DOCSLIB.ORG

A Functional Approach to the Choice Between Descriptive, Prescriptive

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Functional Approach to the Choice Between Descriptive, Prescriptive A Functional Approach to the Choice between Descriptive, Prescriptive and Proscriptive Lexicography Henning Bergenholtz, Centre for Lexicography, Aarhus School of Business, University of Aarhus, Aarhus, Denmark ([email protected]) and Rufus H. Gouws, Department of Afrikaans and Dutch, University of Stellenbosch, Stellenbosch, South Africa ([email protected]) Abstract: In lexicography the concepts of prescription and description have been employed for a long time without there ever being a clear definition of the terms prescription/prescriptive and description/descriptive. This article gives a brief historical account of some of the early uses of these approaches in linguistics and lexicography and argues that, although they have primarily been interpreted as linguistic terms, there is a need for a separate and clearly defined lexicographic application. Contrary to description and prescription, the concept of proscription does not have a linguistic tradition but it has primarily been introduced in the field of lexicography. Different types of prescription, description and proscription are discussed with specific reference to their potential use in dictionaries with text reception and text production as functions. Preferred approaches for the different functions are indicated. It is shown how an optimal use of a prescriptive, descriptive or proscriptive approach could be impeded by a polyfunctional dictionary. Consequently argu- ments are given in favour of monofunctional dictionaries. Keywords: COGNITIVE FUNCTION, COMMUNICATION FUNCTION, DESCRIPTION, DESCRIPTIVE, ENCYCLOPAEDIC, FUNCTIONS, MONOFUNCTIONAL, POLYFUNCTIONAL, PRESCRIPTION, PRESCRIPTIVE, PROSCRIPTION, PROSCRIPTIVE, SEMANTIC, TEXT PRO- DUCTION, TEXT RECEPTION Opsomming: 'n Funksionele benadering tot die keuse tussen deskriptief, preskriptief en proskriptief in die leksikografie. In die leksikografie is die begrippe preskripsie en deskripsie lank gebruik sonder dat daar 'n duidelike definisie van die terme preskrip- sie/preskriptief en deskripsie/deskriptief was. Hierdie artikel bied 'n kort historiese oorsig oor som- mige van die vroeë gebruike van hierdie benaderings in die taalkunde en die leksikografie, en redeneer dat, alhoewel hulle primêr as taalkundige terme geïnterpreteer is, daar 'n werklike be- hoefte bestaan aan 'n afsonderlike en duidelik omskrewe leksikografiese toepassing. In teenstelling met deskripsie en preskripsie, het die begrip proskripsie nie 'n taalkundige tradisie nie, maar is primêr op die terrein van die leksikografie ingevoer. Verskillende tipes preskripsie, deskripsie en proskripsie word bespreek met spesifieke verwysing na die potensiële gebruik in woordeboeke met teksresepsie en teksproduksie as funksies. Voorkeurbenaderings vir die verskillende funksies Lexikos 20 (AFRILEX-reeks/series 20: 2010): 26-51 A Functional Approach to Descriptive, Prescriptive and Proscriptive Lexicography 27 word aangedui. Daar word gewys hoe 'n optimale gebruik van 'n preskriptiewe, deskriptiewe en proskriptiewe benadering benadeel kan word deur 'n polifunksionele woordeboek. Gevolglik word argumente ten gunste van 'n monofunksionele woordeboek gegee. Sleutelwoorde: DESKRIPSIE, DESKRIPTIEF, ENSIKLOPEDIES, FUNKSIES, KOGNITIEWE FUNKSIE, KOMMUNIKATIEWE FUNKSIE, MONOFUNKSIONEEL, POLIFUNKSIONEEL, PRESKRIPSIE, PRESKRIPTIEF, PROSKRIPSIE, PROSKRIPTIEF, SEMANTIES, TEKSPRODUKSIE, TEKSRESEPSIE 1. Introduction The use of the terms prescription and description became popular in American linguistic studies that followed the era of Bloomfield's behaviouristic approach and American structuralism. Within this domain, these terms had a strong lin- guistic application. Prior to this use, the notion of prescribing, describing and even recommending had been used in scientific discussions, albeit primarily directed at textbooks. However, it is important to note that the notions of pre- scribing and describing did not initially result in establishing prescription and description as terms in fields outside linguistics. Although the notions of pre- scribing and describing were prevalent, the use of these words was of a non- terminological and general language nature. In a language like German, gen- eral language words like beschreiben ("describe") and vorschreiben ("prescribe") were rather used to