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1
Kawaguchi, Keiko. "A Study on the Acquisition of “Noni” as a Heritage Language by Korean-Japanese Bilingual Children." Korean Journal of Japanese Education 51 (May 31, 2020): 5–19. http://dx.doi.org/10.21808/kjje.51.01.
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ROCCA, JULIUS. "THE BRAIN BEYOND KÜHN: REFLECTIONS ON ANATOMICAL PROCEDURES, BOOK IX." Bulletin of the Institute of Classical Studies 45, Supplement_77 (January 1, 2002): 87–100. http://dx.doi.org/10.1111/j.2041-5370.2002.tb02282.x.
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Aaltonen, Sirkku. "Noni sosökokeror alolotoså asyl? Constructing Narratives of Heteroglossia in the Swedish Performances of Utvandrarna on the Finnish Stage." TRANS. Revista de Traductología, no. 13 (October 4, 2017): 107. http://dx.doi.org/10.24310/trans.2009.v0i13.3159.
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Nuestro lenguaje común es polifonía —afirma Martha Lavey (2004: xi)— aunque constantemente estamos buscando ese lenguaje común que perdimos cuando se derrumbó la Torre de Babel. El objeto de este estudio, la obra de teatro contemponáneo sueca Utvandrarna, confirma la cita anterior. En Utvandrarna la heteroglosia juega un papel muy importante en relación con una serie de narraciones que el público está invitado a construir en la representación. Cuando la obra se representaba en diferentes lugares de Finlandia, el sobretitulado se hizo necesario con mayor frecuencia que en las representaciones suecas (dirigidas a un público que hablaba sueco) para facilitar la comprensión del discurso y, por tanto, la construcción de las narraciones. El propósito del presente trabajo es estudiar el uso e importancia de la heteroglosia y de la alternancia de códigos, tanto en la caracterización (auditiva) como en la escenografía (visual) que conforman la experiencia teatral completa.
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Izutsu, Mitsuko Narita. "Commitment to an implicit aspect of meaning: A notional differentiation between concessive connectives." Commitment 22 (December 5, 2008): 137–54. http://dx.doi.org/10.1075/bjl.22.07izu.
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This paper argues that the notion of commitment can clarify the distinction between two Japanese concessive connectives -noni and -kedo: the former expresses a high degree and the latter a relatively low degree of speaker commitment to an assumption underlying the concessive meaning. This difference in meaning supports a satisfactory account of some syntactic differences between the two connectives. It is also shown that the difference in the degree of commitment to an assumption is attested in the lexical contrast of the concessive meanings of Russian connectives a and no. These observations, along with some examples of commitment to a presupposition or speech act, show that the notion of commitment is applicable not only to the explicit part of an utterance (statement or propositional content) but also to implicit aspects of meaning.
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Kurmanova, B. H. "Interactive training in the russian language for students of non-language specialties." Bulletin of the Karaganda University. Philology series 97, no. 1 (March 30, 2020): 107–13. http://dx.doi.org/10.31489/2020ph1/107-113.
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Jantassova, D., and Dorin Isoc. "The problems of the development of foreign language communication skills of non-linguistic specialities' students." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 145–54. http://dx.doi.org/10.31489/2020ped4/145-154.
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The article considers the role of foreign language, foreign language learning to students of non-linguistic spe-cialties is valuable for specialist development. Teaching of foreign language in non-linguistic universities has particular relevance, since foreign language communication in the professional activities of modern special-ists is characterized by increasing importance in the context of globalization and providing for the formation of students' ability to speak foreign languages in specific professional, business, scientific fields and situa-tions taking into account the features of professional thinking. Despite the development of the educational process organization, the difficulty of learning is that mastering a foreign language occurs outside the lan-guage environment with a limited number of hours. In the classroom, the task of developing students' speech skills is solved by performing a large number of language and speech exercises. In this regard, it should be noted the importance of extracurricular activities in a foreign language, which is particular relevance in achieving the subject, interdisciplinary and personal results of education. The problem of communicative skills formation of non-linguistic specialties’ students is one of the urgent problems, since graduates must have not only professional, but also experience of social, socio — cultural relations, who are able to show not only knowledge in a certain area, but also social initiative, develop performance in a team work. Teaching foreign languages for students of non-linguistic specialties has a professional-oriented basis. The students of non-linguistic specialties have a professionally-oriented basis for teaching of foreign languages, and the role of digital technologies should be noted too, what are widely used during the classes.
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HATZIDAKI, ANNA, MIKEL SANTESTEBAN, and WOUTER DUYCK. "Is language interference (when it occurs) a graded or an all-or-none effect? Evidence from bilingual reported speech production." Bilingualism: Language and Cognition 21, no. 3 (January 19, 2018): 489–504. http://dx.doi.org/10.1017/s1366728917000736.
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Do cross-lingual interactions occur even with structures of different word order in different languages of bilinguals? Or could the latter provide immunity to interference of the contrasting characteristics of the other language? To answer this question, we examined the reported speech production (utterances reporting what just happened; e.g., Holly asked what Eric ate) of two groups of proficient, unbalanced bilinguals with varying similarity between their native (L1-Spanish/L1-Dutch) and second language (L2-English). The results showed that both groups of bilinguals produced word order errors when formulating indirect What-questions in L2, regardless of how similar the L1 was to the L2 in that respect. Our findings suggest that in the case of reported speech production in the examined bilingual groups, cross-linguistic syntactic differences by themselves suffice to induce language interference, and that the degree of similarity between the L1 and the L2 does not seem to modulate the magnitude of this effect.
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Juan Lai, Peng Jin, YanWei Hong, and Smarry. "Research of Natural Language Intelligent System Based on None." Journal of Convergence Information Technology 8, no. 8 (April 30, 2013): 130–37. http://dx.doi.org/10.4156/jcit.vol8.issue8.16.
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Shnukal, Anna. "Some Language-related Observations for Teachers in Torres Strait and Cape York Peninsula Schools." Australian Journal of Indigenous Education 30, no. 1 (2002): 8–24. http://dx.doi.org/10.1017/s132601110000168x.
