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Статті в журналах з теми "Philippines Languages":

1

Gonzales, Wilkinson Daniel Wong. "Language contact in the Philippines." Language Ecology 1, no. 2 (December 2017): 185–212. http://dx.doi.org/10.1075/le.1.2.04gon.

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Abstract This article narrates the sociohistory of the Philippines through the lens of a Sinitic minority group – the Chinese Filipinos. It provides a systematic account of the history, language policies, and educational policies in six major eras, beginning from the precolonial period until the Fifth Republic (960 – present). Concurrently, it presents a diachronic narrative on the different linguistic varieties utilized by the ethnic minority, such as English, Hokkien, Tagalog, and Philippine Hybrid Hokkien (PHH). Following an exposition on how these varieties were introduced to the ecology is a discussion focused on contact that highlights potential theories as to how Philippine contact varieties like PHH emerged. How this account contributes to the overall language ecology forms the conclusion. Overall, this article delineates the socio-historical sources that intrinsically play a significant role in the (re)description of Philippine contact varieties. In its breadth, this article goes beyond providing second-hand information, and presents ideas that can be crucial for understanding how Philippine contact languages work.
2

Osborne, Dana. "The making of “deep language” in the Philippines." Language, Culture and Society 3, no. 1 (June 2021): 58–81. http://dx.doi.org/10.1075/lcs.20008.osb.

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Abstract This analysis interrogates one of the most highly recognizable, but little understood metalinguistic descriptors of language in the contemporary Philippine linguistic scene: the concept of “deep language.” Here, “deep language” is explored as a complex, polysemous term generally used to describe homegrown conceptualizations of “pure” forms of Philippine-type languages and speakers. The contemporary understanding of “deep language” in the Philippines is theorized to have been informed by a complex combination of folk and academic discourses that have percolated throughout shared ideologies and conceptualizations of language since national independence at mid-20th century. The metric of “depth” in the analysis of language is shown to function centrally as a conceptual metaphor that enables everyday speakers to theorize person-types and the passage of time in a folk chronotope reckoned through the sign of language.
3

Rodríguez, Rebeca Fernández. "Lexicography in the Philippines (1600–1800)." Historiographia Linguistica 41, no. 1 (June 2014): 1–32. http://dx.doi.org/10.1075/hl.41.1.01rod.

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Summary Spanish missionary lexicography in America and the Philippines is extensive and deserving of detailed research. In the Philippines, from 1600 up to 1898, more than fifty vocabularies were published in thirteen different languages. Alongside these are numerous vocabularies preserved only as manuscripts and others that are known to be lost. Following some recent publications on Philippine lexicography, in particular bibliographic surveys and studies of specific vocabularies (­García-Medall 2004, 2009; Sueiro Justel 2003; Fernández Rodríguez 2009, 2012), as well as Smith-Stark’s (2009) work on Mexican lexicography, this paper presents a contrastive analysis of the lexicographic styles of seven Philippine vocabularies of five different languages: Tagalog, Visayan, Pampango, ­Bicol and Ilokano. Through examination of the lexicographic characteristics of the most important vocabularies written in the first two centuries of Spanish presence in the Philippines (1600–1800), the present writer tries to establish the lexicographical models used by the missionaries: whether they followed the existing models (mainly Nebrija, Molina and Calepino) or if they created a novel Philippine model. The authors of these vocabularies were missionaries of different Orders: Augustinian, Dominican, Franciscan, and Jesuits. All these vocabularies are bilingual and bidirectional, with the sole exception of the unidirectional Ilokano vocabulary.
4

Lesho, Marivic. "Philippine English (Metro Manila acrolect)." Journal of the International Phonetic Association 48, no. 3 (December 2017): 357–70. http://dx.doi.org/10.1017/s0025100317000548.

