When Ruhlen's `Mother Tongue' Theory Meets the Null Hypothesis

Total Page:16

File Type:pdf, Size:1020Kb

When Ruhlen's `Mother Tongue' Theory Meets the Null Hypothesis When Ruhlen's ‘mother tongue’ theory meets the null hypothesis Louis-Jean Boë†, Pierre Bessière‡ and Nathalie Vallée† † ICP Université Stendhal, INPG, CNRS, Grenoble, France ‡ GRAVIR, CNRS, Grenoble France E-mail: [email protected], [email protected], [email protected] ABSTRACT project to try to understand why some interdisciplinary fields, such as linguistics, are attracted by theories that are The demonstration of a relationship between languages ill founded. We intend to investigate why there is can depend on finding words of similar phonological continued propagation of such theories while the proof of shape and roughly equivalent meaning. But it must be their validity has not been established or even that they shown that the similarities observed could not have arisen have been falsified. Our project is called Representation by chance. That is to say, the null hypothesis can be and diffusion of scientific ideas in speech and language rejected. We demonstrate, by a simple application of sciences [17-18]. probability theory, that the world roots proposed for a For centuries, theories addressing the origin of man and Proto-Sapiens language by Merritt Ruhlen in The origin of the origin of languages have been closely linked. In the Languages are the result of random chance. The null XVIIth century the old interest in the origin of language hypothesis can not be rejected. The author used too few and the identity of mankind was rekindled and became a roots, too many equivalent meanings, too many languages dominant subject of discussion, but in the orthodox view, per family, and too many phonological equivalences for a the Bible was still the main source of information about too small number of different phonological shapes. Our the earliest history of the earth and of mankind. It was calculating the factor of chance in multilateral language believed that the earth, mankind and human language with comparisons is a general procedure than can be used to it, were no older than about six thousand years. By the test the limits of the methodology of Greenbergian mass turn of the nineteenth century, with the simultaneous comparisons. developments of comparative philology and anthropology, the question of the origin of man and language has been 1. INTRODUCTION revisited with new perspectives. In Germany and France relationship between linguistics and anthropology was At present, there is a considerable literature showing in very close. It could be noted that a circular argumentation detail that criteria for determining a match both was already appearing. On the one hand linguists used semantically and phonologically are almost entirely anthropological hypothesis to validate their assumption on lacking, and there are numerous publications arguing monogenesis for language. On the other hand against multilateral comparisons [1-7]. These numerous anthropologists referred to the hypothesis of a mother criticisms notwithstanding, Ruhlen’s theory of the mother tongue to corroborate the assumption of monogenesis of tongue based on global etymologies [8-9] is systematically mankind. Nowadays, “the New Synthesis” which presented as a fact in numerous popular scientific works or associates Cavalli-Sforza, a geneticist [19], Renfrew, an magazines (Scientific American, Popular Science or in archeologist [20], and Ruhlen, a linguist [8-9] uses the France La Recherche, Science et Avenir) [10-12]. The same circular argumentation to reconstruct human origin of Languages is even recommended by MIT as a evolution. In spite of the numerous criticisms leveled reference book in language and linguistics [13]. against the methodologies adopted by Cavalli-Sforza, Gell-Mann, who received the Nobel prize in physics for Renfrew and Ruhlen, the CNRS (French National Center his work on the theory of elementary particles, wrote the for Scientific Research, equivalent to NSF in the USA) preface of the collective book The Evolution of Human launched a national project entitled Origin of Man Language [14]. He argued that is possible to construct a Language and Languages. It considered that the frames family tree for all the world's languages by analyzing elaborated at the end of the eighteen century and at the similarities between them. He stated that any beginning of the nineteen century by the Indo- argumentation against this possibility is “so silly on the Europeanists “exploded overwhelmingly” with the coming face of it that you wonder how adult human beings can of the “New Synthesis” works [21-22]. Being part of this adopt it.” Some people see in the demonstration of the nation wide project we intend to test Ruhlen’s hypothesis existence of a Proto-Sapiens mother tongue a confirmation