DOCSLIB.ORG

A Psycholinguistic Assessment of Language Shift, L1 Proficiency, And

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

FROM DIAGNOSIS TO REMEDIAL PLAN: A PSYCHOLINGUISTIC ASSESSMENT OF LANGUAGE SHIFT, L1 PROFICIENCY, AND LANGUAGE PLANNING IN TRUKU SEEDIQ A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‗I IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN LINGUISTICS DEC 2011 By Apay (Ai-yu) Tang Dissertation Committee: Robert A. Blust, Chairperson William O‘Grady Yuko Otsuka Kenneth L. Rehg Amy J. Schafer Michael Salzman i ACKNOWLEDGMENTS This dissertation would not have been possible without the valued support of several groups of people. First, I owe my deepest gratitude to all committee members. I especially express my sincere gratitude to Dr. Robert Blust, my advisor, who has shown patience, great support, and wonderful mentorship during the process. Without his inspiring and invaluable guidance, this study would not have been completed. I am truly indebted and thankful to Dr. Amy Schafer who provided me with critical and motivating ideas, especially in methodological issues. The goals of this project could not have been achieved without her constant guidance and advice. And I cannot forget the constructive suggestions of Dr. Kenneth Rehg and his valuable assistance in the work of the Language Documentation Training Center. I am truly thankful to Dr. William O‘Grady for his inspiring and profound thoughts as well as his deep care for students‘ needs. I owe sincere thanks to Dr. Yuko Otsuka, who provided me with valuable feedback on different tasks including working papers and the dissertation project. It is an honor for me to express my earnest gratitude to the University Representative, Dr. Michael Salzman, whose great support and profound thoughts inspired me to dedicate myself more to indigenous work. I am very grateful to Drs. Luca Onnis, Kathryn Davis, and Elizabeth Zeitoun, whose profound knowledge shaped my understanding of indigenous language assessment, language loss, and language maintenance. Second, it is a great pleasure to thank my friends who helped and encouraged me throughout the process; they are Manami Sato, Soyoung Kim, Man-chiu Lin, Tsai-hsiu Liu, Hsiu-chuan Liao, Jonathan Kuo, Karen Huang, Hye-Young Kwak, On-Soon Lee, and Yu-hua Su. I would not have accomplished this task without their humor, constant support, and encouragement. I cannot forget Laurie Durand who has wonderfully, faithfully, and diligently edited my entire ii work during this long journey. I am also indebted to our department staff, Jennifer Kanda and Nora Lum, for their administrative assistance in the completion of my graduate program. Their professionalism and kindness have been always appreciated. Next, my deep gratitude toward my family is beyond description. I am indebted and thankful to my beloved grandfather, Yudaw Pisaw, who faithfully prays for and with me each and every day from eastern Taiwan. This whole journey would not have been possible without the full support of my family members, including my parents (Yuki Kumus and Reykong Yudaw), siblings (Mohung Yuki and Ubing Yuki), and my relatives (Iciang Yudaw, Mey-hua Uking, Kimi Yudaw, and Hani Yudaw). I am obliged to all participants in Qowgan village who faithfully took part in this project with great enthusiasm. Finally, I owe my deep gratitude to all my brothers and sisters in my spiritual family here in Honolulu at New Life International Christian Fellowship; they are Pastor Mei-Li Teller, Ben and Sandra Hung, Brian and Yuka Nakatsuka, Rosa Chiang, John Wu, Will Chen, Dongi Ou, and others. They have made available their support in a number of ways. They provided me with not only abundant resources both in physical and spiritual senses, but also sincere friendship, wonderful memories, and encouragement throughout the entire journey in this unforgettable island. Last and foremost, I am sincerely and heartily grateful to my savior, counselor, provider, and best friend, Jesus Christ, who has made this long journey possible, endurable, and enjoyable. iii ABSTRACT Will Truku, an endangered dialect of the Seediq language spoken in eastern Taiwan, be commonly spoken again in Truku villages? Since the younger generations do not speak Truku, this project intends to diagnose the relative language strength of Truku (vs. Mandarin), assess Truku proficiency, and propose a conservation plan for Truku speech communities. Hence, the purposes of this study are to (i) further assess the Hawai‗i Assessment of Language Access (HALA) approach, (ii) assess the relative strength of Truku, (iii) assess Truku linguistic proficiency across age groups, (iv) provide quantitative data for community and government programs, (v) establish baseline data, as a starting point for conservation programs, and (vi) propose a micro-level language planning for