Bildts as a mixed language

2016 ◽  
Vol 2016 (242) ◽  
Author(s):  
Paulus van Sluis ◽  
Eric Hoekstra ◽  
Hans Van de Velde
Keyword(s):  
Second Language ◽  
Language Contact ◽  
Mother Tongue ◽  
Specific Nature ◽  
Loan Words ◽  
Bilingual Speakers ◽  
The North ◽  
Mixed Language ◽  
Core Lexicon ◽  
The One

AbstractBildts is a speech variety spoken by around 10,000 persons as a first or second language in the province Fryslân, in the north of the Netherlands. It is commonly claimed to be a dialect of Dutch containing some Frisian loan words. This article provides an analysis of Bildts based on a comparison of Bildts with its source languages: Frisian on the one hand and specific dialects of the province of South Holland on the other hand. It argues that Bildts combines a core lexicon mainly derived from Hollandic dialects with a grammar mainly derived from Frisian. However, the core lexicon also contains some Frisian words and the grammar has to some extent been levelled. The precise mixture is not easily described, let alone accounted for, in most models of language contact. Our approach combines sociological-historical information with linguistic factorisation in order to arrive at a plausible view of how Bildts came into existence. It is argued that Bildts is a mixed language, comparable to better known cases such as Ma’á, spoken in Tanzania, and that the specific nature of the mix involved the mutual accommodation of two groups of speakers: a group of mother tongue speakers of Frisian who acquired Bildts as a second language and a group of balanced bilingual speakers of Bildts and Frisian.

A CASE STUDY OF NL INFLUENCE IN UNIS FKIP ENGLISH DEPARTMENT STUDENTS' INTERLANGUAGE

2018 ◽  
Vol 18 (1) ◽  
pp. 46-54
Author(s):  
Irmala Sukendra ◽  
Agus Mulyana ◽  
Imam Sudarmaji
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Native Speakers ◽  
Communicative Competence ◽  
Mother Tongue ◽  
Universal Grammar ◽  
Similar System ◽  
The One ◽  
L1 Acquisition

Regardless to the facts that English is being taught to Indonesian students starting from early age, many Indonesian thrive in learning English. They find it quite troublesome for some to acquire the language especially to the level of communicative competence. Although Krashen (1982:10) states that “language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication”, second language acquisition has several obstacles for learners to face and yet the successfulness of mastering the language never surmounts to the one of the native speakers. Learners have never been able to acquire the language as any native speakers do. Mistakes are made and inter-language is unavoidable. McNeili in Ellis (1985, p. 44) mentions that “the mentalist views of L1 acquisition hypothesizes the process of acquisition consists of hypothesis-testing, by which means the grammar of the learner’s mother tongue is related to the principles of the ‘universal grammar’.” Thus this study intends to find out whether the students go through the phase of interlanguage in their attempt to acquire second language and whether their interlanguage forms similar system as postulated by linguists (Krashen).

A sparkling apéritif or old wine in new bags?

2013 ◽  
Vol 16 (4) ◽  
pp. 748-750
Author(s):  
PIETER MUYSKEN
Keyword(s):  
Second Language ◽  
Social Factors ◽  
Language Contact ◽  
Language Change ◽  
First Language ◽  
List Type ◽  
Type Number ◽  
Dominant Language ◽  
Bilingual Speakers ◽  
Communicative Strategies

In the keynote article “Language contact outcomes as the result of bilingual optimization strategies” (Muysken, published online May 31, 2013; henceforth KA), I have tried to accomplish three things: (a)linking a number of fields of language contact research (code-switching, Creole studies, contact-induced language change, bilingual production), by(b)assuming four roles that the contributing languages may play ((i) first language dominant, (ii) second language dominant, (iii) neither language dominant – patterns common to the two languages, and (iv) neither language dominant – language-neutral communicative strategies), and(c)modeling these four roles in terms of bilingual optimization strategies, which may be implemented in an Optimality Theoretic (OT) framework. Bilingual strategies are conditioned by social factors, processing constraints of speakers’ bilingual competence, and perceived language distance. Different language contact outcomes correspond to different interactions of these strategies in bilingual speakers and their communities.

Multilingualism in the Successor States of the Soviet Union

1997 ◽  
Vol 17 ◽  
pp. 91-112 ◽  
Author(s):  
Isabelle Kreindler
Keyword(s):  
Second Language ◽  
Soviet Union ◽  
Russian Federation ◽  
Mother Tongue ◽  
National Language ◽  
The North ◽  
The Soviet Union ◽  
The World ◽  
The Russian Federation ◽  
National Languages

The Soviet Union was a country with one of the most complex language situations in the world. Over one hundred nationalities were listed in its last 1989 census, ranging in size from 145 million Russians (50.8 percent of the population) to the ‘26 Peoples of the North’ who together numbered only 184,448. For most of these nationalities, the majority claimed that their national language was their mother tongue. However, knowledge of Russian as first or second language was claimed by about 62 percent of the non-Russians. Only 4.2 percent of the Russians reported fluency in one of the national languages, though among the Russians living outside the Russian Federation, bilingualism was about 19 percent (Anderson and Silver 1990, Arutiunian,et al.1992, Goskomstat 1991, Haarmann 1992).

