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Journal articles on the topic 'Spécialized languages for linguistics'

Author: Grafiati

Published: 15 May 2022

Last updated: 30 July 2025

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1

Gaillard, Mathilde, and Caroline Peynaud. "Spécialiser la LEA ? De l’intérêt de l’étude des discours, milieux et cultures spécialisés pour concevoir les enseignements en Langues étrangères appliquées." ASp, no. 81 (March 1, 2022): 29–43. http://dx.doi.org/10.4000/asp.7749.

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2

Pinto Díaz, Cristina, and Carmen Flores Melero. "La neuroéducation et la technologie comme outil d'inclusion des groupes vulnérables, notamment les Roms." Texto Livre 15 (September 29, 2022): e40458. http://dx.doi.org/10.35699/1983-3652.2022.40458.

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Cet article est un modèle qui vise à guider le personnel enseignant et non enseignant sur l'influence des neurosciences et de la technologie sur l'inclusion des groupes vulnérables, plus particulièrement les Roms. L'inclusion de ce groupe doit être abordée d'un point de vue éducatif et social, c'est-à-dire que le professionnel doit éduquer aux valeurs morales et éthiques, à l'empathie, à la solidarité et au respect. Et les enfants devraient être conscients que tout le monde devrait avoir accès à l'éducation. Les enseignants doivent donc se spécialiser dans l'inclusion et aborder leurs classes

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3

Trechter, Sara. "Endangered Languages.:Endangered Languages." Journal of Linguistic Anthropology 5, no. 2 (1995): 234–37. http://dx.doi.org/10.1525/jlin.1995.5.2.234.

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4

Garrett, Paul B. "Contact languages as “endangered” languages." Journal of Pidgin and Creole Languages 21, no. 1 (2006): 175–90. http://dx.doi.org/10.1075/jpcl.21.1.05gar.

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5

STASSEN, LEON. "AND-languages and WITH-languages." Linguistic Typology 4, no. 1 (2000): 1–54. http://dx.doi.org/10.1515/lity.2000.4.1.1.

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6

Thomason, Sarah, and William Poser. "Fantastic Linguistics." Annual Review of Linguistics 6, no. 1 (2020): 457–68. http://dx.doi.org/10.1146/annurev-linguistics-011619-030459.

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Many nonlinguists believe that their ability to speak at least one language provides special insight into the essence of languages and their histories. One result of this belief is a plethora of theories about language from a surprising variety of perspectives: where particular languages (or all languages) originated, which languages are related by a shared history, how undeciphered writings or pseudowritings are to be read, how language figures in paranormal claims as “evidence” for reincarnation and channeled entities, and much, much more. This review surveys some of the major areas in which

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7

Darnell, Regna. "Quebec's Aboriginal Languages.:Quebec's Aboriginal Languages." Journal of Linguistic Anthropology 8, no. 1 (1998): 117–18. http://dx.doi.org/10.1525/jlin.1998.8.1.117.

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8

Vocroix, Londre. "Morphology in micro linguistics and macro linguistics." Macrolinguistics and Microlinguistics 2, no. 1 (2021): 1–20. http://dx.doi.org/10.21744/mami.v2n1.11.

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This study aims to examine the morphological aspects and their application in micro linguistics and micro linguistics. Linguistics in terms of study can be divided into two types, namely micro linguistics and macro linguistics. Micro linguistics is understood as linguistics which has a narrower nature of the study. That is, it is internal, only sees language as language. Macro linguistics is broad, the nature of the study is external. Linguistics studies language activities in other fields, such as economics and history. Language is used as a tool to see language from the point of view from ou

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9

Haider, Hubert, and Luka Szucsich. "Slavic languages – “SVO” languages without SVO qualities?" Theoretical Linguistics 48, no. 1-2 (2022): 1–39. http://dx.doi.org/10.1515/tl-2022-2035.

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Abstract Slavic languages are commonly classified as SVO languages, with an exceptional property, though, namely an atypically extensive variability of word order. A systematic comparison of Slavic languages with uncontroversial SVO languages reveals, however, that exceptional properties are the rule. Slavic languages are ‘exceptional’ in so many syntactic respects that SVO appears to be a typological misnomer. This fact invites a fresh look. Upon closer scrutiny, it turns out that these languages are not exceptional, but regular members of a different type. They are representative of a yet un

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10

Haider, Hubert, and Luka Szucsich. "Slavic languages are Type 3 languages: replies." Theoretical Linguistics 48, no. 1-2 (2022): 113–42. http://dx.doi.org/10.1515/tl-2022-2036.