carry these meanings. Unfortunately English does not have equivalents for the German beschreiben and vorschreiben other than describing and prescribing to help with the distinction between the general, i.e. the non- terminological use, and the specialised use, i.e. as terms especially in the field of linguistics. In this article, various aspects of the processes of describing and prescribing will be discussed, with the eventual main focus on the use of these words, in a non-terminological sense, in the field of lexicography. However, it will also be shown that lexicography is not the only field benefiting from an unambiguous use of these words, clearly distinguishing their use from the use of the terms describing/description and prescribing/prescription as primarily found in linguistics. One of the real problems in the use of the contrasting pair descrip- tive/prescriptive is the fact that the distinction has primarily been in linguistics where it had a specific use and in the course of time acquired terminological status. Although the notions of describing and prescribing, used in both lexi- cography and some other scientific fields in a non-terminological sense, were integral components of earlier lexicographic work as well as scientific discus- sions regarding language criticism and textbooks, the terms description and pre- scription had not been integrated into the terminological collection of these fields. In the early phases of the development of lexicographic theory, prior to the emergence of lexicography as an independent discipline, many linguistic concepts, including the dichotomy descriptive/prescriptive, were imposed upon 28 Henning Bergenholtz and Rufus H. Gouws dictionaries and used and interpreted from a linguistic perspective. Linguists often failed to realise that a dictionary is not an instrument that should respond to linguistic rules and criteria but is a practical tool that should be compiled in accordance with the specific needs and reference skills of a clearly identified target user. Where linguists might have found it unproblematic to characterise their linguistic endeavours as descriptive or prescriptive, it was not so uncompli- cated to describe, for instance a general language dictionary as either descrip- tive or prescriptive, especially not by the user of such a dictionary. Although it might have been possible to detect certain prescribing entries in a dictionary, the dictionary as such did not necessarily follow a prescriptive approach. Both description and prescription are processes. Dictionaries mostly displayed sin- gle occurrences of, for instance, prescription, because the approach had been directed at single phenomena and not at the entire dictionary. It would have been equally difficult to classify a given dictionary as descriptive, because such a classification depends on the way a lexicographer decides to present data to ensure that a function identified for the specific dictionary can be achieved. This would once again be the application of a process the user can hardly iden- tify by merely looking at isolated instances. What one user may regard as pre- scriptive, another user may regard as descriptive. To illustrate this, one can look at the "grammar study note" (intended to provide information about areas of grammar tested in many examinations) attached to the article of the lemma sign homework in the Longman Exams Dictionary: "Homework is an uncountable noun and has no plural form. Use a singular verb after it …" Where one user may interpret this note as descriptive because it objectively states something about the system of the language, another user may regard it as prescriptive, feeling that the lexicographer is telling the user how this word should be used. In this article, a vital point of departure is the conviction that lexicography is an independent discipline. As a result, lexicographic practice needs to be dominated by lexicographic theory and not linguistic theory. Attention will therefore be given to ways in which the concepts of prescription and descrip- tion prevail in lexicographic practice and whether they need to be introduced as fully-fledged lexicographic terms. The use of a complementing notion, i.e. proscription, and its possible terminological introduction, will also be dis- cussed. Before coming to the use of the concepts of prescription and description in lexicography, it is necessary to take a look at the historical development and some aspects regarding the use of these terms in both linguistics and in a more general scientific discussion. 