Sociolinguistics (ENG510)
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Why Is Language Typology Possible?
Why is language typology possible? Martin Haspelmath 1 Languages are incomparable Each language has its own system. Each language has its own categories. Each language is a world of its own. 2 Or are all languages like Latin? nominative the book genitive of the book dative to the book accusative the book ablative from the book 3 Or are all languages like English? 4 How could languages be compared? If languages are so different: What could be possible tertia comparationis (= entities that are identical across comparanda and thus permit comparison)? 5 Three approaches • Indeed, language typology is impossible (non- aprioristic structuralism) • Typology is possible based on cross-linguistic categories (aprioristic generativism) • Typology is possible without cross-linguistic categories (non-aprioristic typology) 6 Non-aprioristic structuralism: Franz Boas (1858-1942) The categories chosen for description in the Handbook “depend entirely on the inner form of each language...” Boas, Franz. 1911. Introduction to The Handbook of American Indian Languages. 7 Non-aprioristic structuralism: Ferdinand de Saussure (1857-1913) “dans la langue il n’y a que des différences...” (In a language there are only differences) i.e. all categories are determined by the ways in which they differ from other categories, and each language has different ways of cutting up the sound space and the meaning space de Saussure, Ferdinand. 1915. Cours de linguistique générale. 8 Example: Datives across languages cf. Haspelmath, Martin. 2003. The geometry of grammatical meaning: semantic maps and cross-linguistic comparison 9 Example: Datives across languages 10 Example: Datives across languages 11 Non-aprioristic structuralism: Peter H. Matthews (University of Cambridge) Matthews 1997:199: "To ask whether a language 'has' some category is...to ask a fairly sophisticated question.. -
Manual for Language Test Development and Examining
Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe © Council of Europe, April 2011 The opinions expressed in this work are those of the authors and do not necessarily reflect the official policy of the Council of Europe. All correspondence concerning this publication or the reproduction or translation of all or part of the document should be addressed to the Director of Education and Languages of the Council of Europe (Language Policy Division) (F-67075 Strasbourg Cedex or [email protected]). The reproduction of extracts is authorised, except for commercial purposes, on condition that the source is quoted. Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe Language Policy Division Council of Europe (Strasbourg) www.coe.int/lang Contents Foreword 5 3.4.2 Piloting, pretesting and trialling 30 Introduction 6 3.4.3 Review of items 31 1 Fundamental considerations 10 3.5 Constructing tests 32 1.1 How to define language proficiency 10 3.6 Key questions 32 1.1.1 Models of language use and competence 10 3.7 Further reading 33 1.1.2 The CEFR model of language use 10 4 Delivering tests 34 1.1.3 Operationalising the model 12 4.1 Aims of delivering tests 34 1.1.4 The Common Reference Levels of the CEFR 12 4.2 The process of delivering tests 34 1.2 Validity 14 4.2.1 Arranging venues 34 1.2.1 What is validity? 14 4.2.2 Registering test takers 35 1.2.2 Validity -
PAPERS in NEW GUINEA LINGUISTICS No. 18
PACIFIC LINGUISTICS S e.ft-<- e..6 A - No. 4 0 PAPERS IN NEW GUINEA LINGUISTICS No. 18 by R. Conrad and W. Dye N.P. Thomson L.P. Bruce, Jr. Department of Linguistics Research School of Pacific Studies THE AUSTRALIAN NATIONAL UNIVERSITY Conrad, R., Dye, W., Thomson, N. and Bruce Jr., L. editors. Papers in New Guinea Linguistics No. 18. A-40, iv + 106 pages. Pacific Linguistics, The Australian National University, 1975. DOI:10.15144/PL-A40.cover ©1975 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 is published by the Ling ui��ic Ci�cl e 06 Canbe��a and consists of four series: SERIES A - OCCAS IONAL PAPERS SERIES B - MONOGRAPHS SERIES C - BOOKS SERIES V - SPECIAL PUBLICATIONS . EDITOR: S.A. Wurm . ASSOCIATE EDITORS: D.C. Laycock , C.L. Voorhoeve . ALL CORRESPONDENCE concerning PACIFIC LINGUISTICS, including orders and subscriptions, should be addressed to: The Secretary, PACIFIC LINGUISTICS, Department of Linguistics, School of Pacific Studies, The Australian National University, Canberra , A.C.T. 2600. Australia . Copyright � The Authors. First published 1975 . The editors are indebted to the Australian National University for help in the production of this series. This publication was made possible by an initial grant from the Hunter Douglas Fund. National Library of Australia Card Number and ISBN 0 85883 118 X TABLE OF CONTENTS Page SOME LANGUAGE RELATIONSHIPS IN THE UPPER SEPIK REGION OF PAPUA NEW GUINEA, by Robert Conrad and Wayne Dye 1 O. INTRODUCTION 1 1 . -
