Why Major in Linguistics (And What Does a Linguist Do)? by Monica Macaulay and Kristen Syrett
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Manual for Language Test Development and Examining
Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe © Council of Europe, April 2011 The opinions expressed in this work are those of the authors and do not necessarily reflect the official policy of the Council of Europe. All correspondence concerning this publication or the reproduction or translation of all or part of the document should be addressed to the Director of Education and Languages of the Council of Europe (Language Policy Division) (F-67075 Strasbourg Cedex or [email protected]). The reproduction of extracts is authorised, except for commercial purposes, on condition that the source is quoted. Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe Language Policy Division Council of Europe (Strasbourg) www.coe.int/lang Contents Foreword 5 3.4.2 Piloting, pretesting and trialling 30 Introduction 6 3.4.3 Review of items 31 1 Fundamental considerations 10 3.5 Constructing tests 32 1.1 How to define language proficiency 10 3.6 Key questions 32 1.1.1 Models of language use and competence 10 3.7 Further reading 33 1.1.2 The CEFR model of language use 10 4 Delivering tests 34 1.1.3 Operationalising the model 12 4.1 Aims of delivering tests 34 1.1.4 The Common Reference Levels of the CEFR 12 4.2 The process of delivering tests 34 1.2 Validity 14 4.2.1 Arranging venues 34 1.2.1 What is validity? 14 4.2.2 Registering test takers 35 1.2.2 Validity -
Issues in Applied Linguistics
UCLA Issues in Applied Linguistics Title The Practice of Theory in the Language Classroom Permalink https://escholarship.org/uc/item/2s36f41d Journal Issues in Applied Linguistics, 18(2) ISSN 1050-4273 Author Norton, Bonny Publication Date 2010 DOI 10.5070/L4182005336 Peer reviewed eScholarship.org Powered by the California Digital Library University of California The Practice of Theory in the Language Classroom Bonny Norton University of British Columbia In this article, the author makes the case that poststructuralist theories of language, identity, and investment can be highly relevant for the practical deci- sion-making of language teachers, administrators and policy makers. She draws on her research in the international community to argue that while markers of identity such as accent, race, and gender impact the relationship between teach- ers and students, what is of far greater importance are the teachers’ pedagogical practices. This research suggests that language teaching is most effective when the teacher recognizes the multiple identities of students, and develops peda- gogical practices that enhance students’ investment in the language practices of the classroom. The author concludes that administrators and policy makers need to be supportive of language teachers as they seek to be more effective in linguistically diverse classrooms. Introduction One of the icons of language teaching in Canada, Mary Ashworth, was often heard to comment, “There is nothing as practical as a good theory.” As the United States struggles to adjust to the challenges and possibilities of linguistic diversity in American classrooms, and how research should inform educational policy mak- ing, I wish to bring theory back into the debate. -
Introduction to Applied Linguistics (3 Credit Hours) Spring 2015 Course
EDU 204A/B: Introduction to Applied Linguistics (3 Credit Hours) Spring 2015 Conceptual Framework: We believe that teachers are “Developers of Human Potential.” Like Martha Berry, we believe the role of excellent teachers is to help our candidates and the students they teach to reach their full potential by developing their head, heart and hands. Our philosophy and purposes are based on three dimensions to develop teachers and educational leaders who 1) Promote Reflection and Decision Making (head), 2) Facilitate Learning (hands), and (3) Enhance Self and Social Awareness (heart). Each of these dimensions is tied to one or more of the 10 program principals and is demonstrated by our candidates in the coursework, field and clinical experiences. Course Description: This course provides an introduction to the analysis and description of languages in general and English in particular. The major areas of linguistics (phonetics, phonology, morphology, syntax, semantics, and pragmatics) and English grammar in use are presented and discussed with an emphasis on applications, including first and second language acquisition. After an overview of the nature of language, we will study the sounds of language: how they are produced (phonetics), and how they are patterned into words (phonology). Next, we will look at different ways in which languages form words and sentences (morphology and syntax, respectively). Lastly, we will study how meaning is expressed in a language (semantics) and how context interacts with language (pragmatics). Student Learning Outcomes: 1. Appreciate the value and uniqueness in language (INTASC 4) 2. Identify patterns in the English language as a tool of analysis with which to examine language. -
The Meaning of Language
