Experimental Methods for Measuring Intelligibility of Closely Related Language Varieties

2013 ◽  
Author(s):  
Charlotte Gooskens
Keyword(s):  
Second Language Acquisition ◽  
Spoken Language ◽  
Written Language ◽  
Speech Pathology ◽  
Speech Technology ◽  
Language Varieties ◽  
Advantages And Disadvantages ◽  
Related Language ◽  
The Subject ◽  
Single Number

To test intelligibility, a large number of tests have been developed. By means of such tests, the degree of intelligibility can be expressed in a single number, often the percentage of input that was correctly recognized by the subject. This chapter presents an overview of methods for measuring the intelligibility of closely related languages, and discusses their advantages and disadvantages. It focuses on spoken-language comprehension, but many tests can also be applied to the comprehension of written language. Methods for investigating mutual intelligibility can be taken from other disciplines, for example in the area of speech technology, second language acquisition, and speech pathology.

Constraints on multiple center-embedding of clauses

2007 ◽  
Vol 43 (2) ◽  
pp. 365-392 ◽  
Author(s):  
FRED KARLSSON
Keyword(s):  
Computational Linguistics ◽  
Relative Clauses ◽  
Design Feature ◽  
Spoken Language ◽  
Written Language ◽  
Common View ◽  
European Languages ◽  
The Subject ◽  
Theoretical Syntax ◽  
Center Embedding

A common view in theoretical syntax and computational linguistics holds that there are no grammatical restrictions on multiple center-embedding of clauses. Syntax would thus be characterized by unbounded recursion. An analysis of 119 genuine multiple clausal center-embeddings from seven ‘Standard Average European’ languages (English, Finnish, French, German, Latin, Swedish, Danish) uncovers usage-based regularities, constraints, that run counter to these and several other widely held views, such as that any type of multiple self-embedding (of the same clause type) would be possible, or that self-embedding would be more complex than multiple center-embedding of different clause types. The maximal degree of center-embedding in written language is three. In spoken language, multiple center-embedding is practically absent. Typical center-embeddings of any degree involve relative clauses specifying the referent of the subject NP of the superordinate clause. Only postmodifying clauses, especially relative clauses and that-clauses acting as noun complements, allow central self-embedding. Double relativization of objects (The rat the cat the dog chased killed ate the malt) does not occur. These corpus-based ‘soft constraints’ suggest that full-blown recursion creating multiple clausal center-embedding is not a central design feature of language in use. Multiple center-embedding emerged with the advent of written language, with Aristotle, Cicero, and Livy in the Greek and Latin stylistic tradition of ‘periodic’ sentence composition.

scholarly journals When the first language feels like a second language: Challenges for learners of Norwegian Nynorsk

2019 ◽  
pp. 141-164
Author(s):  
Jens Haugan
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Secondary School ◽  
Social Power ◽  
Mother Tongue ◽  
First Language ◽  
Written Language ◽  
The Other ◽  
Language Varieties ◽  
Power Motivation

Norway has two official written language varieties: Bokmål (DanoNorwegian) and Nynorsk (New Norwegian). Normally, all Norwegian pupils must learn both varieties of the written Norwegian language in school, and at the end of secondary school, they obtain two separate grades in written Norwegian. However, one of the varieties is considered to be and is taught as the main written language, whereas the other variety is the second or alternative written language. Approximately 85 percent of the pupils in school have the DanoNorwegian variety as their main written language and many of these pupils develop antipathies toward the other variety with the result that they do not master it very well at the end of secondary school. In fact, many pupils achieve better results in English than in the alternative variety of their own so-called mother tongue. In this paper, I will discuss some of the challenges that are related to learning Nynorsk in the Norwegian educational system and society. With reference to Norton (2013) and others, I will argue that these challenges may actually be best understood from the perspectives of identity, social power, motivation, investment and second language acquisition.

Pengaruh Teacher Feedback terhadap Kemampaun Murid dalam Pembelajaran Writing

2019 ◽  
Vol 6 (1) ◽  
pp. 25-31
Author(s):  
Muh Arief Muhsin ◽  
Ika Sastrawati
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Educational Institution ◽  
Spoken Language ◽  
Written Language ◽  
Instructional Materials ◽  
Teacher Feedback ◽  
Metalinguistic Feedback ◽  
The Subject

Abstract The research aimed to describe the phenomena of feedback given by the teacher in learning writing. In addition, this study was also described how the response given by the student when receiving feedback from the teacher. The long term goal to be achieved was the improvement of the teaching system so that every educational institution had aimed at teaching concepts to form an intelligent generation. This study was a descriptive qualitative research to be carried out in SMA Muhammadiyah 1 Unismuh Makassar which one of top schools Muhammadiyah. The ability of students in the school had been considered good in communication, but their ability to write was still lacking , especially in terms of grammatical . Therefore, the researcher was described the feedback given by the subject teachers of English subjects at the time of writing , especially when students learned making mistakes in the process of teaching and learning in the classroom . The extent, the teacher can give feedback to the students.  The research was described the positive feedback and negative feedback given by the teacher so that it can be information and feedback in the learning process.Giving feedback subject teachers more English language based situation in the classroom. In writing instructional materials for example, most teachers use an explicit correction and metalinguistic feedback. This is because students are using written language than spoken language. Almost kinds of feedback used in teaching but not as often as with the two types of feedback. The students have different conditions, but most were more likely to agree given feedback after speaking or after making a mistake. The most powerful reason is the lack of experience of students in learning English so want to get direct feedback.Key words: Teacher Feedback, murid, Writing