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English is an official language in the Philippines, along with Filipino, a standardized register originally based on Tagalog (Gonzalez 1998). The Philippines were a Spanish colony for over three centuries, but when the Americans took control in 1898, they immediately implemented English instruction in schools (Gonzalez 2004). It became much more widespread among Filipinos than Spanish ever was, and by the late 1960s, Philippine English was recognized as a distinct, nativized variety (Llamzon 1969). It is widely spoken throughout the country as a second language, alongside Filipino and approximately 180 other languages (Lewis, Simmons & Fennig 2016). It is also spoken in the home by a small number of Filipinos, especially among the upper class in Metro Manila (Gonzalez 1983, 1989) and other urban areas. There is a large body of literature on Philippine English. However, relatively few studies have focused on its sound system. The most detailed phonological descriptions of this variety have been by Tayao (2004, 2008), although there have also been previous sketches (Llamzon 1969, 1997; Gonzalez 1984). There has been very little phonetic research on Philippine English, apart from some work describing the vowel system (Pillai, Manueli & Dumanig 2010, Cruz 2015).
5

Dreisbach, Jeconiah Louis, and Feorillo Petronilo A. Demeterio III. "Language use and preference in the multilingual context of Davao City, Philippines." Studies in English Language and Education 8, no. 1 (January 2021): 313–27. http://dx.doi.org/10.24815/siele.v8i1.18454.

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This paper is a pioneering study on the language use and preference of the Davaoeños from generations X (born in the years 1965 to 1979) and Z (born in the years 1995 to 2015) towards the Cebuano, Filipino, and English languages. Being a linguistically diverse area, Davao is home to the emerging contact language Davao Filipino which is currently spoken by the various ethnolinguistic groups currently inhabiting the city. This study utilized mixed methods research, particularly a survey questionnaire and focus group discussions, to explore the perspectives of the respondents on the said languages. Two generations were investigated in this study, particularly those belonging to Generations X and Z. Data presented show that both generations consider themselves fluent in the languages of interest in this study. They primarily use Cebuano for everyday communication and both generations primarily use English in formal communication. However, a language shift was seen from the common use of Cebuano by the older generation to the use of Filipino by the younger generation. This shift was also reflected in the language preferences of the respondents on everyday communication. Lastly, both generations would like to maintain Filipino as the Philippine national language as it is the language that they usually use when talking to Filipinos from other provinces who also speak different Philippine languages.
6

Del Corro, A. "Bible Translation and Endangered Languages: A Philippines Perspective." Bible Translator 52, no. 2 (April 2001): 201–10. http://dx.doi.org/10.1177/026009430105200201.

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7

Rahmi, Rahmi. "THE DEVELOPMENT OF LANGUAGE POLICY IN INDONESIA." Englisia Journal 3, no. 1 (September 2016): 9. http://dx.doi.org/10.22373/ej.v3i1.622.

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Indonesia has successfully implemented language policy by choosing Malay language as its national language which enables to unite ethnics from a variety of vernaculars’ background. However, Indonesia is not considered successful enough in preserving indigenous languages and promoting English as a crucial international language. In comparison with Indonesia, Malaysia and the Philippines faced some challenges when applying a language of majority as national language. Yet, both countries have more focuses to develop English in domestic level for global purposes. There are some sociolinguistic challenges for Indonesian policy makers in terms of local, national and international languages.
8

Jiménez Lobo, Félix Manuel. "Why is Spanish not used as an interlanguage in the Phillipines?" Język. Komunikacja. Informacja, no. 12 (March 2019): 88–102. http://dx.doi.org/10.14746/jki.2017.12.6.

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This article examines the reasons for the disappearance of Spanish as an interlanguage in the Philippines (both as an official language and as a means of communication between speakers of different languages) after the change of colonial power at the end of the 19th century. First, the author explains the geographic, ethno-linguistic and historical context of the country, summarizes the evolution of Spanish in the Philippines from the beginning of the Spanish colonial period until the present day with special attention being given to the appearance of the creole Chavacano, and presents the traditional explanations for the disappearance of the language. Later he compares the evolution of Spanish in the Philippines with other former Spanish colonies. He concludes that Spanish disappeared through a combination of unique historical circumstances which did not occur in other territories of the former Spanish Empire.
9

McArthur, Tom. "Learning world languages." English Today 20, no. 4 (September 2004): 2. http://dx.doi.org/10.1017/s0266078404004018.