language maintenance. Two approaches will be employed, and the preliminary results show an overt intergenerational decline that suggests the need for urgent remedial action if Truku is to survive for another generation. First, HALA experiments comprised of body-part naming, nature-term naming, and phrase-building tasks will be analyzed to investigate Truku‘s current linguistic vitality. A total of sixty-eight participants in four age cohorts from Qowgan village have been tested (ages: 10-15, 16-25, 26-40, and 41-65). As predicted, Truku (non-dominant language) produced longer response times and lower accuracy than Mandarin (dominant language) across all speakers, suggesting a cross-generational decline of Truku. Second, on the basis of four elicitation tasks including repetition, picture naming, act-out task, and picture-based storytelling, knowledge of certain phonological and morphosyntactic properties will be assessed across the age groups. iv It is predicted that young Truku who are 10-25 years of age will exhibit overall changes or incompetence in the use of phonological and morphosyntactic properties compared with the older generations who are 26-65 years of age. Second, all participants from 10 to 65 years of age will show incompetence in the use of morphosyntactic properties compared with a speaker widely recognized as competent, an 86-year-old linguistically-competent individual. Based on the concepts of micro-level language planning, a modified two-way immersion program and Integrative Community-Based planning will be designed and proposed to stem further Truku erosion and to attempt reversal of a critical shift toward Mandarin. v TABLE OF CONTENTS Chapter 1 Introduction ................................................................................................................1 1.1 Background…..............................................................................................................1 1.2 An analogy For Truku language shift and attrition .......................................................4 1.3 Significance of the study ..............................................................................................5 1.4 Rationale…….. ............................................................................................................8 1.4.1 Language shift .........................................................................................................8 1.4.2 Language attrition ....................................................................................................9 1.4.3 Language maintenance ........................................................................................... 10 1.5 Objectives and organization ....................................................................................... 11 1.6 Conclusion…… ......................................................................................................... 12 Chapter 2 Theoretical orientation .............................................................................................. 14 2.1 Introduction…. .......................................................................................................... 14 2.2 Theory of language death ........................................................................................... 16 2.3 Theoretical issues in L1 attrition ................................................................................ 20 2.3.1 Age ........................................................................................................................ 21 2.3.2 Loss vs. accessibility .............................................................................................. 23 2.3.3 Activation and inhibition........................................................................................ 25 2.4 The Question of language maintenance ...................................................................... 27 2.4.1 Sasse‘s question of revitalization............................................................................ 27 2.4.2 Tools to reduce language attrition from psycholinguistic perspectives .................... 29 2.4.2.1 Psycholinguistic factors: Literacy ................................................................... 30 2.4.2.2 Interface of psycholinguistic and sociolinguistic factors: Language use .......... 30 2.4.2.3 Affective factors: Motivation and attitude ...................................................... 32 2.4.2.4 Community factors: Identity and ethnicity ...................................................... 33 2.5 Language policy and planning ................................................................................... 35 2.5.1 The Neoclassical approach ....................................................................................
Recommended publications
  • Thinking Like a Linguist Jordan B

