Syntactic and Semantic Features for Code-Switching Factored Language Models Heike Adel, Ngoc Thang Vu, Katrin Kirchhoff, Dominic Telaar, and Tanja Schultz
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Error Linguistics and the Teaching and Learning of Written English in Nigerian Universities As a Second Language Environment
International Journal of Humanities and Social Science Invention (IJHSSI) ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714 www.ijhssi.org ||Volume 9 Issue 6 Ser. I || June 2020 || PP 61-68 Error Linguistics and the Teaching and Learning of Written English in Nigerian Universities as a Second Language Environment MARTIN C. OGAYI Department of English and Literary Studies Ebonyi State University, Abakaliki. Abstract: Alarming decline of the written English language proficiency of graduates of Nigerian universities has been observed for a long period of time. This has engendered a startling and besetting situation in which most graduates of Nigerian universities cannot meet the English language demands of their employers since they cannot write simple letters, memoranda and reports in their places of work. Pedagogy has sought different methods or strategies to remedy the trend. Applied linguistics models have been developed towards the improvement of second or foreign language learning through the use of diagnostic tools such as error analysis. This paper focuses on the usefulness and strategies of error analysis as diagnostic tool and strategy for second language teaching exposes the current state of affairs in English as a Second Language learning in Nigerian sociolinguistic environment highlights the language-learning theories associated with error analysis, and, highlights the factors that hinder effective error analysis of written ESL production in Nigerian universities. The paper also discusses the role of positive corrective feedback as a beneficial error treatment that facilitates second language learning. Practical measures for achieving more efficient and more productive English as a Second Language teaching and learning in Nigerian universities have also been proffered in the paper. -
The Study of Errors and Feedback in Second Language Acquisition
IIUC STUDIES ISSN 1813-7733 Vol.- 8, December 2011 (p 131-140) The Study of Errors and Feedback in Second Language Acquisition (SLA) Research: Strategies used by the ELT practitioners in Bangladesh to address the errors their students make in learning English Md. Maksud Ali* Abstract: The study of errors and feedback is one of the major issues in Second Language Acquisition (SLA) research. The research in this area is so important because it gives the English language teaching (ELT) practitioners an opportunity to have an insight in understanding the nature of learners’ errors and in giving feedback to learners. Following quantitative method, this paper carries out an empirical cross-sectional survey research on errors and feedback in SLA in the context of Bangladesh in order to generalize the way in which the Bangladeshi ELT practitioners view their students’ errors and the ways they correct the errors. Key Words: Second Language (L2) Learners’ Errors, Mother Tongue (L1) Interference, Interlanguage, Contrastive Analysis (CA), Error Analysis (EA), Personal Competence, Fossilization, Feedback, Learner Autonomy 1 Introduction The study of errors made by the Second Language Learners (SLL) has been one of the major concerns in Second Language Acquisition (SLA) research. Earlier, it was generally considered that Second language (L2) Learners’ errors were the result of mother tongue (L1) interference. However, later there was a reaction against the view and some researchers came up with a new orthodoxy that ‘vast majority of errors’ were not due to L1 interference but rather they were because of their ‘unique linguistic * Lecturer, Department of English Language & Literature, IIUC. -
Social Dimensions of Language Change
Social dimensions of language change Lev Michael 1 Introduction Language change results from the differential propagation of linguistic vari- ants distributed among the linguistic repertoires of communicatively inter- acting individuals in a given community. From this it follows that language change is socially-mediated in two important ways. First, since language change is a social-epidemiological process that takes place by propagating some aspect of communicative practice across a socially-structured network, the organization of the social group in question can affect how a variant propagates. It is known, for example, that densely connected social net- works tend to be resistant to innovations, where as more sparsely connected ones are more open to them. Second, social and cultural factors, such as lan- guage ideologies, can encourage the propagation of particular variants at the expense of others in particular contexts, likewise contributing to language change. The purpose of this chapter is to survey our current understanding of the social factors that affect the emergence and propagation of linguistic variants, and thus language change, by bringing together insights from vari- ationist sociolinguistics, sociohistorical linguistics, linguistic anthropology, social psychology, and evolutionary approaches to language change. It is im- portant to note that there are, as discussed in Chapter 1, important factors beyond the social ones discussed in this chapter that affect variant propaga- 1 tion and language change, including factors related to linguistic production and perception, and cognitive factors attributable to the human language faculty (see Chapter 1). 1.1 Theorizing variation and language change As Weinreich, Labov, and Herzog (1968) originally observed, theories of lan- guage that assume linguistic variation to be noise or meaningless divergence from some ideal synchronically homogeneous linguistic state { to be elim- inated by `averaging' or `abstraction' { encounter profound difficulties in accounting for language change. -