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For most of us languages aren't all that easy to use, or learn – whether we have been born into one or several languages, or have to learn one or more ‘alien’ languages, with alien writing systems. This may just be part of the general hurly-burly of life, and is certainly the usual way of things in, say, India, Nigeria and the Philippines, or it may happen in the comparative calm of classroom and library (nowadays widely regarded as the ‘proper’ way to learn languages, even if it is not always the most effective). The first of these is, as it were, the ‘marketplace’ tradition (learning as you go), the second the ‘monastery’ tradition (classrooms, timetables, exams, and accreditation).
10

Aberion, Leo H., and Luzviminda S. Roda. "Aldames Language: Its Landscapes and Topographies." English Linguistics Research 7, no. 2 (June 2018): 20. http://dx.doi.org/10.5430/elr.v7n2p20.

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The Philippines is composed of almost 200 languages and dialects, more or less, and eight (8) of these are considered major languages, namely: Bikolano, Cebuano, Hiligaynon (Ilonggo), Ilocano, Kapampangan, Pangasinan, Tagalog, and Waray. However, there are still varied languages which are not yet recognized, and one of these is Aldames, a variety of the Cebuano language. The purpose of this study was to determine the origin, the characteristics, and the unique features of the Aldames language. This study used the qualitative approach in which the data were gathered through actual interviews and conversations from the speech community. Recorded interviews and conversations were then transcribed and categorized into themes. It was found out that the “Aldames” language is a modified version of the English alphabet because the language has corresponding letters in English. However, changes occur in most consonants (b/v-m, c/k-n, d-p, f.p-d, g/ng-r, k/c-n, l-ll/ly, m-b, n-k/c, p-d, q/kyu-nyu, r-g/ng, s-t, y/eks-ent, z/s-t) while all vowels (a, e, i, o, u) and few consonants (h, w, and y) are retained except for “j” which has no Aldames equivalent. Also, it emerged because the elders would not want their secrets to be revealed by the young and would only be understood by a few. Hence, today, the residents who are not exposed to the language in the area are confused in learning the language because before one can speak well, he/she should be familiar with the appropriate consonants-substitutes. It is recommended that the language must be recognized and be included in the list of languages in the Philippines. Moreover, the said language has to be spoken every day, so it will be preserved.

Дисертації з теми "Philippines Languages":

1

Nical, Iluminado C. "Language usage and language attitudes among education consumers : the experience of Filipinos in Australia and in three linguistic communities in the Philippines." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phn582.pdf.

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Errata inserted facing t. p. Bibliography: leaves 406-457. A comparative investigation of language usage and language attitudes in relation to Filipino/Tagalog, Philippine languages other than Tagalog and English among senior high school students and their parents in two countries, the Philippines and Australia. The study provides an historical overview of the development of national language policies in Australia and in the Philippines, focussing on the way in which multiculturalism in Australia influenced language policies, and on the reasons for the adoption of the Bilingual Education Program in the Philippines.
2

Aguas, y. Quijano Juan Vidal. "The Philippines in the Twentieth Century: Social Change in Recent Decades." Text, W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539625429.

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3

Osborne, Dana. "Negotiating the Hierarchy of Languages in Ilocandia: The Social and Cognitive Implications of Massive Multilingualism in the Philippines." Electronic Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556859.