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Newly-graduated non-Indigenous teachers who go to remote Torres Strait and Cape York Peninsula (CYP) schools may experience a range of difficulties. This paper makes some observations about one of them: the difficulty of teaching students whose first language is not English and for whom English may well be only one of several languages spoken. Moreover, none of these other languages belongs to the same Indo-European language family as English. The ramifications extend far beyond the intellectual recognition that language, normative modes of thinking and reasoning and social values are interwoven, mutually reinforcing and almost impossible to disentangle.
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Koller, Eve, and Malayah Thompson. "The Representation of Indigenous Languages of Oceania in Academic Publications." Publications 9, no. 2 (May 8, 2021): 20. http://dx.doi.org/10.3390/publications9020020.
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Of the estimated 7117 languages in the world, approximately 1500 (21%) are indigenous to the Pacific. Despite composing approximately one-fourth of the world’s linguistic diversity, the representation of these languages in academic publication is scant, even in periodicals focused on Pacific Island studies. We investigated 34 periodicals that focus on research in Oceania. We report on (1) journal names; (2) how many are currently in circulation; (3) how many accept submissions in Indigenous Pacific languages; (4) what percent of the most recent articles were actually in Indigenous languages of the Pacific and (5) which languages those were. Five of the 34 journals allowed submissions written in Indigenous Pacific languages. Three of the five journals specified Hawaiian as an accepted language of publication; one Sāmoan and one Tahitian and any other Indigenous language of Polynesia. We were able to collect data on four of the five journals, which averaged 11% of recent publications in an Indigenous language. None accepted submissions in Indigenous languages from the Pacific outside of Polynesia.
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Fishman, Joshua A. "Language Planning for the “Other Jewish Languages” in Israel." Language Problems and Language Planning 24, no. 3 (December 31, 2000): 215–31. http://dx.doi.org/10.1075/lplp.24.3.02fis.
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Although small budgets have recently been allocated to governmentally controlled “Authorities” for Yiddish and Ladino, both of these languages (as well as Judeo-Arabic and Judeo-Persian) suffer from a serious lack of well-prioritized efforts in accord with their specific language-planning needs. The ultra-orthodox Yiddish-speaking community is the only one among all of the “Jewish languages other than Hebrew” which has both a continually growing number of young speakers as well as demographically concentrated residential areas with neighborhood institutions (schools, synagogues) utilizing their own vernacular. The secular Yiddish sector is much richer in modern language-related institutional infrastructure and intelligentsia but is almost in total disarray insofar as demographic concentration of young speakers, schools with adequate instructional time and young institutional leadership are concerned. Ladino is even worse off, with respect to speakers and infrastructure, but has recently moved ahead noticeably due to prominent younger leaders with a rich agenda of important goals and projects. Judeo-Arabic and Judeo-Persian both suffer from a dire lack of language-focused intellectuals as well as the absence of a dominant spoken or written variety and are still regarded by their own speakers as dialects lacking in autonomy. None of the latter three languages/varieties has either a periodical press or book-production and the last two lack even courses, teachers or pedagogic materials appropriate for young students. The current insufficiency of funds and less-than-informed efforts on behalf of governmental authorities may lead to the early demise of most “other Jewish languages than Hebrew” in Israel, with the distinct exception of Yiddish in ultra-Orthodox circles.
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Samorai, John Lengoisa. "Rethinking Indigenous Languages:." Das Questões 10, no. 1 (July 14, 2020): 57–63. http://dx.doi.org/10.26512/dasquestoes.v10i1.32344.
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“Language is ourselves and the storage of our information. It is a tool to link and inspire the future generation”. These words were spoken by an old Ogiek woman (nda’sat). Our old folks passed on traditions and culture of hunting and gathering to us (the new generation), but now things are changing. The old language is disappearing. Young men are shunning the village life and are migrating to urban areas for education and jobs. Preserving the indigenous language in such a situation is tricky, but it calls for putting measures in place to recognize language diversity, promote and value speaking of indigenous languages as a means of community expressions with acceptance that all languages are equal and none is superior to the other.
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Roberts, Simon Gwyn. "“Half a loaf is better than none”." Journal of Historical Pragmatics 15, no. 2 (July 21, 2014): 187–206. http://dx.doi.org/10.1075/jhp.15.2.03rob.
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The Mold Riots of 1869 came at a time of social and cultural upheaval throughout Wales, with Welsh identity becoming politicised for the first time. In the particular context of north-east Wales, the coverage of the Mold Riots in the local press reveals an early attempt to negotiate identity politics through newspaper editorials and evolving forms of journalistic language in a semi-anglicised border region in which questions of religion, language, class and loyalty were emerging as divisive political issues. It argues that contemporary coverage of the aftermath of the riots offers an insight into an early politicised form of journalistic leader column which allowed local newspapers, all of which had a cross-border remit, to articulate their own interpretations of political and national identity.
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Isakovna, Usmonova Manzura. "Methods Of Teaching Russian As A Non-Native Language." American Journal of Applied Sciences 03, no. 03 (March 31, 2021): 104–9. http://dx.doi.org/10.37547/tajas/volume03issue03-16.
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The teaching method is one of the basic categories of teaching methods. In the general didactic sense, the concept of a method includes the methods of interrelated activities of the teacher and students, aimed at achieving the goals of education, upbringing and development of students. In this understanding, the methods can be universal, applicable to teaching different disciplines, although they have their specific embodiment in each discipline. For a language teacher, methods are important as sources of knowledge, skills and abilities formation. These methods include: working with a text, a book, a teacher's story, conversation, excursion, exercises, the use of visualization in teaching. Depending on the independence of educational actions performed by students, active and passive methods are distinguished; by the nature of the work of students - oral and written, individual and collective, classroom (classroom) and home.
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Barrios-Lech, Peter. "Noli + Infinitive in Roman Comedy." Glotta 92, no. 1 (April 2016): 18–23. http://dx.doi.org/10.13109/glot.2016.92.1.18.