    Thinking Like a Linguist Jordan B

    Cambridge University Press 978-1-107-18392-6 — Thinking like a Linguist Jordan B. Sandoval, Kristin E. Denham Frontmatter More Information Thinking like a Linguist This is an engaging introduction to the study of language for undergraduate or beginning graduate students, aimed especially at those who would like to continue further linguistic study. It introduces students to analytical thinking about language but goes beyond existing texts to show what it means to think like a scientist about language, through the exploration of data and interactive problem sets. A key feature of this text is its flexibility. With its focus on foundational areas of linguistics and scientific analysis, it can be used in a variety of course types, with instructors using it alongside other information or texts as appropriate for their own courses of study. The text can also serve as a supplementary text in other related fields (speech and hearing sciences, psychology, education, computer science, anthropology, and others) to help learners in these areas better understand how linguists think about and work with language data. No prerequisites are necessary. While each chapter often references content from the others, the three central chapters, on sound, structure, and meaning, may be used in any order. Jordan B. Sandoval is Assistant Professor of Linguistics at Western Washington University in Bellingham, WA. She received her BA in Linguistics from Western Washington University and her PhD from the University of Arizona in 2008. Her research interests include orthographic influence on lexical representations, language and iden- tity, and second language phonological acquisition pedagogy. Kristin E. Denham is Professor of Linguistics at Western Washington University.
  • Variation in Form and Function in Jewish English Intonation

    Variation in Form and Function in Jewish English Intonation

    Variation in Form and Function in Jewish English Intonation Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Rachel Steindel Burdin ∼6 6 Graduate Program in Linguistics The Ohio State University 2016 Dissertation Committee: Professor Brian D. Joseph, Advisor Professor Cynthia G. Clopper Professor Donald Winford c Rachel Steindel Burdin, 2016 Abstract Intonation has long been noted as a salient feature of American Jewish English speech (Weinreich, 1956); however, there has not been much systematic study of how, exactly Jewish English intonation is distinct, and to what extent Yiddish has played a role in this distinctness. This dissertation examines the impact of Yiddish on Jewish English intonation in the Jewish community of Dayton, Ohio, and how features of Yiddish intonation are used in Jewish English. 20 participants were interviewed for a production study. The participants were balanced for gender, age, religion (Jewish or not), and language background (whether or not they spoke Yiddish in addition to English). In addition, recordings were made of a local Yiddish club. The production study revealed differences in both the form and function in Jewish English, and that Yiddish was the likely source for that difference. The Yiddish-speaking participants were found to both have distinctive productions of rise-falls, including higher peaks, and a wider pitch range, in their Yiddish, as well as in their English produced during the Yiddish club meetings. The younger Jewish English participants also showed a wider pitch range in some situations during the interviews.
  • THE PHONOLOGY of PROTO-TAI a Dissertation Presented to The

    THE PHONOLOGY of PROTO-TAI a Dissertation Presented to The

    THE PHONOLOGY OF PROTO-TAI A Dissertation Presented to the Faculty of the Graduate School of Cornell University In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Pittayawat Pittayaporn August 2009 © 2009 Pittayawat Pittayaporn THE PHONOLOGY OF PROTO-TAI Pittayawat Pittayaporn, Ph. D. Cornell University 2009 Proto-Tai is the ancestor of the Tai languages of Mainland Southeast Asia. Modern Tai languages share many structural similarities and phonological innovations, but reconstructing the phonology requires a thorough understanding of the convergent trends of the Southeast Asian linguistic area, as well as a theoretical foundation in order to distinguish inherited traits from universal tendencies, chance, diffusion, or parallel development. This dissertation presents a new reconstruction of Proto-Tai phonology, based on a systematic application of the Comparative Method and an appreciation of the force of contact. It also incorporates a large amount of dialect data that have become available only recently. In contrast to the generally accepted assumption that Proto-Tai was monosyllabic, this thesis claims that Proto-Tai was a sesquisyllabic language that allowed both sesquisyllabic and monosyllabic prosodic words. In the proposed reconstruction, it is argued that Proto-Tai had three contrastive phonation types and six places of articulation. It had plain voiceless, implosive, and voiced stops, but lacked the aspirated stop series (central to previous reconstructions). As for place of articulation, Proto-Tai had a distinctive uvular series, in addition to the labial, alveolar, palatal, velar, and glottal series typically reconstructed. In the onset, these consonants can combine to form tautosyllabic clusters or sequisyllabic structures.
  • Language Usage and Identity of Somali Males in America Ali Hassan St