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After nearly 400 years of colonial occupation by Spain, the Philippine Islands were signed over to the United States in the 1898 Treaty of Paris along with other Spanish colonies, Guam and Puerto Rico. The American acquisition of the Philippine archipelago marked the beginning of rapid linguistic, social and political transformations that have been at the center of life in the Philippines for the last century, characterized by massive swings in national language policy, the structuration of the modern educational system, political reorganizations and increased involvement in the global economy. The rapid expansion of "education-for-all" during the American Period (1898-1946) set the foundation for the role of education in daily life and created a nation of multilinguals - contemporarily, most people speak, at the very least, functional English and Filipino (official and national languages, respectively) in conjunction with their L1 (mother tongue), of which there are an estimated 170 living varieties throughout the island array. This study focuses on the minority language of Ilocano, a branch of the Malayo-Polynesian (Austronesian) language family and is the third largest minority language spoken in the Philippines with over 9 million speakers spread throughout the islands, having a strong literary tradition and a clearly defined ethnolinguistic homeland in the northernmost region of the island of Luzon. The articles contained in this dissertation variously investigate the linguistic, social, and ideological implications of the last century of contact and colonization among speakers of Ilocano and seek to understand why (and how), in light of colonization, missionization, Americanization, and globalization, minority languages like Ilocano have remained robust. Taken together, these analyses shed light on the dynamic interplay between linguistic, social, and ideological processes as they shape contemporary language practices found among Ilocano speakers negotiating the terms of their local and national participation in a continually shifting social, political, and linguistic landscape.
4

Lesho, Marivic. "The sociophonetics and phonology of the Cavite Chabacano vowel system." Text, The Ohio State University, 2014. OhioLINK.

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5

Soffronow, Maria. "Multilingual Classrooms : A study of four Filipino teachers' experiences." Student thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Övrig skolnära forskning, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-27319.

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The majority of the world's population is multilingual, and there is an increase of demands on teachers worldwide to meet pupils' diverse linguistic needs and abilities. This paper on multilingualism aims to explore four Filipino teachers' experiences of working in a multilingual context. The study is based on a sociocultural perspective on language and learning, and views the school as an institution within a larger context. Through thematic interviews, the linguistic environments in the four teachers' classrooms are described. The paper also aims to describe the status of the languages used within the context of the schools, and how the teachers express the correlations between language and identity. The results demonstrate a complex linguistic situation where the teachers have a pragmatic approach to the three languages in their everyday lives, and the use of code-switching is common. English has a high status in the society, which is also noticeable in the classroom, but the teachers work to support pupils' identity development by also allowing them to express themselves in their mother tongue.
6

Stead, Matthew A. "Paul's use of "maturity" language in Philippians 3." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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7

Rifareal, Rebekah. "Paradox of Identity: The Role of National Language and Literature in the Philippines." Text, VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5442.

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The Philippines lies at the intersection of two global empires, having been under Spanish colonial rule from 1521-1898 and American colonial rule from 1899-1945. As a country that expresses a melange of cultures, both on the global and local level, Filipino national identity is constantly in debate. This thesis examines how literature in the Philippines can play a role in establishing a national identity in relation to the ways in which Filipinos of both the home country and the Filipino diaspora negotiate language. Analyzing José Rizal’s Noli Me Tangere (1887) alongside Jessica Hagedorn’s Dogeaters (1990) through the theoretical framework of the contact zone, a rejection of the third space, and deterritorialization shows that Filipino culture consumes imposing foreign cultures, dismantling even their label as foreign. Thus, the interaction between Filipino culture and colonial culture is a rich example of how to decentralize the Western gaze in postcolonial literary analysis.
8

Kimoto, Yukinori. "A Grammar of Arta: A Philippine Negrito Langage." DGAM, Kyoto University, 2017. http://hdl.handle.net/2433/226793.

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9

Johnston, Patricia Gwen. "Maranao vocabulary of moral failure and rectification." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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10

Kitada, Yuko [Verfasser], Nikolaus [Gutachter] Himmelmann, and Alexander [Gutachter] Adelaar. "The prefix *si- in Western Indonesian, Sulawesi, and Philippine languages / Yuko Kitada ; Gutachter: Nikolaus Himmelmann, Alexander Adelaar." Online-Ressource, Köln : Universitäts- und Stadtbibliothek Köln, 2019. http://d-nb.info/1239811578/34.