ECU International Student Writing Colloquium
INTERNATIONAL STUDENT WRITING COLLOQUIUM Working with International Student Writers: Perspectives from the Field of Second Language Writing February 10-11, 2021 12:00pm – 2:00pm ~All Sessions Delivered via Zoom~ Working with International Student Writers: Perspectives from the Field of Second Language Writing Program Description In this informal, virtual colloquium, world-renowned experts in the field of second language writing share their perspectives and tips on working with international student writers. While sessions target faculty who work with international student writers, faculty from throughout the UNC System are encouraged and welcome to attend. Program organized by Dr. Mark Johnson, Associate Professor of TESOL and Applied Linguistics, East Carolina University®. Program sponsored by the ECU Office of Global Affairs and the ECU Graduate School. Register now! Working with International Student Writers: Perspectives from the Field of Second Language Writing Program Schedule Time Speaker 12:00 pm – 12:45 pm Dr. Charlene Polio 12:45 pm – 1:30 pm Dr. Dana Ferris February 10, 2021 10, February 1:30 pm – 2:00 pm Question and Answer Session Time Speaker 2021 12:00 pm – 12:45 pm Dr. Christine Feak 12:45 pm – 1:30 pm Dr. Paul Kei Matsuda February 11, 1:30 pm – 2:00 pm Question and Answer Session Working with International Student Writers: Perspectives from the Field of Second Language Writing Wednesday, February 10, 12:00 – 12:45pm Speaker: Dr. Charlene Polio Title: Promoting Language and Genre Awareness across Contexts: Being All Things to All People Abstract: A genre approach to teaching writing may focus on a specific genre within a specific field, but we rarely have the luxury of teaching homogeneous groups of students, who do not have diverse goals and needs, particularly at lower proficiency levels. -
The Origin of Language and Communication
Athena and Eve — Johnson Papers lution, editors Jones, Martin and Pilbeam conceded that The origin of ‘there are no non-human languages’, and then went on to observe that ‘language is an adaptation unique to humans, and yet the nature of its uniqueness and its biological basis language and are notoriously difficult to define’ [emphasis added].3 In his book, The Symbolic Species: The Co-Evolution of Language communication and the Brain, Terrance Deacon noted: ‘In this context, then, consider the case of Brad Harrub, Bert Thompson and human language. It is one of the most distinctive Dave Miller behavioral adaptations on the planet. Languages evolved in only one species, in only one way, with- By age four, most humans have developed an ability out precedent, except in the most general sense. to communicate through oral language. By age six And the differences between languages and all other 4 or seven, most humans can comprehend, as well as natural modes of communicating are vast.’ express, written thoughts. These unique abilities of What events transpired that have allowed humans to communicating through a native language clearly speak, while animals remain silent? If we are to believe the separate humans from all animals. The obvious evolutionary teaching currently taking place in colleges and question then arises, where did we obtain this dis- universities around the world, speech evolved as a natural tinctive trait? Organic evolution has proven unable to process over time. Yet no-one is quite sure how, and there elucidate the origin of language and communication. are no known animals that are in a transition phase from Knowing how beneficial this ability is to humans, non-speaking to speaking. -
Error Correction in the Second Language Classroom
VOLUME 11 ISSUE 2 FALL 2007 FeatURED THEME: Error correction in the second ERROR CORRECTION language classroom by Shawn Loewen The topic of error correction in the second language (L2) classroom tends to spark controversy among both language teachers and L2 acquisition researchers. Teachers may have very strong views about error correction, based on their own previous L2 learning experiences, or they may be more ambivalent, particularly if they have been following the debate among L2 researchers on the topic. Depending on which journal articles a teacher reads, he or she will find error correction described on a continuum ranging from ineffective and possibly harmful (e.g., Truscott, 1999) to beneficial (e.g., Russell & Spada, 2006) and possibly even essential for some grammatical structures (White, 1991). Furthermore, teachers may be confronted with students’ opinions about error correction since students are on the receiving end and often have their own views of if and how it should happen in the classroom. Given these widely varying views, what is a teacher to do? This article will address this question by exploring some of the current thinking about error correction in the field of L2 acquisition research. Before going further, it is important to clarify the context in which error correction will be considered. Second language instruction can be conceptualized as falling into two broad categories: meaning-focused instruction and form-focused instruction (Long, 1996; Ellis, 2001). Meaning-focused instruction is characterized by communicative language teaching and involves no direct, explicit attention to language form. The L2 is seen as a vehicle for learners to express their ideas. -
