A Comparison of Manglish and Singlish Lexis in Blogs
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Transfer Learning for Singlish Universal Dependencies Parsing and POS Tagging
From Genesis to Creole language: Transfer Learning for Singlish Universal Dependencies Parsing and POS Tagging HONGMIN WANG, University of California Santa Barbara, USA JIE YANG, Singapore University of Technology and Design, Singapore YUE ZHANG, West Lake University, Institute for Advanced Study, China Singlish can be interesting to the computational linguistics community both linguistically as a major low- resource creole based on English, and computationally for information extraction and sentiment analysis of regional social media. In our conference paper, Wang et al. [2017], we investigated part-of-speech (POS) tagging and dependency parsing for Singlish by constructing a treebank under the Universal Dependencies scheme, and successfully used neural stacking models to integrate English syntactic knowledge for boosting Singlish POS tagging and dependency parsing, achieving the state-of-the-art accuracies of 89.50% and 84.47% for Singlish POS tagging and dependency respectively. In this work, we substantially extend Wang et al. [2017] by enlarging the Singlish treebank to more than triple the size and with much more diversity in topics, as well as further exploring neural multi-task models for integrating English syntactic knowledge. Results show that the enlarged treebank has achieved significant relative error reduction of 45.8% and 15.5% on the base model, 27% and 10% on the neural multi-task model, and 21% and 15% on the neural stacking model for POS tagging and dependency parsing respectively. Moreover, the state-of-the-art Singlish POS tagging and dependency parsing accuracies have been improved to 91.16% and 85.57% respectively. We make our treebanks and models available for further research. -
Language Creativity: a Sociolinguistic Reading of Linguistic Change in Lebanon
BAU Journal - Society, Culture and Human Behavior Volume 1 Issue 1 ISSN: 2663-9122 Article 2 August 2019 LANGUAGE CREATIVITY: A SOCIOLINGUISTIC READING OF LINGUISTIC CHANGE IN LEBANON Sawsan Tohme English Department, Faculty of Human Sciences, Beirut Arab University, Lebanon, [email protected] Follow this and additional works at: https://digitalcommons.bau.edu.lb/schbjournal Part of the Architecture Commons, Arts and Humanities Commons, Education Commons, and the Law Commons Recommended Citation Tohme, Sawsan (2019) "LANGUAGE CREATIVITY: A SOCIOLINGUISTIC READING OF LINGUISTIC CHANGE IN LEBANON," BAU Journal - Society, Culture and Human Behavior: Vol. 1 : Iss. 1 , Article 2. Available at: https://digitalcommons.bau.edu.lb/schbjournal/vol1/iss1/2 This Article is brought to you for free and open access by Digital Commons @ BAU. It has been accepted for inclusion in BAU Journal - Society, Culture and Human Behavior by an authorized editor of Digital Commons @ BAU. For more information, please contact [email protected]. LANGUAGE CREATIVITY: A SOCIOLINGUISTIC READING OF LINGUISTIC CHANGE IN LEBANON Abstract Language creativity in incorporated in everyday conversations and language behaviour. It is present in everyday expression although it might sometimes be invisible, looked down on or disdained. Regardless of whether we are in favour of or against this creativity, it is worth being recognised. As far as Lebanon is concerned, Arabic (i.e. Standard Arabic) is the official language, while Lebanese abic,Ar along with English and French, are the main languages used by the Lebanese. This language diversity can be explained in the light of a number of factors and sociolinguistic functions. -
Vowel and Consonant Lessening: a Study of Articulating Reductions
