The Case of the Nonce Loan in Tamil
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Question Formation in Québec* Martin Elsig and Shana Poplack 1
Transplanted dialects and language change: question formation in Québec* Martin Elsig and Shana Poplack 1 Introduction Variability in question formation is a well-documented feature of French syntax. In yes/no questions, five distinct variant forms have been competing for centuries: inversion of (clitic) subject and verb (INV), as in (1), complex inversion (C-INV) (2), rising intonation (INT) (3), phrase-initial interroga- tive particle est-ce-que (ECQ) (4), and its post-verbal counterpart tu (TU) (5). (1) As-tu (INV) déjà parlé avec un vrai Français de France là? (XX.105.2768)1 ‘Have you ever spoken to a real Frenchman from France?’ (2) Et le roi est-il (C-INV) icitte? (XIX.036.3932) ‘And the king, is he here?’ (3) Ah, toi tu restes pas (INT) avec tes parents? (XX.112.1819) ‘Oh, you don’t live with your parents?’ (4) Mes bombes est-ce que (ECQ) je les largue ici? (XX.078.1502) ‘My bombs, do I throw them here?’ (5) Tu vas-tu (TU) être plus marié oubedonc moins marié? (XX.079.1471) ‘Are you gonna be more married or less married?’ Empirical studies of European varieties report that the variability illus- trated in (1-5) has resolved itself in favor of INT (3), with ECQ persisting as a minor contender. INV, once the quintessential interrogative marker, is now * The research reported here is part of a larger project entitled Confronting pre- scription and praxis in the evolution of grammar. We gratefully acknowledge the support of the Sonderforschungsbereich Mehrsprachigkeit to Elsig, and that of the SSHRC and the Killam Foundation to Poplack. -
Shana Poplack and Marjory Meechan 1 Introduction
10 PATTERNS OF LANGUAGE MIXTURE: NOMINAL STRUCTURE IN WOLOF-FRENCH AND FONGBE• FRENCH BILINGUAL DISCOURSE Shana Poplack and Marjory Meechan 1 Introduction A primary goal of any study of language mixture is to determine the properties of the internal grammars of bilinguals. Specifically, what grammar is utilised at the point where languages meet? Do speakers operate with a single base grammar which is on occasion overlaid with lexical items from another language or are different grammars activated at different times? If the latter is the case, what structural principles govern their juxtaposition? In this chapter, we demonstrate how the variationist method yields straightforward answers to these questions and further, assert that it is the only method which can irrefutably do so. Empirical studies of bilingual performance data have revealed that the utter• ance-internal combination of elements from more than one grammar may surface in a number of different forms, some of which are illustrated in (I), where French• origin items (italicised) alternate with Wolof items. (I) amoon naa fi nak benn copine koo xam ni daf ma have+PAST I LOC CON] IND friend that+you know that she me attacherwoon debut d' annee mais sarna idees yooyoo attach+PAST beginning of year but POSS ideas DEM tax ba leegi mu jappantewoon ak man, c'est que moom cause that now she dispute+past with me it's that she feministe la quoi ta man je defendais des idees yoo feminist it's what so me I defend+PAST IND ideas that+you xamenta ni g;}m mu ma ko sax. -
Foreign Language Learning in High School
Foreign language learning in high school © Bryan Owens 26 Feb 2017 Contents 1. The importance of learning foreign languages 2. Foreign languages in high school 3. AP French 4. AP German 5. AP Chinese 6. AP Chinese Test 7. Which language to try? 8. Preparing for a spelling bee 9. Pre-submitted questions Importance of learning foreign languages ● Understand culture ● Help communication ● Advance career ● Gain linguistic intuition ● Exercise the brain Foreign languages in high school Most common Also usually offered Mainly on east coast ● Spanish ● Chinese ● Latin ● French ● Japanese ● Russian ● German Popularity: Spanish > French > German > Latin > Chinese > Japanese > Russian AP French (1) ● Example: “Hello, everyone! Thank you for coming to listen to my talk. Right now I’m speaking in French.” “Bonjour, tout le monde! Je vous remercie de venir entendre mon discours. Maintenant je parle en français.” AP French (2) ● AP study book (AP French Language and Culture by Barron’s) ● Grammar review (Une Fois Pour Toutes by Prentice Hall) ● Themed passages on current events (Thèmes by VHL) AP French (3) ● Short news video clips in French (7 Jours Sur La Planète by TV5Monde.com) ● News articles (LeMonde.fr) ○ Look up unknown words on Wiktionary ○ Make lists of vocab words AP French (4) ● Abridged stories (Les Misérables, L’Étranger) ● Movies (Les Intouchables, La Famille Bélier, Sur Le Chemin de l’École, Timbuktu) AP French (5) ● French comedians on YouTube (Cyprien) ● French music (Stromae, Louane, Indila, Fréro Delavega, Black M, Zaz, Maître Gims) ← French comedy video (view on Youtube for English subtitles) AP French (6) ● Gender hints ○ E.g., feminine: -e, -ion, -sé, -té ○ Masculine: -age, -ble, -eau, -isme, -ment ● Toolbox of go-to adverbs and phrases ○ Transition words, filler words, phrases to introduce ideas ● Prefixes and suffixes ● Practicing with my brother AP German (1) ● Example: “Hello, everyone! Thank you for coming to listen to my talk. -
A Tale of Two Morphologies
