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Linguapax Review 2010 Linguapax Review 2010
LINGUAPAX REVIEW 2010 MATERIALS / 6 / MATERIALS Col·lecció Materials, 6 Linguapax Review 2010 Linguapax Review 2010 Col·lecció Materials, 6 Primera edició: febrer de 2011 Editat per: Amb el suport de : Coordinació editorial: Josep Cru i Lachman Khubchandani Traduccions a l’anglès: Kari Friedenson i Victoria Pounce Revisió dels textos originals en anglès: Kari Friedenson Revisió dels textos originals en francès: Alain Hidoine Disseny i maquetació: Monflorit Eddicions i Assessoraments, sl. ISBN: 978-84-15057-12-3 Els continguts d’aquesta publicació estan subjectes a una llicència de Reconeixe- ment-No comercial-Compartir 2.5 de Creative Commons. Se’n permet còpia, dis- tribució i comunicació pública sense ús comercial, sempre que se’n citi l’autoria i la distribució de les possibles obres derivades es faci amb una llicència igual a la que regula l’obra original. La llicència completa es pot consultar a: «http://creativecom- mons.org/licenses/by-nc-sa/2.5/es/deed.ca» LINGUAPAX REVIEW 2010 Centre UNESCO de Catalunya Barcelona, 2011 4 CONTENTS PRESENTATION Miquel Àngel Essomba 6 FOREWORD Josep Cru 8 1. THE HISTORY OF LINGUAPAX 1.1 Materials for a history of Linguapax 11 Fèlix Martí 1.2 The beginnings of Linguapax 14 Miquel Siguan 1.3 Les débuts du projet Linguapax et sa mise en place 17 au siège de l’UNESCO Joseph Poth 1.4 FIPLV and Linguapax: A Quasi-autobiographical 23 Account Denis Cunningham 1.5 Defending linguistic and cultural diversity 36 1.5 La defensa de la diversitat lingüística i cultural Fèlix Martí 2. GLIMPSES INTO THE WORLD’S LANGUAGES TODAY 2.1 Living together in a multilingual world. -
1. Linguistics
Topical Report 1. Linguistics MILTON E. BARKER Received I6 April I962 The linguistic sessions of the Tenth Pacific Science Congress, held in Honolulu from 21 August to 6 September 1961, were well attended; and those present report an increased interest in the field of linguistics. The following resolutions were approved and adopted at the closing Plenary Session of the Congress: Current research on Austronesian and Papuan languages is inadequate for scientific needs, and some of them face imminent extinction unless prompt action is taken. Though estimates place the number of languages in the area close to a thousand, ap proximately a fourth or a fifth of the total for the entire world, only a few of the world's small group of linguists have worked in the Oceanic area. As prehistoric population movements in Oceania have been a major interest of this Congress, and as linguistic information constitutes a principal line of evidence toward the reconstruction of po pulation movements, large-scale expansion of bothdescriptive and comparativelinguistic studies is essential to the efficient exploitation of linguistic evidence. RESOLVED that all possible steps be taken to expand research on Pacific languages. Further linguistic surveys in Southeast Asia are needed. RESOLVED that every possible assistance and encouragement be given to institutions of the new nations of Southeast Asia wishing to make linguistic surveys of their peoples. A number of linguists interested in the languages of the Pacific Islands and neighbouring areas held a series of discussions at the Tenth Pacific Science Con gress how to keep themselves informed of each other's work and finally decided to produce a bibliographical publication to be called Oceanic Linguistics whose primary purpose is to provide up-to-date information on research in progress, recently completed, or recently published anywhere in the world. -
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. -
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. -
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. -
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. -
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. -
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. -
The Expression of Modifiers and Arguments in the Noun Phrase and Beyond a Typological Study Van Rijn, M.A
UvA-DARE (Digital Academic Repository) The expression of modifiers and arguments in the noun phrase and beyond A typological study van Rijn, M.A. Publication date 2017 Document Version Final published version License Other Link to publication Citation for published version (APA): van Rijn, M. A. (2017). The expression of modifiers and arguments in the noun phrase and beyond: A typological study. LOT. General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl) Download date:24 Sep 2021 455220 Marlou van Rijn Marlou van Rijn Marlou van Rijn The expression of modifiers The expression of modifiers and arguments and arguments in the noun in the noun phrase and beyond phrase and beyond A typological study A typological study A major semantic distinction obtaining in phrases and clauses is that between in the noun phrase and beyond The expression of modifiers and arguments modifiers and arguments. -
Mountains of Asia a Regional Inventory
