Language Change

1999 ◽  
Author(s):  
Agnes Kukulska-Hulme
Keyword(s):  
Language Learning ◽  
Language Change ◽  
Computer Applications ◽  
Social Forces ◽  
Human Communication ◽  
Word Meanings ◽  
New Words ◽  
Communication Environments ◽  
Loss Of Contact ◽  
Over Time

• Are computer applications changing our language? • Why do some people reject technology? • Are adults willing to change their language? • Do other cultures want to borrow English computing terms? • Is our knowledge of word meanings out of date? . . . In this chapter on language change, we address these questions first by examining the reasons for change and looking at the various types of change that can occur. We then focus on developments in the language of adults (life-long language learning) and on how language is organized in the minds of speakers. We consider people’s expectations with regard to meanings as well as the process of acquiring new words and meanings. The final part of the chapter deals with the issue of borrowing words from other languages. No one really knows why languages change over time, though a number of possible explanations have been put forward concerning specific instances of change. Historical events can sometimes provide explanations, when new contact or loss of contact between groups of people is eventually reflected in the word stock or sounds of a language. It is interesting to speculate whether electronic contact (e.g., through the Internet) might have the same degree of power to change languages over time. Certainly, in that environment, as in the “real world,” social forces can be observed: Borrowing words from another language and integrating them into one’s own can be part of a process of wanting to imitate another culture—especially one that is seen to be more fashionable or more technologically advanced. If new objects, ideas, and processes have to be named, new words will appear; similarly, old ones will fall out of use. Technological advancements contribute to these needs. They also create new human communication environments, which require new forms of text or speech, which in turn have an effect on the language to be used.

scholarly journals A Bayesian Model of Diachronic Meaning Change

2016 ◽  
Vol 4 ◽  
pp. 31-45 ◽  
Author(s):  
Lea Frermann ◽  
Mirella Lapata
Keyword(s):  
Information Retrieval ◽  
Bayesian Model ◽  
Question Answering ◽  
Language Change ◽  
Word Meanings ◽  
Meaning Change ◽  
Gradual Process ◽  
Benchmark Datasets ◽  
Word Senses ◽  
Over Time

Word meanings change over time and an automated procedure for extracting this information from text would be useful for historical exploratory studies, information retrieval or question answering. We present a dynamic Bayesian model of diachronic meaning change, which infers temporal word representations as a set of senses and their prevalence. Unlike previous work, we explicitly model language change as a smooth, gradual process. We experimentally show that this modeling decision is beneficial: our model performs competitively on meaning change detection tasks whilst inducing discernible word senses and their development over time. Application of our model to the SemEval-2015 temporal classification benchmark datasets further reveals that it performs on par with highly optimized task-specific systems.

Language Change and Movement as Seen by Historical Linguistics

2018 ◽  
Author(s):  
Derek Nurse
Keyword(s):  
West Africa ◽  
20Th Century ◽  
Language Change ◽  
Historical Linguistics ◽  
Linguistic Features ◽  
Time And Space ◽  
Change Over Time ◽  
Comparative Linguistics ◽  
Language Boundaries ◽  
Over Time

The focus of this chapter is on how languages move and change over time and space. The perceptions of historical linguists have been shaped by what they were observing. During the flowering of comparative linguistics, from the late 19th into the 20th century, the dominant view was that in earlier times when people moved, their languages moved with them, often over long distances, sometimes fast, and that language change was largely internal. That changed in the second half of the 20th century. We now recognize that in recent centuries and millennia, most movements of communities and individuals have been local and shorter. Constant contact between communities resulted in features flowing across language boundaries, especially in crowded and long-settled locations such as most of Central and West Africa. Although communities did mix and people did cross borders, it became clear that language and linguistic features could also move without communities moving.

Variation and third age: A sociolinguistic perspective

2021 ◽  
Vol 7 (s2) ◽  
Author(s):  
Daniel Schreier
Keyword(s):  
Language Learning ◽  
Language Change ◽  
National Council ◽  
Speech Community ◽  
Linguistic Change ◽  
Third Age ◽  
Quantitative Evidence ◽  
Style Shifting ◽  
Age Grading ◽  
Ethnic Group Membership

Abstract The correlation between external factors such as age, gender, ethnic group membership and language variation is one of the stalwarts of sociolinguistic theory. The repertoire of individual members of speaker groups, vis-à-vis community-wide variation, represents a somewhat slippery ground for developing and testing models of variation and change and has been researched with reference to accommodation (Bell 1984), style shifting (Rickford, John R. & MacKenzie Price. 2013. Girlz II women: Age-grading, language change and stylistic variation. Journal of Sociolinguistics 17. 143–179) and language change generally (Labov, William. 2001. Principles of linguistic change, vol. 2: Social factors. Oxford: Blackwell). This paper presents and assesses some first quantitative evidence that non-mobile older speakers from Tristan da Cunha, an island in the South Atlantic Ocean, who grew up in an utterly isolated speech community, vary and shift according to external interview parameters (interviewer, topic, place of interview). However, while they respond to the formality of the context, they display variation (both regarding speakers and variables) that is not in line with the constraints attested elsewhere. These findings are assessed with focus on the acquisition of sociolinguistic competence in third-age speakers (particularly style-shifting, Labov, William. 1964. Stages in the acquisition of Standard English. In Roger Shuy, Alva Davis & Robert Hogan (eds.), Social Dialects and Language Learning, 77–104. Champaign: National Council of Teachers of English) and across the life-span generally.

