A multiple-grammar model of speakers’ linguistic knowledge

2015 ◽  
Vol 26 (2) ◽  
pp. 161-210 ◽  
Author(s):  
Shoichi Iwasaki
Keyword(s):  
Written Language ◽  
Linguistic Knowledge ◽  
Cognitive Organization ◽  
Online Processing ◽  
Verbal Tasks ◽  
Abstract Level ◽  
Media Types ◽  
Graph Constraints ◽  
Language Environment ◽  
Past Experiences

AbstractBy using the concept of ‘multiple grammars,’ this paper develops the view of an individual speaker’s cognitive organization of grammar. Although conversation, one type of spoken language environment, plays a crucial role in the emergence of grammar, for some speakers in a literate society, the written language environment may also contribute to developing a grammar. The two language environments are expected to provide unique incentives to shaping grammar differently as they diverge greatly in terms of media types (sound vs graph), constraints (online processing vs detachment), and purposes (interaction vs ideational formation), among others. At the same time, speakers may come in contact with and acquire additional sets of grammar for specific genres. Though the grammars acquired in different genre environments may be merged at the most abstract level, each grammar contains genre-specific formulaic expressions and grammatical resources with varying degrees of granularity. Speakers may conduct their routine linguistic activities in an informal conversation by employing reusable formulaic expressions of various types and rudimentary combinatory algorithms, but when they engage in more complex verbal tasks (politicians engaging in a debate, interviewees reconstructing past experiences), they may employ more abstract grammatical resources including those that were acquired from written language. The paper explores these suggestions by performing text and statistical analyses of several Japanese discourse samples.

Reading the written language environment: Learning orthographic structure from statistical regularities

2020 ◽  
Vol 114 ◽  
pp. 104148 ◽  
Author(s):  
Teresa Marie Schubert ◽  
Trevor Cohen ◽  
Simon Fischer-Baum
Keyword(s):  
Written Language ◽  
Statistical Regularities ◽  
Language Environment

Grammaticale Constructies En Micro-Planning Bij Tekstproductie

1994 ◽  
Vol 50 ◽  
pp. 45-56
Author(s):  
Joost Schilperoord
Keyword(s):  
Production System ◽  
Language Production ◽  
Computational Models ◽  
Written Language ◽  
Linguistic Knowledge ◽  
Function Word ◽  
Grammatical Knowledge ◽  
Cognitive Linguistic ◽  
Linguistic Account

In this paper it is argued that, contrary to computational models of language production, in the production system grammatical knowledge takes the form of conventionalized declarative schemes. Such schemes can be identified as a particular function word and an obliged element, for instance, a noun and a determiner. The argument is based on a particular pause pattern observed written language production. A cognitive linguistic account of the notion 'grammatical scheme' is given through a dicussion of Langacker's Usage based model of linguistic knowledge and the 'mental grammar'.

On productivity

2005 ◽  
Vol 5 ◽  
pp. 265-302 ◽  
Author(s):  
Charles Yang
Keyword(s):  
Language Learning ◽  
Linguistic Knowledge ◽  
Significant Cost ◽  
Online Processing ◽  
Preliminary Model ◽  
Robust Process ◽  
Linguistic Process

Language learning is a remarkably robust process. The child is incredibly good at recognizing systematic regularities even when faced with lexically and contextually restricted exceptions This paper sketches out a preliminary model that recognizes productive processes and exceptions as such; accordingly, the learner can proceed to internalize each as different kinds of linguistic knowledge. We argue that if a linguistic process is conjectured to be productive, then having exceptions to it can add (surprisingly) significant cost to its online processing. Empirically, we explore these issues in the domain of morphology, which leads to finer-grained analyses of a number of well-known morphological problems. We also briefly discuss how the methodology and results of this work may generalize to syntactic learning.

Developing linguistic literacy: a comprehensive model

2002 ◽  
Vol 29 (2) ◽  
pp. 417-447 ◽  
Author(s):  
DORIT RAVID ◽  
LILIANA TOLCHINSKY
Keyword(s):  
Language Development ◽  
Cognitive Abilities ◽  
Written Language ◽  
Linguistic Knowledge ◽  
Comprehensive Model ◽  
Language Awareness ◽  
Representational System ◽  
Linguistic Resources ◽  
Language Knowledge ◽  
The One

This is a position paper modelling the domain of linguistic literacy and its development through the life span. It aims to provide a framework for the analysis of language development in the school years, integrating sociolinguistic and psycholinguistic notions of variation, language awareness, and literacy in a comprehensive model. The paper focuses on those aspects of literacy competence that are expressed in language as well as aspects of linguistic knowledge that are affected by literacy competence, tracing the route that children take in appropriating linguistic literacy as part of their cognitive abilities and examining the effect of literacy on language across development. Our view of linguistic literacy consists of one defining feature: control over linguistic variation from both a user-dependent (‘lectal’) and a context-dependent (modality, genre, and register) perspective; of one concomitant process: metalanguage and its role in language development; and of one condition: familiarity with writing and written language from two aspects: written language as discourse style – the recognition that the kind of language used for writing is essentially different from the one used for speech; and written language as a notational system – the perception and growing command of the representational system that is used in the written modality. Linguistic literacy is viewed as a constituent of language knowledge characterized by the availability of multiple linguistic resources and by the ability to consciously access one's own linguistic knowledge and to view language from various perspectives.