Title: Vowel and Consonant Lessening: A Study of Articulating Reductions and Their Relations to Genders Author name(s): Grace Hui Chin Lin & Paul Shih Chieh Chien General Education Center, China Medical University (Lin) English Department, Changhwa University of Education General Education Center, Taipei Medical University (Chien) Academic Writing Education Center, National Taiwan University Page Number: p. 70-81 Publication date: 2011, Dec. 20 Conference information for conference papers (name, date and location of the conference) : Name : International Conference on Computer Assisted Language Learning in 2011, National Yunlin University of Science and Technology Date: Nov. 5, 2011, Location: Yunlin, Taiwan 69 Vowel and Consonant Lessening: A Study of Articulating Reductions and Their Relations to Genders Grace Hui Chin Lin Paul Shih Chieh Chien ABSTRACT Using English as a global communicating tool makes Taiwanese people have to speak in English in diverse international situations. However, consonants and vowels in English are not all effortless for them to articulate. This phonological reduction study explores concepts about phonological (articulating system) approximation. From Taiwanese folks’ perspectives, it analyzes phonological type, rate, and their associations with 2 genders. This quantitative research discovers Taiwanese people’s vocalization problems and their facilitating solutions by articulating lessening. In other words, this study explains how English emerging as a global language can be adapted and fluently articulated by Taiwanese. It was conducted at National Changhwa University of Education from 2010 fall to 2011 spring, investigating Taiwanese university students’ phonological lessening systems. It reveals how they face the phonetics challenges during interactions and give speeches by ways of phonological lessening. Taiwanese folks’ lessening patterns belong to simplified pronouncing methods, being evolved through Mandarin, Hakka, and Holo phonetic patterns. -
Learn Thai Language in Malaysia
Learn thai language in malaysia Continue Learning in Japan - Shinjuku Japan Language Research Institute in Japan Briefing Workshop is back. This time we are with Shinjuku of the Japanese Language Institute (SNG) to give a briefing for our students, on learning Japanese in Japan.You will not only learn the language, but you will ... Or nearby, the Thailand- Malaysia border. Almost one million Thai Muslims live in this subregion, which is a belief, and learn how, to grow other (besides rice) crops for which there is a good market; Thai, this term literally means visitor, ASEAN identity, are we there yet? Poll by Thai Tertiary Students ' Sociolinguistic. Views on the ASEAN community. Nussara Waddsorn. The Assumption University usually introduces and offers as a mandatory optional or free optional foreign language course in the state-higher Japanese, German, Spanish and Thai languages of Malaysia. In what part students find it easy or difficult to learn, taking Mandarin READING HABITS AND ATTITUDES OF THAI L2 STUDENTS from MICHAEL JOHN STRAUSS, presented partly to meet the requirements for the degree MASTER OF ARTS (TESOL) I was able to learn Thai with Sukothai, where you can learn a lot about the deep history of Thailand and culture. Be sure to read the guide and learn a little about the story before you go. Also consider visiting neighboring countries like Cambodia, Vietnam and Malaysia. Air LANGUAGE: Thai, English, Bangkok TYPE OF GOVERNMENT: Constitutional Monarchy CURRENCY: Bath (THB) TIME ZONE: GMT No 7 Thailand invites you to escape into a world of exotic enchantment and excitement, from the Malaysian peninsula. -
Arxiv:2009.12534V2 [Cs.CL] 10 Oct 2020 ( Tasks Many Across Progress Exciting Seen Have We Ilo Paes Akpetandde Language Deep Pre-Trained Lack Speakers, Billion a ( Al
iNLTK: Natural Language Toolkit for Indic Languages Gaurav Arora Jio Haptik [email protected] Abstract models, trained on a large corpus, which can pro- We present iNLTK, an open-source NLP li- vide a headstart for downstream tasks using trans- brary consisting of pre-trained language mod- fer learning. Availability of such models is criti- els and out-of-the-box support for Data Aug- cal to build a system that can achieve good results mentation, Textual Similarity, Sentence Em- in “low-resource” settings - where labeled data is beddings, Word Embeddings, Tokenization scarce and computation is expensive, which is the and Text Generation in 13 Indic Languages. biggest challenge for working on NLP in Indic By using pre-trained models from iNLTK Languages. Additionally, there’s lack of Indic lan- for text classification on publicly available 1 2 datasets, we significantly outperform previ- guages support in NLP libraries like spacy , nltk ously reported results. On these datasets, - creating a barrier to entry for working with Indic we also show that by using pre-trained mod- languages. els and data augmentation from iNLTK, we iNLTK, an open-source natural language toolkit can achieve more than 95% of the previ- for Indic languages, is designed to address these ous best performance by using less than 10% problems and to significantly lower barriers to do- of the training data. iNLTK is already be- ing NLP in Indic Languages by ing widely used by the community and has 40,000+ downloads, 600+ stars and 100+ • sharing pre-trained deep language models, forks on GitHub. -