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11

Pearson, Bruce. "The Languages of Japan:The Languages of Japan." Journal of Linguistic Anthropology 3, no. 1 (1993): 126–27. http://dx.doi.org/10.1525/jlin.1993.3.1.126.

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12

Oberlin, Adam. "Nordic Studies: Languages and Linguistics." Year’s Work in Modern Language Studies 82, no. 1 (2022): 541–73. http://dx.doi.org/10.1163/22224297-08201030.

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13

Oberlin, Adam. "Nordic Studies: Languages and Linguistics." Year’s Work in Modern Language Studies 81, no. 1 (2021): 611–33. http://dx.doi.org/10.1163/22224297-08101038.

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14

Wurm, Stephen A. "Endangered Languages, Multilingualism and Linguistics." Diogenes 47, no. 185 (1999): 56–66. http://dx.doi.org/10.1177/039219219904718507.

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15

Oberlin, Adam. "Nordic Studies: Languages and Linguistics." Year’s Work in Modern Language Studies 83, no. 1 (2023): 593–624. http://dx.doi.org/10.1163/22224297-08301014.

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16

Oberlin, Adam. "Nordic Studies: Languages and Linguistics." Year’s Work in Modern Language Studies 79, no. 1 (2019): 585–601. http://dx.doi.org/10.1163/22224297-07901044.

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17

Oberlin, Adam. "Nordic Studies: Languages and Linguistics." Year’s Work in Modern Language Studies 80, no. 1 (2020): 761–80. http://dx.doi.org/10.1163/22224297-08001046.

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18

Kasieva, Aida. "Corpus linguistics in Turkic languages." Turkic Languages 25, no. 2 (2021): 293–98. http://dx.doi.org/10.13173/tl/2021/2/293.

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19

Oberlin, Adam. "Nordic Studies: Languages and Linguistics." Year’s Work in Modern Language Studies 85, no. 1 (2025): 423–52. https://doi.org/10.1163/22224297-08501023.

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20

Zun, Xin Zang. "History and field linguistics." Macrolinguistics and Microlinguistics 1, no. 2 (2020): 93–103. http://dx.doi.org/10.21744/mami.v1n2.9.

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This study aims to understand the history and fields of science in linguistics. Until the Renaissance, the languages studied were Greek and Latin. Latin had an important role at that time because it was used as a tool in the world of education, administration, and international diplomacy in Western Europe. During the Renaissance, language research began to develop into Romance languages (French, Spanish, and Italian) which were considered to have Latin roots, as well as non-Roman languages such as English, German, Dutch, Swedish, and Danish.

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21

Dorian, Nancy C., Robert H. Robins, and Eugenius M. Uhlenbeck. "Endangered Languages." Language 70, no. 4 (1994): 797. http://dx.doi.org/10.2307/416328.

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22

Siskin, H. Jay, and Bette Hirsch. "Languages of Thought: Thinking, Reading and Foreign Languages." Modern Language Journal 75, no. 1 (1991): 128. http://dx.doi.org/10.2307/329847.

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23

Grace, George W. "How Do Languages Change? (More on "Aberrant" Languages)." Oceanic Linguistics 31, no. 1 (1992): 115. http://dx.doi.org/10.2307/3622968.

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24

Gaffney, Patrick. "The Languages of Jerusalem.:The Languages of Jerusalem." Journal of Linguistic Anthropology 4, no. 1 (1994): 107–9. http://dx.doi.org/10.1525/jlin.1994.4.1.107.

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25

Pavlič, Matic. "Selected topics in Slovenian Sign Language linguistics." Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (2022): 175–93. http://dx.doi.org/10.31299/hrri.58.si.9.

