scholarly journals Code-switching alone cannot explain intraspeaker syntactic variability: Evidence from a spoken elicitation experiment

2020 ◽  
Vol 43 (3) ◽  
pp. 249-287 ◽  
Author(s):  
Björn Lundquist ◽  
Maud Westendorp ◽  
Bror-Magnus S. Strand
Keyword(s):  
High School ◽  
High School Students ◽  
Spoken Language ◽  
Written Language ◽  
Code Switching ◽  
School Students ◽  
Syntactic Variation ◽  
Empirical Question ◽  
Local Dialect ◽  
Linguistic Input

AbstractWe address the question whether speakers activate different grammars when they encounter linguistic input from different registers, here written standardised language and spoken dialect. This question feeds into the larger theoretical and empirical question if variable syntactic patterns should be modelled as switching between different registers/grammars, or as underspecified mappings from form to meaning within one grammar. We analyse 6000 observations from 26 high school students from Tromsø, comprising more than 20 phonological, morphological, lexical and syntactic variables obtained from two elicited production experiments: one using standardised written language and one using spoken dialect as the elicitation source. The results suggest that most participants directly activate morphophonological forms from the local dialect when encountering standardised orthographic forms, suggesting that they do not treat the written and spoken language as different grammars. Furthermore, the syntactic variation does not track the morphophonological variation, which suggests that code/register-switching alone cannot explain syntactic optionality.

scholarly journals Genre-Based Pedagogy in Paulo Freire’s Country: Teaching Brazilian Students to Write Essays for the National High School Exam

2021 ◽  
Vol 26 (1) ◽  
pp. 61-76
Author(s):  
Orlando Vian Junior ◽  
Fabiane Dalben de Faria
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Pedagogy ◽  
Course Design ◽  
Written Language ◽  
Social Intervention ◽  
Appraisal System ◽  
School Students ◽  
Brazilian Students

From the perspective of the appraisal system, this article discusses how 60 high school students from two private Brazilian schools align with their readers in texts written as preparation for the Brazilian National High School Exam. Adopting a mixed methodology, a corpus of 301 texts produced by the students was analyzed. Results showed that students' commitment to proposals for social intervention increased throughout the analyzed course, which meant that students started to adopt more critical and proactive stances in their essays. In addition, results showed how students align with their readers, confirming the paramount importance of mastering written language for the development of school literacies, as suggested by Halliday (1996). In terms of implications for pedagogy, the experience brought about new insights for course design and improvements in students’ writing, as well as a better understanding of the role of language in literacy projects. Finally, it confirmed the possibility of building an interface between a genre-based pedagogy and Paulo Freire’s critical pedagogy.  

scholarly journals Social/interactional functions of code switching among Dominican Americans

Pragmatics ◽  
2000 ◽  
Vol 10 (2) ◽  
pp. 165-193 ◽  
Author(s):  
Benjamin Bailey
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Interaction ◽  
Code Switching ◽  
School Students ◽  
Social Functions ◽  
Interactional Functions ◽  
Individual Speaker ◽  
As If ◽  
Dominican American

Linguistic assumptions of an individual speaker-hearer are subtly reflected in analyses of code switching that assign switches to “conversational strategies,” categories that are treated as if they existed prior to, and independent of, actual interactions. While such categories provide convenient rubrics for many common and significant social functions of code switching, they fail to capture the interactionally emergent functions of many switches. In this article I highlight such locally emergent functions of code switching among Dominican American high school students by examining several transcripts of intra-group, peer interaction from a conversation analytic perspective. Many switches in such peer interaction are better explained in terms of the sequential, conversational management activities achieved by interlocutors than by pre-defined categories of switches.

scholarly journals Bewertung und Grammatikalität regionaler Syntax.

