Basics of Language Learners Language Language of Basics for Language Learners Basics of Language “Peter W
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Mca-23-126.Pdf
Mam Basic Course was developed under contract with the Peace Corps. Grateful acknowledgement is here made for this support. Printed by BYU Printing Services ACKNOWLEDGEMENTS We would like to thank the following people for their help in the realization of this book: Dr. Terrence Kaufman, whose field notes and suggestions were in- valuable in the preparation of the dictionary. Dr. Una Canger, who served as consultant. Flora Donaldson, who deserves a special thanks for the extra hours she spent in typing and otherwise working on the book. She is to be given credit for the drawings. Father Lansing, who kindly made available a pre-publication draft of some Mam materials. The Reverend Edward Sywulka for his valuable suggestions and help while we were in Guatemala. Pascual Lopez (Chikup, Ixtahuacan), Andres Maldonado (Acal, Ixtahuacan), Andres Jimenez (Vega Pola,1a, Ixtahuacan), Francisco Mendez (La Cumbre, Ixta- huacan), and Andres Maldonado (Vega Polaja, Ixtahuacan), who furnished us with the texts of the appendix. INTRODUCTION The Mam Language Peace Corps Contribution Among the notable accomplishments of the Peace Corps must be included the shattering of certain myths about languages. It took the Peace Corps to discover, at least for the American government, that Spanish and Portuguese are not the only important languages of Latin America; that indeed, in many large and heavily populated areas from Mexico down through the Andes and as far south as Paraguay and Chile, aboriginal languages greatly predominate over the language imposed by the Europeans. It took the Peace Corps, with volun- teers working at the grassroots level, to find out that, even in many areas said to be practically bilingual, such as Highland Guatemala, in fact Spanish is rarely spoken, and then only by a small minority, and then often haltingly and with embarrassment. -
Manual for Language Test Development and Examining
Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe © Council of Europe, April 2011 The opinions expressed in this work are those of the authors and do not necessarily reflect the official policy of the Council of Europe. All correspondence concerning this publication or the reproduction or translation of all or part of the document should be addressed to the Director of Education and Languages of the Council of Europe (Language Policy Division) (F-67075 Strasbourg Cedex or [email protected]). The reproduction of extracts is authorised, except for commercial purposes, on condition that the source is quoted. Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe Language Policy Division Council of Europe (Strasbourg) www.coe.int/lang Contents Foreword 5 3.4.2 Piloting, pretesting and trialling 30 Introduction 6 3.4.3 Review of items 31 1 Fundamental considerations 10 3.5 Constructing tests 32 1.1 How to define language proficiency 10 3.6 Key questions 32 1.1.1 Models of language use and competence 10 3.7 Further reading 33 1.1.2 The CEFR model of language use 10 4 Delivering tests 34 1.1.3 Operationalising the model 12 4.1 Aims of delivering tests 34 1.1.4 The Common Reference Levels of the CEFR 12 4.2 The process of delivering tests 34 1.2 Validity 14 4.2.1 Arranging venues 34 1.2.1 What is validity? 14 4.2.2 Registering test takers 35 1.2.2 Validity -
How to Get Published in ESOL and Applied Linguistics Serials
How to Get Published in TESOL and Applied Linguistics Serials TESOL Convention & Exhibit (TESOL 2016 Baltimore) Applied Linguistics Editor(s): John Hellermann & Anna Mauranen Editor/Journal E-mail: [email protected] Journal URL: http://applij.oxfordjournals.org/ Journal description: Applied Linguistics publishes research into language with relevance to real-world problems. The journal is keen to help make connections between fields, theories, research methods, and scholarly discourses, and welcomes contributions which critically reflect on current practices in applied linguistic research. It promotes scholarly and scientific discussion of issues that unite or divide scholars in applied linguistics. It is less interested in the ad hoc solution of particular problems and more interested in the handling of problems in a principled way by reference to theoretical studies. Applied linguistics is viewed not only as the relation between theory and practice, but also as the study of language and language-related problems in specific situations in which people use and learn languages. Within this framework the journal welcomes contributions in such areas of current enquiry as: bilingualism and multilingualism; computer-mediated communication; conversation analysis; corpus linguistics; critical discourse analysis; deaf linguistics; discourse analysis and pragmatics; first and additional language learning, teaching, and use; forensic linguistics; language assessment; language planning and policies; language for special purposes; lexicography; literacies; multimodal communication; rhetoric and stylistics; and translation. The journal welcomes both reports of original research and conceptual articles. The Journal’s Forum section is intended to enhance debate between authors and the wider community of applied linguists (see Editorial in 22/1) and affords a quicker turnaround time for short pieces. -