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Hamilton, Joanna M., Debra McNeil, Dana Milne, Victoria Hayne, Laura Holtz, David Michael Jackman, Joseph O. Jacobson, et al. "Structuring clinical pathways: Creating common language where there is none." Journal of Clinical Oncology 37, no. 27_suppl (September 20, 2019): 303. http://dx.doi.org/10.1200/jco.2019.37.27_suppl.303.
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303 Background: Clinical pathways (PW) consist of Decision Criteria (DC) such as patient and disease characteristics, prior therapy, and genetic tests. Historical Dana-Farber Pathways (DFP) content was unstructured and maintained in static documents. This could lead to inconsistencies across and within PW, limits to the scope of DFP analytics, and potential discrepancies in clinical content. Methods: To transform DFP content into a digitally innovative structure the DFP team created a hierarchical Data Model (DM). The team compiled all unstructured DC in historical PW, organized them into parameters and attributes, and connected them to external ontologies (e.g., ICDO3) where appropriate. The team then applied the structured DC to historical PW to test comprehensiveness; and addressed any gaps identified in PW and the DM. Results: The DPF DM contains 32 parameters (e.g., Diagnosis) and 218 attributes (e.g., Group Stage) that can be combined to represent all 600+ pathway branch points. The comprehensiveness and nuance of the DM improves DFP’s specificity and clinical flexibility: The DM ensures that DFP gathers actionable data across all PW and creates common language that allows for disease-specific nuances; The DM rectifies gaps in historical PW, such as DC that were not mutually exclusive or conflated multiple clinical parameters; The DM creates complex DC to direct specific sub-groups of patients to the correct treatment path, even in cases where treatment recommendations differ within diagnostic groups. Conclusions: Structuring and standardizing PW content is a complex, time-intensive endeavor. However, this work addresses the challenges of managing clinical content and provides significant benefits for future PW development. A structured DM ensures PW are comprehensive, logical, and built on a framework of inter-operability standardization. A DM also allows DFP to connect with the EMR for auto-navigation, which streamlines provider workflow. The ongoing work required to build and maintain a structured PW DM is worth the result: rich actionable data that can illuminate and standardize practice patterns within and across diseases and institutions. It creates an insightful solution to broadly manage the cancer population.
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Kruchinin, Sergei, and Ekaterina Bagrova. "Quality of Mobile Apps for Language Learning." SHS Web of Conferences 93 (2021): 01009. http://dx.doi.org/10.1051/shsconf/20219301009.
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Mobile apps are new format of learning foreign languages. They are great as an additional way of learning, but cannot be a substitute for ordinary learning. Each app provides its own way of learning a foreign language. Each of them has its own pros and cons, and none of them is the best one. A combination of several apps is more efficient than using just one of them. However, all of them are dedicated to learning a language instead of practicing a language. Therefore, tutors, educational groups, and other regular forms of education cannot be fully substituted by mobile apps for language learning.
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Brendler, Andrea, and Francesco Iodice. "Intervista a Luigi Malerba sui nomi." Nouvelle revue d'onomastique 47, no. 1 (2007): 179–84. http://dx.doi.org/10.3406/onoma.2007.1591.
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Bose, Smarajit, Amita Pal, Anish Mukherjee, and Debasmita Das. "Improved Language-Independent Speaker Identification in a Non-contemporaneous Setup." International Journal of Machine Learning and Computing 10, no. 5 (October 5, 2020): 630–36. http://dx.doi.org/10.18178/ijmlc.2020.10.5.984.
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Gorbatenko, Olga G., and Jan Chunlai. "Exploring Chinese Language Particles Use to Teach Non-native Speakers." Journal of Advanced Research in Dynamical and Control Systems 11, no. 12-SPECIAL ISSUE (December 31, 2019): 1383–89. http://dx.doi.org/10.5373/jardcs/v11sp12/20193358.
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Faraclas, Nicholas. "Nigerian Pidgin and the Languages of Southern Nigeria." Journal of Pidgin and Creole Languages 3, no. 2 (January 1, 1988): 177–97. http://dx.doi.org/10.1075/jpcl.3.2.03far.
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Although several linguists have noted the similarities between the Atlantic Creoles and West African languages, none has systematically compared the structures of a geographically and genetically balanced sample of West African languages with a creolized language of the Atlantic Basin. This study examines the structural similarities between Nigerian Pidgin and all of the languages of southern Nigeria for which fairly comprehensive descriptions have been written to date. The results show that linguistic work on West African languages has progressed to the point where claims regarding the influence of these languages on Atlantic Creoles can be substantiated with concrete evidence from a truly representative sample of languages.
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Hober, Nicole. "On the Intrusion of the Spanish Preposition de into the Languages of Mexico." Journal of Language Contact 12, no. 3 (January 28, 2020): 660–706. http://dx.doi.org/10.1163/19552629-01203004.
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In this article, I examine the intrusion of the Spanish preposition de into the languages of Mexico. Following Matras and Sakel (2007), I apply the distinction of matter (mat) and pattern (pat). The exploration of the 35 Archivo de lenguas indígenas de México publications which serve as a comparable database shows that Chontal, Mexicanero, Nahuatl de Acaxochitlán, Otomi, Yucatec, Zoque, and Zapotec, have borrowed de or a variant thereof. All languages give evidence of combined mat/pat-borrowing, while five of the seven languages also exhibit mat-borrowing only. The results demonstrate that none of the replica languages fully complies with the Spanish pattern regarding the usage of de. Indeed, it is essential to identify the functional domain of de in each recipient language separately. Further, the findings are briefly reviewed in light of processing factors corroborating the prominent role of frequency in language change.
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Fauzi, Chandra, and Basikin. "The Impact of the Whole Language Approach Towards Children Early Reading and Writing in English." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 87–101. http://dx.doi.org/10.21009/jpud.141.07.
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This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivariate Anal- ysis of Covariance (Manova) to the data shows that 1) there is a difference in ability between the application of the whole language approach and the conventional approach to the ability to read the beginning of English; 2) there is a difference in ability between applying a whole language approach and a conventional approach to writing English beginning skills; 3) there is a difference in ability between the whole language approach and the conventional approach to the ability to read and write the beginning in English
Keywords: Whole language approach, Early reading, Early writing, Early childhood
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Williams, A. L., McLeod, S., & McCauley, R. J. (2010). Interventions for Speech Sound Disorders in Children. Brookes Publishing Company.: PO Box 10624; Baltimore; MD 21285.