Estimating the prevalence and diversity of words in written language

2020 ◽  
Vol 73 (6) ◽  
pp. 841-855
Author(s):  
Brendan T Johns ◽  
Melody Dye ◽  
Michael N Jones
Keyword(s):  
General Population ◽  
Natural Language ◽  
Written Language ◽  
Active Member ◽  
Unique Variance ◽  
Large Sets ◽  
Non Fiction ◽  
Language Environment

Recently, a new crowd-sourced language metric has been introduced, entitled word prevalence, which estimates the proportion of the population that knows a given word. This measure has been shown to account for unique variance in large sets of lexical performance. This article aims to build on the work of Brysbaert et al. and Keuleers et al. by introducing new corpus-based metrics that estimate how likely a word is to be an active member of the natural language environment, and hence known by a larger subset of the general population. This metric is derived from an analysis of a newly collected corpus of over 25,000 fiction and non-fiction books and will be shown that it is capable of accounting for significantly more variance than past corpus-based measures.

scholarly journals SPECIFIC FEATURES OF STUDYING CROSS-CULTURAL TEXTS IN CLASSES OF UKRAINIAN AS A FOREIGN LANGUAGE

2021 ◽  
pp. 284-288
Author(s):  
Lesia Nazarevych ◽  
Nadia Denysiuk ◽  
Tamila Kotovska
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Cross Cultural ◽  
Linguistic Knowledge ◽  
Main Task ◽  
Practical Application ◽  
Cultural Texts ◽  
Language Environment ◽  
Empirical Approaches ◽  
Additional Interpretation

The urgency of the problem is to study the Ukrainian language in a foreign language environment based on cross-cultural texts that help students adapt to the country of residence and be acquainted with its realities. The objective of the study is to emphasize the need for selecting texts and didactic materials with consideration of feasibility and practical application of a particular information and the development of communicative competence; to prove the expediency of diversification of tasks and examples as one of the best ways of explaining foreign communicators this or that phenomenon, depending on a situation; to share the experience of teaching the Ukrainian language among non-communicators. A detailed analysis of current research and publications is conducted. The focus is on communicative, personal-oriented, cultural, and level methods, on the importance of visualization, pre-text and post-text exercises, various questions, descriptive interpretation of rarely used vocabulary, extended vocabulary, etc. Research methods used: descriptive, comparative, empirical approaches. The main task in the process of learning a foreign language is highlighted, namely an understanding the concept in context: there are certain meanings in a foreign language for which there are no literal equivalents in the native language, for example, phraseological units. Formulation of post-text questions, paraphrasing the text parts, additional interpretation, comparative analysis – this is an opportunity to encourage students to talk, activate critical thinking, and help them understand Ukraine, Ukrainian realities and Ukrainians. However, the texts should be updated in accordance with the communicative situation, emphasizing the phrases necessary in everyday life. The teacher’s task is to develop students as well-educated personalities, so it is advisable to ask a variety of questions during the discussion, which help not only assess students and find out how well they understand the material, but also promote the development of speech. Thus, the teacher's challenge is to choose carefully the content of texts in order to adapt the foreign students to the language environment, which would promote Ukraine in the world, contribute to the formation of linguistic knowledge about Ukraine.

Sociocultural and cognitive constraints on literacy development

2002 ◽  
Vol 29 (2) ◽  
pp. 449-488 ◽  
Author(s):  
LUDO VERHOEVEN
Keyword(s):  
Literacy Development ◽  
Written Language ◽  
Point Of View ◽  
Linguistic Knowledge ◽  
Learning To Read ◽  
Cognitive Constraints ◽  
Linguistic Resources ◽  
Language Knowledge ◽  
Research Initiatives ◽  
The Impact

In their position paper, Dorit Ravid & Liliana Tolchinsky have made a critical attempt to develop a theoretical framework which would account for the success of learning to read and write in different languages throughout the life span. The major focus of this framework is on the linguistic perspective of literacy development – leading to the concept of linguistic literacy. The authors highlight those aspects of literacy competence that are expressed in language as well as aspects of linguistic knowledge that are affected by literacy competence. They postulate control as a defining feature, metalanguage as a concomitant process, and familiarity with writing and written language as a condition of linguistic literacy. These postulations can be seen as highly relevant from both a theoretical and a practical point of view since such framework is useful in order to develop research initiatives and educational programs on literacy development. The view of literacy as a constituent of language knowledge characterized by the availability of multiple linguistic resources can be seen as powerful. However, given the multifaceted character of written language and its development, the question is to what extent the concept of linguistic literacy should be relativized. In the present commentary the impact of sociocultural and cognitive constraints on literacy will be stressed to disambiguate the monolithic conception of linguistic literacy.

scholarly journals COUNTRY STUDY TEXTS IN THE CLASSES OF THE UKRAINIAN LANGUAGE AS A FOREIGN LANGUAGE: THEORY AND PRACTICE

