɔː/ pairs. The vowel pairs in which both vowels are novel to Acehnese and Indonesian were moderately discriminated compared to the pairs in which one vowel is similar in both Acehnese and Indonesian. It can be said that students perceived pairs with one vowel similar to Acehnese-Indonesian better than pairs with both vowels or one vowel novel in Acehnese and Indonesian. The findings reported in the paper are expected to inform pedagogic practices, particularly in the development of materials for the teaching of English pronunciation. English teachers in Aceh may incorporate Acehnese words that have similar sounds to English while emphasizing the novel sounds which are absent from the Acehnese vowel system.
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Kusz, Ewa, and Judyta Pawliczko. "Use of L2 Pronunciation Techniques in and Outside Classes: Students’ Preferences." Research in Language 20, no. 2 (December 29, 2022): 215–30. http://dx.doi.org/10.18778/1731-7533.20.2.06.
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The present study describes the level of effectiveness of both traditional and computer-assisted second language pronunciation techniques from the students’ perspectives. By traditional techniques we mean those activities which make use of phonetic alphabet, including transcription practice, detailed description of the articulatory systems, drills (e.g. minimal pair drills), reading aloud, tongue twisters, rhymes, etc. (Hismanoglu and Hismanoglu 2010: 985). On the other hand, computer-assisted techniques include activities based on listening and imitating tasks, which use technology, such as self-imitation practice, recordings of L2 learner’s, visual aids, and automatic speech recognition tools. The main aim of this study does not aim to classify L2 pronunciation methods by allocating them to previously mentioned categories but rather attempts to examine the intricate relationship between students’ knowledge, perceptions, attitudes and their most preferable practices which, in their opinion, result in improvement of their L2 pronunciation. 118 study subjects were asked to complete four main questions, within which tasks based on the Likert-scale items gathered data about the students’ most preferable L2 pronunciation teaching and learning techniques. The students were asked to create their own list, starting from the most useful to the least beneficial techniques. The last task was an open-ended question about other techniques than mentioned in the questionnaire. The analysis of the obtained data involved a two-stage process: a) data segmentation; and b) techniques categorisation. The first step was to select pronunciation learning techniques in terms of their frequency and use and to adjust them to the research group. The second stage, techniques categorisation, was based on a careful analysis of the answers given by the students in the questionnaire. Following that, five categories were distinguished: (1) traditional and used only in the classroom, (2) traditional but also used in distance learning, (3) computer-assisted but used only in the classroom, (4) computer-assisted and also used in distance learning, (5) innovative: combining students’ needs and available online.Highlighting the prominence of pronunciation in acquiring communicative competence, the authors propose their own, innovative suggestions for the future creation of teaching materials.
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Mitkov, Ruslan. "Computational Phraseology light: automatic translation of multiword expressions without translation resources." Yearbook of Phraseology 7, no. 1 (October 1, 2016): 149–66. http://dx.doi.org/10.1515/phras-2016-0008.