Wright, P., Wallance, J., & McCAarthy, J. (2008). Aesthetics and experience-centered design. ACM Transactions on Computer-Human Interaction (TOCHI), 15(4), 18.
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Gang, Joshua. "“No Symbols Where None Intended”." PMLA/Publications of the Modern Language Association of America 130, no. 3 (May 2015): 679–83. http://dx.doi.org/10.1632/pmla.2015.130.3.679.
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What does the average middle schooler know about close reading?Launched in 2010 and adopted by forty-three states and the District of Columbia, the Common Core State Standards read like a Well Wrought Urn for kids—a New Critical primer for a new generation. From kindergarten through grade 12, close reading is the backbone of literary curricula. With each passing year, students perform close readings of increasing complexity—and with what feels like increasing adherence to New Critical doctrine. According to the Common Core reading standards, fifth graders must be able to “determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.” They must also be able to explain “how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem” (12). By eighth grade, students must be able to “provide an objective summary of the text” and “compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style” (36). And by eleventh or twelfth grade, they must “cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain” (38). Students meeting these standards, we are told, can “readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex literature” (3). In their textbook Understanding Poetry (1938), which popularized close reading across North American universities, Cleanth Brooks and Robert Penn Warren announced a similar goal: “to present to the student, in proper context and after proper preparation, some of the basic critical problems—with the aim, not of making technical critics, but merely of making competent readers of poetry” (xiv).
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Qu, Qingqing, and Markus F. Damian. "The role of orthography in second-language spoken word production: Evidence from Tibetan Chinese bilinguals." Quarterly Journal of Experimental Psychology 72, no. 11 (May 31, 2019): 2597–604. http://dx.doi.org/10.1177/1747021819850382.
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Evidence suggests that spoken language production involves involuntary access to orthographic representations, both in languages with alphabetic and non-alphabetic scripts. An unexplored question is whether the role of orthography varies as a function of the language being native or non-native to the individual. Native (L1) and non-native (L2) languages differ in important aspects, that is, lexical representations in L2 might be less well established, but acquired at least partly via reading, and these unique features of non-native languages may contribute to a fundamental difference in how spelling and sound interact in production. We investigated an orthographic impact on spoken production with Tibetan Chinese bilinguals who named coloured line drawings of objects with Chinese adjective–noun phrases. Colour and object names were orthographically related or unrelated. Even though none of the participants were aware of the orthographic manipulation, orthographic overlap generated a facilitatory effect. In conjunction with earlier findings from native speakers on the identical task, we conclude that orthographic information is activated in spoken word production regardless of whether the response language is native or non-native.
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Maelt, Mick Mars P. Silvano, LPT,, and Evelyn C. Bandoy, LPT, EdD. "Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lens." International Journal of Trend in Scientific Research and Development Volume-3, Issue-2 (February 28, 2019): 261–69. http://dx.doi.org/10.31142/ijtsrd20303.
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Pinto, Meital. "On the Intrinsic Value of Arabic in Israel—Challenging Kymlicka on Language Rights." Canadian Journal of Law & Jurisprudence 20, no. 1 (January 2007): 143–72. http://dx.doi.org/10.1017/s0841820900005737.
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In the postcolonial era, we have witnessed waves of mass immigration. Consequently, many states are no longer associated with just one or two national languages. Newly formed immigrant minorities raise demands for language rights, alongside national minorities, which raise similar demands.Such a complex situation exists, for example, in Canada, where only French and English are declared official languages although there are other languages, such as Chinese, which are spoken by large communities of people. My paper addresses the general question of which linguistic minorities are most entitled to comprehensive language rights. Will Kymlicka distinguishes between national minorities, which he regards as deserving of comprehensive language rights, and immigrant minorities which are not. Many scholars challenge Kymlicka’s distinction. However, none of them have suggested alternative criteria for distinguishing minority languages that are entitled to protection from minority languages that are less entitled to protection. In my paper, I suggest such a criterion. My alternative criterion is based on the intrinsic interest people have in protecting their own language as the marker of their cultural identity, thus, comprehensive language rights are to be accorded to linguistic minorities that possess the strongest intrinsic interest in the protection of their language as their marker of cultural identity. I apply my criterion to the Israeli case, in which there are two dominant linguistic minorities: the Arab national minority and the Jewish Russian immigrant minority. Relying on general criticism of Kymlicka’s distinction, I argue that this distinction is not applicable to the Israeli linguistic case. Applying my alternative criterion to the Israeli case, I argue that Israeli Arabs have a stronger interest in Arabic than the Russian Jewish minority has in Russian because Arabic constitutes Israeli Arabs’ exclusive marker of identity.
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Ricoeur, Paul. "Violence and Language." Journal of French and Francophone Philosophy 10, no. 2 (March 3, 1998): 32–41. http://dx.doi.org/10.5195/jffp.1998.410.
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Morelli, Giuseppe. "I nomi di Cibele nella tradizione antica." Rivista di Filologia e di Istruzione Classica 142, no. 2 (July 2014): 257–93. http://dx.doi.org/10.1484/j.rfic.5.123308.
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PHILLIPS, WESLEY. "Spaces of Resistance: the Adorno–Nono Complex." Twentieth-Century Music 9, no. 1-2 (March 2012): 79–99. http://dx.doi.org/10.1017/s1478572212000217.
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AbstractThe historical and theoretical resonances between the work of Theodor Adorno and that of Luigi Nono have hitherto remained underexplored. In this article a debate is constructed between the two figures concerning the politics of space in advanced music in order to question a frequently held opposition between ‘autonomous’ and ‘political’ art. Nono can be seen to interweave German and Italian traditions of historical materialism, responding simultaneously to the issues of both reification and imperialism. This is drawn out by way of Adorno's evolving attitude towards the younger generation at Darmstadt, via his revised understanding of the relationship between music and painting. Conversely the solidarity Nono maintained with contemporary spaces of resistance while not compromising his musical language promises to expand Adorno's aesthetic theory.