statistically. of facts presented in the Bible: “Note how the main language branches Semitic, Turkic and Indo-European 2. "MEGALOCOMPARISONS" meet at just the point where the Tower of Babel may be. Not in Babylon but in the area East of the Black Sea” [15]. For about fifteen years now, Ruhlen's works in genetic For almost five years, this phenomenon of propagation typology of languages, based on multilateral comparisons that Dan Sperber calls Contagion of ideas [16], has of sound shapes and meaning similarity for all languages seemed to us important to analyze. We came up with a of the world, have tried to validate the existence of global roots. Recent advances in biological taxonomy serve to TEKU and TSAKU, and sharing five meanings: ‘ankle’, confirm this author's classifications of macro-families, and ‘hip’, ‘hoof’, ‘thigh’, ‘upper leg’. by implication, monogenesis of all languages. Ruhlen's thesis states that all the spoken languages around the Figure 1 presents semantic connections between the 27 world should be coming from a universal language. With roots. Each link indicates that the two roots have at least The origin of Language. Tracing the evolution of the one meaning in common. After counting, we found out mother tongue [8], he gave further data supporting his that 118 meanings are shared by two or more roots, and on thesis. According to him, his theory is backed up by a average a root shares one meaning with three other roots. methodology which enables him to look for and find If we put together the roots which share one or more phonological and semantic equivalencies between words meanings we obtain four semantic groups: (1) roots 1, 9, of different languages. In the end, these equivalencies 11, 12, 15; (2) root 14; (3) root 18; (4) roots 2-8, 10, 13, enabled him to make comparisons from a set of 32 16, 17, 19-27;. The first group refers to people: mother, families. He finally proposed 27 global etymologies and, woman (and bitch), man, child. The second and third for each of these mother tongue roots, the most general correspond to an action (to stay) and a number (two), and meaning and the phonological shape (table 1). the last is a hotchpotch due to the “etymological fit of rage”. Increasing the number of semantic equivalences 1. mother 2. knee 3. ashes 4. nose leads to an increase in chances to “discover” world roots. older female to bend dust to smell AJA BU(N)KA BUR UN(G)A 8 9 7 6 5. hold 6. arm 7. bone 8. hole 10 (in the hand) 5 KAMA KANO KATI K’OLO 11 4 9. dog 10. who? 11. woman 12. child 12 3 KUAN KU(N) KUNA MAKO 13 2 13. to suck 14. to stay 15. man 16. to think nurse, breast; (in a place) (about) 14 MALIQ’A MANA MANO MENA 1 15 17. what? 18. two 19. to fly 20. arm 27 MI(N) PAL PAR POKO 16 26 21. vulva 22. leg 23. finger 24. earth 17 foot one 25 PUTI TEKU TIK TIKA 18 24 19 23 25. leg 26. hair 27. water 20 foot 2 22 TSAKU TSUMA AQ’WA Figure 1. Connections between roots sharing at least one meaning (an average of three). Table 1. World roots with their most general meanings, and phonological shapes. 4. "COMMON SENSE" EQUIVALENCES Ruhlen does not use complex rules to authenticate 3. "LA FURIA DELL’ETIMOLOGIA" similarities between phonological shapes. Concerning consonant similarities he wrote : “You don’t need a Ph.D. in linguistics (...), just common sense” [8, p. 18]. In fact, We would expect Ruhlen to select world roots without any he adopted well known similarities proposed by semantic overlap. But his quest for equivalences led him Indo-Europeanist of the nineteenth century without taking to extend the meaning of each root. Eco coined the chronology into account So he proposed three main expression “la furia dell’etimologia” to dub this frantic classes of similarities [8, p. 40)]: etymological hunting [23]. As a result the number of (1) (2) (3) . etymological connections among the roots increased. In fact he added n, l, r to class 2. For him vowels “ Thus, the general meaning of root number 23 ‘finger, one’ are similar to each other, as are ” [8, p. 39]. For the is associated with equivalent etymologies such as: ‘finger root TIK, Ruhlen considers the following phonological nail’, ‘first’, ‘five’, ‘foot’, ‘guy’, ‘hand’, ‘index finger’, shapes as equivalent: ‘merely’, ‘only’, ‘palm (hand)’, ‘paw’, ‘ten’, ‘to point’, ‘to say’, ‘to show’, ‘thing’, ‘toe’. The root numbers 10 KU(N) . The vowel I of this root is ‘who?’ and 17 MI(N) ‘what?’ share eleven meanings: ‘do judged to be an equivalent of nine other vowel phonemes what’, ‘how many’, ‘what’, ‘what kind’, ‘what sort’, as indicated in Table 2. In fact, Ruhlen considers all ‘when’, ‘where’, ‘who’, ‘who(ever)’, ‘why’. vowels to be similar. Increasing the number of It is also surprising to note that the list contains two phonological equivalences also increases the chances to identical roots (numbers 22 and 25), with the same general “discover” world roots.
