Code-Switching and Predictability of Meaning In
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Implicit and Explicit Knowledge About Language
Comp. by: TPrasath Date:27/12/06 Time:22:59:29 Stage:First Proof File Path:// spiina1001z/womat/production/PRODENV/0000000005/0000001817/0000000016/ 0000233189.3D Proof by: QC by: NICK ELLIS IMPLICIT AND EXPLICIT KNOWLEDGE ABOUT LANGUAGE INTRODUCTION Children acquire their first language (L1) by engaging with their caretakers in natural meaningful communication. From this “evidence” they automatically acquire complex knowledge of the structure of their language. Yet paradoxically they cannot describe this knowledge, the discovery of which forms the object of the disciplines of theoretical lin- guistics, psycholinguistics, and child language acquisition. This is a difference between explicit and implicit knowledge—ask a young child how to form a plural and she says she does not know; ask her “here is a wug, here is another wug, what have you got?” and she is able to reply, “two wugs.” The acquisition of L1 grammar is implicit and is extracted from experience of usage rather than from explicit rules—simple expo- sure o normal linguistic input suffices and no explicit instruction is needed. Adult acquisition of second language (L2) is a different matter in that what can be acquired implicitly from communicative contexts is typically quite limited in comparison to native speaker norms, and adult attainment of L2 accuracy usually requires additional resources of explicit learning. The various roles of consciousness in second language acquisi- tion (SLA) include: the learner noticing negative evidence; their attending to language form, their perception focused by social scaffolding or explicit instruction; their voluntary use of pedagogical grammatical descriptions and analogical reasoning; their reflective induction of metalinguistic insights about language; and their consciously guided practice which results, eventually, in unconscious, automatized skill. -
Implicit and Explicit Learning of Languages Patrick Rebuschat
Introduction: Implicit and explicit learning of languages Patrick Rebuschat (Lancaster University) Introduction to the forthcoming volume: Rebuschat, P. (Ed.) (in press, 2015). Implicit and explicit learning of languages. Amsterdam: John Benjamins. Implicit learning, essentially the process of acquiring unconscious (implicit) knowledge, is a fundamental feature of human cognition (Cleeremans, Destrebecqz, & Boyer, 1998; Dienes, 2012; Perruchet, 2008; Shanks, 2005; Reber, 1993). Many complex behaviors, including language comprehension and production (Berry & Dienes, 1993; Winter & Reber, 1994), music cognition (Rohrmeier & Rebuschat, 2012), intuitive decision making (Plessner, Betsch, & Betsch, 2008), and social interaction (Lewicki, 1986), are thought to be largely dependent on implicit knowledge. The term implicit learning was first used by Arthur Reber (1967) to describe a process during which subjects acquire knowledge about a complex, rule-governed stimulus environment without intending to and without becoming aware of the knowledge they have acquired. In contrast, the term explicit learning refers to a process during which participants acquire conscious (explicit) knowledge; this is generally associated with intentional learning conditions, e.g., when participants are instructed to look for rules or patterns. In his seminal study, Reber (1967) exposed subjects to letter sequences (e.g., TPTS, VXXVPS and TPTXXVS) by means of a memorization task. In experiment 1, subjects were presented with letter sequences and simply asked to commit them to memory. One group of subjects was given sequences that were generated by means of a finite-state grammar (Chomsky, 1956, 1957; Chomsky & Miller, 1958), while the other group received randomly 1 constructed sequences. The results showed that grammatical letter sequences were learned more rapidly than random letter sequences. -
Introduction: Reconciling Approaches to Intra-Individual Variation in Psycholinguistics and Variationist Sociolinguistics
Linguistics Vanguard 2021; 7(s2): 20200027 Lars Bülow* and Simone E. Pfenninger Introduction: Reconciling approaches to intra-individual variation in psycholinguistics and variationist sociolinguistics https://doi.org/10.1515/lingvan-2020-0027 Abstract: The overall theme of this special issue is intra-individual variation, that is, the observable variation within individuals’ behaviour, which plays an important role in the humanities area as well as in the social sciences. While various fields have recognised the complexity and dynamism of human thought and behav- iour, intra-individual variation has received less attention in regard to language acquisition, use and change. Linguistic research so far lacks both empirical and theoretical work that provides detailed information on the occurrence of intra-individual variation, the reasons for its occurrence and its consequences for language development as well as for language variation and change. The current issue brings together two sub- disciplines – psycholinguistics and variationist sociolinguistics – in juxtaposing systematic and non- systematic intra-individual variation, thereby attempting to build a cross-fertilisation relationship between two disciplines that have had surprisingly little connection so far. In so doing, we address critical stock-taking, meaningful theorizing and methodological innovation. Keywords: psycholinguistics, variationist sociolinguistics, intra-individual variation, intra-speaker variation, SLA, language variation and change, language development 1 Intra-individual variation in psycholinguistics and variationist sociolinguistics The overall theme of this special issue is intra-individual variation, that is, the observable variation within individuals’ behaviour, which plays an important role in the humanities area as well as in the social sciences. While various fields have acknowledged the complexity and dynamism of human behaviour, intra-individual variation has received less attention in regard to language use. -
