The Patterns of Language Choice at the Border of Malaysia-Thailand
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J. Collins Malay Dialect Research in Malysia: the Issue of Perspective
J. Collins Malay dialect research in Malysia: The issue of perspective In: Bijdragen tot de Taal-, Land- en Volkenkunde 145 (1989), no: 2/3, Leiden, 235-264 This PDF-file was downloaded from http://www.kitlv-journals.nl Downloaded from Brill.com09/28/2021 12:15:07AM via free access JAMES T. COLLINS MALAY DIALECT RESEARCH IN MALAYSIA: THE ISSUE OF PERSPECTIVE1 Introduction When European travellers and adventurers began to explore the coasts and islands of Southeast Asia almost five hundred years ago, they found Malay spoken in many of the ports and entrepots of the region. Indeed, today Malay remains an important indigenous language in Malaysia, Indonesia, Brunei, Thailand and Singapore.2 It should not be a surprise, then, that such a widespread and ancient language is characterized by a wealth of diverse 1 Earlier versions of this paper were presented to the English Department of the National University of Singapore (July 22,1987) and to the Persatuan Linguistik Malaysia (July 23, 1987). I would like to thank those who attended those presentations and provided valuable insights that have contributed to improving the paper. I am especially grateful to Dr. Anne Pakir of Singapore and to Dr. Nik Safiah Karim of Malaysia, who invited me to present a paper. I am also grateful to Dr. Azhar M. Simin and En. Awang Sariyan, who considerably enlivened the presentation in Kuala Lumpur. Professor George Grace and Professor Albert Schiitz read earlier drafts of this paper. I thank them for their advice and encouragement. 2 Writing in 1881, Maxwell (1907:2) observed that: 'Malay is the language not of a nation, but of tribes and communities widely scattered in the East.. -
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. -
Pilihan Bahasa Dan Lingua Franca Suku Kaum Di Sarawak Pilihan Bahasa Dan Lingua Franca Suku Kaum Di Sarawak
PILIHAN BAHASA DAN LINGUA FRANCA SUKU KAUM DI SARAWAK PILIHAN BAHASA DAN LINGUA FRANCA SUKU KAUM DI SARAWAK Mohammed Azlan Mis [email protected] Pusat Pengajian Bahasa dan Linguistik Fakulti Sains Sosial dan Kemanusiaan Universiti Kebangsaan Malaysia Abstrak Kajian ini membincangkan lingua franca suku kaum Melayu, Iban, Cina dan Melanau di negeri Sarawak. Di Sarawak terdapat bermacam-macam suku kaum dan masing-masing menggunakan bahasanya sendiri. Oleh yang demikian, lingua franca di Sarawak merupakan bahasa yang dipilih untuk berhubung dan bertukar-tukar fikiran antara satu sama lain agar hubungan antara suku kaum menjadi lebih erat dan sejahtera. Tentu sahaja bahasa perhubungan yang dipilih telah menjadi milik bersama, difahami, sesuai dan tidak menimbulkan masalah. Kewajaran kajian ini bertunjangkan lingua franca yang bertitik tolak daripada maklumat pilihan bahasa semasa yang digunakan dalam kehidupan sehari-hari. Sesuatu bahasa itu akan terus dipilih dan digunakan oleh semua pihak sama ada semasa situasi formal atau tidak formal sekiranya bahasa tersebut memenuhi peranan lingua franca. Hasil analisis pilihan bahasa responden Melayu, Iban, Cina dan Melanau di negeri Sarawak, didapati pilihan bahasa Iban dan dialek Melayu Sarawak lebih tinggi jika dibandingkan dengan pilihan bahasa yang lain. Walau bagaimanapun, pilihan bahasa Iban dilihat digunakan dalam situasi tidak formal dan pilihan bahasa dialek Melayu Sarawak pula semasa situasi formal. Kata kunci: lingua franca, pilihan bahasa, suku kaum, dialek Melayu Sarawak, bahasa Iban MOHAMMED AZLAN MIS Abstract The aim of this research is to identify the the common language or lingua franca of Malay, Iban, Chinese and Melanau ethnics groups in Sarawak. There are several ethnic groups in Sarawak, the member of each communicating among themselves in their own language. -
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. -
The Role of Code-Switching As a Communicative Tool in an ESL Teacher Education Classroom