Language Development Language Development
Language Development rom their very first cries, human beings communicate with the world around them. Infants communicate through sounds (crying and cooing) and through body lan- guage (pointing and other gestures). However, sometime between 8 and 18 months Fof age, a major developmental milestone occurs when infants begin to use words to speak. Words are symbolic representations; that is, when a child says “table,” we understand that the word represents the object. Language can be defined as a system of symbols that is used to communicate. Although language is used to communicate with others, we may also talk to ourselves and use words in our thinking. The words we use can influence the way we think about and understand our experiences. After defining some basic aspects of language that we use throughout the chapter, we describe some of the theories that are used to explain the amazing process by which we Language9 A system of understand and produce language. We then look at the brain’s role in processing and pro- symbols that is used to ducing language. After a description of the stages of language development—from a baby’s communicate with others or first cries through the slang used by teenagers—we look at the topic of bilingualism. We in our thinking. examine how learning to speak more than one language affects a child’s language develop- ment and how our educational system is trying to accommodate the increasing number of bilingual children in the classroom. Finally, we end the chapter with information about disorders that can interfere with children’s language development. -
Modeling Language Variation and Universals: a Survey on Typological Linguistics for Natural Language Processing
Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing Edoardo Ponti, Helen O ’Horan, Yevgeni Berzak, Ivan Vulic, Roi Reichart, Thierry Poibeau, Ekaterina Shutova, Anna Korhonen To cite this version: Edoardo Ponti, Helen O ’Horan, Yevgeni Berzak, Ivan Vulic, Roi Reichart, et al.. Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing. 2018. hal-01856176 HAL Id: hal-01856176 https://hal.archives-ouvertes.fr/hal-01856176 Preprint submitted on 9 Aug 2018 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. Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing Edoardo Maria Ponti∗ Helen O’Horan∗∗ LTL, University of Cambridge LTL, University of Cambridge Yevgeni Berzaky Ivan Vuli´cz Department of Brain and Cognitive LTL, University of Cambridge Sciences, MIT Roi Reichart§ Thierry Poibeau# Faculty of Industrial Engineering and LATTICE Lab, CNRS and ENS/PSL and Management, Technion - IIT Univ. Sorbonne nouvelle/USPC Ekaterina Shutova** Anna Korhonenyy ILLC, University of Amsterdam LTL, University of Cambridge Understanding cross-lingual variation is essential for the development of effective multilingual natural language processing (NLP) applications. -
Centeredness As a Cultural and Grammatical Theme in Maya-Mam
CENTEREDNESS AS A CULTURAL AND GRAMMATICAL THEME IN MAYA-MAM DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Wesley M. Collins, B.S., M.A. ***** The Ohio State University 2005 Dissertation Examination Committee: Approved by Professor Donald Winford, Advisor Professor Scott Schwenter Advisor Professor Amy Zaharlick Department of Linguistics Copyright by Wesley Miller Collins 2005 ABSTRACT In this dissertation, I look at selected Maya-Mam anthropological and linguistic data and suggest that they provide evidence that there exist overlapping cultural and grammatical themes that are salient to Mam speakers. The data used in this study were gathered largely via ethnographic methods based on participant observation over my twenty-five year relationship with the Mam people of Comitancillo, a town of 60,000 in Guatemala’s Western Highlands. For twelve of those years, my family and I lived among the Mam, participating with them in the cultural milieu of daily life. In order to help shed light on the general relationship between language and culture, I discuss the key Mayan cultural value of centeredness and I show how this value is a pervasive organizing principle in Mayan thought, cosmology, and daily living, a value called upon by the Mam in their daily lives to regulate and explain behavior. Indeed, I suggest that centeredness is a cultural theme, a recurring cultural value which supersedes social differences, and which is defined for cultural groups as a whole (England, 1978). I show how the Mam understanding of issues as disparate as homestead construction, the town central plaza, historical Mayan religious practice, Christian conversion, health concerns, the importance of the numbers two and four, the notions of agreement and forgiveness, child discipline, and moral stance are all instantiations of this basic underlying principle. -
Essentials of Language Typology