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Spajić, Siniša, Peter Ladefoged, and P. Bhaskararao. "The trills of Toda." Journal of the International Phonetic Association 26, no. 1 (June 1996): 1–21. http://dx.doi.org/10.1017/s0025100300005296.
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A hundred years from now a large number of presently spoken languages will no longer be viable means of communication, and the distinctive sounds that they contain will have disappeared. Of the nearly seven thousand languages in the world listed by Grimes (1992), about ten per cent are spoken by around a thousand people or less. As the speakers of these languages grow old, and their children go to schools in which the main languages of the country predominate, phoneticians will no longer have access to the wide variety of sounds currently in use. Toda, a language spoken by about a thousand speakers in the Nilgiri Hills of Southern India, has some unusual sounds that will probably not exist in our great grandchildren's times. Among them are the six trills which this paper will describe. Tongue tip trills occur in about one third of the world's languages (Maddieson 1984). None of the languages in Maddieson's sample has two contrasting apical trills without secondary articulations, although they have been reported in Malayalam (Ladefoged 1971). To the best of our knowledge only Toda has three contrasting trills; and almost certainly no other language has surface contrasts between palatalized and non-palatalized versions of three lingual trills. Toda is a rich source for trill-seeking phoneticians.
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Fábián, Zsuzsanna. "Nomi propri italiani nell'ungherese: Marchionimi." Verbum 4, no. 1 (July 2002): 117–38. http://dx.doi.org/10.1556/verb.4.2002.1.8.
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Bickerton, Derek. "On the Supposed "Gradualness" of Creole Development." Journal of Pidgin and Creole Languages 6, no. 1 (January 1, 1991): 25–58. http://dx.doi.org/10.1075/jpcl.6.1.03bic.
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Two recent works by Carden & Stewart (1988) and Arends (1989) have tried to prove a gradual rather than a single-generational origin for Haitian and Sranan respectively. Both arguments, however, are severely flawed. The Carden-Stewart argument from Haitian reflexivization is shown to depend on misinterpretations of both bioprogram theory and generative principles. Further, their claim that early Haitian was not a full language would entail that Middle English (among others) was also not a full language. Arends' claims of radical diachronic change in Sranan involve treating as an early creole sample a fragmentary text which, given the social and historical context of seventeenth-century Suriname, was most probably produced by a second-language learner of the creole. Reanalysis of Arends' data shows that he exaggerates the significance of marginal forms and mistakenly treats the inherent variability characteristic of all languages as evidence for ongoing change. In fact, none of the data reviewed in these works is inconsistent with the emergence of Haitian and Sranan as full languages in a single generation.
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Alek, Alek. "The Cultural Significance in Greeting Practices in Belo Dialect of the Bima Language." Register Journal 12, no. 2 (November 27, 2019): 206–34. http://dx.doi.org/10.18326/rgt.v12i2.206-234.
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Indonesia is the home to a vast array of cultures and many unique languages that are the mother tongues of these various islands and cultural groups. One of these is Bima language. Greeting systems and the address of personal names has long been a question of great interest in linguistic fields, especially sociolinguistic study. The main objective of the recent study was to answer some of the main issues as follows: (1) What are name variations in the greeting practices using in the Bima language? (2) How are the name variations applied in daily interactions of the Bima language? (3) Which syllables which are dominantly chosen in greeting terms? The results of my research will present the variations in the greeting system and address of personal names and their variety. Those variations are either at the beginning, the middle or the end of the syllables. However, none of the Bima people’s names begin with a consonant: “C, P, V, and X” as well as the vowel O.” it will also show that the variation of greeting practices and address of names applied in the daily interactions of the Bima language are different for men and women. The effort of maintaining the local style is essential to preserving and investigating as part of the national language because the position and function of the local languages are significant to the contribution and the progress and standardization of the national language. Keywords: Greeting practices, Bima language, and cultural significance
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List, Johann-Mattis, and Robert Forkel. "Automated identification of borrowings in multilingual wordlists." Open Research Europe 1 (August 24, 2021): 79. http://dx.doi.org/10.12688/openreseurope.13843.2.
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Although lexical borrowing is an important aspect of language evolution, there have been few attempts to automate the identification of borrowings in lexical datasets. Moreover, none of the solutions which have been proposed so far identify borrowings across multiple languages. This study proposes a new method for the task and tests it on a newly compiled large comparative dataset of 48 South-East Asian languages from Southern China. The method yields very promising results, while it is conceptually straightforward and easy to apply. This makes the approach a perfect candidate for computer-assisted exploratory studies on lexical borrowing in contact areas.
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List, Johann-Mattis, and Robert Forkel. "Automated identification of borrowings in multilingual wordlists." Open Research Europe 1 (July 15, 2021): 79. http://dx.doi.org/10.12688/openreseurope.13843.1.
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Although lexical borrowing is an important aspect of language evolution, there have been few attempts to automate the identification of borrowings in lexical datasets. Moreover, none of the solutions which have been proposed so far identify borrowings across multiple languages. This study proposes a new method for the task and tests it on a newly compiled large comparative dataset of 48 South-East Asian languages. The method yields very promising results, while it is conceptually straightforward and easy to apply. This makes the approach a perfect candidate for computer-assisted exploratory studies on lexical borrowing in contact areas.
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Kolesnikova, Iryna. "Language of Modern Advertising." Terminological Bulletin, no. 5 (2019): 170–74. http://dx.doi.org/10.37919/2221-8807-2019-5-22.
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Professional language is a universal tool of specialists’ communication. Every professional language has its specificity at different levels. They are terminology, genre features of texts, ethics of professional communication etc. However, none of these languages can be an antagonist of literary language. Violation of the standards of literary language, intellectual imbalance between the advertiser’s IQ and the consumer, the existence of negative connotations and emotions, failure to reach advertiser’s intentions; unsuccessful linguistic design of advertising product, violation of ethics of communication with the client; failed branding; inappropriate neologisms; wrong semantics towards words of foreign origin, famous to place names, onyms, dubious creativity are typical features of language. The specialist in language of advertising (“lingvoreklamist”) is an expert in the language of copywriting. His professional occupation allows not only to make professional re-branding and to find both linguistic and intellectual mistakes in an advertising text, but also to find a name for the company or institution according to their specialty. It means that he work as trouble-shooter in order to make advertising product of high quality.