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Elsevier - Publisher Connector Available online at www.sciencedirect.com ScienceDirect P r o c e d i a - S o c i a l a n d B e h a v i o r a l S c i e n c e s 9 0 ( 2 0 1 3 ) 4 5 8 – 4 6 7 6th International Conference on University Learning and Teaching (InCULT 2012) The Role of Code-Switching as a Communicative Tool in an ESL Teacher Education Classroom Nik Mastura Nik Ismail Azlanª and Suthagar Narasumanb* ªAcademy of Language Studies, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia bFaculty of Education, Universiti Teknologi MARA, Shah Alam, 40200, Selangor, Malaysia Abstract This research sought to investigate how code-switching functions as a communicative tool in a English as a second language teacher education class in a tertiary institution in Malaysia. Surveys, observations, and interviews were carried out to elicit relevant data. Qualitative data was collected using an observational framework. The findings revealed that three types of code-switching known as tag switching, inter-sentential switching, and intra-sentential switching were predominant in classroom communication between students and between students and the instructor. The study was also able to ratify several systematic and predictive reasons for code-switching in the classroom. The study also found that English was the dominant language of communication while code switching was used to convey ideas in specific situations and to enhance solidarity in the first language. -
A Study of English Borrowing in Patani-Malay
A STUDY OF ENGLISH BORROWING IN PATANI-MALAY NOORHAYATEE BENJASMITHMalaya of FACULTY OF LANGUAGES AND LINGUISTICS UniversityUNIVERSITY OF MALAYA KUALA LUMPUR 2016 A STUDY OF ENGLISH BORROWING IN PATANI-MALAY NOORHAYATEE BENJASMITH DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF LINGUISTICS FACULTY OF LANGUAGES AND LINGUISTICS UNIVERSITY OF MALAYA UniversityKUALA LUMPUR of Malaya 2016 UNIVERSITI MALAYA ORIGINAL LITERARY WORK DECLARATION Name of Candidate: Noorhayatee Benjasmith Registration/Matric No: TGC090013 Name of Degree: Master of Linguistics Title of Project Paper/Research Report/ Dissertation/Thesis (“this Work”): A STUDY OF ENGLISH BORROWING IN PATANI-MALAY Field of Study: Sociolinguistics I do solemnly and sincerely declare that: (1) I am the sole author/writer of this Work; (2) This Work is original; Any use of any work in which copyright exists was done by way of fair dealing and for permitted purposes and any excerpt or extract from, or reference to or reproduction of any copyright work has been disclosed expressly and sufficiently and the title of the Work and its authorship have been acknowledged in this Work; (3) Any use of any work in which copyright exists wasMalaya done by way of fair dealing and for permitted purposes and any excerpt or extract from, or reference to or reproduction of any copyright work has been disclosed expressly and sufficiently and the title of the Work and its authorship have been acknowledgedof in this Work; (4) I do not have any actual knowledge nor -
Ura: a Disappearing Language of Southern Vanuatu
Ura: A disappearing language ofsouthern Vanuatu Crowley, T. Ura: A Disappearing Language of Southern Vanuatu. C-156, x + 226 pages. Pacific Linguistics, The Australian National University, 1999. DOI:10.15144/PL-C156.cover ©1999 Pacific Linguistics and/or the author(s). Online edition licensed 2015 CC BY-SA 4.0, with permission of PL. A sealang.net/CRCL initiative. PACIFIC LINGUISTICS FOUNDlNG EDITOR: Stephen A. Wurm EDITORIAL BOARD: Malcolm D. Ross and Darrell T. Tryon (Managing Editors), John Bowden, Thomas E. Dutton, Andrew K. Pawley Pacific Linguistics is a publisher specialising in linguistic descriptions, dictionaries, atlases and other material on languages of the Pacific, the Philippines, Indonesia and Southeast Asia. The authors and editors of Pacific Linguistics publications are drawn from a wide range of institutions around the world. Pacific Linguistics is associated with the Research School of Pacific and Asian Studies at The Australian National University. Pacific Linguistics was established in 1963 through an initial grant from the Hunter Douglas Fund. It is a non-profit-making body financed largely from the sales of its books to libraries and individuals throughout the world, with some assistance fromthe School. The Editorial Board of Pacific Linguistics is made up of the academic staff of the School's Department of Linguistics. The Board also appoints a body of editorial advisors drawn from the international community of linguists. Publications in Series A, B and C and textbooks in Series D are refereed by scholars with relevant expertise who are normally not members of the editorial board. To date Pacific Linguistics has published over 400 volumes in four series: • Series A: Occasional Papers; collections of shorter papers, usually on a single topic or area. -
ECFG-Malaysia-Mar-19.Pdf