Making Sense of "Bad English"
MAKING SENSE OF “BAD ENGLISH” Why is it that some ways of using English are considered “good” and others are considered “bad”? Why are certain forms of language termed elegant, eloquent, or refined, whereas others are deemed uneducated, coarse, or inappropriate? Making Sense of “Bad English” is an accessible introduction to attitudes and ideologies towards the use of English in different settings around the world. Outlining how perceptions about what constitutes “good” and “bad” English have been shaped, this book shows how these principles are based on social factors rather than linguistic issues and highlights some of the real-life consequences of these perceptions. Features include: • an overview of attitudes towards English and how they came about, as well as real-life consequences and benefits of using “bad” English; • explicit links between different English language systems, including child’s English, English as a lingua franca, African American English, Singlish, and New Delhi English; • examples taken from classic names in the field of sociolinguistics, including Labov, Trudgill, Baugh, and Lambert, as well as rising stars and more recent cutting-edge research; • links to relevant social parallels, including cultural outputs such as holiday myths, to help readers engage in a new way with the notion of Standard English; • supporting online material for students which features worksheets, links to audio and news files, further examples and discussion questions, and background on key issues from the book. Making Sense of “Bad English” provides an engaging and thought-provoking overview of this topic and is essential reading for any student studying sociolinguistics within a global setting. -
Cambridge University Press 978-1-108-42537-7 — English Around the World 2Nd Edition Index More Information
Cambridge University Press 978-1-108-42537-7 — English around the World 2nd Edition Index More Information Index Aboriginal English 23, 122, 140 Bao Zhiming 202 Aboriginals, 118, 121–122, 125, 226 Barbados 101, 105, 106 accent 5, 7, 17, 20, 88, 121, 123, 133, basilect 104, 106, 112 134, 235 Belafonte, Harry 108 accommodation 39, 134, 175, 229 Berlin Conference 46, 48 Achebe, Chinua 152, 197 bilingualism 28, 35, 51, 83, 166, 246 acrolect 104 biological concepts 26, 226 adjective comparison 73 Bislama 157, 176–177 adstrate 68 blogs 59 adverbs 99, 214 borrowing, see loan words African American English 87, 88, 116, 219 Botswana 146, 209, 211 African Englishes 32 Brexit 59, 71 Afrikaans 33, 130, 131, 133, 135 British Empire 40, 52–55, 160, 226 Ali G 114 British English 31, 57, 73, 75, 84, 85, 87, 151, American English 38, 57, 59, 61, 68, 113, 116, 152, 212, 214, 229, 235, 236, 242 208, 214, 216 history 69–74, 113 see also Standard English dialects 16, 85–86, 89, 114 Brunei 157, 161 history 82–89 Brunei English 162, 197 lexis 25, 26, 209 Butler English 50 melting pot 82, 89 Native AmE 23, 84, 88, 226 Cajun English 88 pronunciation 16, 212, 229 calque 24, 209 southern dialect 16, 23, 84, 85, 88, 90–99, Cambodia 158 116 Cameroon 147, 149, 238, 239, 240 standard 87, 88 Cameroonian English 23, 203, 205, 209 vs. British English 84 Camfranglais 149, 240 Americanization Canada 54, 54, 89 of World Englishes 56, 57, 59 language situation 33, 61 analogy 28, 205 Canadian English 61, 89–90, 210, 211, 215 antideletion 137, 205 Cantonese 19, 163, 164, 239 AntConc corpus software 258 Caribbean 51, 52, 53, 61, 62, 68, 113, 117, 235 archaisms 209 Caribbean Creoles 102, 105–106, 205 article omission / insertion 8, 137, 172, 194, cline 105 215, 224, 230 Caribbean English 23, 26, 88, 98, 117, 212, 213 article reduction 78 case 78 articulation 202, 250 Celtic Englishes 74, 116 ASEAN / Association of South-East Asian Celtic languages 73, 113 Nations 158, 185, 234 Celts 70 aspiration 20, 192 Chambers, J. -
Workshop 6 Synchronic Transfers in Colloquial Singapore English: Case Studies Based on Text Message Data