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Roy, Subhadip. "Analyzing Language Acquisition by a Child’s Brain." International Journal of English Learning & Teaching Skills 3, no. 2 (January 1, 2021): 2086–96. http://dx.doi.org/10.15864/ijelts.3212.
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This paper tries to reflect on theories and experimental findings examining language learning, comprehension, and genesis by children. It peeks into child psychology probing innate linguistic intelligence: how infants find the words within the acoustic stream that serves as input to language learning. This paper also investigates how children acquire the ability to interpret the relationships between chunks of speech and their meanings and sometimes, in a rare case, even create a new language when none of the existing ones are compatible. This paper digs deep into the budding stages of a child’s brain when it just begins responding to stimuli from nervous triggers. Finally, it analyses how children map grammatical structure onto their perceived input, providing useful insights into how children extract, manipulate, and build up the complex structures existing within natural languages.
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T.V., Lazarenko. "НАВЧАННЯ АУДІЮВАННЯ СТУДЕНТІВ НЕМОВНИХ СПЕЦІАЛЬНОСТЕЙІЗ ВИКОРИСТАННЯМ МОДЕЛІ «ПЕРЕВЕРНУТИЙ КЛАС»." Collection of Research Papers Pedagogical sciences, no. 94 (May 6, 2021): 135–42. http://dx.doi.org/10.32999/ksu2413-1865/2021-94-19.
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The listening comprehension process is complex and multifaceted. The effectiveness of understanding a foreign spoken language is determined by many factors of physiology, psychology, psycholinguistics, linguistics. According to practicing teachers, training listening comprehension is always a more difficult task than training other types of language activities. The lack of a foreign language environment makes it extremly difficult to develop the listening skills, as it requires some willpower, mental and intellectual effort, and therefore does not usually provoke positive emotions. The article highlights the most important problems of teaching listening to students of non-linguistic specialties of higher education institutions. It contains a list of skills that the students of non-language specialties must have in accordance with the requirements of language competence in listening. The difficulties that students face during the process of listening are pointed out. Ways to control the comprehension of the information they had heard are offered. The criteria for selecting material for listening are given. It is emphasized that training listening should be based on a large amount of authentic texts. Another important methodological issue that arises when it comes to teaching listening is the use of technical teaching aids. There is no doubt about the expediency of using Internet resources during training listening in higher educational establishments. The main purpose of using the World Wide Web for the formation of speech competence is to create modern learning conditions for students, develop their interest in learning a foreign language, encourage them, expand their knowledge and experience. Therefore, the article supports the feasibility and possibility of using blended learning technology, namely the model "flipped classroom" for teaching listening in distance education. The essence of this model, ways of its realization, stages of use are described. Examples of tasks that should prepare students for listening and tasks to test comprehension of the material that has been heard are given. The advantages of using this model in training listening in both traditional classroom and distance learning are indicated. Some difficulties in its use are also listed. It is shown that the "flipped classroom" model can be effectively used not only in lecture courses, but also in teaching more communicative disciplines, such as foreign languages, and more specifically for training listening skills. In order to help teachers in the selection of listening materials, recommendations are given on the use of some useful Internet platforms. Prospects for further scientific and practical research on this topic are identified.Key words: auding, listening comprehension, distance learning, inverted classroom, flipped classroom, authentic materials, students’ independent work, technology in education. Процес аудіювання складний і багатогранний. Ефективність розуміння іншомовного усного мовлення зумовлюється багатьма факторами фізіології, психології, психолінгвістики, лінгвістики. Як свідчать викладачі-практики, навчити аудіювання завжди складніше, ніж інших видів мовленнєвої діяльності. У разі відсутності іншомовного середовища аудіювання є найважчим для опанування, оскільки вимагає певних вольових, психічних, розумових зусиль, а тому й, зазвичай, не викликає позитивних емоцій. У статті висвітлено найбільш важливі проблеми навчання аудіювання студентів нелінгвістичних спеціальностей закладів вищої освіти. Наведено перелік умінь, якими відповідно до вимог мовленнєвої компетентності щодо навичок прослуховування мають володіти студенти немовних спеціальностей. Вказано на труднощі, з якими стикаються студенти під час аудіювання. Запропоновано способи контролю розуміння прослуханого повідомлення. Наведено критерії відбору матеріалу для прослуховування. Наголошується на тому, що навчання аудіювання слід будувати на значних за обсягом автентич-них текстах. Ще одним важливим методичним питанням, яке постає, коли мова заходить про навчання аудіювання, є питання про використання технічних засобів навчання. Доцільність застосування інтернет-ресурсів під час навчання аудіювання у ЗВО не викликає жодних сумнівів. Основна мета використання всесвітньої мережі для формування мовленнєвої компетенції полягає в тому, щоб створити сучасні умови для навчання для студентів, зацікавити їх, спонукати до вивчення іноземної мови, розширити свої знання та досвід. Тому в статті обґрунтовується доцільність та можливості використання технології змішаного навчання, а саме моделі «flipped classroom» для навчання аудіювання за умов дистанційної освіти. Описано сутність цієї моделі, способи її реалізації, етапи використання. Наведено приклади завдань, які мають підготувати студентів до прослуховування, і завдань на перевірку розуміння прослуханого матеріалу. Вказано на переваги використання цієї моделі під час навчанні аудіювання як у традиційному класі, так і за умов дистанційного навчання. Також перелічено деякі труднощі в її застосуванні. Показано, що модель «flipped classroom» може ефективно використовуватись не лише в межах лекційних курсів, а й під час навчання більш комунікативних дисциплін, зокрема й іноземних мов, і більш конкретно для тренування навичок прослуховування. Задля допомоги викладачам у підборі матеріалів для прослуховування даються рекомендації щодо використання деяких корисних платформ Інтернету. Визначено перспективи подальших науково-практичних розвідок із цієї теми.Ключові слова: аудіювання, сприйняття на слух, дистанційне навчання, перевернутий клас, змішане навчання, автентичні матеріали, самостійна робота студентів, технічні засоби навчання.