2019 ◽  
Vol 98 (5) ◽  
pp. 197-218
Author(s):  
Adriana Hanulíková
Keyword(s):  
High School ◽  
High School Students ◽  
Spoken Language ◽  
Classroom Interactions ◽  
School Students ◽  
Morphosyntactic Variation ◽  
Grammaticality Judgments ◽  
Language And Literature ◽  
Normative Expectations ◽  
Normative Judgments

This paper addresses how morphosyntactic variation stemming from the Alemannic regional variety is perceived, evaluated, and judged in written and spoken language. Based on data from a questionnaire and speeded grammaticality judgments, this study examines which grammatical variants are salient to the listener as a function of speaker accent (regional vs. standard) and listener background (students from different school types and cities). The results show that, in addition to the regional morphosyntax, regional accent co-determines grammaticality judgements, in particular for naive listeners. Expert listener (students of language and literature) judgements are less affected by speaker accent, and appear to follow their subjective normative expectations concerning the prescriptive syntax usage. The most normative judgments on both syntactic and phonological levels were observed for dialectal variants within a group of high school students, despite being active users of the Alemannic variety. This result is a likely consequence of an explicit discard of dialect usage during classroom interactions.

scholarly journals An Analysis of Communication Strategies in Speaking

2021 ◽  
Vol 9 (2) ◽  
pp. 127
Author(s):  
Ni Luh Anis Widiastuti ◽  
Dewa Komang Tantra ◽  
Ni Nyoman Padmadewi
Keyword(s):  
High School ◽  
High School Students ◽  
Data Collection ◽  
Junior High School ◽  
Junior High ◽  
Code Switching ◽  
Communication Strategy ◽  
School Students ◽  
Design Data ◽  
Scientific Approach

The scientific approach in the learning process. There are still some problems in applying the five main procedures of the Scientific Approach in learning activities. Activities must be by the stages of the Scientific Approach. This study aimed to analyze the type of communication between junior high school students during speaking class in junior high school who applied the 2013 curriculum. This study was qualitative using a qualitative design. Data collection is done through direct observation. In data collection, the study used a cellular recorder. In addition, observation sheets were also used to obtain data. Data were taken descriptively. The results of this study indicate that the teacher applies a 15-dimensional Communication Strategy, namely Literal Translation, Code Switching, Pantomime, Message Reduction, Message Substitution, Repetition, Use of Fillers, Verb Strategy Maker, Self Accuracy, Response, Asking Clarification, Asking for Confirmation, Asking for Help, Repetition Request, and Comprehension Comprehension. Of the 15 strategies applied, Response has the highest proportion of events around 23.72%. Meanwhile, students only use seven dimensions of Communication Strategy. Those are Self-Improvement, Self-Improvement, Pantomime, Code Switching, Use of Fillers, Expressing Disappointment, Explanation of Repetition, Pantomime has the highest occurrence. That is a 34.21% occurrence. 

The lexicon in writing–speech-differentiation

2010 ◽  
Vol 13 (2) ◽  
pp. 183-205 ◽  
Author(s):  
Ruth A. Berman ◽  
Bracha Nir
Keyword(s):  
High School ◽  
High School Students ◽  
Written Language ◽  
Developmental Trajectory ◽  
Order Effects ◽  
School Students ◽  
Written Texts ◽  
Adolescents And Adults ◽  
English Speaking ◽  
Notational System

The study analyzed text-embedded lexical usage as diagnostic of writing-speech-distinctions in stories and discussions produced in the two modalities by English-speaking grade-school children, middle-school pre-adolescents, high-school adolescents, and adults. We assumed that (1) while children master writing as a notational system by age 9 to 10 years, command of written language as a special style of discourse has a long developmental trajectory, and (2) distinct processing constraints and communicative circumstances combine to affect texts produced in the two modalities. Across the board, written texts scored higher than their spoken counterparts produced by the same participants on all five measures that we applied — Word Length, Register, Density, Diversity, and Abstractness — reflecting a more elevated and carefully monitored style of expression. With regard to development, high school students emerged as distinct from the two younger groups, demonstrating adolescence as a developmental watershed in discourse-embedded lexical usage as in other domains of text construction. When task order (written texts produced before or after spoken ones, respectively) is taken into account, however, a more complex, multi-faceted picture emerges with respect to the variables of age, specific lexical measure, and order effects.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

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