The Status of the Least Documented Language Families in the World
Vol. 4 (2010), pp. 177-212 http://nflrc.hawaii.edu/ldc/ http://hdl.handle.net/10125/4478 The status of the least documented language families in the world Harald Hammarström Radboud Universiteit, Nijmegen and Max Planck Institute for Evolutionary Anthropology, Leipzig This paper aims to list all known language families that are not yet extinct and all of whose member languages are very poorly documented, i.e., less than a sketch grammar’s worth of data has been collected. It explains what constitutes a valid family, what amount and kinds of documentary data are sufficient, when a language is considered extinct, and more. It is hoped that the survey will be useful in setting priorities for documenta- tion fieldwork, in particular for those documentation efforts whose underlying goal is to understand linguistic diversity. 1. InTroducTIon. There are several legitimate reasons for pursuing language documen- tation (cf. Krauss 2007 for a fuller discussion).1 Perhaps the most important reason is for the benefit of the speaker community itself (see Voort 2007 for some clear examples). Another reason is that it contributes to linguistic theory: if we understand the limits and distribution of diversity of the world’s languages, we can formulate and provide evidence for statements about the nature of language (Brenzinger 2007; Hyman 2003; Evans 2009; Harrison 2007). From the latter perspective, it is especially interesting to document lan- guages that are the most divergent from ones that are well-documented—in other words, those that belong to unrelated families. I have conducted a survey of the documentation of the language families of the world, and in this paper, I will list the least-documented ones. -
Research on Language and Learning: Implications for Language Teaching
Research on Language and Learning: Implications for Language Teaching EVA ALCÓN' Universitat Jaume 1 ABSTRACT Taking into account severa1 limitations of communicative language teaching (CLT), this paper calls for the need to consider research on language use and learning through communication as a basis for language teaching. It will be argued that a reflective approach towards language teaching and learning might be generated, which is explained in terms of the need to develop a context-sensitive pedagogy and in terms of teachers' and learners' development. KEYWORDS: Language use, teaching, leaming. INTRODUCTION The limitations of the concept of method becomes obvious in the literature on language teaching methodology. This is also referred to as the pendulum metaphor, that is to say, a method is proposed as a reform or rejection of a previously accepted method, it is applied in the language classroom, and eventually it is criticised or extended (for a review see Alcaraz et al., 1993; Alcón, 2002a; Howatt, 1984; Richards & Rodgers, 1986; Sánchez, 1993, 1997). Furthermore, * Addressfor correspondence: Eva Alcón Soler, Dpto. Filología Inglesa y Románica, Facultat Cikncies Humanes i Socials, Universitat Jaume 1, Avda. Sos Baynat, s/n, 12071 Castellón. Telf. 964-729605, Fax: 964-729261. E-mail: [email protected] O Servicio de Publicaciones. Universidad de Murcia. All rights reserved. IJES, VOL 4 ((1,2004, pp. 173-196 174 Eva Alcón as reported by Nassaji (2000), throughout the history of English language teaching methodology, there seems to be a dilema over focused analytic versus unfocused experiential language teaching. While the former considers learning as the development of formal rule-based knowledge, the latter conceptualises learning as the result of naturalistic use of language. -