    Language Usage and Identity of Somali Males in America Ali Hassan St

    St. Cloud State University theRepository at St. Cloud State Culminating Projects in English Department of English 12-2017 "Where Did You Leave the Somali Language?" Language Usage and Identity of Somali Males in America Ali Hassan St. Cloud State University Follow this and additional works at: https://repository.stcloudstate.edu/engl_etds Recommended Citation Hassan, Ali, ""Where Did You Leave the Somali Language?" Language Usage and Identity of Somali Males in America" (2017). Culminating Projects in English. 106. https://repository.stcloudstate.edu/engl_etds/106 This Thesis is brought to you for free and open access by the Department of English at theRepository at St. Cloud State. It has been accepted for inclusion in Culminating Projects in English by an authorized administrator of theRepository at St. Cloud State. For more information, please contact [email protected]. “Where did you leave the Somali Language?” Language usage and identity of Somali Males in America by Ali Hassan A Thesis Submitted to the Graduate Faculty of St. Cloud State University in Partial Fulfillment of the Requirements for the Degree Master of Arts in English: Teaching English as a Second Language December, 2017 Thesis Committee: Michael Schwartz, Chairperson Choonkyong Kim Rami Amiri 2 Abstract Research in second language teaching and learning has many aspects to focus on, but this paper will focus on the sociolinguistic issues related to language usage and identity. Language usage is the lens that is used to understand the identity of Somali males in America. Language usage in social contexts gives us the opportunity to learn the multiple identities of Somali males in America.
  • Essentials of Linguistics

    Essentials of Linguistics

    Deep Learning for Natural Language Processing Essentials of linguistics Marco Kuhlmann Department of Computer and Information Science This work is licensed under a Creative Commons Attribution 4.0 International License. What is linguistics? • Linguistics is the scientific study of language, and in particular the relationship between language form and language meaning. Different languages have different words for the animal ‘cat’. • Tis relationship is in principle an arbitrary one – the same word can mean different things to different people. semiotic arbitrariness (Ferdinand de Saussure, 1857–1913) • Besides form and meaning, another important subject of study for linguistics is how language is used in context. Languages of the world Oceania 7M Africa Oceania 887M 1 313 Europe Africa 1720M 2 144 Europe 287 Americas 51M Americas 1 061 Asia Ethnologue Asia 3980M 2 294 Languages by region of origin Population by region of origin from taken Data Levels of linguistic description pragmatics semantics analyse syntax generate morphology phonology Levels of linguistic description pragmatics semantics analyse syntax generate morphology phonology Phonology • Phonology studies the sound systems of human languages, that is, how sounds are organised and used. • For example, Japanese speakers who learn English as a second language have difficulty in hearing and producing the sounds /r/ and /l/ correctly because in Japanese, these are one sound. right/light, arrive/alive • Phonology is different from phonetics, which is concerned with the production, transmission and perception of sounds. Levels of linguistic description pragmatics semantics analyse syntax generate morphology phonology Words consist of morphemes • Morphemes are the smallest meaningful units of language. Morpheme+s are the small+est mean+ing+ful unit+s of language.
  • Southeast Asia Threevisited Luke Bradley Luke.Bradley@Cantab.Net September 7, 2020