Lívia Körtvélyessy Essentials of Language Typology KOŠICE 2017 © Lívia Körtvélyessy, Katedra anglistiky a amerikanistiky, Filozofická fakulta UPJŠ v Košiciach Recenzenti: Doc. PhDr. Edita Kominarecová, PhD. Doc. Slávka Tomaščíková, PhD. Elektronický vysokoškolský učebný text pre Filozofickú fakultu UPJŠ v Košiciach. Všetky práva vyhradené. Toto dielo ani jeho žiadnu časť nemožno reprodukovať,ukladať do informačných systémov alebo inak rozširovať bez súhlasu majiteľov práv. Za odbornú a jazykovú stánku tejto publikácie zodpovedá autor. Rukopis prešiel redakčnou a jazykovou úpravou. Jazyková úprava: Steve Pepper Vydavateľ: Univerzita Pavla Jozefa Šafárika v Košiciach Umiestnenie: http://unibook.upjs.sk Dostupné od: február 2017 ISBN: 978-80-8152-480-6 Table of Contents Table of Contents i List of Figures iv List of Tables v List of Abbreviations vi Preface vii CHAPTER 1 What is language typology? 1 Tasks 10 Summary 13 CHAPTER 2 The forerunners of language typology 14 Rasmus Rask (1787 - 1832) 14 Franz Bopp (1791 – 1867) 15 Jacob Grimm (1785 - 1863) 15 A.W. Schlegel (1767 - 1845) and F. W. Schlegel (1772 - 1829) 17 Wilhelm von Humboldt (1767 – 1835) 17 August Schleicher 18 Neogrammarians (Junggrammatiker) 19 The name for a new linguistic field 20 Tasks 21 Summary 22 CHAPTER 3 Genealogical classification of languages 23 Tasks 28 Summary 32 CHAPTER 4 Phonological typology 33 Consonants and vowels 34 Syllables 36 Prosodic features 36 Tasks 38 Summary 40 CHAPTER 5 Morphological typology 41 Morphological classification of languages (holistic -
Dictionary of the Chuj (Mayan) Language
A DICTIONARY OF THE CHUJ (MAYAN) LANGUAGE As Spoken in San Mateo Ixtatán, Huehuetenango, Guatemala ca. 1964-65 CHUJ – ENGLISH WITH SOME SPANISH GLOSSES Nicholas A. Hopkins, Ph. D. © Jaguar Tours 2012 3007 Windy Hill Lane Tallahassee, Florida 32308 [email protected] i A DICTIONARY OF THE CHUJ (MAYAN) LANGUAGE: INTRODUCTION Nicholas A. Hopkins The lexical data reported in this Chuj-English dictionary were gathered during my dissertation field work in 1964-65. My first exposure to the Chuj language was in 1962, when I went to Huehuetenango with Norman A. McQuown and Brent Berlin to gather data on the languages of the Cuchumatanes (Berlin et al. 1969). At the time I was a graduate student at the University of Texas, employed as a research assistant on the University of Chicago's Chiapas Study Projects, directed by McQuown (McQuown and Pitt-Rivers 1970). Working through the Maryknoll priests who were then the Catholic clergy in the indigenous areas of Huehuetenango and elsewhere in Guatemala, we recorded material, usually in the form of 100-word Swadesh lists (for glottochronology), from several languages. The sample included two speakers of the Chuj variety of San Mateo Ixtatán (including the man who was later to become my major informant). In the Spring of 1962, as field work for the project wound down, I returned to Austin to finish drafting my Master's thesis, and then went on to Chicago to begin graduate studies in Anthropology at the University of Chicago, with McQuown as my major professor. I continued to work on Chiapas project materials in McQuown's archives, and in 1963 he assigned me the Chuj language as the topic of my upcoming doctoral dissertation. -
Mining Conflicts and Indigenous Peoples in Guatemala
Mining Conflicts and Indigenous Peoples in Guatemala 1 Introduction I Mining Conflicts and Indigenous Indigenous and Conflicts Mining in Guatemala Peoples Author: Joris van de Sandt September 2009 This report has been commissioned by the Amsterdam University Law Faculty and financed by Cordaid, The Hague. Academic supervision by Prof. André J. Hoekema ([email protected]) Guatemala Country Report prepared for the study: Environmental degradation, natural resources and violent conflict in indigenous habitats in Kalimantan-Indonesia, Bayaka-Central African Republic and San Marcos-Guatemala Acknowledgements I would like to express my gratitude to all those who gave me the possibility to complete this study. Most of all, I am indebted to the people and communities of the Altiplano Occidental, especially those of Sipacapa and San Miguel Ixtahuacán, for their courtesy and trusting me with their experiences. In particular I should mention: Manuel Ambrocio; Francisco Bámaca; Margarita Bamaca; Crisanta Fernández; Rubén Feliciano; Andrés García (Alcaldía Indígena de Totonicapán); Padre Erik Gruloos; Ciriaco Juárez; Javier de León; Aníbal López; Aniceto López; Rolando López; Santiago López; Susana López; Gustavo Mérida; Isabel Mérida; Lázaro Pérez; Marcos Pérez; Antonio Tema; Delfino Tema; Juan Tema; Mario Tema; and Timoteo Velásquez. Also, I would like to express my sincerest gratitude to the team of COPAE and the Pastoral Social of the Diocese of San Marcos for introducing me to the theme and their work. I especially thank: Marco Vinicio López; Roberto Marani; Udiel Miranda; Fausto Valiente; Sander Otten; Johanna van Strien; and Ruth Tánchez, for their help and friendship. I am also thankful to Msg. Álvaro Ramazzini. -
Authentic Assessment for Speaking Skills: Problem and Solution for English Secondary School Teachers in Indonesia