Foreign Language Teaching and Learning Aleidine Kramer Moeller University of Nebraska–Lincoln, [email protected]
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications: Department of Teaching, Department of Teaching, Learning and Teacher Learning and Teacher Education Education 2015 Foreign Language Teaching and Learning Aleidine Kramer Moeller University of Nebraska–Lincoln, [email protected] Theresa Catalano University of Nebraska-Lincoln, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/teachlearnfacpub Part of the Bilingual, Multilingual, and Multicultural Education Commons, Educational Methods Commons, International and Comparative Education Commons, and the Teacher Education and Professional Development Commons Moeller, Aleidine Kramer and Catalano, Theresa, "Foreign Language Teaching and Learning" (2015). Faculty Publications: Department of Teaching, Learning and Teacher Education. 196. http://digitalcommons.unl.edu/teachlearnfacpub/196 This Article is brought to you for free and open access by the Department of Teaching, Learning and Teacher Education at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications: Department of Teaching, Learning and Teacher Education by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in J.D. Wright (ed.), International Encyclopedia for Social and Behavioral Sciences 2nd Edition. Vol 9 (Oxford: Pergamon Press, 2015), pp. 327-332. doi: 10.1016/B978-0-08-097086-8.92082-8 Copyright © 2015 Elsevier Ltd. Used by permission. digitalcommons.unl.edu Foreign Language Teaching and Learning Aleidine J. Moeller and Theresa Catalano 1. Department of Teaching, Learning and Teacher Education, University of Nebraska–Lincoln, USA Abstract Foreign language teaching and learning have changed from teacher-centered to learner/learning-centered environments. Relying on language theories, research findings, and experiences, educators developed teaching strategies and learn- ing environments that engaged learners in interactive communicative language tasks. -
Contributors
Contributors Editors Xuesong (Andy) Gao is an associate professor in the School of Education, the University of New South Wales (Australia). His current research and teaching interests are in the areas of learner autonomy, sociolinguistics, vocabulary studies, language learning narratives and language teacher education. His major publications appear in journals including Applied Linguistics, Educational Studies, English Language Teaching Journal, Journal of Multilingual and Multicultural Development, Language Teaching Research, Research Papers in Education, Studies in Higher Education, System, Teaching and Teacher Education, TESOL Quarterly and World Englishes. In addition, he has published one research mono- graph (Strategic Language Learning) and co-edited a volume on identity, motivation and autonomy with Multilingual Matters. He is a co-editor for the System journal and serves on the editorial and advisory boards for journals including The Asia Pacific Education Researcher, Journal of Language, Identity and Education and Teacher Development. Hayriye Kayi-Aydar is an assistant professor of English applied linguistics at the University of Arizona. Her research works with discourse, narra- tive and English as a second language (ESL) pedagogy, at the intersections of the poststructural second language acquisition (SLA) approaches and interactional sociolinguistics. Her specific research interests are agency, identity and positioning in classroom talk and teacher/learner narratives. Her most recent work investigates how language teachers from different ethnic and racial backgrounds construct professional identities and how they position themselves in relation to others in contexts that include English language learners. Her work on identity and agency has appeared in various peer-reviewed journals, such as TESOL Quarterly, Teaching and Teacher Education, ELT Journal, Critical Inquiry in Language Stud- ies, Journal of Language, Identity, and Education, Journal of Latinos and Education, System and Classroom Discourse. -
Dictionary Writing System