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Abstract This paper describes the first phase of a project whose ultimate goal is the implementation of a practical tool to support the work of language learners and translators by automatically identifying multiword expressions (MWEs) and retrieving their translations for any pair of languages. The task of translating multiword expressions is viewed as a two-stage process. The first stage is the extraction of MWEs in each of the languages; the second stage is a matching procedure for the extracted MWEs in each language which proposes the translation equivalents. This project pursues the development of a knowledge-poor approach for any pair of languages which does not depend on translation resources such as dictionaries, translation memories or parallel corpora which can be time consuming to develop or difficult to acquire, being expensive or proprietary. In line with this philosophy, the methodology developed does not rely on any dictionaries or parallel corpora, nor does it use any (bilingual) grammars. The only information comes from comparable corpora, inexpensively compiled. The first proof-of-concept stage of this project covers English and Spanish and focuses on a particular subclass of MWEs: verb-noun expressions (collocations) such as take advantage, make sense, prestar atención and tener derecho. The choice of genre was determined by the fact that newswire is a widespread genre and available in different languages. An additional motivation was the fact that the methodology was developed as language independent with the objective of applying it to and testing it for different languages. The ACCURAT toolkit (Pinnis et al. 2012; Skadina et al. 2012; Su and Babych 2012a) was employed to compile automatically the comparable corpora and documents only above a specific threshold were considered for inclusion. More specifically, only pairs of English and Spanish documents with comparability score (cosine similarity) higher 0.45 were extracted.However, see section 6 which discusses experiments with different comparability scores. Statistical association measures were employed to quantify the strength of the relationship between two words and to propose that a combination of a verb and a noun above a specific threshold would be a (candidate for) multiword expression. This study focused on and compared four popular and established measures along with frequency: Log-likelihood ratio, T-Score, Log Dice and Salience. This project follows the distributional similarity premise which stipulates that translation equivalents share common words in their contexts and this applies also to multiword expressions. The Vector Space Model is traditionally used to represent words with their co-occurrences and to measure similarity. The vector representation for any word is constructed from the statistics of the occurrences of that word with other specific/context words in a corpus of texts. In this study, the word2vec method (Mikolov et al. 2013) was employed. Mikolov et al.'s method utilises patterns of word co-occurrences within a small window to predict similarities among words. Evaluation results are reported for both extracting MWEs and their automatic translation. A finding of the evaluation worth mentioning is that the size of the comparable corpora is more important for the performance of automatic translation of MWEs than the similarity between them as long as the comparable corpora used are of minimal similarity.
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Warstadt, Alex, Alicia Parrish, Haokun Liu, Anhad Mohananey, Wei Peng, Sheng-Fu Wang, and Samuel R. Bowman. "BLiMP: The Benchmark of Linguistic Minimal Pairs for English." Transactions of the Association for Computational Linguistics 8 (July 2020): 377–92. http://dx.doi.org/10.1162/tacl_a_00321.
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We introduce The Benchmark of Linguistic Minimal Pairs (BLiMP), 1 a challenge set for evaluating the linguistic knowledge of language models (LMs) on major grammatical phenomena in English. BLiMP consists of 67 individual datasets, each containing 1,000 minimal pairs—that is, pairs of minimally different sentences that contrast in grammatical acceptability and isolate specific phenomenon in syntax, morphology, or semantics. We generate the data according to linguist-crafted grammar templates, and human aggregate agreement with the labels is 96.4%. We evaluate n-gram, LSTM, and Transformer (GPT-2 and Transformer-XL) LMs by observing whether they assign a higher probability to the acceptable sentence in each minimal pair. We find that state-of-the-art models identify morphological contrasts related to agreement reliably, but they struggle with some subtle semantic and syntactic phenomena, such as negative polarity items and extraction islands.
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Warstadt, Alex, Alicia Parrish, Haokun Liu, Anhad Mohananey, Wei Peng, Sheng-Fu Wang, and Samuel R. Bowman. "Erratum: “BLiMP: The Benchmark of Linguistic Minimal Pairs for English”." Transactions of the Association for Computational Linguistics 8 (December 2020): 867–68. http://dx.doi.org/10.1162/tacl_x_00375.
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Setyadi, Ary. "“Pasangan Minimal” Fonem Alat “Permainan Bahasa”." Nusa: Jurnal Ilmu Bahasa dan Sastra 13, no. 3 (August 28, 2018): 405. http://dx.doi.org/10.14710/nusa.13.3.405-417.
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The phoneme “minimal pair” data can be used as a “language games” tool, because the notion of “language games” is: the efforts made by language speakers in “playing with” language, especially words, for specific purposes/interests. Based on existing references, the problem of the “minimal pair” phoneme as a “language game” tool has never been used as a separate research object, so it is interesting to study. The data is obtained by listening and different/contrasting meaning with the method of recording/recording. The type of data is secondary, because more data is found in several references that discuss Indonesian phonology. Data analysis based on the application of phonology linguistic theory, phonemic subfields. The final results of the study found five kinds of “language gamesing” patterns, namely: 1) patterned: one vowel phoneme vs. one vowel phoneme, 2) patterned: two vowel phonemes vs. two vowel phonemes, 3) patterned: one vowel phoneme vs. one diphthong phoneme, 4) patterned: one consonant phoneme vs. one consonant phoneme, and 5) patterned: two consonant phonemes vs. two consonant phonemes.
