scholarly journals "O języku pomocniczym międzynarodowym" 111 lat później

2020 ◽  
Vol LXXVI (76) ◽  
pp. 425-435
Author(s):  
Ida Stria
Keyword(s):  
Linguistic Knowledge ◽  
Artificial Language ◽  
Lingua Franca ◽  
Artificial Languages ◽  
Public Lecture

W 1908 roku Jan Niecisław Baudouin de Courtenay wygłosił publiczny odczyt „O języku pomocniczym międzynarodowym”, w którym to prezentował tytułowe zagadnienie, skupiając się na językach sztucznych. Niniejszy referat ma na celu analizę powyższego tekstu i stwierdzenie, w jakim stopniu aktualne jest stanowisko tego wielkiego językoznawcy w świetle nie tylko dzisiejszej wiedzy językoznawczej, ale także pod kątem faktycznego rozwoju języków przez niego opisanych. “On an international auxiliary language” 111 years later. In 1908, Jan Niecisław Baudouin de Courtenay gave a public lecture entitled “O języku pomocniczym międzynarodowym” (‘On an international auxiliary language’), in which he focused on artificial languages. This paper aims to analyse the ideas presented in Baudouin de Courtenay’s lecture and verify to what extent the great linguist’s views are still valid in the light not only of current linguistic knowledge, but also in terms of the actual development of the languages he described. Keywords: international auxiliary language, Esperanto, Volapük, artificial language, lingua franca

Verbal statistical learning: Prior knowledge impacts word identification but not metacognition

2020 ◽  
Author(s):  
Laetitia Zmuda ◽  
Charlotte Baey ◽  
Paolo Mairano ◽  
Anahita Basirat
Keyword(s):  
Task Performance ◽  
Prior Knowledge ◽  
Statistical Learning ◽  
Cognitive Processes ◽  
Bayesian Approach ◽  
Word Identification ◽  
Artificial Language ◽  
Artificial Languages ◽  
Transitional Probabilities ◽  
Fully Bayesian

It is well-known that individuals can identify novel words in a stream of an artificial language using statistical dependencies. While underlying computations are thought to be similar from one stream to another (e.g. transitional probabilities between syllables), performance are not similar. According to the “linguistic entrenchment” hypothesis, this would be due to the fact that individuals have some prior knowledge regarding co-occurrences of elements in speech which intervene during verbal statistical learning. The focus of previous studies was on task performance. The goal of the current study is to examine the extent to which prior knowledge impacts metacognition (i.e. ability to evaluate one’s own cognitive processes). Participants were exposed to two different artificial languages. Using a fully Bayesian approach, we estimated an unbiased measure of metacognitive efficiency and compared the two languages in terms of task performance and metacognition. While task performance was higher in one of the languages, the metacognitive efficiency was similar in both languages. In addition, a model assuming no correlation between the two languages better accounted for our results compared to a model where correlations were introduced. We discuss the implications of our findings regarding the computations which underlie the interaction between input and prior knowledge during verbal statistical learning.

Principles of compiling artificial languages

2020 ◽  
Vol 56 (07) ◽  
pp. 40-46
Author(s):  
Khayala Mugamat Mursaliyeva ◽  
Keyword(s):  
Natural Language ◽  
Modern World ◽  
Linguistic Landscape ◽  
Artificial Language ◽  
Natural Consequence ◽  
Modern Language ◽  
Artificial Languages ◽  
The World ◽  
The Creation

The explosion of information and the ever-increasing number of international languages make the modern language situation very difficult. The interaction of languages ultimately leads to the creation of international artificial languages that operate in parallel with the world`s languages. The expansion of interlinguistic issues is a natural consequence of the aggravation of the linguistic landscape of the modern world. The modern interlinguistic dialect, which is defined as a field of linguistics that studies international languages and international languages as a means of communication, deals with the importance of overcoming the barrier.The problem of international artificial languages is widely covered in the writings of I.A.Baudouin de Courtenay, V.P.Qrigorev, N.L.Gudskov, E.K.Drezen, A.D.Dulchenko, M.I.Isayev, S.N.Kuznechov, A.D.Melnikov and many other scientists. Key words:the concept of natural language, the concept of artificial language, the degree of artificiality of language, the authenticity of language

scholarly journals A comparison between the concept of Newspeak in George Orwell’s Nineteen Eighty-Four: A Novel and the way of thinking about language in C.S. Lewis’s That Hideous Strength

2020 ◽  
Vol 58 (3) ◽  
pp. 477-498
Author(s):  
Andrzej Wicher
Keyword(s):  
Artificial Language ◽  
Thought Control ◽  
Artificial Languages ◽  
Main Emphasis ◽  
Mixed Feelings ◽  
Way Of Thinking ◽  
Totalitarian State ◽  
The Way

The aim of the article is to investigate some of the possible sources of inspiration for Orwell’s concept of the artificial language called Newspeak, which, in his novel Nineteen Eighty-Four, is shown as an effective tool of enslavement and thought control in the hands of a totalitarian state. The author discusses, in this context, the putative links between Newspeak and really existing artificial languages, first of all Esperanto, and also between Orwell’s notion of “doublethink”, which is an important feature of the totalitarian mentality, and Czesław Miłosz’s notion of “ketman”, developed in his book The Captive Mind. But the main emphasis is on the connection between Orwell’s book and the slightly earlier novel by C.S. Lewis, That Hideous Strength. It is well known that Orwell knew Lewis’s book and expressed his mixed feelings about it. There are many specific, though far from obvious, similarities between the two books, but what seems to have been particularly inspiring for Orwell was Lewis’s vision of a thoroughly degenerate language that is used for political manipulation rather than for communication.