Dictionary Writing System (DWS) + Corpus Query Package (CQP): The Case of TshwaneLex Gilles-Maurice de Schryver, Department of African Languages and Cul- tures, Ghent University, Ghent, Belgium; Xhosa Department, University of the Western Cape, Bellville, Republic of South Africa; and TshwaneDJe HLT, Pretoria, Republic of South Africa ([email protected]), and Guy De Pauw, CNTS — Language Technology Group, University of Antwerp, Belgium; and School of Computing and Informatics, University of Nairobi, Kenya ([email protected]) Abstract: In this article the integrated corpus query functionality of the dictionary compilation software TshwaneLex is analysed. Attention is given to the handling of both raw corpus data and annotated corpus data. With regard to the latter it is shown how, with a minimum of human effort, machine learning techniques can be employed to obtain part-of-speech tagged corpora that can be used for lexicographic purposes. All points are illustrated with data drawn from English and Northern Sotho. The tools and techniques themselves, however, are language-independent, and as such the encouraging outcomes of this study are far-reaching. Keywords: LEXICOGRAPHY, DICTIONARY, SOFTWARE, DICTIONARY WRITING SYS- TEM (DWS), CORPUS QUERY PACKAGE (CQP), TSHWANELEX, CORPUS, CORPUS ANNO- TATION, PART-OF-SPEECH TAGGER (POS-TAGGER), MACHINE LEARNING, NORTHERN SOTHO (SESOTHO SA LEBOA) Samenvatting: Woordenboekaanmaaksysteem + corpusanalysepakket: een studie van TshwaneLex. In dit artikel wordt het geïntegreerde corpusanalysepakket van het woordenboekaanmaaksysteem TshwaneLex geanalyseerd. Aandacht gaat zowel naar het verwer- ken van onbewerkte corpusdata als naar geannoteerde corpusdata. Wat het laatste betreft wordt aangetoond hoe, met een minimum aan intellectuele arbeid, automatische leertechnieken met suc- ces kunnen worden ingezet om corpora voor lexicografische doeleinden aan te maken waarin de woordklassen expliciet worden vermeld. -
Macro-Sociolinguistics Page 1 MACRO SOCIOLINGUISTICS
MACRO SOCIOLINGUISTICS: INSIGHT LANGUAGE Rohib Adrianto Sangia Abstract: Language can be studied internally and externally. As externally, Sociolinguistics as the branch of linguistics looked or put position in relation to language speakers in the community, because in human society is no longer as individuals, will remain as a social community. Sociolinguistics concerns with two aspects of civilization, language and society, there are appropriate terms which are micro and macro in sociolinguistics. The main differences of them are micro-sociolinguistics or sociolinguistics –in narrow sense- is the study of language in relation to society, while macro-sociolinguistics or the sociology of language is the study of society in relation to language. Macro-sociolinguistics focuses such as social factors, exactly the interaction between language and dialect, the study of the decline and stabilization of minority languages, bilingualism developmental stability in a particular group. Keywords: Language, Sociolinguistics, Macro Sociolinguistics, Bilingualism. INTRODUCTION Language is a communication tool that people use to interact with each other. By mastering the language of humans can know the content of the world through science and new knowledge and had never imagined before. As a means of communication and interaction that is only possessed by humans, language can be studied internally and externally (Thomason and Kaufman, 1988: 22). Internally means the study made against internal elements such as language course, the structure of phonological, morphological, and syntactical alone. While externally meaningful study was conducted to things or factors outside the language, but in the use of language itself, speech community or the environment. Language may refer to the specific capacity in humans to obtain and use a complex system of communication, or to a specific agency of a complex communication system. -
Degree Thesis English (61-90) Credits