01:615:201 Introduction to Linguistic Theory Adam Szczegielniak The Meaning of Language Copyright in part: Cengage learning The Meaning of Language • When you know a language you know: • When a word is meaningful or meaningless, when a word has two meanings, when two words have the same meaning, and what words refer to (in the real world or imagination) • When a sentence is meaningful or meaningless, when a sentence has two meanings, when two sentences have the same meaning, and whether a sentence is true or false (the truth conditions of the sentence) • Semantics is the study of the meaning of morphemes, words, phrases, and sentences – Lexical semantics: the meaning of words and the relationships among words – Phrasal or sentential semantics: the meaning of syntactic units larger than one word Truth • Compositional semantics: formulating semantic rules that build the meaning of a sentence based on the meaning of the words and how they combine – Also known as truth-conditional semantics because the speaker’ s knowledge of truth conditions is central Truth • If you know the meaning of a sentence, you can determine under what conditions it is true or false – You don’ t need to know whether or not a sentence is true or false to understand it, so knowing the meaning of a sentence means knowing under what circumstances it would be true or false • Most sentences are true or false depending on the situation – But some sentences are always true (tautologies) – And some are always false (contradictions) Entailment and Related Notions • Entailment: one sentence entails another if whenever the first sentence is true the second one must be true also Jack swims beautifully. -
How to Get Published in ESOL and Applied Linguistics Serials
How to Get Published in TESOL and Applied Linguistics Serials TESOL Convention & Exhibit (TESOL 2016 Baltimore) Applied Linguistics Editor(s): John Hellermann & Anna Mauranen Editor/Journal E-mail: [email protected] Journal URL: http://applij.oxfordjournals.org/ Journal description: Applied Linguistics publishes research into language with relevance to real-world problems. The journal is keen to help make connections between fields, theories, research methods, and scholarly discourses, and welcomes contributions which critically reflect on current practices in applied linguistic research. It promotes scholarly and scientific discussion of issues that unite or divide scholars in applied linguistics. It is less interested in the ad hoc solution of particular problems and more interested in the handling of problems in a principled way by reference to theoretical studies. Applied linguistics is viewed not only as the relation between theory and practice, but also as the study of language and language-related problems in specific situations in which people use and learn languages. Within this framework the journal welcomes contributions in such areas of current enquiry as: bilingualism and multilingualism; computer-mediated communication; conversation analysis; corpus linguistics; critical discourse analysis; deaf linguistics; discourse analysis and pragmatics; first and additional language learning, teaching, and use; forensic linguistics; language assessment; language planning and policies; language for special purposes; lexicography; literacies; multimodal communication; rhetoric and stylistics; and translation. The journal welcomes both reports of original research and conceptual articles. The Journal’s Forum section is intended to enhance debate between authors and the wider community of applied linguists (see Editorial in 22/1) and affords a quicker turnaround time for short pieces. -
David Lewis on Convention
David Lewis on Convention Ernie Lepore and Matthew Stone Center for Cognitive Science Rutgers University David Lewis’s landmark Convention starts its exploration of the notion of a convention with a brilliant insight: we need a distinctive social competence to solve coordination problems. Convention, for Lewis, is the canonical form that this social competence takes when it is grounded in agents’ knowledge and experience of one another’s self-consciously flexible behavior. Lewis meant for his theory to describe a wide range of cultural devices we use to act together effectively; but he was particularly concerned in applying this notion to make sense of our knowledge of meaning. In this chapter, we give an overview of Lewis’s theory of convention, and explore its implications for linguistic theory, and especially for problems at the interface of the semantics and pragmatics of natural language. In §1, we discuss Lewis’s understanding of coordination problems, emphasizing how coordination allows for a uniform characterization of practical activity and of signaling in communication. In §2, we introduce Lewis’s account of convention and show how he uses it to make sense of the idea that a linguistic expression can come to be associated with its meaning by a convention. Lewis’s account has come in for a lot of criticism, and we close in §3 by addressing some of the key difficulties in thinking of meaning as conventional in Lewis’s sense. The critical literature on Lewis’s account of convention is much wider than we can fully survey in this chapter, and so we recommend for a discussion of convention as a more general phenomenon Rescorla (2011). -