International Journal of Instruction July 2020 ● Vol.13, No.3 e-ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609X pp. 587-604 Received: 16/05/2019 Revision: 17/02/2020 Accepted: 22/02/2020 OnlineFirst:08/05/2020 Authentic Assessment for Speaking Skills: Problem and Solution for English Secondary School Teachers in Indonesia M. Zaim Prof., at English Language Education, Universitas Negeri Padang, Indonesia, [email protected] Refnaldi English Language Education, Universitas Negeri Padang, Indonesia, [email protected] Safnil Arsyad Prof. at English Department, Universitas Bengkulu, Indonesia, [email protected] Although authentic assessment is obligatory in the 2013 Curriculum in Indonesia, teachers find many practical problems in English classrooms, especially when assessing students' speaking ability. This research aims to reveal the teachers' problems on authentic assessment to evaluate the English speaking skills of junior high school students, to find out teachers' need on the authentic assessment of speaking skill, and to develop a model of authentic assessment suitable with teachers' need and characteristics of the learners. This study was a research and development study using the ADDIE Model. The data of the study were obtained from teachers' responses on the questionnaires regarding the students' needs on the use of authentic assessment for English speaking skills. The finding shows (1) the problems faced by teachers regarding the assessment of specific language functions, (2) teachers' needs on the authentic assessment regarding the language functions, activities, and scoring rubrics for speaking skills, (3) the model of authentic assessment suitable with teachers' need related to language function, activities, and scoring rubrics The appropriate need analysis can be used effectively in developing authentic assessment for speaking skills. -
Second Language Acquisition and First Language Phonological Modification
Second Language Acquisition and First Language Phonological Modification Gillian Lord University of Florida 1. Introduction While many second language (L2) acquisition studies analyze the effects that the first language (L1) has on L2 development, less common are studies that examine the converse situation: does acquisition of an L2 impact the L1? This study examines the effects of L2 acquisition on L1 use by looking at the L1 phonological productions of advanced L2 learners vis-à-vis the production of monolingual speakers of the same languages. While most research on L1 phonological modification focuses on speakers who lose their L1 as a result of becoming members of bilingual communities and reside in the L2 community, few studies investigate L2 speakers that remain in their L1 community. This pilot study project begins to fill in the picture of L1 attrition by investigating the modifications of advanced L2 learners of Spanish who remain in their L1 (English) community (the US). It has been documented that L2 speakers are invariably influenced, to some degree, by their L1. However, following Flege’s (1987, 2005) Merger Hypothesis, it is proposed that the merging of phonetic properties of phones that are similar in the L1 and L2 can potentially impact not only the acquired language but the native one as well. In other words, an English speaker with advanced proficiency in Spanish could not only pronounce Spanish with an English characteristics, but will also pronounce English words less “English-like” than a monolingual English speaker would. While this has been shown in French-English bilinguals (i.e., Flege 1987), corroborating evidence from Spanish- English bilinguals has been lacking (Flege 2005). -
First Language Loss in Spanish-Speaking Children Patterns of Loss and Implications for Clinical Practice
Excerpted from Bilingual Language Development and Disorders in Spanish-English Speakers, Second Edition Edited by Brian A. Goldstein, Ph.D., CCC-SLP 10 First Language Loss in Spanish-Speaking Children Patterns of Loss and Implications for Clinical Practice Raquel T. Anderson One of the most salient linguistic characteristics of immigrant populations across the world is that in language contact situations, fi rst language (L1) skills will be aff ected. How these skills are changed in terms of structure and degree depends on a myriad of variables. Latino children living in the United States are not immune to this phenomenon, and practitioners coping with the complexities of assessing and treating children from dual language envi- ronments need to understand the phenomenon and how it is manifested in the children’s use of Spanish, which is oft en their L1. Not understanding language contact phenomena may result in incorrectly interpreting performance, thus increasing the potential for the misdiagnosis of language ability or disability. Th e purpose of this chapter is to describe Spanish-speaking children’s patterns of use of their L1 as they begin to learn to use their second language (L2), which, in the United States, is usually English. In particular, the phenomenon of fi rst language loss in children is described, with a particular emphasis on Spanish. By understanding what is known about L1 loss and how it is manifested in Spanish-speaking children, speech-language patholo- gists will be able to interpret L1 skill in the context of L1 loss and thus discern true disability in this population.