Phonetic Effects in Child and Adult Word Segmentation

2021 ◽  
Vol 64 (3) ◽  
pp. 854-869
Author(s):  
Jonah Katz ◽  
Michelle W. Moore
Keyword(s):  
College Students ◽  
Learning Effect ◽  
Choice Task ◽  
School Age Children ◽  
Artificial Language ◽  
School Age ◽  
Laboratory Studies ◽  
Artificial Languages ◽  
Phonological Learning ◽  
Forced Choice Task

Purpose The aim of the study was to investigate the effects of specific acoustic patterns on word learning and segmentation in 8- to 11-year-old children and in college students. Method Twenty-two children (ages 8;2–11;4 [years;months]) and 36 college students listened to synthesized “utterances” in artificial languages consisting of six iterated “words,” which followed either a phonetically natural lenition–fortition pattern or an unnatural (cross-linguistically unattested) antilenition pattern. A two-alternative forced-choice task tested whether they could discriminate between occurring and nonoccurring sequences. Participants were exposed to both languages, counterbalanced for order across subjects, in sessions spaced at least 1 month apart. Results Children showed little evidence for learning in either the phonetically natural or unnatural condition nor evidence of differences in learning across the two conditions. Adults showed the predicted (and previously attested) interaction between learning and phonetic condition: The phonetically natural language was learned better. The adults also showed a strong effect of session: Subjects performed much worse during the second session than the first. Conclusions School-age children not only failed to demonstrate the phonetic asymmetry demonstrated by adults in previous studies but also failed to show strong evidence for any learning at all. The fact that the phonetic asymmetry (and general learning effect) was replicated with adults suggests that the child result is not due to inadequate stimuli or procedures. The strong carryover effect for adults also suggests that they retain knowledge about the sound patterns of an artificial language for over a month, longer than has been reported in laboratory studies of purely phonetic/phonological learning. Supplemental Material https://doi.org/10.23641/asha.13641284

Variation awaiting bias: Substantively biased learning of vowel harmony variation

2021 ◽  
pp. 1-11
Author(s):  
Youngah DO ◽  
Shannon MOONEY
Keyword(s):  
Vowel Harmony ◽  
Artificial Language ◽  
Natural Form ◽  
Morphosyntactic Variation ◽  
Artificial Languages ◽  
Phonological Learning ◽  
Child Learning

Abstract This article examines whether children alter a variable phonological pattern in an artificial language towards a phonetically-natural form. We address acquisition of a variable rounding harmony pattern through the use of two artificial languages; one with dominant harmony pattern, and another with dominant non-harmony pattern. Overall, children favor harmony pattern in their production of the languages. In the language where harmony is non-dominant, children's subsequent production entirely reverses the pattern so that harmony predominates. This differs starkly from adults. Our results compare to the regularization found in child learning of morphosyntactic variation, suggesting a role for naturalness in variable phonological learning.

scholarly journals Superficial intersubjectivity in ELF university dormitory interactions

2018 ◽  
Vol 7 (2) ◽  
pp. 377-402
Author(s):  
Aki Siegel
Keyword(s):  
New York ◽  
Linguistic Knowledge ◽  
Academic Press ◽  
Lingua Franca ◽  
Naturally Occurring ◽  
The Social ◽  
Linguistic Ability ◽  
International University ◽  
The One ◽  
Newcastle Upon Tyne

AbstractThe current study investigates the phenomena of “superficial intersubjectivity” occurring in English as a lingua franca (ELF) interactions at an international university dormitory in Japan. “Intersubjectivity” (Rommetveit, Ragnar. 1976. On the architecture of intersubjectivity. In Ragnar Rommetveit & Rolv Mikkel Blakar [eds.],Studies of language, thought, and verbal communication, 93–107. New York: Academic Press) refers to the shared perspective of the social world by the interlocutors. In ELF interactions where shared perspectives cannot be presumed, efforts to achieve intersubjectivity are critical. ELF research has explicated speakers’ efforts and cooperativeness to achieve intersubjectivity or avoid misunderstandings during interactions (Kaur, Jagdish. 2011a. “Doing being a language expert”: The case of the ELF speaker. In Alasdair Archibald, Alessia Cogo & Jennifer Jenkins [eds.],Latest Trends in ELF Research, 53–75. Newcastle upon Tyne: Cambridge Scholars Publishing; Seidlhofer, Barbara. 2001. Closing a conceptual gap: The case for a description of English as a lingua franca.International Journal of Applied Linguistics11[2]. 133–158). However, few studies have investigated cases where speakers display mutual understanding during a repair sequence even when the understanding is not accurate.Approximately 37 hours of naturally occurring ELF interactions were collected and analyzed using a standard conversation analysis followed by a post-analytic researcher observation. Detailed analyses of repair sequences regarding a word suggest that in non-institutional ELF interactions the accuracy of intersubjectivity is not always prioritized. Rather, statements made by the speaker positioned as the one with relatively stronger linguistic ability seem to hold influence over the repair sequence, which prompts the interlocutor with relatively weaker ability to agree with inaccurate candidate understandings. The study suggests a connection between the positioning of speakers regarding linguistic knowledge and the construction of intersubjectivity in ELF interactions.