scholarly journals A crowdsourcing approach to the description of regional variation in French object clitic clusters

2017 ◽  
Vol 31 ◽  
pp. 76-103
Author(s):  
Mathieu Avanzi ◽  
Elisabeth Stark
Keyword(s):  
Regional Variation ◽  
Language Contact ◽  
Regional Distribution ◽  
The Other ◽  
Empirical Testing ◽  
The North ◽  
French Speaking ◽  
Clitic Clusters ◽  
The One ◽  
Selection Of

Abstract Our contribution is dedicated to the empirical testing of alleged regional variants of object clitic clusters in modern French in France, Belgium and Switzerland. We provide some intriguing new insights into the regional distribution of non-standard variants and discuss one hypothesis on their nature and two hypotheses to explain their coming into being: language-contact (with Francoprovençal, Occitan and Oïl dialects, H1) and/or analogical leveling (H2), on the one hand, and their postsyntactic, rather than syntactic, nature, on the other (H3). Our main results reveal that the three non-standard variants where order in object clitic clusters is concerned are not regionally well-distributed, i.e. the observed distribution does not correspond to any cohesive area. In contrast, only one variant where the selection of the form (me vs. moi) is at issue seems to be regionally confined: it is found in French-speaking Switzerland, in Gascony, plus some rare attestations of it in the North of France. All in all, variation in object clitic clusters indicates a genuinely new geographical articulation of regional French that does not coincide with traditional dialectal areas.

Intercultural problems in teaching forms of address to Polish learners of English as a second language

1992 ◽  
Vol 15 (1) ◽  
pp. 85-94 ◽  
Author(s):  
Edmund A. Ronowicz
Keyword(s):  
Second Language ◽  
Comparative Analysis ◽  
Mother Tongue ◽  
The Other ◽  
Cultural Aspects ◽  
Systematic Training ◽  
The One ◽  
Linguistic Behaviour ◽  
Esl Learners

Abstract Polish immigrants, who otherwise seem to have a fairly good command of English, often sound excessively formal or shy on the one hand, and too direct, sometimes even rude, on the other. The paper presents a comparative analysis of English and Polish forms of addressing people and the sociocultural rules of their use. It is pointed out that numerous similarities in the repertoires of English and Polish forms of address lead Polish ESL learners to assume wrongly that the similarities extend also to the sociocultural rules of use. It is argued that systematic training in the area of differences between the cultural aspects of linguistic behaviour between immigrants’ mother tongue and English should be an integral part of all ESL courses.

scholarly journals SOCIOLINGUISTIC REPRESENTATIONS REGARDING LINGUISTIC CHARCTERISTICS OF UKRAINIAN, RUSSIAN AND SURZHYK IN UKRAINIAN MEDIA DISCOURSE

2021 ◽  
pp. 65-73
Author(s):  
T. IKEZAWA
Keyword(s):  
Dynamic System ◽  
Detailed Analysis ◽  
Social Perception ◽  
Language Contact ◽  
The Other ◽  
The Internet ◽  
Media Discourse ◽  
Complex Relation ◽  
Mixed Language ◽  
The One

This article examines the widespread social perception of the linguistic characteristics of Ukrainian, Russian languages and Surzhyk, which is commonly known as a mixed language of the two. The aim of this article is to establish a common interpretation of their forms and uses from a sociolinguistic perspective to clarify their perceived valuation in the situation of language contact. We rely especially on the theories of sociolinguistic representations and language majoration and minoration, elaborated in the French sociolinguistics, which allows us to have a clear view of the dynamic system within the multilingual communities. This study gives a detailed analysis of journalistic articles dedicated to language issues in Ukraine published on the internet, for gaining a broad and topical sets of data. Our results show that there exists a complex relation between the mixed language and the two languages, where on the one hand Surzhyk is interpretated to be constructed from the Ukrainian and Russian languages, while on the other hand, the illiterateness of its speakers is emphasized. Furthermore, we see that speaking Surzhyk could in fact be more negatively perceived than speaking Russian, since it has the potential to pose a threat to the existence of the Ukrainian language.

