scholarly journals Ethnolinguistic situation in the regions of Southern Siberia

2020 ◽  
pp. 27-38
Author(s):  
Irina Nikolaevna Troshkina
Keyword(s):  
Ethnic Groups ◽  
Social Environment ◽  
Native Speakers ◽  
Native Language ◽  
Soviet Period ◽  
Southern Siberia ◽  
Sociological Factors ◽  
Language Problems ◽  
Principal Subject ◽  
Language Law

The goal of this research consists in examination of ethnolinguistic situation in the regions of Southern Siberia. The author sets the following tasks: determine the key vectors of research within the framework of ethnolinguistic theme of the indicated regions in post-Soviet period; elucidate the main statistical factors of ethnolinguistic dynamics in the titular ethnic groups; reveal the main factors influencing ethnolinguistic situation; analyze language problems in the republics. The object of this research is the representatives of titular ethnic groups of Southern Siberia, while the subject is ethnolinguistic situation in the regions of Southern Siberia. The article discusses ethnolinguistic situation of the titular ethnic groups of Southern Siberia based on socio-legal, socio-demographic, and sociological factors. Special attention is given to socio-legal component. The following conclusions are formulated. 1. The dominant vectors of research on ethnolinguistic situation consist in examination of the problems of functionality of the Russian and Tuvan languages in the Tuva Republic, and languages of the titular ethnic groups – in Khakassia and Altai. 2. The main statistical indicators (number of native speakers, monolinguals, Russian speakers among titular ethnoses) testify to the ongoing language shift. 3. The crucial factors impacting ethnolinguistic situation are ethnolinguistic law and social environment. The language law of titular ethnic groups of Southern Siberia has the peculiarities of development with clear manifestation in Tuva Republic at the first and last stage of language law. Social environment in the Tuva Republic is characterized by a more beneficial territorial and information space, which defines the situation in the sphere of functionality of native language; then follow Altai and Khakassia. 4. The determined language problems consists in the absence of language environment (dispersed settlement of Altai, and Khakas population), specifics of bilingualism in the regions (Russian-Khakas, Tuvan-Russian; Russian-Altai, and Russian-Kazakh), imperfection of the complex of educational components (educational materials for not native speakers, proper teaching technique, ratio of the levels of teaching native language within the system of education by the categories principal subject and elective course).

scholarly journals Food and drink of agricultural origin in the Godoberian language

2019 ◽  
Vol 6 (3) ◽  
pp. 70-75
Author(s):  
R. M. Sirajudinov
Keyword(s):  
Ethnic Groups ◽  
Native Speakers ◽  
Native Language ◽  
Cultural Development ◽  
Written Language ◽  
Common Language ◽  
Official Language ◽  
The North ◽  
Food And Drink

Godoberi (self-name gibdidi) is one of the ethnic groups of Dagestan, in terms of language and cultural development, which belong to the Andian subgroup of the Avaro-Ando-Tsezy subgroup of Nakh-Dagestan languages. Godoberians live compactly only in two villages in the north of Dagestan - in Zibirkhali and Godoberi. Godoberians speak a non-written language (gibdidi mizzi). Nevertheless, the speech of the inhabitants of the villages of Godoberi and Zibirhali differs, making up two dialects, each of which has a number of phonetic and lexical features. According to rough estimates, the total number of Godoberians is about 8 thousand people. The language is threatened with extinction, as it is a common language among a limited number of native speakers. The Avar language is studied in the school as the native language, the official language of the Godoberians is Russian.

The Inscriptions on the Gravestones in the Croatian Villages of Slovakia, Chunovo and Jarovce: The Specificity of Mixing Graphics Systems

2019 ◽  
Vol 14 (1-2) ◽  
pp. 159-173
Author(s):  
Darya Yu. Vashchenko
Keyword(s):  
Foreign Language ◽  
Ethnic Group ◽  
Ethnic Groups ◽  
Native Language ◽  
Close Contact ◽  
Funerary Monuments ◽  
Traditional Spelling ◽  
The Family ◽  
High Degree ◽  
The Village

The article discusses the inscriptions on funerary monuments from the Croatian villages of Cunovo and Jarovce, located in the South of Slovakia, near Bratislava. These inscriptions reflect the complicated sociocultural situation in the region, which is particularly specific due to the fact that this territory was included to Slovakia’s territory only after 1946, while earlier the village was part of Hungary. In addition, the local Croatian ethnic group was actively in close contact with the German and Hungarian communities. At the same time, the orthographic norms of the literary Croatian, German, Hungarian, and Slovak languages, which could potentially be owned by the authors of the inscriptions, differ in many ways, despite the Latin alphabet used on all the gravestones. All this is reflected in the tombstones, representing a high degree of mixing codes. The article identifies the main types of fusion on the monuments: separate orthograms, writing the maiden name of the deceased in the spelling of her native language, the traditional spelling of the family name. In addition, the mixing of codes can be associated with writing feminitives, also order of name and surname within the anthroponym. Moreover, the settlements themselves represent different ethnic groups coexistence within the village. Gravestones from the respective cemeteries also differ from each other in the nature of the prevailing trend of the mixing codes. In Jarovce, where the ethnic groups live compactly, fusion is often presented as a separate foreign language orthograms. In Cunovo, where the ethnic groups constitute a global conglomerate, more traditional presents for a specific family spelling of the names on the monument.