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Minority languages are often given less importance than national languages, especially when the languages differ in their modalities. In addition, the hearing majority often do not recognise sign languages, leading to prejudice and discrimination against them. Apart from the theoretical relevance of the study of sign languages for linguistic research, linguistic studies have proved crucial in reducing the social and cultural isolation of Deaf communities. At the same time, the specific sociolinguistics of sign languages must be considered when conducting such linguistic research. This paper pr

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26

N. O. Sadiku, Matthew, Chandra M. M. Kotteti, and Janet O. Sadiku. "Computational Linguistics." International Journal of Advances in Scientific Research and Engineering 10, no. 01 (2024): 01–06. http://dx.doi.org/10.31695/ijasre.2024.1.1.

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Linguistics is concerned with rules that are followed by languages as a system. Computational linguistics(CL)combines the power of machine learning and human language.As a subfield of linguistics, CL is concerned with the computational description of rules that languages follow. Itis what powers anything in a machine or device that has to do with language—speaking, writing, reading, and listening. It is often linked with natural language processing (NLP), which is the use of computers to identify structures in natural language.The boundary between NLP and CL is not so clear-cut. This paper is

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27

Kitoko-Nsiku, Edouard. "Dogs' Languages or People's Languages? The Return of Bantu Languages to Primary Schools in Mozambique." Current Issues in Language Planning 8, no. 2 (2007): 258–82. http://dx.doi.org/10.2167/cilp111.0.

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28

Cunningham, Clare. "When ‘home languages’ become ‘holiday languages’: teachers’ discourses about responsibility for maintaining languages beyond English." Language, Culture and Curriculum 33, no. 3 (2019): 213–27. http://dx.doi.org/10.1080/07908318.2019.1619751.

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29

König, Christa. "Khoisan Languages." Language and Linguistics Compass 2, no. 5 (2008): 996–1012. http://dx.doi.org/10.1111/j.1749-818x.2008.00084.x.

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30

Z.A., Abidin, та Ospanova N.M. "Сontrastive linguistics and foreign languages teaching". Journal of Oriental Studies 77, № 2 (2016): 190–93. http://dx.doi.org/10.26577/jos-2016-2-775.

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31

Kasieva, Aida. "Report. Corpus linguistics in Turkic languages." Turkic Languages 25, no. 2 (2021): 293–98. http://dx.doi.org/10.13173/tl.25.2.293.

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32

Friedman, Victor A. "The Balkan Languages and Balkan Linguistics." Annual Review of Anthropology 40, no. 1 (2011): 275–91. http://dx.doi.org/10.1146/annurev-anthro-081309-145932.

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33

Solomon, Wendy. "Linguistics and reading new foreign languages." Asian Studies Association of Australia. Review 10, no. 2 (1986): 43–52. http://dx.doi.org/10.1080/03147538608712445.

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34

ALYIEVA, A., and I. OSTAPCHUK. "CORPORAL LINGUISTICS IN TEACHING FOREIGN LANGUAGES." Current issues of linguistics and translations studies, no. 27 (April 27, 2023): 5–8. http://dx.doi.org/10.31891/2415-7929-2023-27-1.

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The article is devoted to the study of the role of corpus linguistics in the teaching of foreign languages, in particular English. It defines the main aspects of corpus linguistics, considers the corpus approach as a method of teaching foreign languages, its advantages and disadvantages, gives a brief history of corpus linguistics as a branch of linguistics, and gives examples of possible tasks based on linguistic corpora. The article presents the tasks of the corpus approach, which are related to the teaching of foreign languages, its main characteristics, which determine its reliability and

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35

Basso, Ellen. "Amazonian Linguistics: Studies in Lowland South American Languages.:Amazonian Linguistics: Studies in Lowland South American Languages." Journal of Linguistic Anthropology 2, no. 1 (1992): 110–11. http://dx.doi.org/10.1525/jlin.1992.2.1.110.

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36

Urazimbetova, Gozzal Aytbaeva Manzura. "ENGLISH AND KARAKALPAK TOPONYMIC PHRASEOLOGICAL UNITS IN LINGUISTICS." EURASIAN JOURNAL OF ACADEMIC RESEARCH 3, no. 6 (2023): 200–202. https://doi.org/10.5281/zenodo.8023020.

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Comparing toponymical phraseological units in English and Karakalpak languages plays an important role in linguistics. It allows linguists to analyze the similarities and differences between the two languages and identify the unique linguistic features of each language. By comparing these phrases, linguists can also study the historical and cultural influences that have shaped the development of these languages. This can lead to a deeper understanding of the linguistic structures and patterns of both languages, which can inform language teaching and learning strategies. Additionally, comparing

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37

Odlin, Terence, and Donald Mac Aulay. "The Celtic Languages." Modern Language Journal 78, no. 3 (1994): 392. http://dx.doi.org/10.2307/330125.