2021 ◽  
pp. 238-248
Author(s):  
L. T. Nazarevych ◽  
N. R. Denysiuk ◽  
N. I. Нavdyda
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Theory And Practice ◽  
Linguistic Knowledge ◽  
Practical Application ◽  
Online Tools ◽  
Country Study ◽  
Asking Questions ◽  
Language Environment

Abstract. The article is dedicated to a topical issue: the study of the Ukrainian language in a foreign language environment based on local lore texts about Christmas and Easter; the focus is made on the role of songs and colloquialisms that help students adapt to the country of residence and its realities. Approaches to work with New Year's songs ("Shchedryk") and lyrical songs ("Hutsulka Ksenia") are demonstrated. A number of methodical developments on e-platforms are proposed: open4ukrainian.education/gutsulka-ksenya/; http://bit.ly/rizdvyani-pisni-kolyadki, the advantages of working with online tools are proved: Wizer.me (https://wizer.me/), Learningapps (https://learningapps.org). The objective of the article is to analyze the country study material; to draw the attention of the scientific and pedagogical community to the need of selecting texts and didactic materials with consideration of the feasibility and practical application of information and the development of communicative competence; to prove the relevance of a variety of tasks and examples; to share the experience of teaching foreigners the Ukrainian language. The ideas presented in the article are illustrated by examples taken from the experience of teaching Ukrainian as a foreign language at Ternopil Ivan Puluj National Technical University. Current studies and publications are thoroughly analyzed. The focus is on hermeneutic, communicative, personaloriented, cultural, level methods, the importance of visualization of pre-text and post-text exercises, various questions, descriptive interpretation of rare vocabulary, extended vocabulary. The methodological basis of this study is the work of Anna Shvets. During the discussion of texts about traditions, holidays, events, etc., focuses were made on the appropriateness of asking questions, as questions help not only assess students and find out how well they understand the material, but also help them develop their speech. In addition, the role of post-text comments is traced. The aspect analyzed and described in the article is the content of texts that promote Ukraine in the world, contribute to the formation of linguistic knowledge about Ukraine, help foreign students adapt to the language environment. 

scholarly journals Die internet as dinamiese taalomgewing: taalveranderingsverskynsels in Internetafrikaans

Literator ◽  
2001 ◽  
Vol 22 (3) ◽  
pp. 1-19 ◽  
Author(s):  
M. Verhoef
Keyword(s):  
Language Change ◽  
Written Language ◽  
The Internet ◽  
Speech Community ◽  
Chat Rooms ◽  
New Horizons ◽  
The Third ◽  
Language Research ◽  
Dynamic Language ◽  
Language Environment

The internet as dynamic language environment: manifestations of language change in Internet Afrikaans It is generally accepted that the growing interest in the Internet has opened up new horizons for language research. Chenault (1997:1) asserts that the Internet is not about technology or information, but about communication. The aim with this article is to explore the Internet as a dynamic language environment in which emerging patterns of language change in modernday Afrikaans could be traced. Firstly, attention is paid to ways in which the internet speech community could be defined as a coherent speech community. A second aim with this article is to scrutinise the dichotomy between spoken and written language. This is done in order to indicate that linguistic innovations, which usually emerge from social interaction, find their way into written language in digital communication. The third aim is to take a close look at various forms or patterns of language change in Afrikaans as they are presently used in Afrikaans chat rooms on the Internet. The article concludes that Internet Afrikaans could be regarded as an aspect of virtual reality for Afrikaans because systematic patterns of language change which started long ago in Afrikaans are confirmed by the Internet language environment.

scholarly journals Introduction to the Special Issue on Language in Social Media: Exploiting Discourse and Other Contextual Information

2018 ◽  
Vol 44 (4) ◽  
pp. 663-681 ◽  
Author(s):  
Farah Benamara ◽  
Diana Inkpen ◽  
Maite Taboada
Keyword(s):  
Social Media ◽  
Language Processing ◽  
Contextual Information ◽  
Written Language ◽  
Special Issue ◽  
The Social ◽  
Media Texts ◽  
New Perspective ◽  
Past Experiences

Social media content is changing the way people interact with each other and share information, personal messages, and opinions about situations, objects, and past experiences. Most social media texts are short online conversational posts or comments that do not contain enough information for natural language processing (NLP) tools, as they are often accompanied by non-linguistic contextual information, including meta-data (e.g., the user’s profile, the social network of the user, and their interactions with other users). Exploiting such different types of context and their interactions makes the automatic processing of social media texts a challenging research task. Indeed, simply applying traditional text mining tools is clearly sub-optimal, as, typically, these tools take into account neither the interactive dimension nor the particular nature of this data, which shares properties with both spoken and written language. This special issue contributes to a deeper understanding of the role of these interactions to process social media data from a new perspective in discourse interpretation. This introduction first provides the necessary background to understand what context is from both the linguistic and computational linguistic perspectives, then presents the most recent context-based approaches to NLP for social media. We conclude with an overview of the papers accepted in this special issue, highlighting what we believe are the future directions in processing social media texts.

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