Two Approaches to Second Language Acquisition: Universal Grammar and Emergentism
English Teaching, Vol. 75, Supplement 1, Summer 2020, pp. 3-8 DOI: https://doi.org/10.15858/engtea.75.s1.202006.3 http://journal.kate.or.kr Two Approaches to Second Language Acquisition: Universal Grammar and Emergentism William O’Grady and Kitaek Kim* 1. THE TWO APPROACHES TO SECOND LANGUAGE ACQUISITION Language presents us with many questions. Why does it have certain properties and features, but not others? Why does it vary and change in the ways that it does? How is it acquired with such ease by young children despite its evident complexity? And why do adults find it so difficult to acquire a second language (L2), despite their cognitive maturity and their access to well-designed pedagogical programs? An impressive feature of Universal Grammar (UG), as it was traditionally conceived, is that it offers an integrated explanatory narrative—an inborn system of grammatical principles stipulates the architecture of language, including limits on variation and change, while also shedding light on the apparent magic of first language acquisition. With the help of additional assumptions, such as the full-transfer/full-access proposal of Bonnie D. Schwartz and Rex Sprouse (1996), it is even possible to offer an explanation for why the mastery of a L2 proves so challenging, but is perhaps nonetheless attainable. Parts of the discussion in the first section of this paper appeared in O’Grady, Lee, and Kwak (2009). *Corresponding Author: William O’Grady, Professor, Department of Linguistics, University of Hawaii at Manoa, 1890 East-West Road, Moore 569, Honolulu, HI 96822 USA; E-mail: [email protected] Co-Author: Kitaek Kim, Professor, Department of English Language Education, Seoul National University Received 10 June 2020; Reviewed 17 June 2020; Accepted 25 June 2020 © 2020 The Korea Association of Teachers of English (KATE) This is an open access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits anyone to copy, redistribute, remix, transmit and adapt the work provided the original work and source is appropriately cited. -
The Category of Code Is Widely Used Not Only in Semiotics, but Also In
Nadezda N. Izotova The category of code is widely used not only in PhD in Cultural Studies, Associate Professor of the semiotics, but also in other humanitarian disciplines Department of the Japanese, Korean, Indonesian and Mongolian languages, Moscow State Institute of and is significantly promising. French philosopher and International Relations (MGIMO) of the Ministry of cultural theorist Michel Foucault notes that the Foreign Affairs of the Russian Federation. 119454, 76 Vernadskogo av., Moscow, Russian Federation. fundamental codes of any culture play a key role in a ORCID: https://orcid.org/0000-0002-2817-004X. person’s life and determine “the empirical orders with E-mail: [email protected]. which he will be dealing and within which he will be at Received in: Approved in: home” (FOUCAULT, 1977, p. 37). Despite different 2021-01-10 2021-02-02 DOI: https://doi.org/10.24115/S2446-6220202172681p.33-41 approaches to the classification and interpretation of the ontological status and to the culture code functioning, scholars agree that the culture code is a part of the cultural process, its semantic core, rather than a description of a cultural phenomenon per se. The relevance of understanding and interpreting culture codes is determined by the necessity of arranging, classifying, and analyzing the code systems. The decryption of the culture codes and the reconstruction of the corresponding historical and cultural contexts are vital tasks not only for culturology, but also for other humanities. The study of culture codes is regarded as one of the basic means for understanding the mentality and value orientations of both any particular individual and the “cosmo-psycho-logos” of any ethnic group (GACHEV, 1995). -
Discourse Types in Stand-Up Comedy Performances: an Example of Nigerian Stand-Up Comedy
http://dx.doi.org/10.7592/EJHR2015.3.1.filani European Journal of Humour Research 3 (1) 41–60 www.europeanjournalofhumour.org Discourse types in stand-up comedy performances: an example of Nigerian stand-up comedy Ibukun Filani PhD student, Department of English, University of Ibadan [email protected] Abstract The primary focus of this paper is to apply Discourse Type theory to stand-up comedy. To achieve this, the study postulates two contexts in stand-up joking stories: context of the joke and context in the joke. The context of the joke, which is inflexible, embodies the collective beliefs of stand-up comedians and their audience, while the context in the joke, which is dynamic, is manifested by joking stories and it is made up of the joke utterance, participants in the joke and activity/situation in the joke. In any routine, the context of the joke interacts with the context in the joke and vice versa. For analytical purpose, the study derives data from the routines of male and female Nigerian stand-up comedians. The analysis reveals that stand-up comedians perform discourse types, which are specific communicative acts in the context of the joke, such as greeting/salutation, reporting and informing, which bifurcates into self- praising and self denigrating. Keywords: discourse types; stand-up comedy; contexts; jokes. 