Specificity of Value Orientations of Native Speakers of French and Russian and Their Representation in Proverbs (Based on Dictionaries)

2020 ◽  
pp. 79-88
Author(s):  
Nataliya Yu. Nelyubova ◽  
Keyword(s):  
National Identity ◽  
Ethnic Groups ◽  
Native Speakers ◽  
Mutual Influence ◽  
Value Orientations ◽  
Quantitative Composition ◽  
Russian Culture ◽  
Common Features ◽  
French Culture ◽  
Subjective Factor

This paper presents a linguo-axiological analysis of French and Russian proverbs based on identifying value orientations and creating their hierarchy by studying the names and quantitative dominance of various thematic groups in authentic paroemiological dictionaries. Identification of value orientations allows us to reveal both common features of ethnic groups, which are of interest in the era of globalization and mutual influence of languages and cultures, and specific ones, contributing to the preservation of national identity. The novelty of this research compared to the author’s previous studies lies in the use of two additional lexicographic sources (one French and one Russian). The examined material of the four dictionaries includes more than 30,000 proverbial units. The analysis revealed the presence of a large number of common topics (which can occupy different positions in the value hierarchy of the ethnic groups under study) not only in dictionaries of the same language, but in all four sources. The names of the categories and their quantitative composition allow us to define French culture as individualist, while Russian culture, as collectivist. When constructing a hierarchy, it is important to turn to a larger number of dictionaries and identify common proverbial units in them to avoid the influence of the subjective factor, which is the case when naming and forming categories, as well as of the researcher’s individual approach to the proportion of category names to their corresponding values. The expanding vocabulary and studies on evaluativity in proverbs aiming to identify value and anti-value components within various topics can be used for further research.

The Relation of Language Context and Religiosity to Trilemma Judgments

2021 ◽  
pp. 002202212110339
Author(s):  
Elyas Barabadi ◽  
Mohsen Rahmani Tabar ◽  
James R. Booth
Keyword(s):  
Decision Making ◽  
Second Language ◽  
Native Speakers ◽  
Native Language ◽  
Standard Measure ◽  
Moral Norms ◽  
The Individual ◽  
Language Context

Utilitarian judgments maximize benefit for the most people, whereas deontological judgments are based on moral norms. Previous work shows that people tend to make more utilitarian judgments in their second compared to their native language, whereas higher religiosity is associated with more deontological judgments. However, it is not known whether the effect of language context is moderated by the religiosity of the individual. We hypothesized that more religious participants from all three languages would favor deontological choices irrespective of language context. In order to investigate this, we studied native speakers of Persian who either had Arabic or English as their second language, and all participants were given a standard measure of religiosity. Decision making was measured by the classic trolley trilemma in which a participant could “push” a person to save the lives of more people which is considered a utilitarian judgment. Alternatively, they could “switch” a track to save the lives of more people (“indirect”), or do nothing (“inaction”), both of which are considered deontological. Consistent with the literature showing more utilitarian judgments in the second language, English participants preferred the push option, whereas Persian participants favored the inaction option. L2 Arabic participants more often chose the indirect option. However, participants’ religiosity moderated this effect of language context. Although L2 Arabic participants’ choices were not influenced by religiosity, higher religiosity in the L2 English and L1 Persian groups was associated with more deontological choices.

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

English language schooling, linguistic realities, and the native speaker of English in Hong Kong

Multilingua ◽  
2018 ◽  
Vol 37 (3) ◽  
pp. 275-304 ◽  
Author(s):  
Jette G. Hansen Edwards
Keyword(s):  
Hong Kong ◽  
English Language ◽  
Language Use ◽  
Native Speakers ◽  
Native Speaker ◽  
Native Language ◽  
Educational Background ◽  
Government School ◽  
The Impact ◽  
At Home