2. Description and prescription as an old tradition Some linguists assert that all dictionaries published prior to 1820 had been pre- scriptive (cf. e.g. Greimas and Courtes 1979). However, this is done without a A Functional Approach to Descriptive, Prescriptive and Proscriptive Lexicography 29 mutual understanding of either prescription or description. When one uses a definition comparable to that given for the German verbs beschreiben ("de- scribe") and vorschreiben ("prescribe") the assertion is false. Statements about language, especially in grammars and dictionaries, have since their early begin- nings, been primarily descriptive. Very seldom, only in a few instances, one finds items that
Load more

Recommended publications
  • Creating Words: Is Lexicography for You? Lexicographers Decide Which Words Should Be Included in Dictionaries. They May Decide T
    Creating Words: Is Lexicography for You? Lexicographers decide which words should be included in dictionaries. They may decide that a word is currently just a fad, and so they’ll wait to see whether it will become a permanent addition to the language. In the past several decades, words such as hippie and yuppie have survived being fads and are now found in regular, not just slang, dictionaries. Other words, such as medicare, were created to fill needs. And yet other words have come from trademark names, for example, escalator. Here are some writing options: 1. While you probably had to memorize vocabulary words throughout your school years, you undoubtedly also learned many other words and ways of speaking and writing without even noticing it. What factors are bringing about changes in the language you now speak and write? Classes? Songs? Friends? Have you ever influenced the language that someone else speaks? 2. How often do you use a dictionary or thesaurus? What helps you learn a new word and remember its meaning? 3. Practice being a lexicographer: Define a word that you know isn’t in the dictionary, or create a word or set of words that you think is needed. When is it appropriate to use this term? Please give some sample dialogue or describe a specific situation in which you would use the term. For inspiration, you can read the short article in the Writing Center by James Chiles about the term he has created "messismo"–a word for "true bachelor housekeeping." 4. Or take a general word such as "good" or "friend" and identify what it means in different contexts or the different categories contained within the word.
    [Show full text]
  • The History of the Creation of Lexicographic Dictionaries, Theoretical and Practical Ways of Development
    European Journal of Research Development and Sustainability (EJRDS) Available Online at: https://www.scholarzest.com Vol. 2 No. 3, March 2021, ISSN: 2660-5570 THE HISTORY OF THE CREATION OF LEXICOGRAPHIC DICTIONARIES, THEORETICAL AND PRACTICAL WAYS OF DEVELOPMENT Dilrabo Askarovna Ubaidova (Bukhara State University) Dilfuza Kamilovna Ergasheva (Bukhara State University) Article history: Abstract: Received: 20th February 2021 The article provides a historical analysis of the development of ideas about Accepted: 2th March 2021 lexicography in Russian linguistics. The authors come to reasonable conclusions Published: 20th March 2021 that 1) the term "lexicography" appeared in scientific and general use in the last third of the 19th century; 2) the content of the concept brought under this term developed in the direction from the applied aspect of this linguistic essence to the theoretical aspect and the totality of dictionaries of the given language; 3) in the last quarter of the XX century. lexicography is firmly entrenched in the science of language with the status of an autonomous branch of linguistics; 4) recently, she began to receive, in addition to the definition, a certain wider set of attributes. Keywords: vocabulary, lexicography, lexicology, lexicon, linguistic term, vocabulary practice, applied aspect, dictionaries, sociolexicography, typology of dictionaries As you know, the practice of compiling various kinds of dictionaries has a much longer history than linguistics as a science. Suffice it to recall Nighwanta, Amarakosa in Ancient India, Dictionaries of the Turkic languages of Mahmud Kozhgariy, Comparative dictionaries of all languages and dialects of Peter Pallas, etc. However, the theoretical understanding of this practice came to linguistics much later.