1. Introduction Humour and laughter have been described as cultural universal (Oring 2003). According to Schwarz (2010), humour represents a central aspect of everyday conversations and all humans participate in humorous speech and behaviour. This is why humour, together with its attendant effect- laughter, has been investigated in the field of linguistics and other disciplines such as philosophy, psychology, sociology and anthropology. -
Viewpoints W 113
International Journal of Applied Linguistics w Vol. 15 w No. 1 w 2005Viewpoints w 113 Viewpoints “Globalisation” and Applied Linguistics: post-imperial questions of identity and the construction of applied linguistics discourse Janina Brutt-Griffler University of York “Where are you from?” It’s a question we’ve all been asked at some point, in some place, in some language. It’s probably a question we’ve all put to someone else. When we ask it of others we attribute it to curiosity. When it is put to us, we attribute it to difference, since when posed by strangers, as it most often is, it is as a general rule based either on how we sound or how we look. And yet both our interrogator and we ourselves understand at some level that the question is meaningless, even impertinent. It is rooted in a mythical sense of space and place. Lurking just below the surface is an unasked, ultimately unanswerable question: “Where do you belong?” Like every other notion, that of belonging is not some natural idea with which all of us come into the world but one constructed socially, and therefore ultimately historically. It is rooted in a particular social order, one that seeks to assign persons to definite geographical and social spaces. When we invoke this notion of space and place – the attempt to assign, as if by natural dispensation, persons to particular ethnic, national or other origins or identities – we draw, consciously or unconsciously, on received notions inherited from the past. Linguistics has long established that any child born into this world can learn any language natively. -
Language Attrition: the Next Phase Barbara Köpke, Monika Schmid
Language Attrition: The next phase Barbara Köpke, Monika Schmid To cite this version: Barbara Köpke, Monika Schmid. Language Attrition: The next phase. Monika S. Schmid, Barbara Köpke, Merel Keijzer, Lina Weilemar. First Language Attrition: Interdisciplinary perspectives on methodological issues, John Benjamins, pp.1-43, 2004, Studies in Bilingualism, 9027241392. hal- 00879106 HAL Id: hal-00879106 https://hal.archives-ouvertes.fr/hal-00879106 Submitted on 31 Oct 2013 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. Language Attrition: The Next Phase Barbara Köpke (Université de Toulouse – Le Mirail) and Monika S. Schmid Vrije Universiteit Amsterdam Barbara Köpke Laboratoire de Neuropsycholinguistique Jacques Lordat Institut des Sciences du Cerveau de Toulouse Université de Toulouse-Le Mirail 31058 Toulouse Cedex France [email protected] Monika S. Schmid Engelse Taal en Cultuur Faculteit der Letteren Vrije Universiteit 1081 HV Amsterdam The Netherlands [email protected] Published in : M.S. Schmid, B. Köpke, M. Keijzer & L. Weilemar (2004). First Language Attrition. Interdisciplinary perspectives on methodological issues (pp. 1-43). Amsterdam: John Benjamins. Köpke, B. & Schmid, M.S. (2004). Language Attrition: The Next Phase. In M.S. Schmid, B. -
Preprint Ellis, NC (2013). Second Language Acquisition. in Oxford Handbook of Construction Grammar
Second Language Acquisition Nick C. Ellis University of Michigan [email protected] preprint Ellis, N. C. (2013). Second language acquisition. In Oxford Handbook of Construction Grammar (pp. 365-378), G. Trousdale & T. Hoffmann (Eds.). Oxford: Oxford University Press. 1. Introduction Usage-based approaches hold that we learn linguistic constructions while engaging in communication, the “interpersonal communicative and cognitive processes that everywhere and always shape language” (Slobin 1997). Constructions are form-meaning mappings, conventionalized in the speech community, and entrenched as language knowledge in the learner’s mind. They are the symbolic units of language relating the defining properties of their morphological, syntactic, and lexical form with particular semantic, pragmatic, and discourse functions (Bates and MacWhinney 1987; Lakoff 1987; Langacker 1987; Croft 2001; Croft and Cruse 2004; Goldberg 1995, 2003, 2006; Tomasello 2003; Robinson and Ellis 2008; Bybee 2008). Broadly, Construction Grammar argues that all grammatical phenomena can be understood as learned pairings of form (from morphemes, words, and idioms, to partially lexically filled and fully general phrasal patterns) and their associated semantic or discourse functions. Such beliefs, increasingly influential in the study of child language acquisition, have turned upside down generative assumptions of innate language acquisition devices, the continuity hypothesis, and top-down, rule-governed, processing, bringing back data-driven, emergent accounts of linguistic systematicities. Constructionist theories of child first language acquisition (L1A) use dense longitudinal corpora to chart the emergence of creative linguistic competence from children’s analyses of the utterances in their usage history and from their abstraction of regularities within them (Goldberg 1995, 2006, 2003; Diessel, this volume; Tomasello 1998; Tomasello 2003). -