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Ebrahimi, Seyed Foad, and Reza Moghaddam. "SUBJECT IT-EXTRAPOSITION IN APPLIED LINGUISTICS RESEARCH ARTICLES: SEMANTIC AND SYNTACTIC ANALYSIS." Discourse and Interaction 12, no. 1 (July 19, 2019): 29–46. http://dx.doi.org/10.5817/di2019-1-29.
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During the last two decades, numerous studies have focused on linguistic features of academic writing. One of these features, which appears frequently in academic writing and which writers need to improve their use of, is the it-extraposition construction. The existing literature on subject it-extraposition has focused on syntactic analysis (types and patterns) of this construction and little attention has been paid to semantic analysis (meanings); thus, this study aims to explore the types, patterns and meanings of subject it-extraposition used in Applied Linguistics research articles. The study was run on a corpus of 57 Applied Linguistics research articles, wherein the common extraposed subject clauses were the that-clause followed by the infinitive to-clause. It was also evident that minimal attention was devoted to the use of the wh-clause and the -ing participle clause. Concerning patterns of it-extraposition subject clause, subject + predicate and subject + predicate + complement were the most commonly utilised in Applied Linguistics research articles. The findings showed that Applied Linguistics writers were more concerned with expressing and evaluating their opinions and claims semantically. This study could help novice writers, especially novice non-native writers, to increase their awareness regarding how such construction is used syntactically and semantically by expert writers in writing research articles.
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Setyadi, Ary. "“Pasangan Minimal” Fonem Dasar Pembelajaran Materi Fonologi Bahasa Indonesia." Nusa: Jurnal Ilmu Bahasa dan Sastra 13, no. 4 (November 30, 2018): 521. http://dx.doi.org/10.14710/nusa.13.4.521-532.
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Evidence as well as the goal of writing articles related to the statement: that the existence of "minimal pair" phonemes are supposed to be the basis/early learning Indonesian phonology is based on the following reasons: a. functional phoneme "minimal pair", b. certainty of speech and phoneme symbols, c. certainty of type and number of phonemes, d. phoneme as the cause of difference/contrast of meaning (words), and e. other forms of antonym formation (i).Starting from the effort of proof and the goal, finally it can be said: that such a study is an important study, because from several literature sources there is a phoneme "minimal pair" only discussed in a brief and simple manner. That is only limited to capacity as a means of proofing phonemes to phonemic traits. In other words, it turns out that the existing problems have never been discussed in depth and specifically.The method applied is based on three strategic stages, namely: 1. provision of data, 2. classification and analysis of data, and 3. preparation of reports/writing. The data is obtained from written sources, so that the provision of data is secondary. The application of theory is based on the linguistic theory of phonology and the semantic field. The application of the phonology field is related to the effort to put words in the phoneme "minimum pair", while the semantic field is related to the different meanings (words) of the paired words.
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Ong, Jia Hoong, Denis Burnham, Paola Escudero, and Catherine J. Stevens. "Effect of Linguistic and Musical Experience on Distributional Learning of Nonnative Lexical Tones." Journal of Speech, Language, and Hearing Research 60, no. 10 (October 17, 2017): 2769–80. http://dx.doi.org/10.1044/2016_jslhr-s-16-0080.
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Purpose Evidence suggests that extensive experience with lexical tones or musical training provides an advantage in perceiving nonnative lexical tones. This investigation concerns whether such an advantage is evident in learning nonnative lexical tones based on the distributional structure of the input. Method Using an established protocol, distributional learning of lexical tones was investigated with tone language (Mandarin) listeners with no musical training (Experiment 1) and nontone language (Australian English) listeners with musical training (Experiment 2). Within each experiment, participants were trained on a bimodal (2-peak) or a unimodal (single peak) distribution along a continuum spanning a Thai lexical tone minimal pair. Discrimination performance on the target minimal pair was assessed before and after training. Results Mandarin nonmusicians exhibited clear distributional learning (listeners in the bimodal, but not those in the unimodal condition, improved significantly as a function of training), whereas Australian English musicians did not (listeners in both the bimodal and unimodal conditions improved as a function of training). Conclusions Our findings suggest that veridical perception of lexical tones is not sufficient for distributional learning of nonnative lexical tones to occur. Rather, distributional learning appears to be modulated by domain-specific pitch experience and is constrained possibly by top-down interference.