Sociolinguistics: Language Change Wardhaugh Chapter 8
Sociolinguistics: Language Change Wardhaugh chapter 8 (Labov’s homepage: http://www.ling.upenn.edu/~wlabov/home.html) Non-prestige dialects of English and Language Dispersion A common preconception about non-prestige dialects or colloquial forms of English is that they are unsystematic and 'lazy' forms of language, and that they either reflect or even encourage illogical thought. Over the past 4 decades many linguists have studied non-prestige and colloquial forms of English (and other languages) and arrived at the conclusion that these varieties are just as systematic as prestige varieties of English, that their 'non-standard' features are typically features found in prestige varieties of other languages, and that there is no basis for claiming that their phonology, morphology or syntax reflects 'illogical' or lazy thinking. We focus here on the dialect of English that has received the most attention: it is known variously as "Black English Vernacular" (BEV), "African American Vernacular English" (AAVE) or "Ebonics". The first two terms are the most commonly used terms used in sociolinguistic research; the third term has achieved wide recognition in the wake of a highly controversial resolution of the Oakland (CA) Board of Education involving the role of Ebonics in K-12 education. In what follows I will use the term AAVE, which is the most widespread term in current linguistic research. Some excellent readily accessible articles on AAVE are available on-line. Note1: the colloquial English spoken by African American communities spans a wide varieties of styles, often identical to or barely distinguishable from the English spoken by other ethnic groups, including the prestige white variety. -
Multilingualism in the United States: a Less Well-Known Source of Vitality in American Culture As an Issue of Social Justice and of Historical Memory
View metadata, citation and similar papers at core.ac.uk brought to you by CORE NANZAN REVIEW OF AMERICAN STUDIES Volume 31 (2009): 59-75 Proceedings of the NASSS 2009 Literature and Culture Multilingualism in the United States: A Less Well-Known Source of Vitality in American Culture as an Issue of Social Justice and of Historical Memory Werner SOLLORS HARVARD UNIVERSITY [The talk takes its point of departure from current signs of multilingualism in American Census 2000 and American culture, examines some “language rights” issues, and ends with an anthology that has collected cultural expression in America from the 17th century to today in languages other than English. I am grateful to Kelsey LeBuffe for her research assistance and to Professors Jun Furuya, Konomi Ara, Eric Muller, and Keiko Sakai for their comments.] I. The world now has more than six and a half billion inhabitants (on June 17, 2009, the estimate was exactly 6,787,163,241) who live in 193 countries and speak 6,912 languages (http://www.un.org/esa/population/unpop.htm, http://www.ethnologue.com/ethno_docs/distribution.asp?by=area). One could indulge in the fantasy that creating more nation states with only one single shared language would make for more harmony (“we have room but for one language,” Theodore Roosevelt famously said)―but from about 200 countries to nearly 7,000 languages is a long way to go. Of course, the vast majority of languages have very few speakers, making the average of 35 languages per country a misleading calculation. Yet the simple fact remains that most countries―even in Europe and America, the continents with the smallest number of languages―have speakers of more than one language. -
The Role and Significance of Error Linguistics in a Second Language Environment Studies (AJLLS) Vol
ANSU Journal of Language and Literary The Role and Significance of Error Linguistics in a Second Language Environment Studies (AJLLS) Vol. 1 No. 5 - Joseph-Kenneth (Joe-ken) Kelechi Nzerem PhD & Prisca Odinakachi Bob 1 The Role and Significance of Error Linguistics in a Second Language Environment By Joseph- Kenneth (Joe-ken) kelechi Nzerem PhD Imo- State University, Owerri & Prisca Odinakachi Bob Evangel University, Akaeze, Ebonyi State Abstract Despite the fact that learners of the English language in non-native environments strive to attain native speakers’standard, their performance is replete with various forms of errors capable of causing infidelity in communication. This study investigates the significance of error linguistics in a Second Language environment. It states that errors are inevitable parts of language learning. They are indications that there exists a learning process. The study argues that although the making of errors is significant in the learning process, there is need to identify, locate, quantify and assess errors committed by learners. Therefore, error linguistics becomes a tool in the hands of linguists to unravel the mystery surrounding the making of errors. The study hinges on the behaviourist theory which is a psychological theory that emphasizes on observable behaviour. It was propounded by J. B. Watson, E. L. Thorndike and B. F. Skinner. The causes of errors as stated in this studyinclude: lack of motivation, First Language interference, translation of idiomatic expressions and overgeneralization. The study classifies errors into inter-lingual and intra-lingual as well as distinguishes between errors and mistakes. It therefore presents procedures used for error analysis in error linguistics which hopefully would reduce the number of errors committed by a Second Language learner of the English language. -