    Southeast Asia Threevisited Luke Bradley [email protected] September 7, 2020

    Southeast Asia Threevisited Luke Bradley [email protected] September 7, 2020 Abstract Contents [NB: What follows is a mixture of two original 2019 documents from two different trips, with Accommodation 2 some personal information removed. The inten- tion is simply to showcase the document design.] Acquisitions during trip 3 This is but an echo of a document I prepared in Austroasiatic Languages 4 2016, which was considerably longer than this one. The abstract of that document was as follows: Bus travel 4 “Cultural, linguistic, geographical, Chamic languages 4 sociological, anthropological, musical, philosophical, religious, practical Champa 4 and personal notes pertaining to the Southeast Asian voyage undertaken Exchange rates 5 by L. Bradley and J. Luff in June of the Two Thousand and Sixteenth For Next Time 5 Year of the Common Era. Content mainly pertains to Việt Nam, with Flights, Internal 5 occasional notes on the Philippines reflecting the contingencies of the day. Giáo Trình Lịch Sự Tiếng Việt 5 All costings, except for visa, increased by ~10% relative to estimates garnered Hà Nội 5 from the web. Entries are arranged in alphabetical order for minimal Heat 6 efficiency.” Hmong-Mien Languages 6 My principles in this 2019 edition remain basi- cally the same. This document was originally more Insurance 6 practical than the last, with less starry-eyed prepa- ration for a wondrous trip resulting in fewer his- Islands 6 toric and linguistic flights of fancy, and more fo- cus on the non-niceties of cost, transport, and ac- Languages of Laos 6 comodation. However, the excitement ramped up Languages of Yunnan 6 as the trip approached, and there is now plenty of side material within.
  • NINE Toward Progress in Theories of Language Sound Structure MARK LIBERMAN

    NINE Toward Progress in Theories of Language Sound Structure MARK LIBERMAN

    NINE Toward Progress in Theories of Language Sound Structure MARK LIBERMAN 9.1. Introduction The theme of this chapter is a crucial redundancy in the traditional organization of phonological theories. Serious consideration of this redundancy supports radical simplification of the theory. In technical terms, allophonic variation can be treated in two different ways: first, as a mapping from symbols to symbols, via phonological rules or constraints; or second, as a mapping from symbols to signals, via principles of phonetic realization. Careful examination of specific cases of allophonic variation generally supports (and never seems to refute) a mode of description of the second type, in which structured phonological representations are mapped onto classes of phonetic trajectories. We should therefore consider the null hypothesis: a theory that entirely eliminates the symbolic treatment of allophonic variation and makes postlexical representations subject to direct phonetic interpretation, without any intervening symbol manipulation, whether by rules or by constraints. This leaves us with four well-motivated (indeed unavoidable) tools for dealing with sound-structure patterns: 1. Phonological inventory: the set of available phonological elements and structures. 2. Lexical entries: the phonological spelling of whatever entities are listed in the lexicon: roots, affixes, morphological templates, words, phrases. 3. Allomorphy: alternative lexical pronunciations, whether conditioned by morphological features and morphological or phonological context, or in (linguistically) free variation. 4. Phonetic interpretation: the mapping between symbols (from 1 to 3) and signals. And we assume, following Liberman and Pierrehumbert (1984) and many others, that patterns of phonetic interpretation are variably conditioned by structured phonological representations, as well as by rhetorical, attitudinal, and physiological variables, in ways that can be specific to particular language varieties and even particular individual speakers.
  • G-Dropping” in American English Using Forced Alignment Jiahong Yuan 1, Mark Liberman 2 University of Pennsylvania 1 Jiahong@Ling.Upenn.Edu 2 Myl@Cis.Upenn.Edu

    G-Dropping” in American English Using Forced Alignment Jiahong Yuan 1, Mark Liberman 2 University of Pennsylvania 1 [email protected] 2 [email protected]