About this Guide This guide is designed to help prepare you for deployment to culturally complex environments and successfully achieve mission objectives. The fundamental information it contains will help you understand the decisive cultural dimension of your assigned location and gain necessary skills to achieve Malaysia mission success. The guide consists of two parts: Part 1: Introduces “Culture General,” the foundational knowledge you need to operate effectively in any global environment – Southeast Asia in particular (Photo: Malaysian, Royal Thai, and US soldiers during Cobra Gold 2014 exercise). Culture Guide Part 2: Presents “Culture Specific” information on Malaysia, focusing on unique cultural features of Malaysian society. This section is designed to complement other pre-deployment training. It applies culture- general concepts to help increase your knowledge of your assigned deployment location (Photo: US sailor signs autographs for Malaysian school children). For further information, visit the Air Force Culture and Language Center (AFCLC) website at www.airuniversity.af.edu/AFCLC/ or contact the AFCLC Region Team at [email protected]. Disclaimer: All text is the property of the AFCLC and may not be modified by a change in title, content, or labeling. It may be reproduced in its current format with the expressed permission of AFCLC. All photography is provided as a courtesy of the US government, Wikimedia, and other sources as indicated. GENERAL CULTURE PART 1 – CULTURE GENERAL What is Culture? Fundamental to all aspects of human existence, culture shapes the way humans view life and functions as a tool we use to adapt to our social and physical environments. -
[.35 **Natural Language Processing Class Here Computational Linguistics See Manual at 006.35 Vs
006 006 006 DeweyiDecimaliClassification006 006 [.35 **Natural language processing Class here computational linguistics See Manual at 006.35 vs. 410.285 *Use notation 019 from Table 1 as modified at 004.019 400 DeweyiDecimaliClassification 400 400 DeweyiDecimali400Classification Language 400 [400 [400 *‡Language Class here interdisciplinary works on language and literature For literature, see 800; for rhetoric, see 808. For the language of a specific discipline or subject, see the discipline or subject, plus notation 014 from Table 1, e.g., language of science 501.4 (Option A: To give local emphasis or a shorter number to a specific language, class in 410, where full instructions appear (Option B: To give local emphasis or a shorter number to a specific language, place before 420 through use of a letter or other symbol. Full instructions appear under 420–490) 400 DeweyiDecimali400Classification Language 400 SUMMARY [401–409 Standard subdivisions and bilingualism [410 Linguistics [420 English and Old English (Anglo-Saxon) [430 German and related languages [440 French and related Romance languages [450 Italian, Dalmatian, Romanian, Rhaetian, Sardinian, Corsican [460 Spanish, Portuguese, Galician [470 Latin and related Italic languages [480 Classical Greek and related Hellenic languages [490 Other languages 401 DeweyiDecimali401Classification Language 401 [401 *‡Philosophy and theory See Manual at 401 vs. 121.68, 149.94, 410.1 401 DeweyiDecimali401Classification Language 401 [.3 *‡International languages Class here universal languages; general -
Malaysian Undergraduates' Attitudes Towards Localised English
GEMA Online® Journal of Language Studies 80 Volume 18(2), May 2018 http://doi.org/10.17576/gema-2018-1802-06 Like That Lah: Malaysian Undergraduates’ Attitudes Towards Localised English Debbita Tan Ai Lin [email protected] School of Languages, Literacies & Translation Universiti Sains Malaysia Lee Bee Choo [email protected] School of Languages, Literacies & Translation Universiti Sains Malaysia Shaidatul Akma Adi Kasuma [email protected] School of Languages, Literacies & Translation Universiti Sains Malaysia Malini Ganapathy (Corresponding Author) [email protected] School of Languages, Literacies & Translation Universiti Sains Malaysia ABSTRACT Native-like English use is often considered the standard to be achieved, in contrast to non- native English use. Nonetheless, localised English varieties abound in many societies and the growth or decline of any language variety commonly depends on how it is perceived; for instance, as a mere tool for functionality or as a prized cultural badge, and only its users can offer us insights into this. The thrust of the present study falls in line with the concept of