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Sahoo, Subhasmita, and Aparna Nandurkar. "Performance of normal hearing school age children on Hindi minimal pair test." Journal of Otolaryngology-ENT Research 12, no. 1 (2020): 5–10. http://dx.doi.org/10.15406/joentr.2020.12.00450.
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Speech perception is the process of transforming a continuously changing acoustic signal into discrete linguistic units and is a developmental process having several aspects i.e. Pattern perception, Perception of phonemic contrasts, Vowel & Sentence perception. There is no standardized minimal pair test material available for testing Hindi school aged children and no normative data for this test is available in Indian scenario. Such normative data will act as a reference for using of Hindi Minimal Pair Test (HMPT) test with children with hearing impairment in clinical situation. Hence, this study is warranted. The aim of study is to obtain normative data for school aged children on HMPT of speech perception. A total of 200 participants were included in the study. Each subject underwent Otoscopic examination, Oto Acoustic Emission, Pure tone audiometry, Immittance audiometry and Screening for CAPD. This study indicates perception of minimal pair contrast significantly improves as the age increases. P value obtained for comparison between males and females is 0.62 which is greater than 0.05 suggesting no significant difference between mean scores of male and female participants. For age comparison obtained p value is 0.00, suggesting a significant difference between the two age groups. P value of 0.051 for interaction suggests no significant interaction between age and sex statistically.
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KEMP, NENAGH, JULIANNE SCOTT, B. MAY BERNHARDT, CAROLYN E. JOHNSON, LINDA S. SIEGEL, and JANET F. WERKER. "Minimal pair word learning and vocabulary size: Links with later language skills." Applied Psycholinguistics 38, no. 2 (July 1, 2016): 289–314. http://dx.doi.org/10.1017/s0142716416000199.
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ABSTRACTThere is increasing interest in the link between early linguistic skills and later language development. In a longitudinal study, we investigated infants’ (a) ability to use speech sound categories to guide word learning in the habituation-based minimal pair switch task, and (b) early productive vocabulary, related to their concurrent and later language task performance. The participants at Phase 1 were 64 infants aged 16–24 months (25 with familial risk of language/speech impairment), followed up at 27 months (Phase 2) and at 3 years (Phase 3). Phase 1 productive vocabulary was correlated with Phase 2 productive vocabulary, and with concurrent and later (Phase 3) tests of language production and comprehension scores (standardized tool), and phonology. Phase 1 switch task performance was correlated with concurrent productive vocabulary and language production scores, but not by Phase 3. However, a combination of early low vocabulary score and a preference for looking at an already-habituated word–object combination in the switch task may show some promise as an identifier for early speech–language intervention. We discuss how these relations can help us better understand the foundations of word learning.
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ALİMEMAJ, Zamira Metaj. "Difficulties encountered by Albanian students while pronouncing English minimal pairs." Dil ve Dilbilimi Çalışmaları Dergisi 17, no. 1 (March 25, 2021): 672–82. http://dx.doi.org/10.17263/jlls.903533.
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Ndinga-Koumba-Binza, H. S., and Justus C. Roux. "Perceived duration in vowel-length based Civili minimal pairs." South African Journal of African Languages 29, no. 2 (January 2009): 216–26. http://dx.doi.org/10.1080/02572117.2009.10587330.
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GARDNER, HILARY. "Are your minimal pairs too neat? The dangers of ‘phonemicization’ in phonology therapy." International Journal of Language & Communication Disorders 30, S1 (October 1995): 273. http://dx.doi.org/10.1111/j.1460-6984.1995.tb01686.x.