Language Change in Apparent and Real Time: the Community and the Individual
University of Pennsylvania Working Papers in Linguistics Volume 10 Issue 2 Selected Papers from NWAVE 32 Article 17 2005 Language Change in Apparent and Real Time: The Community and the Individual Natalie Schilling-Estes Follow this and additional works at: https://repository.upenn.edu/pwpl Recommended Citation Schilling-Estes, Natalie (2005) "Language Change in Apparent and Real Time: The Community and the Individual," University of Pennsylvania Working Papers in Linguistics: Vol. 10 : Iss. 2 , Article 17. Available at: https://repository.upenn.edu/pwpl/vol10/iss2/17 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/pwpl/vol10/iss2/17 For more information, please contact [email protected]. Language Change in Apparent and Real Time: The Community and the Individual This working paper is available in University of Pennsylvania Working Papers in Linguistics: https://repository.upenn.edu/pwpl/vol10/iss2/17 Language Change in Apparent and Real Time: The Community and the Individual1 Natalie Schilling-Estes 1 Introduction Since William Labov's ( 1963) pioneering work on language variation and change in Martha's Vineyard and New York City in the 1960s, most varia tionist investigations of language change in progress have investigated change in apparent time---that is, in the speech of individuals of different generations at a given moment in time---rather than real time. This approach is based on the APPARENT TIME CONSTRUCT, which holds that, for the most part, the core features of an individual's vernacular language variety are so lidified for life by the time they reach their late teens. The robustness of the apparent time construct has been borne out in a number of studies over the past four decades (e.g. -
The Role of Error Analysis in Second Language Acquisition (English)
ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 2, No. 5, pp. 1027-1032, May 2012 © 2012 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/tpls.2.5.1027-1032 Error Analysis and Second Language Acquisition Ali Akbar Khansir Bushehr University of Medical Sciences and Health Services, Iran Email: [email protected] Abstract—Error Analysis is one of the major topics in the field of second language acquisition research. Errors are an integral part of language learning. The learner of English as a second language is unaware of the existence of the particular system or rule in English language. The learner’s errors have long been interested for second and foreign language researchers. The basic task of error analysis is to describe how learning occurs by examining the learner’s output and this includes his/her correct and incorrect utterances. There are two major approaches to the study of learner’s errors, namely contrastive analysis and error analysis. Error analysis cannot be studied properly without touching upon the notion of contrastive analysis. Contrastive analysis and error analysis have been commonly recognized as branches of Applied Linguistic Science. This paper examines in detail the three most influential error theories: Contrastive analysis, Error analysis and Interlanguage theory. Corder (1978) maintains that interlanguage can be seen as a restructuring or a recreating continuum and, therefore; evaluates their role in second language acquisition. Index Terms—error, contrastive analysis, error analysis, and interlanguage I. INTRODUCTION The term applied linguistics seems to have originated in the United States in the 1940‟s. The creation of applied linguistics as a discipline represents an effort to find practical applications for modern scientific linguistics (Mackey, 1965). -
Language Change: Progress Or Decay?
Language change: progress or decay? Third edition JEAN AITCHISON Professor of Language and Communication, University of Oxford published by the press syndicate of the university of cambridge The Pitt Building, Trumpington Street, Cambridge, United Kingdom cambridge university press The Edinburgh Building, Cambridge CB2 2RU, UK www.cup.cam.ac.uk 40 West 20th Street, New York, NY 10011–4211, USA www.cup.org 10 Stamford Road, Oakleigh, Melbourne 3166, Australia Ruiz de Alarcón 13, 28014 Madrid, Spain © Cambridge University Press 1991, 2001 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published by Fontana Press in 1981 Second edition published by Cambridge University Press in 1991 Reprinted 1992, 1993, 1994, 1995, 1998 Third edition 2001 Printed in the United Kingdom at the University Press, Cambridge Typeface 10/12 pt Photina [gc] A catalogue record for this book is available from the British Library ISBN 0 521 79155 3 hardback ISBN 0 521 79535 4 paperback Contents Preface page ix Part 1 Preliminaries 1 The ever-whirling wheel 3 The inevitability of change 2 Collecting up clues 19 Piecing together the evidence 3 Charting the changes 37 Studying changes in progress Part 2 Transition 4 Spreading the word 55 From person to person 5 Conflicting loyalties 68 Opposing social pressures 6 Catching on and taking off 84 How sound changes spread through a language