AbstractThe study employs a case study approach to examine the impact of educational backgrounds on nine Hong Kong tertiary students’ English and Cantonese language practices and identifications as native speakers of English and Cantonese. The study employed both survey and interview data to probe the participants’ English and Cantonese language use at home, school, and with peers/friends. Leung, Harris, and Rampton’s (1997, The idealized native speaker, reified ethnicities, and classroom realities.TESOL Quarterly 31(3). 543–560) framework of language affiliation, language expertise, and inheritance was used to examine the construction of a native language identity in a multilingual setting. The study found that educational background – and particularly international school experience in contrast to local government school education – had an impact on the participants’ English language usage at home and with peers, and also affected their language expertise in Cantonese. English language use at school also impacted their identifications as native speakers of both Cantonese and English, with Cantonese being viewed largely as native language based on inheritance while English was being defined as native based on their language expertise, affiliation and use, particularly in contrast to their expertise in, affiliation with, and use of Cantonese.

scholarly journals Regular and Novel Metonymy: Can You Curl up with a Good Agatha Christie in Your Second Language?

2014 ◽  
Vol 37 (2) ◽  
pp. 175-197 ◽  
Author(s):  
Roumyana Slabakova ◽  
Jennifer Cabrelli Amaro ◽  
Sang Kyun Kang
Keyword(s):  
Experimental Study ◽  
Second Language ◽  
English Learners ◽  
Teaching Practices ◽  
Native Speakers ◽  
Native Language ◽  
Stages Of Development ◽  
Psychological Reality ◽  
Experimental Support ◽  
Agatha Christie

Abstract This article presents results of two off-line comprehension tasks investigating the acceptability of unconventional and conventional metonymy by native speakers of Korean and Spanish who speak English as a second language. We are interested in discovering whether learners differentiate between conventional and unconventional metonymy, and whether the acceptability of metonymic expressions in the native language has an effect on learners’ judgments in the second language. The findings of this study constitute further experimental support for the psychological reality of the distinction between conventional and unconventional metonymy, but only in English. Learners of English at intermediate levels of proficiency exhibit transfer from the native language in comprehending metonymic shifts of meanings. Restructuring of the grammar is evident in later stages of development. Finally, complete success in acquiring L2 metonymic patterns is attested in our experimental study. Implications for L2A theories and teaching practices are discussed.

scholarly journals The Role of Native Language and the Fundamental Design of the Auditory System in Detecting Rhythm Changes

2019 ◽  
Vol 62 (4) ◽  
pp. 835-852 ◽  
Author(s):  
Mikhail Ordin ◽  
Leona Polyanskaya ◽  
David Maximiliano Gómez ◽  
Arthur G. Samuel
Keyword(s):  
Auditory System ◽  
Native Speakers ◽  
Native Language ◽  
Reaction Times ◽  
Processing System ◽  
Rhythmic Pattern ◽  
Cognitive Mechanisms ◽  
Regular Rhythm ◽  
Fundamental Design

Purpose We investigated whether rhythm discrimination is mainly driven by the native language of the listener or by the fundamental design of the human auditory system and universal cognitive mechanisms shared by all people irrespective of rhythmic patterns in their native language. Method In multiple experiments, we asked participants to listen to 2 continuous acoustic sequences and to determine whether their rhythms were the same or different (AX discrimination). Participants were native speakers of 4 languages with different rhythmic properties (Spanish, French, English, and German) to understand whether the predominant rhythmic patterns of a native language affect sensitivity, bias, and reaction time in detecting rhythmic changes in linguistic (Experiment 2) and in nonlinguistic (Experiments 1 and 2) acoustic sequences. We examined sensitivity and bias measures, as well as reaction times. We also computed Bayes factors in order to assess the effect of native language. Results All listeners performed better (i.e., responded faster and manifested higher sensitivity and accuracy) when detecting the presence or absence of a rhythm change when the 1st stimulus in an AX test pair exhibited regular rhythm (i.e., a syllable-timed rhythmic pattern) than when the 1st stimulus exhibited irregular rhythm (i.e., stress-timed rhythmic pattern). This result pattern was observed both on linguistic and nonlinguistic stimuli and was not modulated by the native language of the participant. Conclusion We conclude that rhythm change detection is a fundamental function of a processing system that relies on general auditory mechanisms and is not modulated by linguistic experience.

scholarly journals LANGUAGE IS ONE OF THE FACTORS OF PRESERVING THE PEOPLE'S CULTURE

Kavkaz-forum ◽  
2020 ◽  
Author(s):  
Л.К. ХУЖЕВА
Keyword(s):  
National Culture ◽  
Native Language ◽  
Mother Tongue ◽  
Modern Society ◽  
Spiritual Values ◽  
Joint Work ◽  
Native Languages ◽  
The People ◽  
Language Problems ◽  
National Languages