    [Show full text]
  • Character-Word LSTM Language Models
    Character-Word LSTM Language Models Lyan Verwimp Joris Pelemans Hugo Van hamme Patrick Wambacq ESAT – PSI, KU Leuven Kasteelpark Arenberg 10, 3001 Heverlee, Belgium [email protected] Abstract A first drawback is the fact that the parameters for infrequent words are typically less accurate because We present a Character-Word Long Short- the network requires a lot of training examples to Term Memory Language Model which optimize the parameters. The second and most both reduces the perplexity with respect important drawback addressed is the fact that the to a baseline word-level language model model does not make use of the internal structure and reduces the number of parameters of the words, given that they are encoded as one-hot of the model. Character information can vectors. For example, ‘felicity’ (great happiness) is reveal structural (dis)similarities between a relatively infrequent word (its frequency is much words and can even be used when a word lower compared to the frequency of ‘happiness’ is out-of-vocabulary, thus improving the according to Google Ngram Viewer (Michel et al., modeling of infrequent and unknown words. 2011)) and will probably be an out-of-vocabulary By concatenating word and character (OOV) word in many applications, but since there embeddings, we achieve up to 2.77% are many nouns also ending on ‘ity’ (ability, com- relative improvement on English compared plexity, creativity . ), knowledge of the surface to a baseline model with a similar amount of form of the word will help in determining that ‘felic- parameters and 4.57% on Dutch. Moreover, ity’ is a noun.
    [Show full text]
  • Basic Morphology
    What is Morphology? Mark Aronoff and Kirsten Fudeman MORPHOLOGY AND MORPHOLOGICAL ANALYSIS 1 1 Thinking about Morphology and Morphological Analysis 1.1 What is Morphology? 1 1.2 Morphemes 2 1.3 Morphology in Action 4 1.3.1 Novel words and word play 4 1.3.2 Abstract morphological facts 6 1.4 Background and Beliefs 9 1.5 Introduction to Morphological Analysis 12 1.5.1 Two basic approaches: analysis and synthesis 12 1.5.2 Analytic principles 14 1.5.3 Sample problems with solutions 17 1.6 Summary 21 Introduction to Kujamaat Jóola 22 mor·phol·o·gy: a study of the structure or form of something Merriam-Webster Unabridged n 1.1 What is Morphology? The term morphology is generally attributed to the German poet, novelist, playwright, and philosopher Johann Wolfgang von Goethe (1749–1832), who coined it early in the nineteenth century in a biological context. Its etymology is Greek: morph- means ‘shape, form’, and morphology is the study of form or forms. In biology morphology refers to the study of the form and structure of organisms, and in geology it refers to the study of the configuration and evolution of land forms. In linguistics morphology refers to the mental system involved in word formation or to the branch 2 MORPHOLOGYMORPHOLOGY ANDAND MORPHOLOGICAL MORPHOLOGICAL ANALYSIS ANALYSIS of linguistics that deals with words, their internal structure, and how they are formed. n 1.2 Morphemes A major way in which morphologists investigate words, their internal structure, and how they are formed is through the identification and study of morphemes, often defined as the smallest linguistic pieces with a gram- matical function.
    [Show full text]
  • Learning About Phonology and Orthography
    EFFECTIVE LITERACY PRACTICES MODULE REFERENCE GUIDE Learning About Phonology and Orthography Module Focus Learning about the relationships between the letters of written language and the sounds of spoken language (often referred to as letter-sound associations, graphophonics, sound- symbol relationships) Definitions phonology: study of speech sounds in a language orthography: study of the system of written language (spelling) continuous text: a complete text or substantive part of a complete text What Children Children need to learn to work out how their spoken language relates to messages in print. Have to Learn They need to learn (Clay, 2002, 2006, p. 112) • to hear sounds buried in words • to visually discriminate the symbols we use in print • to link single symbols and clusters of symbols with the sounds they represent • that there are many exceptions and alternatives in our English system of putting sounds into print Children also begin to work on relationships among things they already know, often long before the teacher attends to those relationships. For example, children discover that • it is more efficient to work with larger chunks • sometimes it is more efficient to work with relationships (like some word or word part I know) • often it is more efficient to use a vague sense of a rule How Children Writing Learn About • Building a known writing vocabulary Phonology and • Analyzing words by hearing and recording sounds in words Orthography • Using known words and word parts to solve new unknown words • Noticing and learning about exceptions in English orthography Reading • Building a known reading vocabulary • Using known words and word parts to get to unknown words • Taking words apart while reading Manipulating Words and Word Parts • Using magnetic letters to manipulate and explore words and word parts Key Points Through reading and writing continuous text, children learn about sound-symbol relation- for Teachers ships, they take on known reading and writing vocabularies, and they can use what they know about words to generate new learning.