Morphological ability among monolingual and bilingual speakers in early childhood: The case of two Semitic languages

2018 ◽  
Vol 23 (5) ◽  
pp. 1087-1105 ◽  
Author(s):  
Abeer Asli-Badarneh ◽  
Mark Leikin
Keyword(s):  
Second Language ◽  
Mother Tongue ◽  
Inflectional Morphology ◽  
Derivational Morphology ◽  
Semitic Languages ◽  
Plural Noun ◽  
Bilingual Speakers ◽  
Arabic Speakers ◽  
Morphological Ability ◽  
Arabic Speaking

This study examines the possible effects of bilingualism, mother tongue and type of morphology on morphological awareness of Arabic- and Hebrew-speaking preschoolers (mean age – 5:4). Four groups of children participated in the study: (1) 50 Arabic-speaking monolingual speakers; (2) 50 Hebrew-speaking monolingual speakers; (3) 50 Arabic/Hebrew bilingual speakers; and (4) 50 Hebrew/Arabic bilingual speakers. Participants from the bilingual groups were sequential non-balanced bilingual speakers who started learning a second language at ages 3–4 in a bilingual Arabic/Hebrew kindergarten. All children performed two tasks on inflectional morphology and three tasks on derivational morphology in one or both languages. To examine inflectional morphology, domain plural nouns were chosen because of their linear nature in both Hebrew and Arabic and because inflectional plural-noun morphology is acquired very early. In derivational morphology, the focus was on the verbs because of their high token frequency, early acquisition compared to nominal morphology, and its importance for Semitic languages. The results demonstrate significant effects of mother tongue, bilingualism and type of morphology on the children’s performance. The better results were obtained in Hebrew-speaking monolinguals and in Arabic-speaking bilinguals. Monolingual Hebrew speakers performed better in Hebrew than Arabic-speakers did in Arabic. At the same time, Arabic-speaking bilingual children demonstrated significantly better results in Hebrew (second language) than Hebrew speakers did in Arabic (second language). Analysis of the findings also shows that differences in performance among the bilingual and monolingual groups seem to relate not only to psycholinguistic factors such as linguistic complexity but also to sociolinguistic factors (e.g. diglossia in Arabic).

scholarly journals Slovene-English Language Contact and Language Change

2011 ◽  
Vol 8 (1) ◽  
pp. 31-49 ◽  
Author(s):  
Nada Šabec
Keyword(s):  
Language Contact ◽  
English Language ◽  
Language Change ◽  
Mother Tongue ◽  
Different Types ◽  
Language Maintenance And Shift ◽  
The Media ◽  
Electronic Advertising ◽  
The One ◽  
The Relationship

The paper focuses on Slovene - English language contact and the potential language change resulting from it. Both the immigrant context (the U.S. and Canada) and Slovenia, where direct and indirect language contact can be observed respectively, are examined from two perspectives: social on the one hand and linguistic on the other. In the case of Slovene Americans and Canadians the emphasis is on language maintenance and shift, and on the relationship between mother tongue preservation and ethnic awareness. The linguistic section examines different types of bilingual discourse (borrowing, code switching), showing how the Slovene inflectional system in particular is being increasingly generalized, simplified and reduced, and how Slovene word order is gradually beginning to resemble that of English. In the case of Slovenia we are witnessing an unprecedented surge in the influence of English on Slovene, especially in the media (both classic and electronic), advertising, science, and the language of the young. This influence will be discussed on a number of levels, such as lexical, syntactic and intercultural, and illustrated by relevant examples.

scholarly journals A PSYCHOLINGUISTIC STUDY OF THE “THEORY OF MIND” OFTURKISH BILINGUAL CHILDREN

2021 ◽  
Vol 12 (1) ◽  
pp. 74-82
Author(s):  
Hristo Kyuchukov
Keyword(s):  
Second Language ◽  
Theory Of Mind ◽  
Mother Tongue ◽  
Age Groups ◽  
Mental States ◽  
Bilingual Children ◽  
Lexical Knowledge ◽  
Language Tests ◽  
The One ◽  
L1 And L2

This article presentsthe results of a study with Turkish preschool bilingual children living in Berlin, Germany. This article aims to examine the influence between the level of proficiency in the mother tongue (first language L1) and the official language (second language L2) on the one hand and the “theory of mind” on the other, or more precisely, how the lexical knowledge of L1 and L2 and the understanding of interrogative sentences used with a verb indicating mental states helps to understand the ToM.Research methods and techniques. The study included 18 Turkish-German bilingual children attending a kindergarten in Berlin, Germany. The children were divided into two age groups: 1 g of 4–5 year-olds (8 children) and 2 gr. of 5-6 year-olds (10 children) and were tested in their native Turkish and then in German. The testing was performed in the kindergarten in a separate room, where only the experimenter and the examined child were present. The children are offered the classical tests for “theory of mind”, as well as language tests related to the comprehension of interrogative sentences, containing a verb showing a mental state and comprehension and production of vocabulary in native Turkish and German as a second language for them.The resultsshow that vocabulary is not an important factor, and mastery of interrogative sentences is the factor that helps to understand the “theory of mind”. The results obtained were analyzed statistically by means ofthe t-test.Children with German-Turkish bilingualism understand the vocabulary of their mother tongue well and it is obviously in their passive vocabulary, but this knowledge has not yet passed into their active vocabulary. German vocabulary predominates in the children's active vocabulary. With regard to the level of mastery of interrogative sentences, children are equally good at interrogative sentences in both languages.

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