В статье поднимается актуальный вопрос о сохранении и развитии национальных языков в условиях глобализации и модернизации современного общества. Язык как один из главных факторов сохранения культурного наследия народа должен иметь поддержку со стороны государства. Главной нашей целью является поиск путей оптимального соединения традиционной культуры, ментальности народов и их языков с универсальными интересами процессов модернизации в современном обществе. Выявлены причины беспокойства разных специалистов по вопросу сохранения и развития, как национальных языков, так и национальной культуры. Предложены способы решения возникших языковых проблем, влиявших на их жизнеспособность. Так как язык является частью культуры народа, то важно при обучении родному языку вести обучение элементам культуры своего народа, которое предполагает ознакомление детей с культурой народа-носителя изучаемого языка, с особенностями быта, образа жизни, истории, традиций, обычаев, правил поведения и других ценностей. Наша задача, объединив усилия, привить детям любовь к своему народу, родному слову, народным традициям, всем тем духовным ценностям, накопленным народом из поколения в поколение, не допустить исчезновения родных языков, сохранить больше исконных слов родного языка, развивать свои традиции, обычаи и свой родной язык для будущих поколений. Начиная с детского садика, начальных классов школы, необходимо знакомить детей с историей, культурой своего народа. Они должны изучать свой родной язык, знать свою родословную. Обучение необходимо начинать с детского возраста потому, что дети легче воспринимают услышанное, увиденное. Только при такой системе обучения и воспитания дети вырастут полноценными и интеллектуальными людьми, способными внести свою лепту в национальную культуру. The article raises an urgent question about the preservation and development of national languages in the context of globalization and modernization of the modern society. Language as one of the main factors in preserving the cultural heritage of the people should gain the state support. Our main goal is to find ways to optimally combine traditional culture, the mentality of peoples and their languages with the universal interests of modernization processes in modern society. The reasons for the concern of various experts on the preservation and development of both national languages and national culture are revealed. This article suggests ways to solve the language problems that have affected viability of the languages. Since language is part of culture, it is important to teach elements of the culture when teaching the native language, which involves familiarizing children with the culture of the people carrier of the language, the peculiarities of customs, lifestyles, history, traditions, customs, rules of conduct and other values. Our task is through joint work to instill in children love of their people, of their mother tongue, national traditions, all those spiritual values accumulated by the people from generation to generation, to prevent the disappearance of native languages, to preserve more native word of the native language, develop their traditions, customs and their native language for future generations. Starting from kindergarten and primary school, it is necessary to introduce children to the history and culture of their people. They must learn their native language and know their ancestry. It is necessary to start learning from childhood because children perceive what they hear and see more easily. Only within such system of education and upbringing will children grow up to be full-fledged and intelligent people who can contribute to the treasury of their national culture.

Ethnicity of Turkic Central Asia

2018 ◽  
Author(s):  
Peter Finke
Keyword(s):  
Ethnic Identity ◽  
Central Asia ◽  
Ethnic Groups ◽  
National Identities ◽  
Soviet Period ◽  
Human Populations ◽  
Shared Culture ◽  
Patrilineal Descent ◽  
Mongol Empire ◽  
The One

Ethnic identity is a fuzzy concept for several reasons. On the one hand, the very question of what is an ethnic group is not an easy one to answer. On the other hand, once this is established for a specific case, it is yet another task to define who belongs to it, and who does not, and how stable such assignments actually are. This is as true for Central Asia as for any other place in the world, and the fact that, for earlier periods of history, the records—both native ones and others—use a great variety of terms for human populations, does not make it any easier. Thus, it is largely unclear, which of the tribal groups or early statehoods correspond to a contemporary understanding of ethnicity. Anthropological scholarship on Central Asia has, by contrast, stressed the rather vague and floating categories that people in the region used to define themselves and others. According to this view, the creation of ethnic groups was largely a product of more or less artificial engineering during Soviet times. Before, local communities and extended kin groups, regularly reshuffled and redefined in history, were of much greater importance for people’s identification and alliances than language or assumed genetic ties. While there is some truth in that, the picture is more complex. Particularly among the Turkic-speaking groups in the region, a steady process of consolidation set in following the decline of the Mongol Empire, resulting in the emergence of contemporary ethnic groups out of earlier configurations. The underlying concepts of attachment and self-understanding vary, however, and can be distinguished in two different modes, roughly corresponding to the divide between nomadic and sedentary groups. Among the former, the idea of patrilineal descent, or a genealogical model, is at the bottom of internal divisions as well as external demarcation; in the oases, the prime criteria are proximity and shared culture, or a territorial model of ethnic identity. Kazaks and Uzbeks respectively represent examples of these two models. Processes of ethnic demarcation have, however, been greatly accelerated during the Soviet period and its aftermath. Today, a hasty search for national identities can be observed across the region; while following lines of Soviet ethnicity concepts, these identities fundamentally change their understanding as well as inter-ethnic and majority-minority relations. This is still a very open and dynamic process leading to new (inter-)ethnic constellations and political power relations.

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