    Automatic Detection of “g-dropping” in American English Using Forced Alignment Jiahong Yuan 1, Mark Liberman 2 University of Pennsylvania 1 [email protected] 2 [email protected] Abstract—This study investigated the use of forced alignment Previous studies on “g-dropping” have relied on for automatic detection of “g-dropping” in American English impressionistic coding of the variable. Although it is a (e.g., walkin'). Two acoustic models were trained, one for -in' and relatively easy task for native speakers to manually classify the other for -ing. The models were added to the Penn Phonetics “g-dropping” [11], it is expensive, inconsistent and Lab Forced Aligner, and forced alignment will choose the more impractical when we move on from analysing small datasets probable pronunciation from the two alternatives. The agreement rates between the forced alignment method and native to thousands of hours of speech that are now openly available. English speakers ranged from 79% to 90%, which were In this study we investigate the use of forced alignment for comparable to the agreement rates among the native speakers automatic classification of ‘g-dropping’. We evaluate the (79% - 96%). The two variations of pronunciation not only method by comparing the results with native speakers’ manual differed in their nasal codas, but also – and even more so – in coding. Finally, we explore the acoustic difference between their vowel quality. This is shown by both the KL-divergence the two variations (-in’ and -ing) through both computing the between the two models, and that native Mandarin speakers divergence between the two models, and comparing native performed poorly on classification of “g-dropping”.
  • Linguistic Markers of Status in Food Culture: Bourdieu’S Distinction in a Menu Corpus

    Linguistic Markers of Status in Food Culture: Bourdieu’S Distinction in a Menu Corpus

    Linguistic Markers of Status in Food Culture: Bourdieu’s Distinction in a Menu Corpus Dan Jurafsky, Victor Chahuneau, Bryan R. Routledge, and Noah A. Smith 10.18.16 Peer-Reviewed By: Nathalie Cooke & Anon. Clusters: Food Article DOI: 10.22148/16.007 Dataverse DOI: 10.7910/DVN/QMLCPD Journal ISSN: 2371-4549 Cite: Dan Jurafsky, Victor Chahuneau, Bryan R. Routledge, and Noah A. Smith, “Linguistic Markers of Status in Food Culture: Bourdieu’s Distinction in a Menu Corpus,”Cultural Analytics Oct. 18, 2016. DOI: 10.22148/16.007 Food is a core element of culture, whose link with identity and socio-economic class has made it an important area of cultural research. 1 In his ground-breaking study, Pierre Bourdieu noted that “oppositions similar in structure to those found in cultural practices also appear in eating habits.” 2 His work established deep associations linking food culture, and taste more generally, with social class and other aspects of identity, demonstrating the economic and social determinants of taste and their role in representing distinctions, differences between groups. 1This work was supported in part by a research grant from Google, and by the Center for Advanced Study in the Behavioral Sciences at Stanford University. We are grateful for very helpful suggestions from David Bamman, Mark Liberman, and the anonymous reviewers, and to the New York Public Library for their generosity in making the Buttolph menu collection available to the public. 2Pierre Bourdieu, Distinction: A Social Critique of the Judgement of Taste, trans. Richard Nice (Harvard University Press, 1984). 1 Dan Jurafsky et al.
  • James W. Pennebaker January 2021

    James W. Pennebaker January 2021

    James W. Pennebaker January 2021 Department of Psychology University of Texas at Austin 1 University Station A8000 Austin, TX 78712 512-232-2781 E-mail address: [email protected] Webpage: https://liberalarts.utexas.edu/psychology/faculty/pennebak Education 1973-1977 University of Texas, Austin, Texas, Ph.D. in psychology 1970-1972 Eckerd College, St. Petersburg, Florida, B.A. with honors 1968-1970 University of Arizona, Tucson, Arizona Positions 2009-present Regents Centennial Liberal Arts Professor of Psychology 2016-2018 Executive Director of Project 2021 and Special Advisor to the Provost for Educational Innovation, University of Texas at Austin 2005-2014 Chair, Department of Psychology, University of Texas at Austin 2005-2009 Barbara Bush Professor of Psychology, University of Texas at Austin 2005-2010 International Professor of Psychology, University of Central Lancashire, UK 2004-2005 Associate Chair, Department of Psychology 1997-present Professor of Psychology, University of Texas at Austin 1995-1997 Chair, Department of Psychology, Southern Methodist University 1987-1997 Professor of Psychology, Southern Methodist University 1983-1987 Associate Professor, Department of Psychology, Southern Methodist University 1982-1983 Polygraph unit instructor, Federal Bureau of Investigation, Quantico, Virginia 1977-1983 Assistant Professor, Department of Psychology, University of Virginia, Charlottesville, Virginia Honors 2021 William James Fellows Award, Association for Psychological Science 2016 APA Distinguished Contributions
  • Example: Phone App for Height Estimation from the Speech Signal