A Tale of Two Morphologies Verb structure and argument alternations in Maltese Dissertation zur Erlangung des akademischen Grades eines Doktors der Philosophie vorgelegt von Spagnol, Michael an der Geisteswissenschaftliche Sektion Sprachwissenschaft 1. Referent: Prof. Dr. Frans Plank 2. Referent: Prof. Dr. Christoph Schwarze 3. Referent: Prof. Dr. Albert Borg To my late Nannu Kieli, a great story teller Contents Acknowledgments ............................................................................................................................. iii Notational conventions .................................................................................................................... v Abstract ............................................................................................................................................... viii Ch. 1. Introduction ............................................................................................................................. 1 1.1. A tale to be told ............................................................................................................................................. 2 1.2 Three sides to every tale ........................................................................................................................... 4 Ch. 2. Setting the stage ...................................................................................................................... 9 2.1. No language is an island ....................................................................................................................... -
ED311449.Pdf
DOCUMENT RESUME ED 311 449 CS 212 093 AUTHOR Baron, Dennis TITLE Declining Grammar--and Other Essays on the English Vocabulary. INSTITUTION National Council of Teachers of English, Urbana, Ill. REPORT NO ISBN-0-8141-1073-8 PUB DATE 89 NOTE :)31p. AVAILABLE FROM National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 10738-3020; $9.95 member, $12.95 nonmember). PUB TYPE Books (010) -- Viewpoints (120) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *English; Gr&mmar; Higher Education; *Language Attitudes; *Language Usage; *Lexicology; Linguistics; *Semantics; *Vocabulary IDENTIFIERS Words ABSTRACT This book contains 25 essays about English words, and how they are defined, valued, and discussed. The book is divided into four sections. The first section, "Language Lore," examines some of the myths and misconceptions that affect attitudes toward language--and towards English in particular. The second section, "Language Usage," examines some specific questions of meaning and usage. Section 3, "Language Trends," examines some controversial r trends in English vocabulary, and some developments too new to have received comment before. The fourth section, "Language Politics," treats several aspects of linguistic politics, from special attempts to deal with the ethnic, religious, or sex-specific elements of vocabulary to the broader issues of language both as a reflection of the public consciousness and the U.S. Constitution and as a refuge for the most private forms of expression. (MS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY J. Maxwell TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." U S. -
Code-Switching 589
Sociolinguistics Soziolinguistik An International Handbook of the Science of Language and Society Ein internationales Handbuch zur Wissenschaft von Sprache und Gesellschaft 2nd completely revised and extended edition 2., vollstandig neu bearbeitete und erweiterte Auflage Edited by / Herausgegeben von Ulrich Ammon . Norbert Dittmar Klaus 1. Mattheier . Peter Trudgill Volume 1 / 1. Teilband Offprint I Sonderdruck Walter de Gruyter . Berlin· New York 70. Code-Switching 589 70. Code-Switching/Sprachwechsel 1. Linguistic manifestations of language conjunctions and their conjuncts), but these contact were soon met with a host of counter- 2. Theories of CS examples. 3. Fitting theory to data The first general account of the distribu- 4. The data of cs tion of stemmed from the observation 5. Community strategies for CS es 6. Summary that es is favored at the kinds of syntactic 7. Literature (selected) boundaries which occur in both languages. The Equivalence Constraint (Poplack 1980) states that switched sentences are made up 1. Linguistic manifestations of of concatenated fragments of alternating language contact languages, each of which is grammatical in the language of its provenance (see also Code-switching (eS) is but one of a number Lipski 1978; Muysken 2000; Pfaff 1979). of the linguistic manifestations of language The boundary between adjacent fragments contact and mixing, which variously include occurs between two constituents that are borrowing on the lexical and syntactic levels, ordered in the same way in both languages, language transfer, linguistic convergence, ensuring the linear coherence of sentence interference, language attrition, language structure without omitting or duplicating death, pidginization and creolization, among lexical content. others. There is little consensus in the litera- That general principles, rather than atom- ture over which aspects should be subsumed istic constraints, govern es is now widely under the label code-switching. -
New Cambridge History of the English Language