Methods in Dialectology XVI – 2017 Workshop 6 Synchronic transfers in Colloquial Singapore English: Case studies based on text message data Date: 2017.08.011 (Friday) 13:00-16:00 Organizers: Jacob R. Leimgruber, Leslie Lee, Mie Hiramoto 1. Leslie Lee, Taohai Lin, Ten Tingkai : Already, le, and liao:distributions and functions in Colloquial Singapore English text messages. 2. Mie Hiramoto, Jun Jie Lim : Sentence-final adverbs in a corpus of Colloquial Singapore English text message data. 3. Jakob R. E. Leimgruber, Wei Xing Change, Magdalene Ong Wenli : Colloquial Singapore English one and de in a corpus of WhatsApp text messages. 4. Mie Hiramoto, Tong King Lee, Xue Ming Jessica CHOO : The sentence-final particle sia in a corpus of Colloquial Singapore English text message data. 5. Jeff Siegel : ( Discussant ) Workshop 6: Synchronic transfers in Colloquial Singapore English: Case studies based on text message data Date: 2017.08.011 (Friday) 13:00-16:00 Organizers: Jacob R. Leimgruber, Leslie Lee, Mie Hiramoto Abstract: This sociolinguistic workshop aims to investigate how specific grammatical features are exhibited in Colloquial Singapore English (CSE) in the course of social media communication, namely, WhatsApp text messaging. McWhoter (2013) calls text message conversations ‘finger speech’ and discusses highly colloquial features in the texting language. Similarly, Thurlow (2003) explains text messaging data to be extremely rich resources for linguistic analysis. For this workshop, the data were collected by students at a university in Singapore between 2014 and 2016. The studies presented in this workshop are based on a 1.2 million-word sub-corpus of the data collected. -
Two Introductory Texts on Using Statistics for Linguistic Research and Two Books Focused on Theory
1. General The four books discussed in this section can be broadly divided into two groups: two introductory texts on using statistics for linguistic research and two books focused on theory. Both Statistics for Linguists: A Step-by-Step Guide for Novices by David Eddington and How to do Linguistics with R: Data Exploration and Statistical Analysis by Natalia Levshina offer an introduction to statistics and, more specifically, how it can be applied to linguistic research. Covering the same basic statistical concepts and tests and including hands- on exercises with answer keys, the textbooks differ primarily in two respects: the choice of statistical software package (with subsequent differences reflecting this choice) and the scope of statistical tests and methods that each covers. Whereas Eddington’s text is based on widely used but costly SPSS and focuses on the most common statistical tests, Levshina’s text makes use of open-source software R and includes additional methods, such as Semantic Vector Spaces and making maps, which are not yet mainstream. In his introduction to Statistics for Linguists, Eddington explains choosing SPSS over R because of its graphical user interface, though he acknowledges that ‘in comparison to SPSS, R is more powerful, produces better graphics, and is free’ (p. xvi). This text is therefore more appropriate for researchers and students who are more comfortable with point-and-click computer programs and/or do not have time to learn to manoeuvre the command-line interface of R. Eddington’s book also has the goal of being ‘a truly basic introduction – not just in title, but in essence’ (p. -
'Speaking Singlish' Comic Strips
International Journal of Innovation, Creativity and Change. www.ijicc.net Volume 12, Issue 12, 2020 The Use of Colloquial Singaporean English in ‘Speaking Singlish’ Comic Strips: A Syntactic Analysis Delianaa*, Felicia Oscarb, a,bEnglish department, Faculty of Cultural Studies, Universitas Sumatera Utara, Email: a*[email protected] This study explores the sentence structure of Colloquial Singaporean English (CSE) and how it differs from Standard English (SE). A descriptive qualitative method is employed as the research design. The data source is the dialogue of five comic strips which are purposively chosen from Speaking Singlish comic strips. Data is in the form of sentences totalling 34 declaratives, 20 wh- interrogatives, 14 yes -no interrogatives, 3 imperatives and 1 exclamative. The results present the sentence structure of CSE found in the data generally constructed by one subject, one predicate, and occasionally one discourse element. The