scholarly journals Formation of Arabic Theatrical Speech Culture in the Context of Language Situation

2018 ◽  
Vol 15 (4) ◽  
pp. 436-443
Author(s):  
Nada Alabdalla
Keyword(s):  
Language Development ◽  
Teaching Methods ◽  
Short Review ◽  
Spoken Language ◽  
Written Language ◽  
Literary Language ◽  
Methodological Issues ◽  
Points Of View ◽  
Written Language Acquisition ◽  
Spoken Arabic

The Arabic world’s language situation is characterized by bilingualism (diglossia), as alongside the written language (Fusha), there exist many spoken languages. This situation rai­ses important theoretical and methodological issues before the theatre in general and theatrical pedagogics in parti­cular. The article deals with the problem of orthoepic norms’ lacking in spoken Arabic, which affects both the teaching methods in theat­rical high schools and the speech culture in ge­neral. In this context, the author gives a short review of language development in Arabic theatre and considers some points of view of Arabic theatrical directors and playwrights of different periods. The article represents a table of phonetics’ compa­rison of Arabic literary and spoken languages. Furthermore, the article raises the problem of spoken language codification and also considers the issue of theatre language. Emphasizing the importance of both the written and spoken langua­ges, the artic­le concludes on the ambivalent approach to forming the theatrical speech teaching methods in the Syrian theatrical school, provided that local dialects are standardized and actors-students master the capital dialect along with the literary language. In practice, teachers have to combine the written language acquisition basing on the rules, and that of the spoken language using audio samples.

scholarly journals Prerequisites for Written Language Acquisition and It’s Disorders Correction in Montessori Pedagogy

2015 ◽  
Vol 2 ◽  
pp. 222
Author(s):  
Gundega Tomele
Keyword(s):  
Academic Achievement ◽  
Primary Prevention ◽  
Language Acquisition ◽  
Language Development ◽  
Primary School ◽  
Language Disorders ◽  
Written Language ◽  
Theoretical Knowledge ◽  
Written Language Development ◽  
Written Language Acquisition

The successful acquisition of written language is an important precondition for schoolchildren academic achievement. Written language disorders are usually diagnosed during primary school, although the etiology of them is largely associated to children oral and written language development in the pre-school years. This article presents the need of primary prevention of written language disorders at the preschool level and its realization with a help of Montessori pedagogy. There is summarized theoretical knowledge in the context of language acquisition and reflected Montessori pedagogy prerequisites for the successful written language acquisition and correction of early signs of disorders in the pre-school years.

scholarly journals The Phonetic Representation of Spoken Language in Modern Hebrew Literature

2007 ◽  
Vol 8 (2) ◽  
pp. 249-273
Author(s):  
Rina Ben‑Shahar
Keyword(s):  
Cross Sections ◽  
Spoken Language ◽  
Written Language ◽  
Hebrew Literature ◽  
Narrative Fiction ◽  
Special Situation ◽  
Modern Hebrew ◽  
Points Of View ◽  
Phonetic Representation ◽  
Graphic Pattern

Abstract The Phonetic Representation of Spoken Language in Modern Hebrew Literature – Written language normatively transmits the full graphic pattern of a word without deviating from the spelling rules of a particular language. However, when graphic signs are intended to represent the spoken language used in natural conversation, the question of the phonetic imitation of spoken language in written texts arises. The present article deals with the position of spoken language in Hebrew narrative fiction and drama, and the modes of its representation from 1948 on, including both original Hebrew works and those translated from English into Hebrew. This issue is discussed against the background of such relevant broader issues as: the special situation of Hebrew, which had long been used as a written language only, devoid of the varied functions of spoken language; linguistic-stylistic norms in Hebrew literature from 1948 on and the changes they underwent; Hebrew writers' and translators' awareness of the principles of spoken language in general, and those of the Hebrew vernacular in particular; differences in dialogue formation between various literary sub-systems: drama as distinct from narrative fiction and original literature as distinct from translated literature, including some cross-sections of both. The issues are discussed from both the synchronic and diachronic points of view.