New Cambridge History of the English Language Volume V: English in North America and the Caribbean Editors: Natalie Schilling (Georgetown), Derek Denis (Toronto), Raymond Hickey (Essen) I The United States 1. Language change and the history of American English (Walt Wolfram) 2. The dialectology of Anglo-American English (Natalie Schilling) 3. The roots and development of New England English (James N. Stanford) 4. The history of the Midland-Northern boundary (Matthew J. Gordon) 5. The spread of English westwards (Valerie Fridland and Tyler Kendall) 6. American English in the city (Barbara Johnstone) 7. English in the southern United States (Becky Childs and Paul E. Reed) 8. Contact forms of American English (Cristopher Font-Santiago and Joseph Salmons) African American English 9. The roots of African American English (Tracey L. Weldon) 10. The Great Migration and regional variation in the speech of African Americans (Charlie Farrington) 11. Urban African American English (Nicole Holliday) 12. A longitudinal panel survey of African American English (Patricia Cukor-Avila) Latinx English 13. Puerto Rican English in Puerto Rico and in the continental United States (Rosa E. Guzzardo Tamargo) 14. The English of Americans of Mexican and Central American heritage (Erik R. Thomas) II Canada 15. Anglophone settlement and the creation of Canadian English (Charles Boberg) NewCHEL Vol 5: English in North America and the Caribbean Page 2 of 2 16. The open-class lexis of Canadian English: History, structure, and social correlations (Stefan Dollinger) 17. Ontario English: Loyalists and beyond (Derek Denis, Bridget Jankowski and Sali A. Tagliamonte) 18. The Prairies and the West of Canada (Alex D’Arcy and Nicole Rosen) 19. -
Language Shift from Afrikaans to English in “Coloured” Families in Port Elizabeth: Three Case Studies
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Stellenbosch University SUNScholar Repository LANGUAGE SHIFT FROM AFRIKAANS TO ENGLISH IN “COLOURED” FAMILIES IN PORT ELIZABETH: THREE CASE STUDIES Esterline Fortuin 15221148 Thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Intercultural Communication at Stellenbosch University Supervisor: Dr Frenette Southwood December 2009 Declaration By submitting this thesis electronically, I declare that the entirety of the work contained herein is my own, original work, that I am the owner of the copyright thereof and that I have not previously, in its entirety or in part, submitted it for obtaining any qualification. Date: 31 August 2009 Copyright © 2009 Stellenbosch University All rights reserved Abstract This thesis investigates whether language shift is occurring within the community of the northern areas of Port Elizabeth. These areas are historically predominantly “coloured” and Afrikaans-speaking, and are mixed in terms of the socioeconomic status of their inhabitants. Lately, there is a tendency for many of the younger generation to speak more English. Using the model of another study (Anthonissen and George 2003) done in the Cape Town area, three generations (grandparent, parent and grandchild) of three families were interviewed regarding their use of English and Afrikaans in various domains. The pattern of language shift in this study differs somewhat, but not totally, from that described in Anthonissen and George (2003) and Farmer (2009). In these two studies, there was a shift from predominantly Afrikaans in the older two generations to English in the youngest generation. -
REVISITING PHONETIC INTEGRATION in BILINGUAL BORROWING Shana Poplack Suzanne Robillard
REVISITING PHONETIC INTEGRATION IN BILINGUAL BORROWING Shana Poplack Suzanne Robillard University of Ottawa University of Ottawa Nathalie Dion John C. Paolillo University of Ottawa Indiana University Bloomington This article investigates whether speakers marshal phonetic integration as a strategy to dis - tinguish language-contact phenomena. Systematic comparison of the behavior of individuals, diagnostics, and language-mixing types (code -switches, established loanwords, and nonce bor - rowings) reveals variability at every level of the adaptation process, providing strong evidence that bilinguals do not phonetically distinguish other -language words, nonce or dictionary -attested, in a uniform way. This is in striking contrast to the community -wide morphosyntactic treatment they afford this same material when borrowing it: immediate, quasi -categorical, and consistent. This confirms that phonetic and morphosyntactic integration are independent. Only the latter is a reliable metric for distinguishing language-mixing types.* Keywords : metrics for distinguishing language-contact phenomena, phonetic integration, lexical borrowing, loanword adaptation, nonce borrowings, code -switches, loanword phonology 1. Introduction . Research on spontaneous language mixing has shown that bilin - guals tend overwhelmingly to imbue the words they borrow with the morphological and syntactic features of the recipient language, and that such integration occurs well be - fore the borrowings have achieved the status of bona fide loanwords (e.g. Adalar & Tagliamonte 1998, Budzhak -Jones 1998, Eze 1997, Ghafar Samar & Meechan 1998, Poplack 2018, Poplack & Dion 2012, Poplack & Meechan 1998a, Turpin 1995). In - deed, where the extralinguistic characteristics of loanword status (frequency of use and diffusion across the community) are lacking, this quasi -immediate adoption of the grammatical apparatus of the recipient language is the principal basis on which we can identify loanwords as borrowed. -
Shana Poplack