Writing Contemporary Québec: The Quest for an Intertextual Identity in the Work of Roxanne Bouchard

2016 ◽  
Vol 55 (2) ◽  
pp. 209-223
Author(s):  
Jasmina Bolfek-Radovani
Keyword(s):  
Cultural Identity ◽  
Spoken Language ◽  
Written Language ◽  
Political Space ◽  
Writing Project ◽  
Rural Space ◽  
Language Varieties

As the young Québécois author Roxanne Bouchard revealed in a 2010 interview, the search for an ‘identité intertextuelle’ is at the centre of her writing project. In this article, I will begin with a contextualization of the notions of intertextuality and identity within the Canadian francophone and Québécois literary, social and political space. This will be followed by an analysis of two of her novels – Whisky et paraboles (2005) and Nous étions le sel de la mer (2014). I will argue that Bouchard uses the intertextual devices of quotation and plurilingualism to generate space and identity in her novel writing. I will show how Bouchard's first novel gives rise to a tension between the paradigms of survival and rupture, whilst in her latest book she introduces a sociolinguistic dimension to her writing through the immersion of written language in the sounds of Québec's spoken language varieties. I will conclude that Bouchard remains preoccupied with re-writing contemporary rural space in search for a contemporary Québécois cultural identity engaging with orality.

Hybridité et variation dans les SMS : Le corpus Texto4Science et l’oralité en français montréalais

2014 ◽  
Vol 59 (1) ◽  
pp. 137-165 ◽  
Author(s):  
Hélène Blondeau ◽  
Mireille Tremblay ◽  
Patrick Drouin
Keyword(s):  
Mobile Phone ◽  
Text Messaging ◽  
Spoken Language ◽  
Double Standard ◽  
Text Messages ◽  
Written Language ◽  
The Subject ◽  
Subject Clitics ◽  
French Corpus

AbstractThis article presents an analysis of a Montreal French corpus of text messages and considers the link between text messaging, and both spoken and written language. This corpus is part of a larger corpus of text messages sent by mobile phone (Texto4-Science). Our study focuses on two morphosyntactic variables for which an important sociostylistic variation has been reported in Montreal French: the alternation between the strong pronounsnous/nous autres ‘we/us’ (as non clitics), and between the subject cliticson/nous ‘we’. Their comparison in the text messages corpus and in spoken corpora shows that while text messages tend to approximate spoken language, they are not a perfect reflection of it. Generally, the hybridity of text messages can be conceived in the following manner: text messages obey a double standard (spoken and orthographic) and allow for occasional transgressions (formal markers associated with the written language and nonstandard spelling reflecting the spoken language).

scholarly journals Nynorsk and the L2 self

2020 ◽  
pp. 126-157
Author(s):  
Jens Haugan
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Secondary School ◽  
Language Learning ◽  
Language Learners ◽  
Mother Tongue ◽  
Written Language ◽  
The Other ◽  
Language Varieties ◽  
Educational Role

As part of an ongoing project (Educational Role of Language), this paper continues the quest (Haugan 2019b) for finding approaches to second language acquisition that might help understand the challenges for Norwegian pupils/students when trying to learn the alternative written language Nynorsk, in order to develop better teaching didactics. Norway has two official written language varieties: Bokmål (Dano-Norwegian) and Nynorsk (New Norwegian). Normally, all Norwegian students must learn both varieties of the written Norwegian language in school, and at the end of secondary school, they obtain two separate grades in written Norwegian. However, one of the varieties is considered and taught as the main written language, whereas the other variety is the second or alternative written language. Approximately 85 percent of the pupils in school have the DanoNorwegian variety as their main written language and many of these pupils develop antipathies against the other variety with the result that they do not master it very well at the end of secondary school. In fact, many pupils achieve better results in English than in the alternative variety of their own so-called mother tongue. In this paper, I will investigate the approach of Dörnyei (2009), i.e. a motivation-oriented theory of second language learning, and adapt it to learning Norwegian Nynorsk as an alternative written language. According to motivation-oriented L2 approaches, the notion of a L2 self or identity is an important part in trying to acquire/learn a second language. I will claim that this part of language learning is crucial in the understanding of the challenges connected with learning Norwegian Nynorsk as an alternative language. Most language learners would be more motivated to acquire a second language than trying to have a second identity connected to a variety of the same language. Since the content of this paper is a continuation and extension of the previous work in the same research project and network and I consider the general background crucial for the argumentation, certain parts of the presentation are borrowed or adapted from Haugan (2019b).