International Centre for Integrated Asia Pacific Mountain Mountain Development Network Mountains of Asia A Regional Inventory Harka Gurung Copyright © 1999 International Centre for Integrated Mountain Development All rights reserved ISBN: 92 9115 936 0 Published by International Centre for Integrated Mountain Development GPO Box 3226 Kathmandu, Nepal Photo Credits Snow in Kabul - Madhukar Rana (top) Transport by mule, Solukhumbu, Nepal - Hilary Lucas (right) Taoist monastry, Sichuan, China - Author (bottom) Banaue terraces, The Philippines - Author (left) The Everest panorama - Hilary Lucas (across cover) All map legends are as per Figure 1 and as below. Mountain Range Mountain Peak River Lake Layout by Sushil Man Joshi Typesetting at ICIMOD Publications' Unit The views and interpretations in this paper are those of the author(s). They are not attributable to the International Centre for Integrated Mountain Development (ICIMOD) and do not imply the expression of any opinion concerning the legal status of any country, territory, city or area of its authorities, or concerning the delimitation of its frontiers or boundaries. Preface ountains have impressed and fascinated men by their majesty and mystery. They also constitute the frontier of human occupancy as the home of ethnic minorities. Of all the Mcontinents, it is Asia that has a profusion of stupendous mountain ranges – including their hill extensions. It would be an immense task to grasp and synthesise such a vast physiographic personality. Thus, what this monograph has attempted to produce is a mere prolegomena towards providing an overview of the regional setting along with physical, cultural, and economic aspects. The text is supplemented with regional maps and photographs produced by the author, and with additional photographs contributed by different individuals working in these regions. -
Graffiti Writing and Its Likely Influence on English Language Learning in Selected Secondary Schools in the Larger Laikipia East District, Laikipia County
GRAFFITI WRITING AND ITS LIKELY INFLUENCE ON ENGLISH LANGUAGE LEARNING IN SELECTED SECONDARY SCHOOLS IN THE LARGER LAIKIPIA EAST DISTRICT, LAIKIPIA COUNTY BY FRANCIS G. MWANGI E55/CE/15106/08 A THESIS SUBMITTED IN PARTIAL FULFILLMENT FOR THE AWARD OF MASTER OF EDUCATION DEGREE IN THE DEPARTMENT OF EDUCATIONAL COMMUNICATION AND TECHNOLOGY, SCHOOL OF EDUCATION, KENYATTA UNIVERSITY KENYATTA UNIVERSITY AUGUST, 2012 - 1 - DECLARATION This thesis is my original work and has not been presented for the award of a degree in any other university. Name: FRANCIS G. MWANGI Registration Number: E55/CE/15106/08 Sign:……………………… Date:………………… RECOMMENDATION This thesis has been submitted for the examination with our approval as the appointment University supervisors. Name: PROF. AGNES W. GATHUMBI Department: EDUCATIONAL COMMUNICATION AND TECHNOLOGY. Sign: ……………………… Date:…………………… Name: DR. JOHN N. KIMEMIA Department: EDUCATIONAL COMMUNICATION AND TECHNOLOGY. Sign: ……………………… Date:……………………… - 2 - DEDICATION This work is dedicated to my parents, my wife Naomi, daughter Sasha and my sons Lee and Collins. - 3 - ACKNOWLEDGEMENT I wish to first thank the Almighty God for His immeasurable love and support throughout the course of my study. I thank the Ministry of Education, Science and Technology (MOEST) for granting me the permission to carry out this study. I also wish to exceptionally thank my two supervisors, Prof. Agnes W. Gathumbi and Dr. John N. Kimemia, both from the Department of Educational Communication and Technology and the management of Kenyatta University. They tirelessly assisted, guided, encouraged and supported me from the initial stages of my work. I wish to also thank the staff members of the Faculty of Education and the Graduate school, Kenyatta University, who assisted me in many ways during the research process. -
Malebicta INTERNATIONAL JOURNAL of VERBAL AGGRESSION
MAlebicTA INTERNATIONAL JOURNAL OF VERBAL AGGRESSION III . Number 2 Winter 1979 REINHOLD AMAN ," EDITOR -a· .,.'.""",t!. 1'''' ...... ".......... __... CD MALEDICTA PRESS WAUKESHA 196· - MALEDICTA III Animal metaphors: Shit linked with animal names means "I don't believe a word of it," as in pig, buzzard, hen, owl, whale, turtle, rat, cat, and bat shit, as well as the ever-popular horseshit. But bullshit remains the most favored, probably because of the prodigious quantity of functional droppings associated with the beast. On payday the eagle shits. Ill. Insults Shit on YDU!, eat shit!, go shit in your hat!, full ofshit, tough shit, shit-head (recall Lieutenant Scheisskopf in Catch-22), ELEMENTARY RUSSIAN OBSCENITY You shit, little shit, stupid shit, dumb shit, simple shit, shit heel; he don't know shit from Shinola, shit or get offthe pot, ·Boris Sukitch Razvratnikov chickenshit, that shit don't fetch, to be shit on, not worth diddly (or doodly) shit, don't know whether to shit orgo blind, he thinks his shit don't stink, he thinks he's King Shit, shit This article wiII concern itself with the pedagogical problems eating grin. encountered in attempting to introduce the basic concepts of IV: Fear Russian obscenity (mat) to English-speaking first-year students Scared shitless, scare the shit out of, shit green (or blue), shit at the college level. The essential problem is the fact that Rus .v,''' bricks, shit bullets, shit little blue cookies, shit out of luck, sian obscenity is primarily derivational while English (i.e., in 'r" almost shit in his pants (or britches), on someone's shit-list, this context, American) obscenity is analytic.