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Книги з теми "Philippines Languages":

1

Robinson, Laura C. Dupaningan agta: Grammar, vocabulary, and texts. Canberra: Pacific Linguistics, 2012.

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2

Cook, Marjorie. Bibliography of the Summer Institute of Linguistics, Philippines, 1953-1984. Manila, Philippines: The Institute, 1986.

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3

Johnson, Rex A. Bibliography of the Summer Institute of Linguistics, Philippines, 1953-2003: 50th anniversary edition. 4th ed. Manila: Summer Institute of Linguistics Philippines, 2003.

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4

Constantino, Pamela C. Wika, linggwistika at bilinggwalismo sa Pilipinas. Manila, Philippines: Rex Book Store, 1985.

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5

Yamada, Yukihiro. Place names of Itbayat Island of the Philippines. Himeji: Himeji Dokkyo University, 2010.

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6

Santos, Alex C. Delos. The rise of Kinaray-a: History and anthology of contemporary literature in Antique. Iloilo City, Philippines: University of San Agustin, 2003.

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7

Ferreirinho, Naomi. Selected topics in the grammar of Limos Kalinga, the Philippines. Canberra, Australia: Dept. of Linguistics, Research School of Pacific Studies, Australian National University, 1993.

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8

Yamada, Yukihiro. Ap-names of grandparents in Itbay the Philippines. Himeji: Himeji Dokkyo University, 2011.

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9

Dita, Shirley N. Issues and trends in applied linguistics in the Philippines: A decade in retrospect. Manila: Published and exclusively distributed by Anvil Pub., 2011.

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Dita, Shirley N. Issues and trends in applied linguistics in the Philippines: A decade in retrospect. Manila: Published and exclusively distributed by Anvil Pub., 2011.

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Частини книг з теми "Philippines Languages":

1

Gonzales, Wilkinson Daniel Wong. "Interactions of Sinitic Languages in the Philippines: Sinicization, Filipinization, and Sino-Philippine Language Creation." In The Palgrave Handbook of Chinese Language Studies, 1–40. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-6844-8_31-1.

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2

Gonzales, Wilkinson Daniel Wong. "Interactions of Sinitic Languages in the Philippines: Sinicization, Filipinization, and Sino-Philippine Language Creation." In The Palgrave Handbook of Chinese Language Studies, 1–40. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-6844-8_31-2.

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3

Lazarević, Jovana. "Interrelation Between Culture and Endangered Languages; The Example of the Philippines". У Едиција Филолошка истраживања данас, 599–611. Београд: Универзитет у Београду, Филолошки факултет, 2017. http://dx.doi.org/10.18485/fid.2017.7.ch34.

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4

Smolicz, Jerzy J., and Illuminado Nical. "Exporting the European Idea of a National Language: Some Educational Implications of the Use of English and Indigenous Languages in the Philippines." In Tradition, Modernity and Post-modernity in Comparative Education, 507–26. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-5202-0_9.

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5

Shibatani, Masayoshi. "Voice in Philippine languages." In Passive and Voice, 85. Amsterdam: John Benjamins Publishing Company, 1988. http://dx.doi.org/10.1075/tsl.16.06shi.

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Kaplan, Robert B., and Richard B. Baldauf. "Language Planning in the Philippines." In Language Policy, 63–82. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0145-7_5.

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7

Juan, E. San. "Language and Decolonization." In U.S. Imperialism and Revolution in the Philippines, 67–87. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230607033_4.

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8

Howell, Brian M. "Philippine Languages and Local Context." In Christianity in the Local Context, 129–51. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230613850_10.

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Howell, Brian M. "Chinese Language in Philippine Localities." In Christianity in the Local Context, 117–27. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230613850_9.

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Peters, Pam. "Cultural Keywords in Philippine English." In Dynamics of Language Changes, 201–15. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6430-7_13.