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Abonizio, Hugo Queiroz, Janaina Ignacio de Morais, Gabriel Marques Tavares, and Sylvio Barbon Junior. "Language-Independent Fake News Detection: English, Portuguese, and Spanish Mutual Features." Future Internet 12, no. 5 (May 11, 2020): 87. http://dx.doi.org/10.3390/fi12050087.
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Online Social Media (OSM) have been substantially transforming the process of spreading news, improving its speed, and reducing barriers toward reaching out to a broad audience. However, OSM are very limited in providing mechanisms to check the credibility of news propagated through their structure. The majority of studies on automatic fake news detection are restricted to English documents, with few works evaluating other languages, and none comparing language-independent characteristics. Moreover, the spreading of deceptive news tends to be a worldwide problem; therefore, this work evaluates textual features that are not tied to a specific language when describing textual data for detecting news. Corpora of news written in American English, Brazilian Portuguese, and Spanish were explored to study complexity, stylometric, and psychological text features. The extracted features support the detection of fake, legitimate, and satirical news. We compared four machine learning algorithms (k-Nearest Neighbors (k-NN), Support Vector Machine (SVM), Random Forest (RF), and Extreme Gradient Boosting (XGB)) to induce the detection model. Results show our proposed language-independent features are successful in describing fake, satirical, and legitimate news across three different languages, with an average detection accuracy of 85.3% with RF.
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Walsh, John. "Language and socio-economic development." Language Problems and Language Planning 30, no. 2 (August 11, 2006): 127–48. http://dx.doi.org/10.1075/lplp.30.2.03wal.
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This paper is about the debate over the role of language and culture in socio-economic development. Drawing on his experience of Ireland, the author examines the rich historical tradition of debate about the positive role which language can play in national development, and suggests a theoretical grounding for those arguments. The elaboration of such a theoretical basis is essential as a counterbalance to powerful and dominant global forces which engage in, as Stephen May puts it, “the denunciation of ethnicity”. Those pursuing these arguments have frequently used a form of economic Darwinism in order to justify the marginalisation or extermination of threatened languages or to oppose multilingualism generally. This paper lays out the foundations of an alternative approach which posits that all languages and cultures, regardless of their status or numerical size, can be integrated into processes of socio-economic development, and that none is inherently anti-development. It is hoped that the arguments presented here will also stimulate debate about the nature of the concept of development itself, and facilitate closer integration of the often distinct disciplines of language planning and policy and socio-economic development.
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Petrovszky Lajszki, Brigitta. "I nomi di mestiere nel sardo." Verbum 6, no. 1 (April 2004): 275–83. http://dx.doi.org/10.1556/verb.6.2004.1.21.
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Fang, Fang, and Keith Dickson. "Enki, Shen Nong, and the Alembic Body." Journal of Language, Literature and Culture 66, no. 3 (September 2, 2019): 119–33. http://dx.doi.org/10.1080/20512856.2019.1679444.
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Antón, Eneko, and Jon Andoni Duñabeitia. "¡Hola! Nice to Meet You: Language Mixing and Biographical Information Processing." Brain Sciences 11, no. 6 (May 26, 2021): 703. http://dx.doi.org/10.3390/brainsci11060703.
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In bilingual communities, social interactions take place in both single- and mixed-language contexts. Some of the information shared in multilingual conversations, such as interlocutors’ personal information, is often required in consequent social encounters. In this study, we explored whether the autobiographical information provided in a single-language context is better remembered than in an equivalent mixed-language situation. More than 400 Basque-Spanish bilingual (pre) teenagers were presented with new persons who introduced themselves by either using only Spanish or only Basque, or by inter-sententially mixing both languages. Different memory measures were collected immediately after the initial exposure to the new pieces of information (immediate recall and recognition) and on the day after (delayed recall and recognition). In none of the time points was the information provided in a mixed-language fashion worse remembered than that provided in a strict one-language context. Interestingly, the variability across participants in their sociodemographic and linguistic variables had a negligible impact on the effects. These results are discussed considering their social and educational implications for bilingual communities.
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Han, ZhaoHong, and Rosette Finneran. "Re-engaging the interface debate: strong, weak, none, or all?" International Journal of Applied Linguistics 24, no. 3 (July 15, 2013): 370–89. http://dx.doi.org/10.1111/ijal.12034.
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White, Paul, Natalie Hamrick, Tim Hepner, and Rob Toomey. "How personality type and languages of appreciation interrelate." Strategic HR Review 18, no. 1 (February 11, 2019): 2–7. http://dx.doi.org/10.1108/shr-08-2018-0069.
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Purpose Given that assessment tools based upon the Jung/Myers personality framework and the Motivating By Appreciation Inventory are used by tens of thousands of workplaces, questions have arisen regarding their interrelatedness. The purpose of the current study is to assess the relationship between TypeCoach personality type and Language of Appreciation. Design/methodology/approach In total, 300 participants took both the MBA Inventory and TypeCoach Verifier. Each person’s primary Language of Appreciation and the summary scores for each of the four languages (Words of Affirmation, Acts of Service, Quality Time and Tangible Gifts) were calculated. Each participant’s TypeCoach data were scored as 1 of 16 traditional four-letter types (i.e. INTJ, ENFP), as well as dichotomously coded as extraversion (vs not), sensing (vs not), thinking (vs not) and judging (vs not). Logistic regression and chi-square tests were conducted to assess the relationships between primary Language of Appreciation and TypeCoach Verifier. Findings None of the analyses yielded a statistically significant relationship between Language of Appreciation and TypeCoach scores (all ps > 0.05). Originality/value This study is the first to assess the relationship between Jung/Myers personality types and languages of appreciation. It appears that personality type and preferred ways of receiving appreciation are independent, but potentially complimentary constructs. This study provides suggestions on how to best combine the tools to create an engaging work environment.