scholarly journals PENGARUH TEACHER FEEDBACK TERHADAP KEMAMPAUN MURID DALAM PEMBELAJARAN WRITING

2017 ◽  
Vol 3 (2) ◽  
pp. 157
Author(s):  
Muh Arief Muhsin ◽  
Ika Sastrawati
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Educational Institution ◽  
Spoken Language ◽  
Written Language ◽  
Instructional Materials ◽  
Teacher Feedback ◽  
Metalinguistic Feedback ◽  
The Subject

ABSTRACT The research aimed to describe the phenomena of feedback given by the teacher in learning writing. In addition, this study was also described how the response given by the student when receiving feedback from the teacher. The long term goal to be achieved was the improvement of the teaching system so that every educational institution had aimed at teaching concepts to form an intelligent generation. This study was a descriptive qualitative research to be carried out in SMA Muhammadiyah 1 Unismuh Makassar which one of top schools Muhammadiyah. The ability of students in the school had been considered good in communication, but their ability to write was still lacking , especially in terms of grammatical . Therefore, the researcher was described the feedback given by the subject teachers of English subjects at the time of writing , especially when students learned making mistakes in the process of teaching and learning in the classroom . The extent, the teacher can give feedback to the students.  The research was described the positive feedback and negative feedback given by the teacher so that it can be information and feedback in the learning process.Giving feedback subject teachers more English language based situation in the classroom. In writing instructional materials for example, most teachers use an explicit correction and metalinguistic feedback. This is because students are using written language than spoken language. Almost kinds of feedback used in teaching but not as often as with the two types of feedback. The students have different conditions, but most were more likely to agree given feedback after speaking or after making a mistake. The most powerful reason is the lack of experience of students in learning English so want to get direct feedback.Key words: Teacher Feedback, murid, Writing ABSTRAKPenelitian ini bertujuan untuk menggambarkan fenomena umpan balik yang diberikan oleh guru dalam belajar menulis. Selain itu, penelitian ini juga menggambarkan bagaimana respon yang diberikan oleh siswa saat menerima umpan balik dari guru. Tujuan jangka panjang yang ingin dicapai adalah peningkatan sistem pengajaran sehingga setiap lembaga pendidikan telah ditujukan untuk konsep mengajar untuk membentuk generasi yang cerdas. Penelitian ini merupakan penelitian deskriptif kualitatif yang akan dilaksanakan di SMA Muhammadiyah 1 Unismuh Makassar yang salah satu sekolah top Muhammadiyah. Kemampuan siswa di sekolah telah dianggap baik dalam komunikasi, tetapi kemampuan mereka untuk menulis masih kurang, terutama dalam hal tata bahasa. Oleh karena itu, peneliti digambarkan umpan balik yang diberikan oleh guru mata pelajaran mata pelajaran bahasa Inggris pada saat menulis, terutama ketika siswa pelajari membuat kesalahan dalam proses belajar mengajar di kelas. Sejauh ini, guru dapat memberikan umpan balik kepada siswa. Penelitian ini menggambarkan umpan balik positif dan umpan balik negatif yang diberikan oleh guru sehingga dapat menjadi informasi dan umpan balik dalam proses pembelajaran.Memberikan umpan balik guru mata pelajaran situasi berdasarkan bahasa lebih Inggris di dalam kelas. Dalam menulis bahan ajar misalnya, sebagian besar guru menggunakan koreksi eksplisit dan umpan balik metalinguistik. Hal ini karena siswa menggunakan bahasa tertulis dari bahasa lisan. Hampir jenis umpan balik yang digunakan dalam mengajar tapi tidak sesering dengan dua jenis umpan balik. Para siswa memiliki kondisi yang berbeda, tetapi kebanyakan lebih cenderung setuju diberikan umpan balik setelah berbicara atau setelah melakukan kesalahan. Alasan paling kuat adalah kurangnya pengalaman siswa dalam belajar bahasa Inggris sehingga ingin mendapatkan umpan balik langsung. Kata kunci: Guru Feedback, murid, Menulis

ICO as a Business Financing Tool: Myths and Reality

2018 ◽  
Vol 11 (2) ◽  
pp. 41-51 ◽  
Author(s):  
I. Ya. Lukasevich
Keyword(s):  
Corporate Finance ◽  
Digital Economy ◽  
Real Sector ◽  
The Real ◽  
Objective Information ◽  
Advantages And Disadvantages ◽  
Russian Economy ◽  
The Subject ◽  
Business Financing ◽  
Made In

The subject of the research is new tools for business financing using the initial coin offering (ICO) in the context of the development of cryptocurrencies and the blockchain technologies as their basis. The purpose of the work was to analyze the advantages and disadvantages of the ICO in comparison with traditional financial tools as well as prospects, limitations and problems of using digital financial tools. Conclusions are made in relation to possibilities, limitations and application areas of digital business financing tools, particularly in the real sector, taking into account the specifics of the Russian economy and legislation. It is shown that the main problems of using the digital financial tools are related to the economic sphere and caused by the lack of adequate approaches to evaluation of assets as well as the shortage of objective information. The problems and new tasks of corporate finance in the digital economy are defined.

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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