Overcoming preferred argument structure in written French

2015 ◽  
Vol 18 (1) ◽  
pp. 25-55 ◽  
Author(s):  
Audrey Mazur-Palandre
Keyword(s):  
Language Development ◽  
Argument Structure ◽  
Language Production ◽  
Noun Phrases ◽  
Spoken Language ◽  
Written Language ◽  
Text Type ◽  
Du Bois ◽  
Flow Of Information ◽  
Production Part

Spoken and written French contrast in many ways. Our goal here is to show how later language development is profoundly impacted by experience with written language. More than 120 French-speakers/ writers, one group of children (mean age: 10;9) and two groups of adolescents (mean age: 12;7 and 15;2), participated in this study. Our analysis of noun phrases is inspired by the hypothesis of Preferred Argument Structure (Du Bois 1987) and examines referential cohesion in texts produced in contexts differing in modality (spoken – written) and text type (expository – narrative). Our aim is to demonstrate: (a) that spoken language production is governed by discursive constraints which control the flow of information; and (b) these discursive constraints differ for written and spoken production. Part of learning to become a literate user of French involves overcoming the discourse constraints governing spoken language production.

From Thought to Action

2018 ◽  
pp. 397-431 ◽  
Author(s):  
Brenda Rapp ◽  
Markus F. Damian
Keyword(s):  
Language Production ◽  
Electronic Communication ◽  
Spoken Language ◽  
Written Language ◽  
Single Word ◽  
The Past ◽  
Vital Component ◽  
Language Modality ◽  
Global Population ◽  
Reading And Spelling

Written language is unlike other language components, in that reading and spelling are evolutionarily recent skills (i.e. human inventions that entered our repertoire only a few thousand years ago and have become widespread in the global population only in the past 100 years). Whereas reading has received considerable interest in psycholinguistics, written language production has been the “neglected” language modality, even though in this age of written electronic communication via email, texting, messaging, and so on, increasing numbers of people are processing written language as much or more than spoken language. In this chapter, we review some of the central issues in the psycholinguistics of single word written language production with the goal of providing the reader with an understanding of the cognitive and neural bases of this vital component of our language expertise.

scholarly journals Written Language Impairments in Primary Progressive Aphasia: A Reflection of Damage to Central Semantic and Phonological Processes

2012 ◽  
Vol 24 (2) ◽  
pp. 261-275 ◽  
Author(s):  
Maya L. Henry ◽  
Pélagie M. Beeson ◽  
Gene E. Alexander ◽  
Steven Z. Rapcsak
Keyword(s):  
Phonological Processing ◽  
Language Production ◽  
Primary Progressive Aphasia ◽  
Spoken Language ◽  
Written Language ◽  
Cortical Atrophy ◽  
Language Performance ◽  
Phonological Processes ◽  
Progressive Aphasia ◽  
Primary Progressive

Connectionist theories of language propose that written language deficits arise as a result of damage to semantic and phonological systems that also support spoken language production and comprehension, a view referred to as the “primary systems” hypothesis. The objective of the current study was to evaluate the primary systems account in a mixed group of individuals with primary progressive aphasia (PPA) by investigating the relation between measures of nonorthographic semantic and phonological processing and written language performance and by examining whether common patterns of cortical atrophy underlie impairments in spoken versus written language domains. Individuals with PPA and healthy controls were administered a language battery, including assessments of semantics, phonology, reading, and spelling. Voxel-based morphometry was used to examine the relation between gray matter volumes and language measures within brain regions previously implicated in semantic and phonological processing. In accordance with the primary systems account, our findings indicate that spoken language performance is strongly predictive of reading/spelling profile in individuals with PPA and suggest that common networks of critical left hemisphere regions support central semantic and phonological processes recruited for spoken and written language.

scholarly journals The Analysis of a Tour Guide Yong Ding Earth Building Based on Systemic Functional Grammar

2019 ◽  
Vol 10 (2) ◽  
pp. 66
Author(s):  
Huanle Cui ◽  
Lingling Liu ◽  
Juanjuan Li
Keyword(s):  
Power Structure ◽  
Spoken Language ◽  
Written Language ◽  
Living Standard ◽  
Human Communication ◽  
Functional Grammar ◽  
Tour Guide ◽  
Systemic Functional Grammar ◽  
Text Type ◽  
Asymmetrical Power

It is widely believed that tourist trade has been the fastest developing trade in the world. In China, with the development of economy and the improvement of people’s living standard, travelling has been an indispensable part of living. Therefore, tourism text becomes one of the most effective publicity tool to attractive tourists. A tour guide presentation is a kind of tourism texts. And as a new text type, it arouses many scholars’ attention. Many scholars pay much attention to analyze the tour guide presentation based on translation, such as principles and strategies of translation. Few scholars try to analyze it from an angel of linguistics. Both spoken language and written language are tools of human communication. And they all bear different function. According to Halliday’s Systemic Functional Grammar, he holds an idea that language has three metafunctions. They are ideational, interpersonal and textual function. This paper tries to analyze a tour guide presentation based on Halliday’s Systemic Functional Grammar. And this paper points an asymmetrical power structure between a tour guide and tourists. And this paper also presents some suggestions about how to write a good tour guide presentation for effectively delivering information and attracting tourists.