scholarly journals Linguistic Justice Requires an Artificial Language: a Comment on van Parijs

2016 ◽  
Vol 9 (1) ◽  
pp. 77-81 ◽  
Author(s):  
Jaap Maat
Keyword(s):  
Seventeenth Century ◽  
Artificial Language ◽  
Lingua Franca ◽  
Linguistic Justice ◽  
Made In

Abstract In advocating the use of a global auxiliary language, Van Parijs forms part of a tradition that stretches back to the seventeenth century. However, he differs from this tradition in promoting the use of English rather than an artificial language of some sort. This paper examines the theoretical situation that van Parijs proposes as the most fair, in which English functions worldwide as the preferred auxiliary language and in which certain measures have been taken to counterbalance injustices of three types. I draw attention to injustices of each of these types done to speakers of English in that situation. This leads to the conclusion that proposals to use an artificial language as a global lingua franca that were made in the seventeenth and later centuries have a stronger case than van Parijs has argued.

The English-as-a-lingua-franca approach

2010 ◽  
Vol 34 (3) ◽  
pp. 201-221 ◽  
Author(s):  
Sabine Fiedler
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Native Speakers ◽  
Foreign Language Learning ◽  
International Communication ◽  
Artificial Language ◽  
Lingua Franca ◽  
Learning And Teaching ◽  
Number Of Factors ◽  
The World

English has spread so widely around the world that its native speakers are now outnumbered by its non-native speakers. Recent publications have shown that the dominance of English has led to severe disadvantages for non-Anglophones. Several options of language policy have been presented to find fair and democratic approaches to international communication. Their scope includes different variants of multilingualism, the limitation of the number of languages used in international communication, restriction to receptive skills, the introduction of a system of compensation, initiatives to revive an ancient language (e.g. Latin), and the use of an artificial language. The model English as a Lingua Franca, the idea that the English spoken by non-native speakers is a variety in its own right whose norms are established by its users instead of native speakers, is among these proposals. The paper discusses the extent to which this approach seems to be feasible. Despite its appeal among learners and speakers of English as a foreign language, a number of factors seem to hamper its chances of realization. These factors involve a complexity of issues, such as traditions in foreign language learning and teaching, the heterogeneity of lingua franca communication and psychological reservations.

What can artificial languages reveal about morphosyntactic processing in bilinguals?

2019 ◽  
Vol 23 (1) ◽  
pp. 81-86 ◽  
Author(s):  
Sarah Grey
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Artificial Language ◽  
Future Directions ◽  
Second Languages ◽  
Third Language ◽  
Artificial Languages ◽  
Artificial Language Learning ◽  
Linguistic Transfer

AbstractThis article reviews work that has employed artificial languages to investigate the learning and processing of additional language grammar in bilinguals, with a focus on morphosyntactic processing in sentence contexts. The article first discusses research that has utilized artificial languages to elucidate two central issues in research on bilingual third language learning and processing: the role of prior language-learning experience and cross-linguistic transfer from the native and second languages to the third. Then, research that has compared bilingual third language to monolingual second language grammar processing is discussed, with specific consideration of hypothesized bilingual advantages at language learning. Finally, future directions in artificial language learning research on bilingual morphosyntactic processing are considered.

On the use of miniature artificial languages in second-language research

1980 ◽  
Vol 1 (4) ◽  
pp. 357-369 ◽  
Author(s):  
Barry McLaughlin
Keyword(s):  
Second Language ◽  
Implicit Learning ◽  
Artificial Language ◽  
Construction Process ◽  
Artificial Languages ◽  
Language Research ◽  
L2 Learning ◽  
Creative Construction ◽  
Systematic Manipulation

ABSTRACTIn this article the hypothesis is advanced that the learning of a miniature artificial language (MAL) is second-language (L2) learning writ small. Recent research from MAL experiments is reviewed which, if the hypothesis is correct, throws light on inductive L2 learning, suggesting that in the “creative construction” process both “implicit” learning and analogic generalization are possible strategies. The argument is made that MAL experiments are heuristically valuable for L2 research and that more creative use of MAL methods can have pedagogical implications, since teaching, like MAL research, involves systematic manipulation of input.

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