Learning Orthographic and Semantic Representations Simultaneously During Shared Reading

2021 ◽  
pp. 1-13
Author(s):  
Sharry Shakory ◽  
Xi Chen ◽  
S. Hélène Deacon
Keyword(s):  
Word Reading ◽  
Shared Reading ◽  
The Novel ◽  
Word Meanings ◽  
Standardized Measures ◽  
Semantic Learning ◽  
New Words ◽  
Reading Abilities ◽  
Orthographic Representations ◽  
Nonverbal Reasoning

Purpose The value of shared reading as an opportunity for learning word meanings, or semantics, is well established; it is less clear whether children learn about the orthography, or word spellings, in this context. We tested whether children can learn the spellings and meanings of new words at the same time during a tightly controlled shared reading session. We also examined whether individual differences in either or both of orthographic and semantic learning during shared reading in English were related to word reading in English and French concurrently and 6 months longitudinally in emergent English–French bilinguals. Method Sixty-two Grade 1 children (35 girls; M age = 75.89 months) listened to 12 short stories, each containing four instances of a novel word, while the examiner pointed to the text. Choice measures of the spellings and meanings of the novel words were completed immediately after reading each set of three stories and again 1 week later. Standardized measures of word reading as well as controls for nonverbal reasoning, vocabulary, and phonological awareness were also administered. Results Children scored above chance on both immediate and delayed measures of orthographic and semantic learning. Orthographic learning was related to both English and French word reading at the same time point and 6 months later. In contrast, the relations between semantic learning and word reading were nonsignificant for both languages after including controls. Conclusion Shared reading is a valuable context for learning both word meanings and spellings, and the learning of orthographic representations in particular is related to word reading abilities. Supplemental Material https://doi.org/10.23641/asha.13877999

Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan

2020 ◽  
pp. 1-10
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies

Vocabulary learning is one of the problems in language learning skills. Tackling such problems is to provide useful and effective strategies for enhancing students’ VLSs. Therefore, this study aims to survey vocabulary learning strategies (VLSs) utilized among English as a Foreign Language learners (EFL) in Baghlan University of Afghanistan, and to study the high and least frequently used VLSs that contributes to the learners’ vocabulary knowledge. This study utilizes a descriptive quantitative research method with 67 EFL learners who participated in the survey questionnaire adopted from Oxford (1990) taxonomy of VLS from different faculties of Baghlan University. The findings indicated that EFL learners preferably utilize VLSs at a medium level, and the highly used vocabulary learning strategies are the social strategies through which they ask the native speakers, teachers, and classmates for the meanings of new words in English language conversation. Determination, cognitive, and memory strategies are respectively followed by the learners. Whereas, metacognitive strategies are the least used strategies among EFL learners, the reason is that they only focus on the materials related to examination; explore anything about the new words for learning, and rarely think of their improvement in vocabulary learning.

scholarly journals INVESTIGATING EXPERIENCED AND NOVICE ENGLISH LANGUAGE LEARNERS` PERCEPTIONS of MOST USEFUL VOCABULARY LEARNING STRATEGIES (VLS)

2020 ◽  
Vol 8 (2) ◽  
pp. 288-295
Author(s):  
Elnaz Zariholhosseini ◽  
Ehsan Namaziandost ◽  
Mehdi Nasri
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Learning ◽  
New Words ◽  
Novice Learners ◽  
Vocabulary Learning Strategies ◽  
Personal Use

Purpose of the study: This article report’s findings from a study on the differences and similarities between experienced and novice English language learners with regards to their personal use of VLS. Methodology: Closed questionnaire and semi-structure interviews were applied to collect the data. The questionnaire was distributed among 60 (30 experienced learners and 30 novice learners). In addition, 20 learners (10 experienced learners and 10 novice learners) were asked to answer the questions in the interview. Therefore, descriptive statistics, U Mann Whitney test, and independent-sample t-test were run to compare and analyzed the data. Main Findings: The finding showed that there were significant differences between experienced and novice learners’ thoughts towards vocabulary learning strategies and experienced learners used vocabulary learning strategies while learning new words in English language learning. Applications of this study: If the learners are taught how to use each strategy correctly, their understanding of the language can naturally be improved. Moreover, VLS is beneficial throughout the process of vocabulary learning which makes learners more independent and allows teachers to focus on other things as well. Novelty/Originality of this study: To the best of researchers’ knowledge, no study has been done on investigating Iranian experienced and novice English language learners` perceptions towards most useful vocabulary learning strategies (VLS).

