scholarly journals Cross-linguistic Interactions in Bilingual Mental Lexicon and Professional Linguistic Competence Formation: An Experimental Research with Native Speakers of the Komi-Permyak and Russian Languages

2015 ◽  
Vol 214 ◽  
pp. 1039-1047
Author(s):  
Yuliya Leshchenko ◽  
Tamara Dotsenko ◽  
Tatyana Ostapenko
Keyword(s):  
Experimental Research ◽  
Native Speakers ◽  
Mental Lexicon ◽  
Linguistic Competence

The taboo topic in Kurdish language

2020 ◽  
Vol 7 (2) ◽  
pp. 435-455
Author(s):  
Bzhwen Yahya Mohamad
Keyword(s):  
Native Speakers ◽  
Mental Lexicon ◽  
Descriptive Method

The research is entitled (The topic of taboo in Kurdish language), it is an attempt to find the topic of taboo in Kurdish native speakers' mental, in order the most taboo expression to be recognized generally. Consequently, to find taboo and its order in mind, mental lexicon has been applied, which is in relation to being individually or in group has its particular sort. The present research is to explore that information in mental lexicon, which relies on the data and instruments that are uncovered in syntax and morphology of contexts. The study uses analytical descriptive method to analyze the phenomenon and its principle. The instrument of the study is Kurdish language _ slemani Dialect. The findings of the study shoe that the taboos have their own domain and in mental lexicon orders are kept and on the same sorts are expressed.

Target Language, Target Culture

2020 ◽  
pp. 1064-1081
Author(s):  
José Carlos Escobar
Keyword(s):  
Intercultural Competence ◽  
Native Speakers ◽  
Social Background ◽  
Linguistic Competence ◽  
Target Language ◽  
General Description ◽  
Full Understanding ◽  
Language And Culture ◽  
Language Classrooms ◽  
Target Culture

Learning a language must result in becoming competent in a new culture because accessing the culture language stands for and being able to share its cultural content requires learning not just the meaning but also the historical and social background of its vocabulary. Words reveal the linguistic and social behavior of native speakers and give students a full understanding of the target language. This chapter deals with different concerns present in foreign language classrooms, a space where language and intercultural competence must be developed. It describes some linguistic competence-related concerns (Section 1), then it deals with specific intercultural related aspects of grammar and perception which are part of the linguistic competence to be developed in class (Section 2) and it finishes with a general description of three basic ways used in the Spanish-as-second-language (SSL) classroom in order to teach language and culture so as to help students to develop intercultural competence (Section 3).

scholarly journals The use of collocations across proficiency levels: a literature review

2019 ◽  
Vol 10 (2) ◽  
pp. 34129
Author(s):  
Larissa Goulart
Keyword(s):  
Second Language ◽  
Literature Review ◽  
Native Speakers ◽  
Word Association ◽  
Linguistic Competence ◽  
Single Word ◽  
Formulaic Language ◽  
Correct Word ◽  
Proficiency Levels ◽  
L2 Learners

This literature review focuses on the use of formulaic language by English as a second language students (L2). Research on the field of phraseology has shown that mastery of formulas is central for fluency and linguistic competence (Ellis, 1996). Studies on the use of formulaic language by native speakers (Ellis et al., 2008) have shown that native speakers process these structures as a single word. Considering the use of formulaic language by L2 students, research has shown that this can be problematic to learners as they do not know the correct word association (Men, 2018). This paper presents a literature review on the studies of formulaic language, more specifically of collocations, used by L2 learners. The first part of this paper deals with the different definitions of collocations, while the second part focuses on studies on collocation use by L2 learners.

scholarly journals Variability of the language norm in the functioning of toponyms: Problems and contradictions

2020 ◽  
Vol 17 (4) ◽  
pp. 615-632
Author(s):  
Dmitrii Yu. Ilyin ◽  
◽  
Elena G. Sidorova ◽  
Keyword(s):  
Native Speakers ◽  
Proper Names ◽  
Linguistic Competence ◽  
Place Names ◽  
Basic Notion ◽  
Lowercase Letter ◽  
Proper Name ◽  
Geographical Maps ◽  
Definition Of ◽  
Linguistic Content