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38

Kennedy, Dora F., and Elaine Davis Lubiner. "Learning about Languages." Modern Language Journal 77, no. 3 (1993): 378. http://dx.doi.org/10.2307/329116.

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39

Odlin, Terence, and Martin J. Ball. "The Celtic Languages." Modern Language Journal 79, no. 2 (1995): 277. http://dx.doi.org/10.2307/329640.

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40

Fayer, Joan M., and Ronald Wardhaugh. "Languages in Competition." Modern Language Journal 72, no. 3 (1988): 340. http://dx.doi.org/10.2307/327519.

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41

Honeycutt, Charles Allen, and Geoffrey Richardson. "Teaching Modern Languages." Modern Language Journal 70, no. 1 (1986): 60. http://dx.doi.org/10.2307/328074.

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42

Dahl, Östen. "Perfects Across Languages." Annual Review of Linguistics 8, no. 1 (2022): 279–97. http://dx.doi.org/10.1146/annurev-linguistics-031120-123428.

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The theoretical study of perfects tends to be based on data from European languages, particularly English. To find the proper place for perfects, we have to go beyond English to be able to separate what is idiosyncratic from what is generalizable. A central function of perfects is to speak of how the present is different from the past, especially from the immediate past. A perfect typically relates how a past state changes into the present one. Crosslinguistically, we find two major types of perfect: constructions involving the auxiliary verbs ‘be’ and ‘have’, common in Indo-European and neigh

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43

Whitehouse, Marlies, Henrik Rahm, Séverine Wozniak, et al. "Developing shared languages." AILA Review 34, no. 1 (2021): 1–18. http://dx.doi.org/10.1075/aila.00038.int.

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Abstract This issue of the AILA Review focuses on transdisciplinarity as the key to developing shared languages in and across domains and professional settings. The relationship and collaboration between researchers and practitioners have long been discussed within and across applied sciences and theoretical disciplines, mainly in the framework of transdisciplinarity (see AILA Review 31, 2018, for a recent overview). However, research approaches that claim to combine theoretical and practical needs and expectations often lack either solid grounding in empirical data or thorough reflection from

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44

TIRUMALESH, K. V. "Comparison of Languages." Cahiers de l'Institut de Linguistique de Louvain 14, no. 3 (1988): 93–100. http://dx.doi.org/10.2143/cill.14.3.2017080.

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45

Daniels, Peter T., K. S. Singh, and S. Manoharan. "Languages and Scripts." Language 73, no. 2 (1997): 435. http://dx.doi.org/10.2307/416060.

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46

Stenson, Nancy, and Donald MacAulay. "The Celtic Languages." Language 70, no. 3 (1994): 565. http://dx.doi.org/10.2307/416490.

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47

Brentari, Diane, Jean Umiker-Sebeok, and Thomas A. Sebeok. "Monastic Sign Languages." Language 66, no. 3 (1990): 655. http://dx.doi.org/10.2307/414667.

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48

Aceto, Michael, and Tom McArthur. "The English Languages." Language 76, no. 1 (2000): 204. http://dx.doi.org/10.2307/417423.

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49

Pulgram, Ernst, and Rebecca Posner. "The Romance Languages." Language 74, no. 1 (1998): 175. http://dx.doi.org/10.2307/417580.

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50

Quick, Antje Endesfelder, Elena Lieven, Ad Backus, and Michael Tomasello. "Constructively combining languages." Linguistic Approaches to Bilingualism 8, no. 3 (2018): 393–409. http://dx.doi.org/10.1075/lab.17008.qui.

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Abstract Language development in bilingual children is often related to differing levels of proficiency. Objective measurements of bilingual development include for example mean length of utterance (MLU). MLU is almost always calculated for each language context (including both monolingual and code-mixed utterances). In the current study, we analyzed the MLUs of three German-English bilingual children, aged 2;3–3;11 separately for the monolingual and code-mixed utterances. Our results showed that language preference was reflected in MLU values: the more children spoke in one language the highe

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