subject is a noun phrase while the predicate varies amongst noun, adjective, adverb, and verb phrases– particularly in copula deletion. On the other hand, there are several differences between the sentence structure of CSE and SE in the data including the use of copula, topic sentence, discourse elements, adverbs, unmarked plural noun and past tense. Key words: Colloquial Singaporean English (CSE), Speaking Singlish, sentence structure. Introduction Standard English (SE) is a variety of the English language. This view is perhaps more acceptable in the case of Non-Standard English (NSE). The classification of SE being a dialect goes against the lay understanding that a dialect is a subset of a language, usually with a geographical restriction regarding its distribution (Kerswill, 2006). -
Does Singlish Contribute to Singaporean's National Identity
International Journal of Academic Research in Progressive Education and Development Vol. 9 , No. 2, 2020, E-ISSN: 2226-6348 © 2020 HRMARS Does Singlish Contribute to Singaporean’s National Identity, and do Singaporeans Support Formal Recognition of it? Wang Shih Ching To Link this Article: http://dx.doi.org/10.6007/IJARPED/v9-i2/7244 DOI:10.6007/IJARPED/v9-i2/7244 Received: 15 Jan 2020, Revised: 15 Feb 2020, Accepted: 10 Mar 2020 Published Online: 23 Mar 2020 In-Text Citation: (Wang, 2020) To Cite this Article: Wang, S. C. (2020). Does Singlish Contribute to Singaporean’s National Identity, and do Singaporeans Support Formal Recognition of it? International Journal of Academic Research in Progressive Education and Development, 9(2), 96–112. Copyright: © 2020 The Author(s) Published by Human Resource Management Academic Research Society (www.hrmars.com) This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode Vol. 9(2) 2020, Pg. 96 - 112 http://hrmars.com/index.php/pages/detail/IJARPED JOURNAL HOMEPAGE Full Terms & Conditions of access and use can be found at http://hrmars.com/index.php/pages/detail/publication-ethics 96 International Journal of Academic Research in Progressive Education and Development Vol. 9 , No. 2, 2020, E-ISSN: 2226-6348 © 2020 HRMARS Does Singlish Contribute to Singaporean’s National Identity, and do Singaporeans Support Formal Recognition of it? Wang Shih Ching Research Scholar, Faculty of Social Science, Arts and Humanities, Lincoln University College, Malaysia Abstract ‘Singlish’ is a colloquial form of English that was influenced by other languages used in Singapore, such as Chinese Mandarin, Malay and Tamil. -
1 Introduction
Introduction 1 1 Introduction SILVIA KOUWENBERG AND JOHN VICTOR SINGLER 1 Background That there is a reason – and a need – for The Handbook of Pidgin and Creole Studies in linguistics today comes from the recognition of the challenges that pidgin and creole languages pose for linguistics as a field. At the same time, an assessment of the state of pidgin and creole studies is timely for those who work within it. The questions that drive pidgin and creole studies today revolve around the nature and interaction of the forces that have shaped these languages. These questions are not new; they are what motivated the study of these languages in the first place. However, in recent years insights from other branches of lin- guistics as well as careful sociohistorical studies have moved the field forward. Creole studies has attained this point within linguistics, it can be argued, as a logical progression from three events that occurred half a century ago: • the publication in 1957 of Chomsky’s Syntactic Structures, • the publication four years earlier of Weinreich’s Languages in Contact, and • the convening in 1959 of the first international conference on creole studies at Mona, Jamaica. 1.1 The Chomskyan paradigm The publication of Syntactic Structures – a defining moment in the history of modern linguistics – has, additionally, special relevance for creole studies. The Chomskyan paradigm emphasized the interaction of language and the mind. The structure of the brain for language provides the basis for universals – the properties that characterize and, indeed, define all human language. Further, linguists working within the Chomskyan paradigm sought to understand the nature of the acquisition of language, the way in which the intersection of universal principles with language-particular input resulted in children’s acquisition of language.