language vitality, which is basically concerned with the sustainability of non-global languages. This paper first explores the subject of localisation and English varieties, and then examines the attitudes of Malaysian undergraduates towards their English pronunciation and accent, as well as their perceptions of Malaysian English. A 26-item questionnaire created by the researchers was utilised to collect data. It was also tested for reliability, with returned values indicating good internal consistency for all constructs, making the instrument a reliable option for use in future studies. A total of 253 undergraduates from a public university responded to the questionnaire and results revealed that overall, the participants valued their local-accented English and the functionality of Malaysian English, but regarded this form of the language as substandard. -
Chapter 1 Introduction 1.0 Background of the Study Malaysia
Chapter 1 Introduction 1.0 Background of the Study Malaysia opens her doors to students from various parts of the world with the mushrooming of many private institutions of higher learning and the move to internationalize her many public universities. As such, there is a steady flow of foreign students who made their way to the Malaysian institutions of higher learning not only because of her reputable standard in education but also due to the fact that its education fees are cheaper compared to that in the United Kingdom and United States and that in terms of culture, Malaysia provides a more conducive environment especially to students from Muslim countries. The aftermath of September 11, 2001 has great percussions on many decisions that pertain to Islamic issues and the Muslims. Receiving education from a Muslim country like Malaysia is one of the decisions brought about by the devastating episode. Iranians have also turned to Malaysia to obtain higher education and many of them are enrolled in the masters and Phd programs offered by both the public and the private universities in Malaysia. These programs are offered in the English language and as most Iranians learn English as a foreign language, they encounter problems coping with their studies. As such, they have to prepare themselves to master the language in order to overcome language problems in their studies. How can we master a language? How can we conform to the language conventions in a foreign context? Why do only a few learners become near-native speakers despite 1 making many efforts? Prior to answer these questions, we should pay attention to what make a language foreign to us. -
Annotated Bibliographies; *Austro
DOCUME T'RESUME ED 132 860 FL 008 262 .1UTHOR Johnson, Dora B.; And Others TITLE Languages of Southeast Asia and the Pacific. A'Survey of Materials for the Study of the Uncommonly Taught. Languages. INSTITUTION Center for Applied Linguis ics, Arlington, Va. SPONS AGENCY Office of Education (DHEW) Washington, D.C. PUB DATE 76 CONTRACT 300-75-0201 NOTE 73p. AVAILABLE FROMCenter for Applied Linguistics, 1611 North Kent Street, Arlington, Virginia 22209 ($3.95 each fascicle; complete set of 8, $26.50) EDRS PRICE MR-$0.83 HC-$3.50 Plus Postage._ DESCRIPTORS Adult Educacion; *Annotated Bibliographies; *Austro Asiatic Languages; Buriese; Cambodian; Dialects; Dictionaries; Indonesian; .*Indonesiin Languages; *Instructional Materials; -Language Instruction; Language Variation; Lao; Malay; Reading Materials; *Sino Tibetan Languages; Thai; *Uncommonly Taught Languages; Vietnamese IDENTIFIERS Burma; Cambodia; Indonesia; *Languages of the Pacific; Laos; Malaysia; Philippines; Thailand; _Vietnam ABSTRACT This is an annotated bibliography of basic tools of access for the study of the uncommonly taught languages of Southeast Asia and the Pacific. It is one of eight fascicles which constitute a .revision of "A Provisional Survey of Materials for the Study of the Neglected Languages" (CAL 1969). The emphasis is on materials for the adult whose native language is English. Languages are grouped according to the following classifications: Burma (and Yunnan Cambodia, Laos, and Thailand; Vietnam; Indonesia and Malaysia; Philippines; Languages of the Pacific. Under each language heading, the items are arranged as follows:(1) teaching materials; (2) readers;(3) gLammars; and (4) dictionaries. Annotations are descriptive rather than critical. Wherever possible each entry contains the following bibliographical information: author, title, place of publication, date, and pagination.