Spoken Language Production in Young Adults: Examining Syntactic Complexity

2017 ◽  
Vol 60 (5) ◽  
pp. 1339-1347 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Megan W. Frantz-Kaspar ◽  
Laura M. Vigeland
Keyword(s):  
Young Adults ◽  
Critical Thinking ◽  
Language Development ◽  
Language Impairment ◽  
Language Production ◽  
Early Adulthood ◽  
Spoken Language ◽  
Syntactic Complexity ◽  
Systematic Analysis ◽  
Subordinate Clauses

Purpose In this study, we examined syntactic complexity in the spoken language samples of young adults. Its purpose was to contribute to the expanding knowledge base in later language development and to begin building a normative database of language samples that potentially could be used to evaluate young adults with known or suspected language impairment. Method Forty adults (mean age = 22 years, 10 months) with typical language development participated in an interview that consisted of 3 speaking tasks: a general conversation about common, everyday topics; a narrative retelling task that involved fables; and a question-and-answer, critical-thinking task about the fables. Each speaker's interview was audio-recorded, transcribed, broken into communication units, coded for main and subordinate clauses, entered into Systematic Analysis of Language Transcripts (Miller, Iglesias, & Nockerts, 2004), and analyzed for mean length of communication unit and clausal density. Results Both the narrative and critical-thinking tasks elicited significantly greater syntactic complexity than the conversational task. It was also found that syntactic complexity was significantly greater during the narrative task than the critical-thinking task. Conclusion Syntactic complexity was best revealed by a narrative task that involved fables. The study offers benchmarks for language development during early adulthood.

scholarly journals Formation of Arabic Theatrical Speech Culture in the Context of Language Situation

2018 ◽  
Vol 15 (4) ◽  
pp. 436-443
Author(s):  
Nada Alabdalla
Keyword(s):  
Language Development ◽  
Teaching Methods ◽  
Short Review ◽  
Spoken Language ◽  
Written Language ◽  
Literary Language ◽  
Methodological Issues ◽  
Points Of View ◽  
Written Language Acquisition ◽  
Spoken Arabic

The Arabic world’s language situation is characterized by bilingualism (diglossia), as alongside the written language (Fusha), there exist many spoken languages. This situation rai­ses important theoretical and methodological issues before the theatre in general and theatrical pedagogics in parti­cular. The article deals with the problem of orthoepic norms’ lacking in spoken Arabic, which affects both the teaching methods in theat­rical high schools and the speech culture in ge­neral. In this context, the author gives a short review of language development in Arabic theatre and considers some points of view of Arabic theatrical directors and playwrights of different periods. The article represents a table of phonetics’ compa­rison of Arabic literary and spoken languages. Furthermore, the article raises the problem of spoken language codification and also considers the issue of theatre language. Emphasizing the importance of both the written and spoken langua­ges, the artic­le concludes on the ambivalent approach to forming the theatrical speech teaching methods in the Syrian theatrical school, provided that local dialects are standardized and actors-students master the capital dialect along with the literary language. In practice, teachers have to combine the written language acquisition basing on the rules, and that of the spoken language using audio samples.

They Have a Write to Go To College Too: Challenges for Secondary Level Students

2009 ◽  
Vol 16 (1) ◽  
pp. 9-13
Author(s):  
Joan Aker
Keyword(s):  
Language Development ◽  
Writing Process ◽  
Secondary Level ◽  
Written Language ◽  
Language Disabilities ◽  
Written Language Development

Abstract Children with language disabilities at the secondary level experience significant difficulty in all components of the writing process. This article discusses issues contributing to student’s difficulty in writing as well as suggestions for how to support written language development in this population.

Preservice Efforts To Promote School-Based SLPs' Roles in Written Language Development

2011 ◽  
Vol 12 (4) ◽  
pp. 121-127 ◽  
Author(s):  
Elizabeth Lanter ◽  
Claire Waldron
Keyword(s):  
Public Schools ◽  
Language Development ◽  
Clinical Education ◽  
Written Language ◽  
School Age Children ◽  
Leadership Roles ◽  
Clinical Experiences ◽  
School Based ◽  
Language Pathology ◽  
Written Language Development

Abstract The authors describe an innovative clinical education program that emphasizes the provision of written language services by preservice speech-language pathology graduate students at Radford University in Virginia. Clinicians combined academic coursework in language acquisition in school-age children and clinical experiences that target children's written language development to promote future literacy-based leadership roles and collaborative efforts among school-based speech-language pathologists (SLPs). These literacy-based experiences prepare SLPs to serve in the growing numbers of American public schools that are implementing Response to Intervention models.

On Using Written Language Training Data for Spoken Language Modeling

1994 ◽  
Author(s):  
R. Schwartz ◽  
L. Nguyen ◽  
F. Kubala ◽  
G. CHou ◽  
G. Zavaliagkos ◽  
...  
Keyword(s):  
Spoken Language ◽  
Language Modeling ◽  
Written Language ◽  
Training Data ◽  
Language Training

Sinitic in a Global Perspective

2018 ◽  
Author(s):  
Peter Francis Kornicki
Keyword(s):  
East Asia ◽  
South Asian ◽  
Spoken Language ◽  
Written Language ◽  
Global Perspective ◽  
The Common

This chapter focuses on the language rupture in East Asia, that is to say, the loss of the common written language known as literary Chinese or Sinitic. The gradual replacement of the cosmopolitan language Sinitic by the written vernaculars was a process similar in some ways to the replacement of Latin and Sanskrit by the European and South Asian vernaculars, as argued by Sheldon Pollock. However, Sinitic was not a spoken language, so the oral dimension of vernacularization cannot be ignored. Charles Ferguson’s notion of diglossia has been much discussed, but the problem in the context of East Asia is that the only spoken languages were the vernaculars and that Sinitic was capable of being read in any dialect of Chinese as well as in the vernaculars used in neighbouring societies.

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