Recommended publications
  • Complete Bibliography (PDF)
    COMPLETE BIBLIOGRAPHY OF THE PUBLICATIONS OF JOSEPH H. GREENBERG This bibliography follows the format of the bibliography published in On language (item 204, 723-37; with emendations) and the corrected supplemental bibliography in Language 78.560-64 (2002). The asterisked items have translations or reprints listed in the appendix to the bibliography. 1940 1. The decipherment of the Ben-Ali Diary, a preliminary statement. Journal of Negro History 25.372-75. 1941 *2. Some aspects of Negro-Mohammedan culture-contact among the Hausa. American Anthropologist 43.51-61. 3. Some problems in Hausa phonology. Language 17.316-23. 1946 *4. The influence of Islam on a Sudanese religion. New York: J.J. Augustin. Pp. ix, 73. 1947 5. Arabic loan-words in Hausa. Word 3.85-97. 6. Islam and clan organization among the Hausa. Southwestern Journal of Anthropology 3.193-211. *7. Swahili prosody. Journal of the American Oriental Society 67.24-30. 1948 8. The classification of African languages. American Anthropologist 50.24-30. *9. Linguistics and ethnology. Southwestern Journal of Anthropology 4.140-47. 10. The tonal system of Proto-Bantu. Word 4.196-208. 11. Review of H. Courlander & G. Herzog, The Cow-tail Switch and other West African tales. Journal of American Folklore 51.99-100. 1949 *12. Hausa verse prosody. Journal of the American Oriental Society 69.125-35. 13. The logical analysis of kinship. Philosophy of Science 16.58-64. *14. The Negro kingdoms of the Sudan. Transactions of the New York Academy of Sciences, Series II, 11.126-34. *15. Studies in African linguistic classification: I.
    [Show full text]
  • An Amerind Etymological Dictionary
    An Amerind Etymological Dictionary c 2007 by Merritt Ruhlen ! Printed in the United States of America Library of Congress Cataloging-in-Publication Data Greenberg, Joseph H. Ruhlen, Merritt An Amerind Etymological Dictionary Bibliography: p. Includes indexes. 1. Amerind Languages—Etymology—Classification. I. Title. P000.G0 2007 000!.012 00-00000 ISBN 0-0000-0000-0 (alk. paper) This book is dedicated to the Amerind people, the first Americans Preface The present volume is a revison, extension, and refinement of the ev- idence for the Amerind linguistic family that was initially offered in Greenberg (1987). This revision entails (1) the correction of a num- ber of forms, and the elimination of others, on the basis of criticism by specialists in various Amerind languages; (2) the consolidation of certain Amerind subgroup etymologies (given in Greenberg 1987) into Amerind etymologies; (3) the addition of many reconstructions from different levels of Amerind, based on a comprehensive database of all known reconstructions for Amerind subfamilies; and, finally, (4) the addition of a number of new Amerind etymologies presented here for the first time. I believe the present work represents an advance over the original, but it is at the same time simply one step forward on a project that will never be finished. M. R. September 2007 Contents Introduction 1 Dictionary 11 Maps 272 Classification of Amerind Languages 274 References 283 Semantic Index 296 Introduction This volume presents the lexical and grammatical evidence that defines the Amerind linguistic family. The evidence is presented in terms of 913 etymolo- gies, arranged alphabetically according to the English gloss.