scholarly journals Finding the key to successful L2 learning in groups and individuals

2017 ◽  
Vol 7 (1) ◽  
pp. 127-148 ◽  
Author(s):  
Wander Lowie ◽  
Marijn Van Dijk ◽  
Huiping Chan ◽  
Marjolijn Verspoor
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Language Development ◽  
Language Learning ◽  
Second Language Learning ◽  
Large Body ◽  
Individual Characteristics ◽  
Learner Characteristics ◽  
Complex Dynamic ◽  
Over Time

A large body studies into individual differences in second language learning has shown that success in second language learning is strongly affected by a set of relevant learner characteristics ranging from the age of onset to motivation, aptitude, and personality. Most studies have concentrated on a limited number of learner characteristics and have argued for the relative importance of some of these factors. Clearly, some learners are more successful than others, and it is tempting to try to find the factor or combination of factors that can crack the code to success. However, isolating one or several global individual characteristics can only give a partial explanation of success in second language learning. The limitation of this approach is that it only reflects on rather general personality characteristics of learners at one point in time, while both language development and the factors affecting it are instances of complex dynamic processes that develop over time. Factors that have been labelled as “individual differences” as well as the development of proficiency are characterized by nonlinear relationships in the time domain, due to which the rate of success cannot be simply deduced from a combination of factors. Moreover, in complex dynamic systems theory (CDST) literature it has been argued that a generalization about the interaction of variables across individuals is not warranted when we acknowledge that language development is essentially an individual process (Molenaar, 2015). In this paper, the viability of these generalizations is investigated by exploring the L2 development over time for two identical twins in Taiwan who can be expected to be highly similar in all respects, from their environment to their level of English proficiency, to their exposure to English, and to their individual differences. In spite of the striking similarities between these learners, the development of their L2 English over time was very different. Developmental patterns for spoken and written language even showed opposite tendencies. These observations underline the individual nature of the process of second language development.

scholarly journals On the benefits of multimodal annotations for vocabulary uptake from reading

2021 ◽  
Author(s):  
F Boers ◽  
Paul Warren ◽  
Georgina Grimshaw ◽  
Anna Siyanova
Keyword(s):  
Language Learning ◽  
Coding Theory ◽  
Word Meaning ◽  
Single Mode ◽  
Dual Coding ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Dual Coding Theory ◽  
New Words

© 2017 Informa UK Limited, trading as Taylor & Francis Group. Several research articles published in the realm of Computer Assisted Language Learning (CALL) have reported evidence of the benefits of multimodal annotations, i.e. the provision of pictorial as well as verbal clarifications, for vocabulary uptake from reading. Almost invariably, these publications account for the observed benefits with reference to Paivio's Dual Coding Theory, suggesting it is the visual illustration of word meaning that enhances the quality of processing and hence makes new words more memorable. In this discussion article, we explore the possibility that it is not necessarily the multimodality per se that accounts for the reported benefits. Instead, we argue that the provision of multimodal annotations is one of several possible means of inviting more and/or longer attention to the annotations–with amounts of attention given to words being a significant predictor of their retention in memory. After reviewing the available research on the subject and questioning whether invoking Paivio's Dual Coding Theory is an optimal account for reported findings, we report an eye-tracking study the results of which are consistent with the alternative thesis that the advantage of multimodal glosses for word learning lies with the greater quantity of attention these glosses attract in comparison with single-mode glosses. We conclude with a call for further research on combinations and sequences of annotation types, regardless of multimodality, as ways of promoting vocabulary uptake from reading.

scholarly journals Embodied Multimodal Multitask Learning

2020 ◽  
Author(s):  
Devendra Singh Chaplot ◽  
Lisa Lee ◽  
Ruslan Salakhutdinov ◽  
Devi Parikh ◽  
Dhruv Batra
Keyword(s):  
Knowledge Transfer ◽  
Language Learning ◽  
Learning Models ◽  
Task Knowledge ◽  
New Words ◽  
Embodied Language ◽  
New Concepts ◽  
Proposed Model ◽  
3D Environments ◽  
Answering Questions

Visually-grounded embodied language learning models have recently shown to be effective at learning multiple multimodal tasks such as following navigational instructions and answering questions. In this paper, we address two key limitations of these models, (a) the inability to transfer the grounded knowledge across different tasks and (b) the inability to transfer to new words and concepts not seen during training using only a few examples. We propose a multitask model which facilitates knowledge transfer across tasks by disentangling the knowledge of words and visual attributes in the intermediate representations. We create scenarios and datasets to quantify cross-task knowledge transfer and show that the proposed model outperforms a range of baselines in simulated 3D environments. We also show that this disentanglement of representations makes our model modular and interpretable which allows for transfer to instructions containing new concepts.

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