    [Show full text]
  • The Phonological Role in English Pronunciation Instruction
    The Phonological Role in English Pronunciation Instruction Kwan-Young Oh Yosu National University The purpose of this paper is to demonstrate a more effective way for improving Korean students’ pronunciation relating to the phonological role in English pronunciation instruction. Three different aspects of pronunciation will be considered: general, syllabic, prosodic aspects relating to the two language differences, as well as the teaching of pronunciation in the classroom. In addition to that, from the American-style language training of students, what problems the students encounter will be demonstrated. Hence, this will make clear what problems the Korean students face when attempting to speak English. Furthermore, an alternative for teaching English pronunciation, which makes use of a new program students can access on the internet regardless of their place and space, will be suggested. Giving consideration to the result of this study suggests that it is necessary to develop this methodology of instruction further. 1. Difficulties in teaching English Pronunciation to Korean Students 1.1. Language Differences in both English and Korean One thing that most Korean students have difficulty with is their pronunciation of the phonemic aspects; several sounds existing in English, consonants and vowels, that aren’t in Korean phonemes. From this respect, admittedly, it is hard for Korean students to perceive and pronounce non-Korean sounds. For example, when Korean students try to pronounce the sound /b/, they almost always mispronounce it as /p/ because the sound /b/ isn’t in Korean. 1.1.1. Phonemic aspects Now, if we compare the two languages regarding the articulation of consonants, we can definitely see the articulatory difference.
    [Show full text]
  • Why Is Pronunciation So Difficult to Learn?
    www.ccsenet.org/elt English Language Teaching Vol. 4, No. 3; September 2011 Why is Pronunciation So Difficult to Learn? Abbas Pourhossein Gilakjani (Corresponding author) School of Educational Studies, Universiti Sains Malaysia, Malaysia 3A-05-06 N-Park Jalan Batu Uban 11700 Gelugor Pulau Pinang Malaysia Tel: 60-174-181-660 E-mail: [email protected] Mohammad Reza Ahmadi School of Educational Studies, Universiti Sains Malaysia, Malaysia 3A-05-06 N-Park Alan Batu Uban 1700 Gelugor Pulau Pinang Malaysia Tel: 60-175-271-870 E-mail: [email protected] Received: January 8, 2011 Accepted: March 21, 2011 doi:10.5539/elt.v4n3p74 Abstract In many English language classrooms, teaching pronunciation is granted the least attention. When ESL teachers defend the poor pronunciation skills of their students, their arguments could either be described as a cop-out with respect to their inability to teach their students proper pronunciation or they could be regarded as taking a stand against linguistic influence. If we learn a second language in childhood, we learn to speak it fluently and without a ‘foreign accent’; if we learn in adulthood, it is very unlikely that we will attain a native accent. In this study, the researchers first review misconceptions about pronunciation, factors affecting the learning of pronunciation. Then, the needs of learners and suggestions for teaching pronunciation will be reviewed. Pronunciation has a positive effect on learning a second language and learners can gain the skills they need for effective communication in English. Keywords: Pronunciation, Learning, Teaching, Misconceptions, Factors, Needs, Suggestions 1. Introduction General observation suggests that it is those who start to learn English after their school years are most likely to have serious difficulties in acquiring intelligible pronunciation, with the degree of difficulty increasing markedly with age.