Overcoming preferred argument structure in written French

2015 ◽  
Vol 18 (1) ◽  
pp. 25-55 ◽  
Author(s):  
Audrey Mazur-Palandre
Keyword(s):  
Language Development ◽  
Argument Structure ◽  
Language Production ◽  
Noun Phrases ◽  
Spoken Language ◽  
Written Language ◽  
Text Type ◽  
Du Bois ◽  
Flow Of Information ◽  
Production Part

Spoken and written French contrast in many ways. Our goal here is to show how later language development is profoundly impacted by experience with written language. More than 120 French-speakers/ writers, one group of children (mean age: 10;9) and two groups of adolescents (mean age: 12;7 and 15;2), participated in this study. Our analysis of noun phrases is inspired by the hypothesis of Preferred Argument Structure (Du Bois 1987) and examines referential cohesion in texts produced in contexts differing in modality (spoken – written) and text type (expository – narrative). Our aim is to demonstrate: (a) that spoken language production is governed by discursive constraints which control the flow of information; and (b) these discursive constraints differ for written and spoken production. Part of learning to become a literate user of French involves overcoming the discourse constraints governing spoken language production.

scholarly journals Polska sieć komunikacyjna i jej główne osie

2021 ◽  
pp. 40-53
Author(s):  
Stanisław Gajda
Keyword(s):  
Spoken Language ◽  
Written Language ◽  
Religious Language ◽  
Scientific Language ◽  
Literary Language ◽  
Colloquial Language ◽  
The World ◽  
Communication Space ◽  
Five Axes ◽  
Linguistic Reality

An inalienable property of the linguistic reality is the multi-language nature of the world and the multi-variation character of the ethnic-national communication space. As regards Polish pace, one can distinguish a series of axes around which the processes of long lasting concentrate. The author discusses the following five axes: (1) idiolectal (individual languages), (2) one determined by the dichotomy: spoken language – written language (contemporarily it assumes the form: spoken language – media language – written language), (3) one connected with the opposition: dialects – literary language (today in the form: dialects – mixed languages – general language), (4) functional variations (their ‘canonical’ series: colloquial language – scientific language – journalistic language – language of the administration – religious language – artistic language), and (5) one of three styles (high – medium – low).

They Have a Write to Go To College Too: Challenges for Secondary Level Students

2009 ◽  
Vol 16 (1) ◽  
pp. 9-13
Author(s):  
Joan Aker
Keyword(s):  
Language Development ◽  
Writing Process ◽  
Secondary Level ◽  
Written Language ◽  
Language Disabilities ◽  
Written Language Development

Abstract Children with language disabilities at the secondary level experience significant difficulty in all components of the writing process. This article discusses issues contributing to student’s difficulty in writing as well as suggestions for how to support written language development in this population.

Preservice Efforts To Promote School-Based SLPs' Roles in Written Language Development

2011 ◽  
Vol 12 (4) ◽  
pp. 121-127 ◽  
Author(s):  
Elizabeth Lanter ◽  
Claire Waldron
Keyword(s):  
Public Schools ◽  
Language Development ◽  
Clinical Education ◽  
Written Language ◽  
School Age Children ◽  
Leadership Roles ◽  
Clinical Experiences ◽  
School Based ◽  
Language Pathology ◽  
Written Language Development

Abstract The authors describe an innovative clinical education program that emphasizes the provision of written language services by preservice speech-language pathology graduate students at Radford University in Virginia. Clinicians combined academic coursework in language acquisition in school-age children and clinical experiences that target children's written language development to promote future literacy-based leadership roles and collaborative efforts among school-based speech-language pathologists (SLPs). These literacy-based experiences prepare SLPs to serve in the growing numbers of American public schools that are implementing Response to Intervention models.

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.

Socialisation écrite et rédaction épistolaire de scripteurs moins expérimentés – lettres des soldats de la Grande Guerre

2020 ◽  
Vol 71 (1) ◽  
pp. 82-129
Author(s):  
Sybille Große ◽  
Lena Sowada
Keyword(s):  
Language Acquisition ◽  
Social Status ◽  
Social Process ◽  
Written Language ◽  
Everyday Language ◽  
Private Correspondence ◽  
Written Language Acquisition

AbstractJust recently, documents written by less skilled writers constitute an object of investigation in linguistics of different philologies. This contribution valorizes private letters as testimonies from writers of varying social status, as opposed to the elite, and furthermore describes the process and the context of their production. In this perspective, it is important to distinguish the process of acquisition of the written language and the complex cognitive and social process of writing. Dealing with private correspondence of writers with less experience, we focus on circumstances of the writing production in a familial and individual context. We investigate different influences on these texts: the writers’ specific writing socialization, an interrupted process of written language acquisition, specificities of colloquial everyday language as well as a lack of epistolary and writing experience. In order to realize the different writing tasks and to evoke intimacy, less-skilled writers acquire an inventory of creative tricks by following oral representations, by imitating strategies from the immediate communication and by using different linguistic and discursive routines.

Signed and Spoken Language Development in a Hearing Child of Hearing Parents

1980 ◽  
Vol 1028 (1) ◽  
pp. 239-254 ◽  
Author(s):  
Kathleen M. Holmes ◽  
David W. Holmes
Keyword(s):  
Language Development ◽  
Spoken Language ◽  
Hearing Child ◽  
Hearing Parents
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