    [Show full text]
  • Joseph Harold Greenberg
    JOSEPH HAROLD GREENBERG CORRECTED VERSION* Joseph H. Greenberg, one of the most original and influential linguists of the twentieth century, died at his home in Stanford, California, on May 7th, 2001, three weeks before his eighty-sixth birthday. Greenberg was a major pioneer in the development of linguistics as an empirical science. His work was always founded directly on quantitative data from a single language or from a wide range of languages. His chief legacy to contemporary linguistics is in the development of an approach to the study of language—typology and univerals—and to historical linguistics. Yet he also made major contributions to sociolinguistics, psycholinguistics, phonetics and phonology, morphology, and especially African language studies. Joe Greenberg was born on May 28th, 1915, in Brooklyn, New York, the second of two children. His father was a Polish Jew and his mother, a German Jew. His father’s family name was originally Zyto, but in one of those turn-of-the- century immigrant stories, he ended up taking the name of his landlord. Joe Greenberg’s early loves were music and languages. As a child he sat fascinated next to his mother while she played the piano, and asked her to teach him. She taught him musical notation and then found him a local teacher. Greenberg ended up studying with a Madame Vangerova, associated with the Curtis Institute of Music. Greenberg even gave a concert at Steinway Hall at the age of 14, and won a city-wide prize for best chamber music ensemble. But after finishing high school, Greenberg chose an academic career instead of a musical one, although he continued to play the piano every evening until near the end of his life.
    [Show full text]
  • International Journal of Instruction July 2020 Vol.13, No.3
    International Journal of Instruction July 2020 ● Vol.13, No.3 e-ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609X pp. 605-616 Received: 28/01/2019 Revision: 18/02/2020 Accepted: 24/02/2020 OnlineFirst:08/05/2020 Using the Mother Tongue in Foreign-Language Learning: Secondary School Students in Kazakhstan Lyazzat Beisenbayeva L.Gumilev Eurasian National University, Department of Theory and Practice of Foreign Languages, Astana, Kazakhstan, [email protected] One of the notable behaviours of individuals during the teaching of foreign languages is the use of the first language as an integral part of the learning-teaching process. This situation can also negatively affect the learning of a foreign language. The aim of this study is to determine the reasons why secondary-school students in Kazakhstan feel the need to use their first language (Kazakh or Russian) in foreign- language classes where they are studying English. The research, based on the general screening model, was conducted in Astana, the capital of Kazakhstan, in three middle schools with a group of 296 11th grade students. The data was obtained by using an attitude scale consisting of four factors which was developed by Ocak, Kuru and Ozchalishan (2010).The scale factor-loads varied between 0.35-0.85; and reliability was found to be Alpha=0.71. According to the findings, students avoid the use of the foreign languages they study; have motivation problems; have a fear of being criticized by teachers; have a fear of being teased by classmates; tease their friends; and don't believe in themselves enough.
    [Show full text]
  • Sociolinguistics and Mother-Tongue Education Jenny Cheshire in Ammon, U., Dittmar, N., Mattheier, K., and Trudgill, P. (Eds.), 2
    Sociolinguistics and mother-tongue education Jenny Cheshire In Ammon, U., Dittmar, N., Mattheier, K., and Trudgill, P. (eds.), 2005 Sociolinguistics: an introductory handbook of the science of language and society. 2nd. edition, Berlin: Mouton de Gruyter, pp. 2341-2350. 1. Introduction 2. Educating the public 3. Educational resources, materials and programmes 4. Research on language variation at school. 4.1. Linguistic variation in speech 4.2. Linguistic variation in writing 5. Conclusion 6. Selected literature 1. Introduction This article deals with the application of work in social dialectology and pidgin and creole studies to some of the problems faced by teachers and pupils in mother-tongue classrooms. The problems I will consider stem from the coexistence in society of nonstandard varieties, spoken by the majority of the population, and a standardised variety, which is the language of education. Sociolinguists disagree about whether a standard variety is best seen as an idealised set of abstract norms about language (Milroy and Milroy 1985;22-3) or as a dialect with a written form that is also spoken by educated members of society (Trudgill 1984:32). But however it is defined, the fact remains that for some children, albeit a relatively small number, the language of their home is the same as or similar to the standard variety, whereas for the majority of children the home language is a nonstandard variety with a range of grammatical and lexical features that differ from the standard. Social tensions between standard and nonstandard varieties come to the fore in the school becuase educational policies endorse the use of the standard.