    [Show full text]
  • Lexicology and Lexicography
    LEXICOLOGY AND LEXICOGRAPHY 1. GENERAL INFORMATION 1.1.Study programme M.A. level (graduate) 1.6. Type of instruction (number of hours 15L + 15S (undergraduate, graduate, integrated) L + S + E + e-learning) 1.2. Year of the study programme 1st & 2nd 1.7. Expected enrollment in the course 30 Lexicology and lexicography Marijana Kresić, PhD, Associate 1.3. Name of the course 1.8. Course teacher professor 1.4. Credits (ECTS) 5 1.9. Associate teachers Mia Batinić, assistant elective Croatian, with possible individual 1.5. Status of the course 1.10. Language of instruction sessions in German and/or English 2. COURSE DESCRIPTION The aims of the course are to acquire the basic concepts of contemporary lexicology and lexicography, to become acquainted with its basic terminology as well as with the semantic and psycholinguistic foundations that are relevant for understanding problems this field. The following topics will be covered: lexicology and lexicography, the definition of 2.1. Course objectives and short words, word formation, semantic analysis, analysis of the lexicon, semantic relations between words (hyperonomy, contents hyponomy, synonymy, antonymy, homonymy, polysemy, and others), the structure of the mental lexicon, the micro- and macro structure of dictionaries, different types of dictionaries. Moreover, students will be required to conduct their own lexicographic analysis and suggest the lexicographic design of a selected lexical unit. 2.2. Course enrolment requirements No prerequisites. and entry competences required for the course
    [Show full text]
  • Linguistics 1A Morphology 2 Complex Words
    Linguistics 1A Morphology 2 Complex words In the previous lecture we noted that words can be classified into different categories, such as verbs, nouns, adjectives, prepositions, determiners, and so on. We can make another distinction between word types as well, a distinction that cuts across these categories. Consider the verbs, nouns and adjectives in (1)-(3), respectively. It will probably be intuitively clear that the words in the (b) examples are complex in a way that the words in the (a) examples are not, and not just because the words in the (b) examples are, on the whole, longer. (1) a. to walk, to dance, to laugh, to kiss b. to purify, to enlarge, to industrialize, to head-hunt (2) a. house, corner, zebra b. collection, builder, sea horse (3) c. green, old, sick d. regional, washable, honey-sweet The words in the (a) examples in (1)-(3) do not have any internal structure. It does not seem to make much sense to say that walk , for example, consists of the smaller parts wa and lk . But for the words in the (b) examples this is different. These are built up from smaller parts that each contribute their own distinct bit of meaning to the whole. For example, builder consists of the verbal part build with its associated meaning, and the part –er that contributes a ‘doer’ reading, just as it does in kill-er , sell-er , doubt-er , and so on. Similarly, washable consists of wash and a part –able that contributes a meaning aspect that might be described loosely as ‘can be done’, as it does in refundable , testable , verifiable etc.
    [Show full text]
  • Introduction to Wordnet: an On-Line Lexical Database
    Introduction to WordNet: An On-line Lexical Database George A. Miller, Richard Beckwith, Christiane Fellbaum, Derek Gross, and Katherine Miller (Revised August 1993) WordNet is an on-line lexical reference system whose design is inspired by current psycholinguistic theories of human lexical memory. English nouns, verbs, and adjectives are organized into synonym sets, each representing one underlying lexical concept. Different relations link the synonym sets. Standard alphabetical procedures for organizing lexical information put together words that are spelled alike and scatter words with similar or related meanings haphazardly through the list. Unfortunately, there is no obvious alternative, no other simple way for lexicographers to keep track of what has been done or for readers to ®nd the word they are looking for. But a frequent objection to this solution is that ®nding things on an alphabetical list can be tedious and time-consuming. Many people who would like to refer to a dictionary decide not to bother with it because ®nding the information would interrupt their work and break their train of thought. In this age of computers, however, there is an answer to that complaint. One obvious reason to resort to on-line dictionariesÐlexical databases that can be read by computersÐis that computers can search such alphabetical lists much faster than people can. A dictionary entry can be available as soon as the target word is selected or typed into the keyboard. Moreover, since dictionaries are printed from tapes that are read by computers, it is a relatively simple matter to convert those tapes into the appropriate kind of lexical database.