Degree Thesis English (61-90) credits Keeping Mum: An Exploration of Contemporary Kinship Terminology in British, American and Swedish Cultures Linguistics, 15 credits Halmstad 2021-06-21 Gerd Bexell HALMSTAD UNIVERSITY Abstract Keeping Mum: An Exploration of Contemporary Kinship Terminology in British, American and Swedish Cultures The aim of this paper is to briefly clarify the categorization and usage of kinship terms in American and British English in comparison with the Swedish kinship terms, both considering the vocative use and the referential function. There will also be a comparison with previous studies. The Swedish language contains considerably more detailed definitions for kinship. By choosing mostly informants with experience of both language cultures, this paper will investigate and explore whether English speakers themselves experience this as a lack of kinship vocabulary, and in what circumstances supplementary explanation is needed to clarify the identities of referents and addressees. It will further be established how and when the use of such terms can give rise to misunderstandings or confusion. Kinship terms will also be considered in connection with the present social and cultural environment. Seemingly, the use of kin terms has changed over recent decades and there appears to be etymological, lexicological and semantic causes for such misunderstandings. This essay research was conducted using interviews in which informants relate their experiences of language changes as well as regional variations with respect to how family members and relatives are addressed or referred to. Kinship terms are insightful and important within the field of genealogy and have implications for diverse disciplines such as law, church history, genetics, anthropology and popular custom. -
A Grammar of the Dom Language a Papuan Language of Papua New Guinea
A Grammar of the Dom Language A Papuan Language of Papua New Guinea TIDA Syuntaroˆ i Table of Contents Acknowledgements xiii Abbreviations xv Maps xvii Chapter 1 Introduction 1 1.1 Geographical and demographic background . 1 1.2 Socio-linguistic setting . 1 1.2.1 Tribes and clans . 3 1.2.2 Names and Naming . 4 1.3 Linguistic background . 5 1.3.1 Genetic relationships . 5 1.3.2 Typological profile . 6 1.3.3 Papuan context . 7 1.4 Previous work . 7 1.5 Present study . 8 Chapter 2 Phonology 9 2.1 Vowels . 9 2.1.1 Minimal pairs . 9 2.1.2 Lengthening . 9 2.1.3 /e/ . 9 2.1.4 [1] and /i/ insertion . 10 2.1.5 /i/ . 11 2.1.6 /o/ . 11 2.1.7 /u/ . 12 2.1.8 /a/ . 12 2.1.9 Sequence of vowels . 12 2.2 Consonants . 13 2.2.1 Minimal pairs . 13 2.2.2 Prenasalisation and gemination . 13 2.2.3 Obstruents . 14 2.2.3.1 /p/ . 14 2.2.3.2 /b/ . 14 2.2.3.3 /k/ . 14 2.2.3.4 /g/ . 14 ii Table of Contents 2.2.3.5 /t/ . 15 2.2.3.6 /d/ . 15 2.2.3.7 /s/ . 15 2.2.3.8 /r/ . 15 2.2.3.9 /l/ and /L/........................... 16 2.2.3.10 /s/, /t/ and /l/ . 17 2.2.3.11 /c/ and /j/ . 18 2.2.4 Nasals . 19 2.2.4.1 /n/ . 19 2.2.4.2 /m/ . -
Systematic Kinship Terminologies
Systematic Kinship Terminologies Since kin terms are fundamentally arbitrary categories, different cultures can potentially group their relatives into a widely varying, indefinite number of classifications. Curiously, anthropologists have observed that almost every culture has constructed a system of terms that conforms to one of six widely occurring basic patterns. These are customarily designated as follows: Basic Kinship Classification Systems: 1. Sudanese 2. Hawaiian 3. Eskimo 4. Iroquois 5. Omaha 6. Crow Sudanese Kin Terms The Sudanese system is completely descriptive and assigns a different kin term to each distinct relative, as indicated by separate letters and colours in the diagram above. Ego distinguishes between his father (A), his father's brother (E), and his mother's brother (H). There are potentially eight different cousin terms. Sudanese terminologies are difficult to relate to specific social institutions, since they include no categories per se. They are generally correlated with societies that have substantial class divisions. Examples of Sudanese systems include: Latin kin terms Turkish kin terms Old English kin terms Return to Top Hawaiian Kin Terms The Hawaiian system is the least descriptive and merges many different relatives into a small number of categories. Ego distinguishes between relatives only on the basis of sex and generation. Thus there is no uncle term; (mother's and father's brothers are included in the same category as father). All cousins are classified in the same group as brothers and sisters. Lewis Henry Morgan, a 19th century pioneer in kinship studies, surmised that the Hawaiian system resulted from a situation of unrestricted sexual access or "primitive promiscuity" in which children called all members of their parental generation father and mother because paternity was impossible to acertain.