Modeling Language Variation and Universals: a Survey on Typological Linguistics for Natural Language Processing
Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing Edoardo Ponti, Helen O ’Horan, Yevgeni Berzak, Ivan Vulic, Roi Reichart, Thierry Poibeau, Ekaterina Shutova, Anna Korhonen To cite this version: Edoardo Ponti, Helen O ’Horan, Yevgeni Berzak, Ivan Vulic, Roi Reichart, et al.. Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing. 2018. hal-01856176 HAL Id: hal-01856176 https://hal.archives-ouvertes.fr/hal-01856176 Preprint submitted on 9 Aug 2018 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing Edoardo Maria Ponti∗ Helen O’Horan∗∗ LTL, University of Cambridge LTL, University of Cambridge Yevgeni Berzaky Ivan Vuli´cz Department of Brain and Cognitive LTL, University of Cambridge Sciences, MIT Roi Reichart§ Thierry Poibeau# Faculty of Industrial Engineering and LATTICE Lab, CNRS and ENS/PSL and Management, Technion - IIT Univ. Sorbonne nouvelle/USPC Ekaterina Shutova** Anna Korhonenyy ILLC, University of Amsterdam LTL, University of Cambridge Understanding cross-lingual variation is essential for the development of effective multilingual natural language processing (NLP) applications. -
Similarities and Differences Between Simultaneous and Successive Bilingual Children: Acquisition of Japanese Morphology
International Journal of Applied Linguistics & English Literature E-ISSN: 2200-3452 & P-ISSN: 2200-3592 www.ijalel.aiac.org.au Similarities and Differences between Simultaneous and Successive Bilingual Children: Acquisition of Japanese Morphology Yuki Itani-Adams1, Junko Iwasaki2, Satomi Kawaguchi3* 1ANU College of Asia & the Pacific, The Australian National University, Canberra, ACT, 2601, Australia 2School of Arts and Humanities, Edith Cowan University, 2 Bradford Street, Mt Lawley WA 6050, Australia 3School of Humanities and Communication Arts, Western Sydney University, Bullecourt Ave, Milperra NSW 2214, Australia Corresponding Author: Satomi Kawaguchi , E-mail: [email protected] ARTICLE INFO ABSTRACT Article history This paper compares the acquisition of Japanese morphology of two bilingual children who had Received: June 14, 2017 different types of exposure to Japanese language in Australia: a simultaneous bilingual child Accepted: August 14, 2017 who had exposure to both Japanese and English from birth, and a successive bilingual child Published: December 01, 2017 who did not have regular exposure to Japanese until he was six years and three months old. The comparison is carried out using Processability Theory (PT) (Pienemann 1998, 2005) as a Volume: 6 Issue: 7 common framework, and the corpus for this study consists of the naturally spoken production Special Issue on Language & Literature of these two Australian children. The results show that both children went through the same Advance access: September 2017 developmental path in their acquisition of the Japanese morphological structures, indicating that the same processing mechanisms are at work for both types of language acquisition. However, Conflicts of interest: None the results indicate that there are some differences between the two children, including the rate Funding: None of acquisition, and the kinds of verbal morphemes acquired. -
BRIGHTEN: an Exploration of Where the Linguists Are Working Dr. Anna Marie Trester Career Linguist
BRIGHTEN: An exploration of where the linguists are working Dr. Anna Marie Trester Career Linguist Thinking about careers can tend to be quite linear. Such thinking would lead one to conclude that if one studied linguistics, one ought to be doing something recognizeably “linguistic” as part of one’s subsequent professional expression of that training. I tend to approach the question instead in terms of the kinds of challenges a linguist might be drawn to and then ask: which of her linguistic skills and training does she bring to this work? Often, these are the things that make her uniquely successful! In some fields, linguistic training is known and recognized as valuable. However, in most cases we linguists will need to more actively cultivate opportunities for using our skills. But in just about any work that we do, we will likely find ways to express things like cross-cultural awareness, our ability to abstract away from understanding and misunderstanding, and to apply an empirical orientation to understanding human behavior. Thus, one of my answers to “what can you do with a degree in linguistics?” is BRIGHTEN! This works to gently encourage optimism and serve as a command to gloomy would-be nay-sayers who only want to focus only on the challenges, difficulties, and anxieties of the job search process “hey, the future is BRIGHT!” but the acronym also serves as a handy “world of work” educational tool. BRIGHTEN stands for: Business, Research, Innovation/Industry, Government, Healthcare, Technology, Education/Entrepreneurship, and Non-Profits. These are some of the areas in which the linguists I know have found meaningful professional expression of their skills and training. -