Media Theory and Semiotics: Key Terms and Concepts Binary
Media Theory and Semiotics: Key Terms and Concepts Binary structures and semiotic square of oppositions Many systems of meaning are based on binary structures (masculine/ feminine; black/white; natural/artificial), two contrary conceptual categories that also entail or presuppose each other. Semiotic interpretation involves exposing the culturally arbitrary nature of this binary opposition and describing the deeper consequences of this structure throughout a culture. On the semiotic square and logical square of oppositions. Code A code is a learned rule for linking signs to their meanings. The term is used in various ways in media studies and semiotics. In communication studies, a message is often described as being "encoded" from the sender and then "decoded" by the receiver. The encoding process works on multiple levels. For semiotics, a code is the framework, a learned a shared conceptual connection at work in all uses of signs (language, visual). An easy example is seeing the kinds and levels of language use in anyone's language group. "English" is a convenient fiction for all the kinds of actual versions of the language. We have formal, edited, written English (which no one speaks), colloquial, everyday, regional English (regions in the US, UK, and around the world); social contexts for styles and specialized vocabularies (work, office, sports, home); ethnic group usage hybrids, and various kinds of slang (in-group, class-based, group-based, etc.). Moving among all these is called "code-switching." We know what they mean if we belong to the learned, rule-governed, shared-code group using one of these kinds and styles of language. -
An Introduction to Applied Linguistics This Page Intentionally Left Blank an Introduction to Applied Linguistics
An Introduction to Applied Linguistics This page intentionally left blank An Introduction to Applied Linguistics edited by Norbert Schmitt Orders: please contact Bookpoint Ltd, 130 Milton Park, Abingdon, Oxon OX14 4SB. Telephone: (44) 01235 827720. Fax: (44) 01235 400454. Lines are open from 9.00 to 5.00, Monday to Saturday, with a 24-hour message answering service. You can also order through our website www.hoddereducation.co.uk If you have any comments to make about this, or any of our other titles, please send them to [email protected] British Library Cataloguing in Publication Data A catalogue record for this title is available from the British Library ISBN: 978 0 340 98447 5 First Edition Published 2002 This Edition Published 2010 Impression number 10 9 8 7 6 5 4 3 2 1 Year 2014, 2013, 2012, 2011, 2010 Copyright © 2010 Hodder & Stoughton Ltd All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited, of Saffron House, 6–10 Kirby Street, London EC1N 8TS. Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made from wood grown in sustainable forests. The logging and manufacturing processes are expected to conform to the environmental regulations of the country of origin. -
Proximate and Ultimate Explanations of Individual Differences in Language Use and Language Acquisition
Proximate and ultimate explanations of individual differences in language use and language acquisition Jan Hulstijn University of Amsterdam I evaluate three schools in linguistics (structuralism; generative linguistics; usage based linguistics) from the perspective of Karl Popper’s critical ratio- nalism. Theories (providing proximate explanations) may be falsified at some point in time. In contrast, metatheories, such as Darwin’s theory of evolution and the theory of Language as a Complex Adaptive System (LCAS) (providing ultimate explanations) are falsifiable in principle, but not likely to be falsified. I then argue that LCAS provides a fruitful frame- work for the explanation of individual differences in language acquisition and use. Unequal frequency distributions of linguistic elements constitute a necessary characteristic of language production, in line with LCAS. How- ever, explaining individual differences implies explaining commonalities (Hulstijn, 2015, 2019). While attributes such as people’s level of education and profession are visible in knowledge of the standard language (declara- tive knowledge acquired in school), they may be invisible in the spoken ver- nacular (linguistic cognition shared by all native speakers). Keywords: basic language cognition, language as a complex adaptive system, Darwin’s theory of evolution, falsifiability, theory versus metatheory, individual differences, language use, language acquisition Uncertainty, that is perhaps the best word with which I should characterize the most frequent feelings that I experienced throughout my intellectual journey, since I entered university until the present.Uncertainty about what to think of a new theoretical viewpoint.What to think of an ongoing debate between scholars defending different theories? What to think of new methodologies? My intellec- tual journey consisted of ups and downs and the downs were really unpleasant.