The article examines the linguistic content of the language norm related to the spelling of geographic proper names. As the basic notion, the authors use Ludmila Verbitskaya’s definition of the norm recognizing orthographic standards as a particular case of a language norm. The significance of a research in this area is due, firstly, to specificities of spelling norms, and secondly, difficulties of proper name codification. The orthographic norms are characterized by a significantly higher degree of strictness in comparison with other types of linguistic standards, hence, the avoidance of toponymic orthographic doublets creating problems in place-name identification. Normally, place names are not present in popular orthographic dictionaries and other non-specialized lexicographic sources. Not infrequently, the spelling of a particular locality in a codified form can only be found either on geographical maps and atlases or in gazetteers and registries of geographical names of a particular region. As a result, the spelling norm becomes established in the the native speakers’ linguistic competence primarily through the assimilation and application of the corresponding rules. It was revealed that the most significant contradictions in the implementation of the spelling norm take place when choosing an upper- or lowercase letter in compound proper names, as well as when representing the elements of compounds (separately, as one word or hyphenated). The resultss of the present research can be used in revision of orthography of both existing and newly formed place names to make them concordant with the principles of linguistic ecology

scholarly journals Processing Mandarin Tone 3 Sandhi at the Morphosyntactic Interface: Reduplication and Lexical Compounds

2021 ◽  
Vol 12 ◽  
Author(s):  
Feier Gao ◽  
Siqi Lyu ◽  
Chien-Jer Charles Lin
Keyword(s):  
Native Speakers ◽  
Mental Lexicon ◽  
Sentential Context ◽  
Low Tone ◽  
High Level ◽  
Morphosyntactic Interface ◽  
Whole Word ◽  
Mandarin Tone ◽  
Level Tone

Mandarin tone 3 sandhi is a phonological alternation in which the initial tone 3 (i.e., low tone) syllable changes to a tone 2 (i.e., rising tone) when followed by another tone 3. The present study used a cross-modal syllable-morpheme matching experiment to examine how native speakers process the sandhi sequences derived from verb reduplication and compounding, respectively. Embedded in a visually-presented sentential context, a disyllabic sequence containing a sandhi target was displayed simultaneously with a monosyllabic audio, either a tone 1 (i.e., high-level tone), tone 2 (i.e., rising tone) or tone 3 (i.e., low tone), and participants judged whether the audio syllable matched the visual morpheme. Results showed that the tone 3 sandhi was processed differently in the two constructions. The underlying tone and the surface tone were co-activated and competed with each other in sandhi compounds whereas predominant activation of the underlying tone, over the surface tone, was observed in reduplication. The processing of tone 3 sandhi offers support for distinctive morphological structures: a lexical compound is represented both as a whole-word unit and as a combination of two individual morphemes whereas a verb reduplication is represented and accessed as a monomorphemic unit in the mental lexicon.

scholarly journals THE EFFECTIVENESS OF USING VIDEO PHONEMES ROUTINE TO ENHANCE NA1 LINUS PUPILS TO RECOGNIZE THE SOUND OF LETTERS

2019 ◽  
pp. 48-56
Author(s):  
Muhammad Hassan Basri AbdulAziz ◽  
Mohamed Amin Embi ◽  
Harwati Hashim
Keyword(s):  
Experimental Research ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Daily Routine ◽  
Kuala Lumpur ◽  
Conventional Teaching ◽  
School Classroom ◽  
Quasi Experimental ◽  
Level 1

The usage of video routine in teaching the sounds of letters in an ESL primary school classroom can be an innovative and engaging tool compared to the conventional teaching of phonemes using pictures and non-native English speakers in introducing new phonemes. Teaching year one weak pupil might need this kind of teaching, and it is more alarming if the majority of the pupils in the class are the LINUS Non-Achiever Level 1(NA1) pupils who did not recognize the sounds of the letters. To resolve this, the Video Phonemes Routine was chosen as an alternative tool to introduce phonemes to the weak (NA1) students. This method uses technology tools such as LCD projector, audio speaker and any suitable phonemes video as a daily routine in the classroom. The usage of the video phonemes as a routine managed to allow two-way interactions of sights and sounds for the non-native speakers to identify the phonemes of letters. This study uses quasi-experimental research. The participants of this study consist of 20 pupils from a school in Jalan Kuchai Lama, Kuala Lumpur. This research uses two instruments: using test and giving a questionnaire to the pupils. It is proper to report when students were taught using the Video Phonemes Routine, as there was a significant increase in student’s ability to recognize the phonemes of the letters.