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Krauss, Michael E. "Eskimo languages in Asia, 1791 on, and the Wrangel Island-Point Hope connection." Études/Inuit/Studies 29, no. 1-2 (November 13, 2006): 163–85. http://dx.doi.org/10.7202/013938ar.
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Abstract Merck’s statement about four “Sedentary Chukchi” (Eskimo) languages or language varieties along the coast of Chukotka in 1791 is thoroughly remarkable and worthy of careful interpretation. By his statement of their geographical distribution, the first three languages are very easy to identify, as 1) Sirenikski, 2) Central Siberian Yupik, explicitly including St. Lawrence Island, and 3) Naukanski. Merck’s language number four, “Uwelenski” he claims, startlingly, to be spoken along the Arctic Coast of Chukotka from Uelen as far as Shelagski Cape, 600 miles to the northwest. Serendipitously enough, Merck has 70 or so ”Uwelenski” words of cultural interest transcribed throughout his text. Careful studies of these words by this writer and also by Mikhail Chlenov show that “Uwelenski” is in fact a dialect of Central Siberian Yupik, thus part of a language continuum spoken from St. Lawrence Island to the Chaplino corner and the East coast of Chukotka, thence to the North coast of that mainland, treating Naukan as a “third Diomede” rather than as a mainland interruption. However there is no evidence that language number four, “Uwelenski,” actually a dialect of Merck’s language number two, was spoken beyond Kolyuchin Bay. Beyond that point, however, there was indeed a fourth Eskimo language. The second half of the paper concludes, from at least seven independent sources, that that fourth language was in fact none other than North Alaskan Inupiaq, spoken intermittently in pockets between Kolyuchin and Shelagski Cape, at least since the opening of Russian posts at Kolyma and into the nineteenth century, by north Alaskans from the Point Hope area, who also used Wrangel Island as a stopping place.
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Jamaluddin, Ahmad Fauzi, Maryadi Maryadi, and Siti Zuhriah Ariatmi. "A PRAGMATIC STUDY OF FIGURATIVE LANGUAGE IN ANONYMOUS MOVIE SCRIPT." Academy of Education Journal 8, no. 1 (January 1, 2017): 82–92. http://dx.doi.org/10.47200/aoej.v8i1.336.
Full textAbstract:
The research aims at describing the types of figurative language, implicature, and flouting maxim of Anonymous movie. The research employs the descriptive qualitative as the type of the research. The data source of this research is the script of Anonymous movie. Techniques of collecting data are watching the Anonymous movie, searching then downloading the Anonymous movie script, reading the Anonymous movie script, identifying the types of figurative languages in the movie script and underlying them, typing those figurative languages in paper, describing the types of figurative language by using Perrine theory and coding the data. The techniques of data analysis are describing the types of figurative language found in the Anonymous Movie Script, the writer uses Perrine theory (1977), describing the types the implicature, the writer refers to the theory of Grice (1989), and drawing discussion, describing the flouting maxim, the writer uses Cutting’s theory (2002). The data are shown with the italic, bold and underline words. One datum analysis presents figurative language, implicature and flouting maxim analysis. So, it doesn’t analyze separately. The result of the study shows that 1) the types of figurative language are: Metaphor (30.56%) which always uses an implicit comparison at the movie’s mind. The second position is Hyperbole (27.78%), and the third position is Simile (19.44%) and the fourth position is Personification (16.67%). Based on the frequency of occurrence, Irony (5.56%) is in the last position. 2) The all implicature of figurative languages cover conversational implicature (100%) and none of them are conventional implicature (0%). The conversational implicature divided into: particularized conversational implicature (94.44%) and generalized conversational implicature (5.56%) (3) The flouting maxim are used by the characters: flouting maxim of quality (86.11%), flouting maxim of relation (5.56%), flouting maxim of manner (5.56%), flouting maxim of quantity (2.78%).
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Deco, Francisco. "Edmond Jabès y Luigi Nono: Découvrir la subversion." Çédille 10 (April 1, 2014): 115. http://dx.doi.org/10.21071/ced.v10i.5554.
Full textAbstract:
Dans cet article, nous étudions la relation entre Le Petit Livre de la subversion hors de soupçon, d’Edmond Jabès, et la pièce musicale Découvrir la subversion. Hommage à Edmond Jabès, de Luigi Nono, fondée sur des textes de cette œuvre. Dans un premier temps, nous étudions leurs caractéristiques en mettant en évidence les affinités esthétiques entre les deux créateurs. Puis nous analysons, à partir d’exemples concrets, la façon dont Nono a sélectionné, fragmenté et réordonné les mots de Jabès pour concevoir le texte de cet hommage.
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Ivaz, Lela, Kim L. Griffin, and Jon Andoni Duñabeitia. "Self-bias and the emotionality of foreign languages." Quarterly Journal of Experimental Psychology 72, no. 1 (June 13, 2018): 76–89. http://dx.doi.org/10.1177/1747021818781017.
Full textAbstract:
Foreign language contexts impose a relative psychological and emotional distance in bilinguals. In our previous studies, we demonstrated that the use of a foreign language changes the strength of the seemingly automatic emotional responses in the self-paradigm, showing a robust asymmetry in the self-bias effect in a native and a foreign language context. Namely, larger effects were found in the native language, suggesting an emotional blunting in the foreign language context. In the present study, we investigated the source of these effects by directly comparing whether they stem from a language’s foreignness versus its non-nativeness. We employed the same self-paradigm (a simple perceptual matching task of associating simple geometric shapes with the labels “you,” “friend,” and “other”), testing unbalanced Spanish–Basque–English trilinguals. We applied the paradigm to three language contexts: native, non-native but contextually present (i.e., non-native local), and non-native foreign. Results showed a smaller self-bias only in the foreign language pointing to the foreign-language-induced psychological/emotional distance as the necessary prerequisite for foreign language effects. Furthermore, we explored whether perceived emotional distance towards foreign languages in Spanish–English bilinguals modulates foreign language effects. Results suggest that none of the different indices of emotional distance towards the foreign language obtained via questionnaires modulated the self-biases in the foreign language contexts. Our results further elucidate the deeply rooted and automatic nature of foreign-language-driven differential emotional processing.