Philosophy of Linguistics
Philosophy of Linguistics Brian Rabern Philosophy DSB 4.04c 0131 651 5178 [email protected] Geoff Pullum Linguistics DSB 2.23 0131 650 3603 [email protected] Meetings The class meetings are from 11:00 to 13:00 each Wednesday from 19th September to 28th November in Old Library 2.19, Geography building, Old Infirmary complex (weeks 1–3 and 6–11) and in 01M.469 Teaching Room 12 (Doorway 3), Medical School building. Class meetings are mandatory. Readings Required reading is to be done before the class meets; background reading to be studied as time and specific interests permit. Assessment (i) short paper (1000-1500 words) to be turned in by 5 p.m. on Monday 15th October (topics will be provided); (ii) final essay examination with choice of questions from the whole of the course. Week 1 (19th September; Old Library 2.19): Introduction What linguistics is. Linguistics as a special science. Syntax and semantics as conceived in logic. Charles Morris’s trichotomy of syntax, semantics, and pragmatics. Philosophy of science applied to linguistics. Required reading • Hunter, Geoffrey (1971) Metalogic: An Introduction to the Metatheory of Standard First Order Logic (Berkeley: University of California Press), pp. 4–13. Background reading • Stainton, Robert (2014) ‘Philosophy of linguistics’, Oxford Handbooks Online. Online at https://works.bepress.com/robertstainton/126/ Week 2 (26th September; Old Library 2.19): Language and languages The metaphysics of linguistics. The vexed question of whether language should be regarded as psychological, social, or purely abstract. The descriptive linguistics of the American structuralists and the mentalist/cognitive backlash; ‘God’s truth’ (realism) vs. -
Dialects of Spanish and Portuguese
30 Dialects of Spanish and Portuguese JOHN M. LIPSKI 30.1 Basic Facts 30.1.1 Historical Development Spanish and Portuguese are closely related Ibero‐Romance languages whose origins can be traced to the expansion of the Latin‐speaking Roman Empire to the Iberian Peninsula; the divergence of Spanish and Portuguese began around the ninth century. Starting around 1500, both languages entered a period of global colonial expansion, giving rise to new vari- eties in the Americas and elsewhere. Sources for the development of Spanish and Portuguese include Lloyd (1987), Penny (2000, 2002), and Pharies (2007). Specific to Portuguese are fea- tures such as the retention of the seven‐vowel system of Vulgar Latin, elision of intervocalic /l/ and /n/ and the creation of nasal vowels and diphthongs, the creation of a “personal” infinitive (inflected for person and number), and retention of future subjunctive and pluper- fect indicative tenses. Spanish, essentially evolved from early Castilian and other western Ibero‐Romance dialects, is characterized by loss of Latin word‐initial /f‐/, the diphthongiza- tion of Latin tonic /ɛ/ and /ɔ/, palatalization of initial C + L clusters to /ʎ/, a complex series of changes to the sibilant consonants including devoicing and the shift of /ʃ/ to /x/, and many innovations in the pronominal system. 30.1.2 The Spanish Language Worldwide Reference grammars of Spanish include Bosque (1999a), Butt and Benjamin (2011), and Real Academia Española (2009–2011). The number of native or near‐native Spanish speakers in the world is estimated to be around 500 million. In Europe, Spanish is the official language of Spain, a quasi‐official language of Andorra and the main vernacular language of Gibraltar; it is also spoken in adjacent parts of Morocco and in Western Sahara, a former Spanish colony. -
Lewis on Conventions and Meaning
Lewis on conventions and meaning phil 93914 Jeff Speaks April 3, 2008 Lewis (1975) takes the conventions in terms of which meaning can be analyzed to be conventions of truthfulness and trust in a language. His account may be adapted to state an analysis of a sentence having a given meaning in a population as follows: x means p in a population G≡df (1a) ordinarily, if a member of G utters x, the speaker believes p, (1b) ordinarily, if a member of G hears an utterance of x, he comes to believe p, unless he already believed this, (2) members of G believe that (1a) and (1b) are true, (3) the expectation that (1a) and (1b) will continue to be true gives members of G a good reason to continue to utter x only if they believe p, and to expect the same of other members of G, (4) there is among the members of G a general preference for people to continue to conform to regularities (1a) and (1b) (5) there is an alternative regularity to (1a) and (1b) which is such that its being generally conformed to by some members of G would give other speakers reason to conform to it (6) all of these facts are mutually known by members of G Some objections: • Clause (5) should be dropped, because, as Burge (1975) argued, this clause makes Lewis's conditions on linguistic meaning too strong. Burge pointed out that (5) need not be mutually known by speakers for them to speak a meaningful language. Consider, for example, the case in which speakers believe that there is no possible language other than their own, and hence that there is no alternative regularity to (1a) and (1b).