    Example: Phone App for Height Estimation from the Speech Signal

    LINGUISTICS FOR EVERYONE - Links to Resources LFE ad hoc committee, Fall 2014-Spring 2015, B. Pearson & J. Maling, co-chairs (committee information at end) Posted on http://www.umass.edu/aae/bp_refs.htm#present for live links Source Participants/ title link comment I Inspirations, Models of Informal Science NRC Surrounded by Science http://sites.nationalacademies.org/DBASSE/BOSE/DBASSE_072091 learning in informal environments PNAS The Science of Communicating Sciencehttp://www.pnas.org/content/111/Supplement_4.toc 16 September 2014; Vol. 111, No. Supplement 4 AAAS Annual meeting 2013: http://www.aaas.org/page/communicating-science-seminar-annual-meeting-2013full video recording 2014: http://www.aaas.org/page/2014-annual-meeting-communicating-science-seminar Alan Alda/Stony Brook http://www.centerforcommunicatingscience.org/ Center for Communicating Science http://www.centerforcommunicatingscience.org/the-flame-challenge-2/ Flame Challenge (explaining science to 11yr-old) WBUR Rise of Pop Science ("explainer videos")http://www.wbur.org/npr/257552199/hot-on-youtube-videos-about-video-games-and-science-too NSF VIZZIES (annual) http://www.nsf.gov/news/special_reports/scivis/dates.jsp Dance your Dissertation http://gonzolabs.org/dance/ 2014 winners announced 11/3 NYT Flora Lichtman, Sharon Shattuck http://www.nytimes.com/2014/09/16/opinion/animated-life-seeing-the-invisible.html?ribbon-ad-idx=7&src=me&module=Ribbon&version=origin&region=Header&action=click&contentCollection=Most%20Emailed&pgtype=article&_r=1Cool animation on Leeuwenhoek, II.
  • Extris, Extris Arnold M. Zwicky, Stanford University July 2006 for at Least 35 Years, English Speakers Have Been Producing Sente

    Extris, Extris Arnold M. Zwicky, Stanford University July 2006 for at Least 35 Years, English Speakers Have Been Producing Sente

    Extris, extris Arnold M. Zwicky, Stanford University July 2006 For at least 35 years, English speakers have been producing sentences with an occurrence of a form of BE that is not licensed in standard English (SE) and is not a disfluency – our Extris (“extra is”). There are many subtypes, but we observe that all are based on SE constructions with a specific discourse function and suggest that any SE construction with this function can have an Extris counterpart. The Isis (“is is”, “double is’, etc.) subtype has gotten much attention – from Bolinger through Brenier et al. – as a variant of SE “thingy”-N-subject or pseudocleft (PC) sentences: (1) N-type Isis: The funny thing is is that Lisa was there too. (2) PC-type Isis: What’s nice is is that it has a sort of other-worldly character. There are also Singlis (single-“is”) examples, where the SE counterparts are not copular. In one set (Jehn, Ross-Hagebaum), the clauses are deictic or existential – our Th: (3) N-type Th: That’s/Here’s our suggestion for it is that... (4) PC-type Th: That’s/This is what we hear all the time is that... (5) There Th: There’s one thing I need to do is leave a check. Then there are McConvell’s (2004) FreeBe’s, in which initial material is either explicitly cataphoric (as above) or implicitly so: (6) Exp FreeBe: We looked at it this way is that... (7) Imp FreeBe: I’d like to say is that... What unites (1)-(7) is that they are all variants of SE constructions that introduce content by announcing, in an explicitly or implicitly cataphoric expression (SU: “set-up”), that it is about to be introduced, and then supplying it in a following expression (PO: “pay-off”, a.k.a.