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GARDNER, HILARY. "Are your minimal pairs too neat? The dangers of phonemicisation in phonology therapy." International Journal of Language & Communication Disorders 32, no. 2s (April 1997): 167–75. http://dx.doi.org/10.1111/j.1460-6984.1997.tb01630.x.
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Kurniawati, Atin, Nico Harared, and Irwan Rohardiyanto. "“Hi, Google! Tell Me A Joke”: How Google Assistant Creates Its Jokes." Metathesis: Journal of English Language, Literature, and Teaching 6, no. 1 (July 28, 2022): 133–45. http://dx.doi.org/10.31002/metathesis.v6i1.48.
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Artificial intelligent-based application helps people in many ways, one of which telling them jokes. This study aims at (1) investigating the types of jokes on Google Assistant application, and (2) describing linguistic aspects used in the jokes. There were several steps in conducting this study. Firstly, the data of this study were the jokes taken from “tell me a joke” feature on Google Assistant. As many as 58 jokes were collected as the data. Then, the data were coded and analysed based on its linguistic aspects in terms of sounds, meanings, and word formations. After all data were analysed, conclusions were drawn. There are two forms of jokes in this application namely riddle and one liner. In riddle, the jokes are presented in question-answer form, whereas one liner joke only consists of one or two sentences. There are several linguistic aspects in creating the jokes, namely homonyms, minimal pair, substitution of sounds, onomatopoeia, phrase and words with similar pronunciation, idiomatic phrase, addition of sound and word combination. Among those aspects, homonyms are the most frequently utilized in the jokes. Jokes are beneficial for language learners to learn the real use of the language, thus further studies on jokes are suggested.
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Lin, Hui-Li, Hsing-Wu Chang, and Hintat Cheung. "The Effects of Early English Learning on Auditory Perception of English Minimal Pairs by Taiwan University Students." Journal of Psycholinguistic Research 33, no. 1 (January 2004): 25–49. http://dx.doi.org/10.1023/b:jopr.0000010513.34809.61.
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Klímová, Květoslava. "Slovní druh jako základní jazykovědný a didaktický pojem." Kształcenie Językowe 15 (December 1, 2017): 41–53. http://dx.doi.org/10.19195/1642-5782.15(25).4.
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Word class as a basic linguistic and didactic termthe beginning of the article deals with a word class as a linguistic term. The emphasis is put on its application in both semantic and formal morphology, in lexicology, word formation and syntax. We pay attention to the fact that word classes are not disjunctive groups; it means that there are many words that convert from one word class to another one. In the second part of the contribution, we focus on the meaning of word classes for teaching at primary school, especially at the lower grade. The emphasis is put on three basic functions of words, the semantic, form and syntactic one, whose features are principal components for a definition of a word class. The attention is paid to the last curricular document, i.e. Framework Education Programme for Elementary Education, which was introduced into the education system in 2006/2007. We focus on the position of curriculum about word classes in this document. Finally, we offer possibilities of illustrative tasks that may be used when introducing Primary School Standards and that have been created on the basis of Bloom’s taxonomy minimal, optimal and excellent level. All of the exemplary tasks relate to the curriculum about word classes at lower primary school.
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Barbuta, Ion. "Informational Organization of the Sentence in Romanian." Philologia, no. 3(318) (December 2022): 23–37. http://dx.doi.org/10.52505/1857-4300.2022.3(318).02.
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The article contains a description of the informational structure of the sentence in its capacity as a layer of meaning constituted as an effect of its contextual updating. A complex phenomenon of a discursive nature, the informational structure of the utterance requires an interpretation of the facts of language by taking into account the interrelationship between the semantic, syntactic and discursive factors involved in the act of communication. The semantic-pragmatic specificity of the informational structure of the sentence is analysed starting from the extralinguistic factors that control it. Particular attention is paid to the distinctive features of the minimal units of this structure. The criteria for identifying the topic and the rhyme of a sentence are presented, with emphasis on the recognition of the units in question in the process of linguistic analysis. By examining this layer of meaning, our goal is to show that the Romanian language has a complex mechanism that allows its expression and variation in relation to other layers of meaning of the sentence.