Girl – lass or curl?

2007 ◽  
Vol 30 (2) ◽  
pp. 22.1-22.17 ◽  
Author(s):  
Catrin Elisabeth Norrby ◽  
Gisela Håkansson
Keyword(s):  
Native Speakers ◽  
Word Association ◽  
Empirical Studies ◽  
Mental Lexicon ◽  
Association Test ◽  
Control Group ◽  
L2 Acquisition ◽  
Lexical Development ◽  
Association Tests

One of the ways to investigate the mental lexicon is to use word association tests. Empirical studies comparing associations by children and adults have indicated a tendency for children to give syntagmatic responses, whereas adults give paradigmatic responses. In order to investigate lexical development in L2 acquisition of Swedish we collected data from two groups of students, one in MalmÖ, Sweden and one in Melbourne. Part of the Melbourne group also took the association test in their L1 six months later. Native speakers were used as a control group. The results demonstrate that learners in general tend to focus more on form than content compared to native speakers. This trend was particularly strong for the L2 group in Melbourne who also exhibited more variation in their responses compared to the L2 group in Sweden and the NS control group.

scholarly journals MORPHOSYNTAX IN THE BILINGUAL MENTAL LEXICON

2014 ◽  
Vol 37 (4) ◽  
pp. 597-621 ◽  
Author(s):  
Helena Krause ◽  
Sina Bosch ◽  
Harald Clahsen
Keyword(s):  
Adult Learners ◽  
Language Learners ◽  
Native Speakers ◽  
Native Language ◽  
Mental Lexicon ◽  
Lexical Representation ◽  
Behavioral Experiments ◽  
Lexical Priming ◽  
Nonnative Language ◽  
Late Bilinguals

Although morphosyntax has been identified as a major source of difficulty for adult (nonnative) language learners, most previous studies have examined a limited set of largely affix-based phenomena. Little is known about word-based morphosyntax in late bilinguals and of how morphosyntax is represented and processed in a nonnative speaker’s lexicon. To address these questions, we report results from two behavioral experiments investigating stem variants of strong verbs in German (which encode features such as tense, person, and number) in groups of advanced adult learners as well as native speakers of German. Although the late bilinguals were highly proficient in German, the results of a lexical priming experiment revealed clear native-nonnative differences. We argue that lexical representation and processing relies less on morphosyntactic information in a nonnative than in a native language.

scholarly journals The language / speech biography of the patient with aphasia as a factor determining the specific process of speech rehabilitation

2020 ◽  
Vol 18 (2) ◽  
pp. 103-116
Author(s):  
Anastasia V. Kolmogorova ◽  
Svetlana A. Lyamzina ◽  
Ilya L. Kiselev
Keyword(s):  
Native Speakers ◽  
Mental Lexicon ◽  
Speech Disorders ◽  
Target Groups ◽  
Speech Rehabilitation ◽  
Professional Characteristics ◽  
Research Material ◽  
Speed Up ◽  
The Relationship ◽  
Speech Assessment

The article considers the relationship between the language / speech biography of the patient with aphasia and the process of his speech rehabilitation. This research project focuses on correlation between the patient’s language / speech biography and systemic connections of words in his mental lexicon. The relevance of the study consists in designing of recovery exercises adapted to the specific language / speech biography of patients with aphasic disorders. The research material includes: 1) statistical data on sociological characteristics of patients, gathered at the local Neurorehabilitation Center from 2014 to 2018; 2) 18 questionnaires filled in by the relatives of patients in question; 3) interviews with healthy Russian native speakers, whose socio-professional characteristics are similar to characteristics of one of the target groups of the patients; 4) a corpus of interview scripts processed with the program Sketch Engine; 5) 16 patients’ speech assessment sheets completed in accordance with the Wasserman scale (it designed to determine speech disorders of patients with a local cerebrovascular accident). The main results of this project are: 1) completing a sociolinguistic portrait of people at risk of aphasia with the similar language and speech biographies; 2) lists of most frequent words, collocations and automated verbal series (phrases and sayings) specific to people without speech pathologies; 3) identification of the language / speech biography features that affect mental lexicon; 4) exercises to speed up speech rehabilitation 5) their validation and assessment of effectiveness in clinical practice.

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