    [Show full text]
  • "Evolution of Human Languages": Current State of Affairs
    «Evolution of Human Languages»: current state of affairs (03.2014) Contents: I. Currently active members of the project . 2 II. Linguistic experts associated with the project . 4 III. General description of EHL's goals and major lines of research . 6 IV. Up-to-date results / achievements of EHL research . 9 V. A concise list of actual problems and tasks for future resolution. 18 VI. EHL resources and links . 20 2 I. Currently active members of the project. Primary affiliation: Senior researcher, Center for Comparative Studies, Russian State University for the Humanities (Moscow). Web info: http://ivka.rsuh.ru/article.html?id=80197 George Publications: http://rggu.academia.edu/GeorgeStarostin Starostin Research interests: Methodology of historical linguistics; long- vs. short-range linguistic comparison; history and classification of African languages; history of the Chinese language; comparative and historical linguistics of various language families (Indo-European, Altaic, Yeniseian, Dravidian, etc.). Primary affiliation: Visiting researcher, Santa Fe Institute. Formerly, professor of linguistics at the University of Melbourne. Ilia Publications: http://orlabs.oclc.org/identities/lccn-n97-4759 Research interests: Genetic and areal language relationships in Southeast Asia; Peiros history and classification of Sino-Tibetan, Austronesian, Austroasiatic languages; macro- and micro-families of the Americas; methodology of historical linguistics. Primary affiliation: Senior researcher, Institute of Slavic Studies, Russian Academy of Sciences (Moscow / Novosibirsk). Web info / publications list (in Russian): Sergei http://www.inslav.ru/index.php?option- Nikolayev =com_content&view=article&id=358:2010-06-09-18-14-01 Research interests: Comparative Indo-European and Slavic studies; internal and external genetic relations of North Caucasian languages; internal and external genetic relations of North American languages (Na-Dene; Algic; Mosan).
    [Show full text]
  • A Morphological Account of L2 Learnability
    Language Dynamics and Change 3 (2013) 218–244 brill.com/ldc Learning Complex Features: A Morphological Account of L2 Learnability Job Schepensa, b, Frans van der Slika, c and Roeland van Houta a) Centre for Language Studies, Radboud University Nijmegen, The Netherlands b) International Max Planck Research School for Language Sciences, Nijmegen, The Netherlands c) Department of Linguistics, University of the Free State, Bloemfontein, South Africa [email protected] Abstract Certain first languages (L1) seem to impede the acquisition of a specific L2 more than other L1s do. This study investigates to what extent different L1s have an impact on the proficiency levels attained in L2 Dutch (Dutch L2 learnability). Our hypothesis is that the varying effects across the L1s are explainable by morphological similarity patterns between the L1s and L2 Dutch. Correlational analyses on typologically defined morphological differences between 49 L1s and L2 Dutch show that L2 learnability co-varies systematically with similarities in mor- phological features. Weinvestigate a set of 28 morphological features, looking both at individ- ual features and the total set of features. We then divide the differences in features into a class of increasing and a class of decreasing morphological complexity.Itturnsoutthatobserved Dutch L2 proficiency correlates more strongly with features based on increasing morpholog- ical complexity (r = -.67, p ⟨ .0001) than with features based on decreasing morphological complexity (r = -.45, p ⟨ .005). Degree of similarity matters (r = -.77, p ⟨ .0001), but increas- ing complexity seems to be the decisive property in establishing L2 learnability. Our findings may offer a better understanding of L2 learnability and of the different proficiency levels of L2 speakers.