    [Show full text]
  • The Importance of Pronunciation
    First publication: 7/2008 Last update: 12/2019 THE IMPORTANCE OF PRONUNCIATION Ricardo Schütz – MA TESL Apresentações desta palestra: • Escola Teddy Bear, Florianópolis – 7/2008 • Programa de Formação Docente 2010 (UNISUL Tubarão-SC) – 2/2010 • XII Encontro Goiano dos Estudantes de Letras (UEG São Luís de Montes Belos-GO) – 9/2011 TABLE OF CONTENTS TABLE OF CONTENTS • Introduction • Phonological Rules • Spelling Interference • Rhythm • Phonetic Signaling • Vowel Reduction • Phonemes • Word stress • Vowels • Phonetic Symbols • Consonants INTRODUCTION LANGUAGE AND HUMANKIND Language is humankind’s distinctive feature. Whether we think of rationality or sociability, we are thinking of language. It is language that makes us different from other species. Linguagem é a principal característica que distingue o ser humano das demais espécies. Quer o consideremos um animal racional ou um animal social, estamos definindo-o como um animal que fala, pois tanto a racionalidade quanto a sociabilidade se fundamentam na linguagem. INTRODUCTION LANGUAGE: SPEECH VS. TEXT No community has ever been found to lack spoken language, but only a minority of languages have ever been written down. (David Crystal) As comunidades humanas, desde suas mais remotas origens, sempre souberam se comunicar oralmente. A fala é talvez a mais importante das características que distinguem o ser humano no reino animal e que lhe possibilitam se organizar em sociedade. Nem todas as línguas entretanto chegaram a se desenvolver em sistemas escritos. INTRODUCTION Likewise, the vast majority of human beings learn to speak, but it is only in recent years that some of these people have learned to write. (David Crystal) Não há ser humano normal que não saiba falar sem limitações, porém só recentemente na história da humanidade é que a maioria começou a desenvolver a habilidade de escrever, muitos até hoje com limitações.
    [Show full text]
  • Teaching Pronunciation to Adult English Language Learners
    Brief July 2009 Teaching Pronunciation to Adult English Language Learners Kirsten Schaetzel, Georgetown Law Center, Washington, DC Ee Ling Low, National Institute of Education, Nanyang Technological University, Singapore 1997; Gatbonton, Trofimovich, & Magid, 2005; Moyer, Background on Adult Learners 2008). Adult education programs serve both native English speakers and learners whose first, or native, language Although pronunciation is part of the curriculum in is not English. Native English speakers attend adult many adult education programs, it is often not included basic education (ABE) classes to learn basic skills in state language proficiency standards or addressed needed to improve their literacy levels and adult sec- systematically in instruction (Levis, 2005). In addition, ondary education (ASE) classes to earn high school some ESL teachers working with adult learners do not equivalency certificates. Both ABE and ASE instruc- have training in teaching pronunciation (Derwing & tion help learners achieve goals related to job, family, Munro, 2005; Levis, 2005). As a result, teachers may and further education. English language learners not be able to identify the patterns of or reasons for attend English as a second language (ESL), ABE, or learners’ pronunciation problems or have a system- workforce preparation classes to improve their oral atic way to teach the sound, stress, intonation, and and literacy skills in English and to achieve goals rhythm patterns of English. This brief reviews features similar to those of native English speakers. of languages (particularly English) that can have an impact on the teaching and learning of English pronun- Audience for This Brief ciation, discusses the research on learner acquisition of This brief is written for teachers, program adminis- pronunciation, and describes how teachers can teach trators, education researchers, and policy makers to pronunciation in their classes.
    [Show full text]