Shana Poplack Trudeau Fellow 2007, University of Ottawa biography World-renowned sociolinguist Shana Poplack studies language as it is spoken, especially in bilingual and minority language contexts in Canada. With her unique data banks of natural speech, she uses novel analytical methods to trace the evolution of speech varieties within their social, historical, and linguistic contexts. Insights from Shana Poplack’s studies of spoken Canadian French, Canadian English, African American vernaculars, New World Spanish, and the language of urban immigrant communities have challenged received wisdom about the quality of these languages. She demonstrated that alternating between languages in bilingual discourse is a skill, not a defect, and that borrowing vocabulary does not disrupt the grammatical structure of the recipient language. She showed that Black English (in Nova Scotia, for instance) is neither incorrect nor a creole, but an offshoot of Early Modern English that resisted mainstream linguistic change. She debunked the purist idea that natural internal grammatical developments in Canadian French are “corruptions” imposed by contact with English. Shana Poplack studied in France and the United States, earn- ing her Ph.D. at the University of Pennsylvania before joining the University of Ottawa in 1981. She has had an unbroken string of Social Sciences and Humanities Research Council of Canada research grants, enabling her to maintain her world-acclaimed Sociolinguistics Laboratory. A prolific and highly respected scholar, she has published a long series of influential papers and books, e.g., African American English in the Diaspora (2001), and is a perennial keynote speaker at linguistics and language conferences worldwide. She is Canada Research Chair in Linguistics and Distinguished University Professor at the University of Ottawa, a Killam Research Fellow (2001), a Fellow of the Royal Society of Canada, and a recipi- ent of the Society’s Chauveau Medal (2005). -
How English Became African American English
THOC18 03/02/2006 12:06PM Page 452 The Handbook of the History of English Edited by Ans van Kemenade and Bettelou Los © 2006 by Blackwell Publishing Ltd 18 How English Became African American English SHANA POPLACK An abiding problem in the history of any language concerns the trajectories by which it developed into its descendant varieties. The ancestral forms of English are enviably well documented, at least those deriving from the written and/or standard registers. Yet there is relatively little useful information about ordinary spoken vernaculars of earlier times, which would offer the most per- tinent direct evidence for the structure of contemporary offshoots. The dearth of information on the development of the spoken language is no doubt responsible for the widespread belief that many salient and stigmatized features of contemporary dialects are recent innovations. African American Vernacular English (AAVE), a variety with which a wide range of nonstandard forms have come to be identified, is a case in point. The origins and development of contemporary AAVE are controversial. Despite decades of study, there is still little consensus over whether its emblematic features – copula deletion, negative concord, and variable mark- ing of the plural, present, and past, to name but a few – are “bad” English (as most language professionals maintain), or simply not English, as would be the case if contemporary AAVE had descended from a relexified West African language or a prior creole. Proponents of the latter scenario claim that despite inevitable convergence with mainstream North American English over the last few centuries, the ultimate source of most of these features is an underlying creole grammar, traces of which AAVE purportedly still preserves. -
Topics in the Morphophonology of Standard Spoken Tamil (Sst): an Optimality Theoretic Study
TOPICS IN THE MORPHOPHONOLOGY OF STANDARD SPOKEN TAMIL (SST): AN OPTIMALITY THEORETIC STUDY MOHANA DASS RAMASAMY A THESIS SUBMITTED FOR THE DEGREE OF DOCTOR OF PHILOSHOPHY SCHOOL OF ENGLISH LITERATURE, LANGUAGE AND LINGUISTICS UNIVERSTY OF NEWCASTLE UPON TYNE UNITED KINGDOM OCTOBER 2010 Acknowledgements This thesis would not have reached this shape without the contribution of many good souls who have offered their valuable time and invaluable help on many occasions. It is my privilege to register my sincere heartfelt thanks to everyone who has contributed directly and indirectly to the completion of this thesis. First and foremost in the list of generous souls deserving my gratitude is my supervisor, S. J. Hannahs. I am indebted to him for accepting me as his student and introducing me to the study of generative linguistics, especially Optimality Phonology. He has contributed immensely in completing this study. Without his enthusiasm, valuable guidance, constructive comments, moral support, motivation and immense patience, it would have been impossible for me to complete this study. I wish to convey my heartfelt gratitude to him. My sincere thanks are due also to the authorities of the University of Malaya for granting me a scholarship and study leave to conduct this research work successfully. I also owe a great deal of gratitude to my colleagues at my home institution, especially my foster father Professor Dr N Kanthasamy, Head of Department of Indian Studies, Associate Professor Dr S Kumaran, and Associate Professor Dr M Krishanan for their continuous encouragement and moral support which were shown in every possible way. Special thanks also due to them for verifying the collected data and the accuracy of the transcriptions.