    [Show full text]
  • Mother Tongue: Linguistic Nationalism and the Cult of Translation in Postcommunist Armenia
    University of California, Berkeley MOTHER TONGUE: LINGUISTIC NATIONALISM AND THE CULT OF TRANSLATION IN POSTCOMMUNIST ARMENIA Levon Hm. Abrahamian Berkeley Program in Soviet and Post-Soviet Studies Working Paper Series This PDF document preserves the page numbering of the printed version for accuracy of citation. When viewed with Acrobat Reader, the printed page numbers will not correspond with the electronic numbering. The Berkeley Program in Soviet and Post-Soviet Studies (BPS) is a leading center for graduate training on the Soviet Union and its successor states in the United States. Founded in 1983 as part of a nationwide effort to reinvigorate the field, BPSs mission has been to train a new cohort of scholars and professionals in both cross-disciplinary social science methodology and theory as well as the history, languages, and cultures of the former Soviet Union; to carry out an innovative program of scholarly research and publication on the Soviet Union and its successor states; and to undertake an active public outreach program for the local community, other national and international academic centers, and the U.S. and other governments. Berkeley Program in Soviet and Post-Soviet Studies University of California, Berkeley Institute of Slavic, East European, and Eurasian Studies 260 Stephens Hall #2304 Berkeley, California 94720-2304 Tel: (510) 643-6737 [email protected] http://socrates.berkeley.edu/~bsp/ MOTHER TONGUE: LINGUISTIC NATIONALISM AND THE CULT OF TRANSLATION IN POSTCOMMUNIST ARMENIA Levon Hm. Abrahamian Summer 1998 Levon Abrahamian is a Professor of Anthropology and head of the project Transfor- mations of Identity in Armenia in the 20th Century at the Institute of Ethnography of Yer- evan State University.
    [Show full text]
  • PHONOLOGICAL INTERFERENCE of MOTHER TONGUE OVER the ENGLISH LANGUAGE CONSONANT SOUNDS PRONUNCIATION: a CASE of PERUVIAN LEARNERS of ENGLISH Veronika Babkina
    PHONOLOGICAL INTERFERENCE OF MOTHER TONGUE OVER THE ENGLISH LANGUAGE CONSONANT SOUNDS PRONUNCIATION: A CASE OF PERUVIAN LEARNERS OF ENGLISH Veronika Babkina Piura, marzo de 2018 FACULTAD DE CIENCIAS DE LA EDUCACIÓN Maestría en Educación con Mención en Enseñanza de Inglés como Lengua Extranjera Babkina, V. (2018). Phonological interference of mother tongue over the English language consonant sounds pronunciation: a case of Peruvian learners of English (Tesis de maestría en Educación con Mención en Enseñanza de Inglés como Lengua Extranjera). Universidad de Piura. Facultad de Ciencias de la Educación. Piura, Perú. PHONOLOGICAL INTERFERENCE OF MOTHER TONGUE OVER THE ENGLISH LANGUAGE CONSONANT SOUNDS PRONUNCIATION: A CASE OF PERUVIAN LEARNERS OF ENGLISH Esta obra está bajo una licencia Creative Commons Atribución-NoComercial-SinDerivar 4.0 Internacional Repositorio institucional PIRHUA – Universidad de Piura UNIVERSIDAD DE PIURA FACULTAD DE CIENCIAS DE LA EDUCACIÓN MAESTRÍA EN EDUCACIÓN Phonological Interference of Mother Tongue over the English Language Consonant Sounds Pronunciation: a Case of Peruvian Learners of English Tesis para optar el Grado de Magíster en Educación con mención en Enseñanza de Inglés como Lengua Extranjera Veronika Babkina Asesora: Dr. Majid Safadaran Mosazadeh Piura, marzo de 2018 APPROVAL The thesis titled “Phonological Interference of Mother Tongue over the English Language Consonant Sounds Pronunciation: a Case of Peruvian Learners of English”, presented by Veronika Babkina in accordance with the requirements of being awarded the Degree of Master in Education with Mention in Teaching English as a Second/Foreign Language, was approved by the thesis director: Dr. Majid Safadaran Mosazadeh, and defended on…………………………… before a Jury with the following members: __________________ President ____________________ ____________________ Secretary Informant ACKNOWLEDGEMENT I would like to express my gratitude to everyone who supported me during this astonishing and challenging journey of preparing the master thesis.