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Тези доповідей конференцій з теми "Philippines Languages":

1

"Figurative Languages in Bicol Literature toward the Production of Instructional Material." In Multi-Disciplinary Manila (Philippines) Conferences Jan. 26-27, 2017 Cebu (Philippines). Universal Researchers (UAE), 2017. http://dx.doi.org/10.17758/uruae.uh0117424.

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2

Vong, Meng. "Southeast Asia: Linguistic Perspectives." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.10-2.

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Southeast Asia (SEA) is not only rich in multicultural areas but also rich in multilingual nations with the population of more than 624 million and more than 1,253 languages (Ethnologue 2015). With the cultural uniqueness of each country, this region also accords each national languages with language planning and political management. This strategy brings a challenges to SEA and can lead to conflicts among other ethnic groups, largely owing to leadership. The ethnic conflicts of SEA bring controversy between governments and minorities, such as the ethnic conflict in Aceh, Indonesia, the Muslim population of the south Thailand, and the Bangsa Moro of Mindanao, of the Philippines. The objective of this paper is to investigate the characteristics of the linguistic perspectives of SEA. This research examines two main problems. First, this paper investigates the linguistic area which refers to a geographical area in which genetically unrelated languages have come to share many linguistic features as a result of long mutual influence. The SEA has been called a linguistic area because languages share many features in common such as lexical tone, classifiers, serial verbs, verb-final items, prepositions, and noun-adjective order. SEA consists of five language families such as Austronesian, Mon-Khmer, Sino-Tibetan, Tai-Kadai, and Hmong-Mien. Second, this paper also examines why each nation of SEA takes one language to become the national language of the nation. The National language plays an important role in the educational system because some nations take the same languages as a national language—the Malay language in the case of Brunei, Indonesia, Malaysia, and Singapore. The research method of this paper is to apply comparative method to find out the linguistic features of the languages of SEA in terms of phonology, morphology, and grammar.
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Roxas, Rachel Edita, Charibeth Cheng, and Nathalie Rose Lim. "Philippine language resources." In the 7th Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1690299.1690318.

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"Bible Stories and Poems: Plot, Figurative Language, Theme and Instructional Prototype." In Multi-Disciplinary Manila (Philippines) Conferences Jan. 26-27, 2017 Cebu (Philippines). Universal Researchers (UAE), 2017. http://dx.doi.org/10.17758/uruae.uh0117417.

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Laguna, Ann Franchesca, and Rowena Cristina Guevara. "Experiments on automatic language identification for philippine languages using acoustic Gaussian Mixture Models." In 2014 IEEE Region 10 Symposium. IEEE, 2014. http://dx.doi.org/10.1109/tenconspring.2014.6863115.

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"Applying Drama and Narrative Structure in ESL Language Education." In Jan. 29-30, 2019 Cebu (Philippines). Emirates Research Publishing, 2019. http://dx.doi.org/10.17758/erpub3.uh0119424.

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Roxas, Rachel Edita O., and Allan Borra. "Computational linguistics research on Philippine languages." In the 38th Annual Meeting. Morristown, NJ, USA: Association for Computational Linguistics, 2000. http://dx.doi.org/10.3115/1075218.1075292.

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"The use of Yui language in Music – A Vehicle to Re-creation & Celebration of the Yui Speaker’s Identity and the Yui Society’s Socio-cultural Environment." In Multi-Disciplinary Manila (Philippines) Conferences Jan. 26-27, 2017 Cebu (Philippines). Universal Researchers (UAE), 2017. http://dx.doi.org/10.17758/uruae.uh0117427.

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"Development of the Self-Directed E-Learning Module on Introduction C++ Programming Language for Undergraduate Students in Faculty of Sciences and Technology at Mean Chey University." In June 12-13, 2018 Manila (Philippines). Eminent Association of Pioneers, 2018. http://dx.doi.org/10.17758/eares2.eap0618127.

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Hernandez, Thessa A. "Language Register In Dried Fish Preservation In Calatagan, Batangas, Philippines." In International Conference on Humanities. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.02.37.

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