    [Show full text]
  • The Use of Mother Tongue in Efl Classrooms
    49 THE USE OF MOTHER TONGUE IN EFL CLASSROOMS Dr. Hüseyin MAHMUTOĞLU Zahide KICIR European University of Lefke European University of Lefke Computer Information Systems-FEAS English Language Teaching (MA) [email protected] [email protected] Abstract: The use of the mother tongue in teaching a foreign language is a controversial topic. While some researchers claim that the mother tongue should not be used in foreign language classrooms, others think that it makes a valuable contribution to the learning process.The purpose of this study was to investigate teachers’ and students’ perceptions on using the mother tongue in EFL classrooms and when to use it in the classroom. The present study was conducted at the end of the fall semester of the 2011-2012 academic year at European University of Lefke. Twenty five English instructors and one hundred and five students participated in the study. The relationship between the perceptions on English language instructors and the students was measured through questionnaires given to teachers and students. The interview was carried out with five preparatory students and five English teachers. The data revealed that the mother tongue was a mediating part of language teaching and learning and there was no significant difference between teachers’ and students’ perceptions on using it in language classrooms. Both teachers and students did not oppose the use of mother tongue in language classrooms. They all thought that the mother tongue should be used in emergency situations. Moreover, they believed that it can be effective in the right situations at the right time. Keywords: Use of the mother tongue (Turkish), target language (English), teachers’ and students’ perceptions, EFL classrooms.
    [Show full text]
  • Survey of the World's Languages
    Survey of the world’s languages The languages of the world can be divided into a number of families of related languages, possibly grouped into larger stocks, plus a residue of isolates, languages that appear not to be genetically related to any other known languages, languages that form one-member families on their own. The number of families, stocks, and isolates is hotly disputed. The disagreements centre around differences of opinion as to what constitutes a family or stock, as well as the acceptable criteria and methods for establishing them. Linguists are sometimes divided into lumpers and splitters according to whether they lump many languages together into large stocks, or divide them into numerous smaller family groups. Merritt Ruhlen is an extreme lumper: in his classification of the world’s languages (1991) he identifies just nineteen language families or stocks, and five isolates. More towards the splitting end is Ethnologue, the 18th edition of which identifies some 141 top-level genetic groupings. In addition, it distinguishes 1 constructed language, 88 creoles, 137 or 138 deaf sign languages (the figures differ in different places, and this category actually includes alternate sign languages — see also website for Chapter 12), 75 language isolates, 21 mixed languages, 13 pidgins, and 51 unclassified languages. Even so, in terms of what has actually been established by application of the comparative method, the Ethnologue system is wildly lumping! Some families, for instance Austronesian and Indo-European, are well established, and few serious doubts exist as to their genetic unity. Others are quite contentious. Both Ruhlen (1991) and Ethnologue identify an Australian family, although there is as yet no firm evidence that the languages of the continent are all genetically related.
    [Show full text]
  • The Origin and Evolution of Word Order
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Caltech Authors The origin and evolution of word order Murray Gell-Manna,1 and Merritt Ruhlenb,1 aSanta Fe Institute, Santa Fe, NM 87501; and bDepartment of Anthropology, Stanford University, Stanford, CA 94305 Contributed by Murray Gell-Mann, August 26, 2011 (sent for review August 19, 2011) Recent work in comparative linguistics suggests that all, or almost man”) and uses prepositions. (Nowadays, these correlations are all, attested human languages may derive from a single earlier described in terms of head-first and head-last constructions.) In language. If that is so, then this language—like nearly all extant light of such correlations it is often possible to discern relic traits, languages—most likely had a basic ordering of the subject (S), such as GN order in a language that has already changed its basic verb (V), and object (O) in a declarative sentence of the type word order from SOV to SVO. Later work (7) has shown that “the man (S) killed (V) the bear (O).” When one compares the diachronic pathways of grammaticalization often reveal relic distribution of the existing structural types with the putative phy- “morphotactic states” that are highly correlated with earlier syn- logenetic tree of human languages, four conclusions may be tactic states. Also, internal reconstruction can be useful in recog- drawn. (i) The word order in the ancestral language was SOV. nizing earlier syntactic states (8). Neither of these lines of inves- (ii) Except for cases of diffusion, the direction of syntactic change, tigation is pursued in this paper.
    [Show full text]