scholarly journals A COMMUNICATIVE VIEW TOWARDS THE TEACHING OF SPOKEN LANGUAGE: DISTINCTIVE FEATURES AND FUNCTIONS

2017 ◽  
Vol 12 (4) ◽  
pp. 176-191
Author(s):  
Carlos Alberto Manso López ◽  
Sérgio Arruda de Moura
Keyword(s):  
Spoken Language ◽  
Distinctive Features

scholarly journals Discourse Markers in Speech: Distinctive Features and Corpus Annotation

2017 ◽  
Vol 8 (2) ◽  
pp. 149-166 ◽  
Author(s):  
Ludivine Crible ◽  
Maria-Josep Cuenca
Keyword(s):  
Discourse Markers ◽  
Spoken Language ◽  
Corpus Annotation ◽  
Distinctive Features

It is generally acknowledged that discourse markers are used differently in speech and writing, yet many general descriptions and most annotation frameworks are written-based, thus partially unfit to be applied in spoken corpora. This paper identifies the major distinctive features of discourse markers in spoken language, which can be associated with problems related to their scope and structure, their meaning and their tendency to co-occur. The description is based on authentic examples and is followed by methodological recommendations on how to deal with these phenomena in more exhaustive, speech-friendly annotation models.

scholarly journals The emergence of the phonetic and phonological features in sign language

Nordlyd ◽  
2015 ◽  
Vol 41 (2) ◽  
pp. 183-212 ◽  
Author(s):  
Wendy Sandler
Keyword(s):  
Sign Language ◽  
Social Factors ◽  
Early Stage ◽  
Spoken Language ◽  
Sign Languages ◽  
Distinctive Features ◽  
Phonological Features ◽  
History Of ◽  
Phonetic Features ◽  
New Research

Sign languages offer a unique and informative perspective on the question of the origin of phonological and phonetic features. Here I review research showing that signs are comprised of distinctive features which can be discretely listed and which are organized hierarchically. In these ways sign language feature systems are comparable to those of spoken language. However, the inventory of features and aspects of their organization, while similar across sign languages, are completely unlike those of spoken languages, calling into question claims about innateness of features for either modality. Studies of a young village sign language, Al-Sayyid Bedouin Sign Language (ABSL), demonstrate that phonological structuring is not in evidence at the outset, but rather self-organizes gradually (Sandler et al 2011). However, our new research shows that signature phonetic features of ABSL already can be detected when ABSL signers use signs from Israeli Sign Language. This ABSL ‘accent’ points to the existence of phonetic features that may not be distinctive in any sign language but can distinguish one sign language from another, even at an early stage in the history of a language. Taken together, the findings suggest that physiological, cognitive, and social factors are at play in the emergence of phonetic and phonological features.

scholarly journals Recontextualization and Proverbiality: Pragmatic Analysis of Arabic and English Proverbs

2021 ◽  
Vol 4 (3) ◽  
pp. 86-92
Author(s):  
Zahraa Abed Hashem ◽  
Thulfiqar Hussein Muhi
Keyword(s):  
Analytical Framework ◽  
Spoken Language ◽  
Distinctive Features ◽  
Pragmatic Analysis ◽  
Idiomatic Expressions ◽  
Context Of Use ◽  
Everyday Experiences ◽  
Arabic And English

Proverbs are a type of idiomatic expressions that are commonly used in everyday spoken language. They concisely and figuratively summarize everyday experiences and common observations (Borowska, 2014, p. 22). The use of proverbs often gives rise to interesting pragmatic processes, including, most notably, recontextualization. Recontextualization is intimately connected to two distinctive features of proverbs, namely, traditionality, and self-containedness. Pragmatically, the meanings and functions of the love proverbs, the focus of this paper, are not totally fixed because the conventionalized meanings and functions associated with these proverbs should be modulated in light of the new context of use. This study will examine 50 proverbs of love (25 in each language) from a pragmatic perspective. The analytical framework employed in the analysis will draw on the concept of implicature and the distinction between utterance-type implicature and utterance-token implicature. In this part, the study will draw on Culpeper and Haugh’s (2014) neo-Gricean model. At a higher contextual level, the analysis will follow Linell’s (1998) conceptualization of recontextualization's pragmatic process. The analysis showed that upon using a proverb in a new context, the proverb could go through a recontextualization process that might serve two pragmatic functions: illocution shift and foregrounding of didactic content.

scholarly journals Spoken Grammar: Meaning, Principles and Characteristics

2022 ◽  
Vol 10 (4) ◽  
pp. 160-168
Author(s):  
Ru’a Salim Mahmood ◽  
Hussein Ali Ahmed
Keyword(s):  
Relevant Literature ◽  
Spoken Language ◽  
Written Language ◽  
Theoretical Research ◽  
Distinctive Features ◽  
Spoken English ◽  
English Grammar ◽  
The 19Th Century ◽  
The Impact ◽  
Informal Context

Abstract The terms Spoken Grammar was coined by the two corpus grammarians, Ronald Carter and Mike McCarthy. In the 19th century,  it came under the impact  of a number of local dialects represented by the cockney dialect in London, and the Lothian dialect in Edinburgh. The discussions, debates and studies on Spoken grammar have led to the specification of three main viewpoints concerning the existence of this types of grammar. The viewpoints entail  that (1) grammatical rules do not govern spoken language, which is disorderly and disordered; (2) Speaking English lacks a distinct grammar. It has the same syntax as written English grammar; and (3) spoken language is regulated by a separate grammar with its own set of rules and conventions; i.e. it has its own grammar represented by its own set of rules, regulations, and classifications compared to those of the written language. T validate or refute the implications of the preceding viewpoints, relevant literature concludes that spoken grammar is quite prevalent in everyday conversational spoken English. It is characterized by being more flexible and less strict compared to written grammar. This is so because the informal context of using spoken grammar makes it have a syntax that varies from the traditional written grammar in a number of aspects. This purely theoretical  research aims at shedding light on the definition, meaning, principles and the main characteristics of spoken grammar. The emphasis on the distinctive features of spoken grammar has triggered the researchers to focus on a further point of discussion, namely the differences between spoken and written grammar. To substantiate such differences, examples from closely relevant grammatical literature have also been provided. The research ends with some concluding points drawn upon from the preceding discussed and presented points.

The Language of the Vindolanda Writing Tablets: An Interim Report

1995 ◽  
Vol 85 ◽  
pp. 86-134 ◽  
Author(s):  
J. N. Adams
Keyword(s):  
Spoken Language ◽  
Linguistic Competence ◽  
Interim Report ◽  
Principal Element ◽  
Distinctive Features ◽  
Record Keeping

The recent publication by A. K. Bowman and J. D. Thomas of The Vindolanda Writing Tablets (Tabulae Vindolandenses II) (1994) provides another substantial corpus of Latin from a military outpost in the early Empire. The tablets take their place alongside such important military finds as the letters of Claudius Terentianus, which are roughly of the same date, the ostraca from Bu Njem, and the ostraca from Wâdi Fawâkhir, which again are dated to the first/second centuries.The Latin of the Vindolanda tablets has recently been discussed by H. Petersmann as a specimen of ‘Vulgar Latin’, at a conference devoted to Vulgar and Late Latin. But while the influence of spoken varieties of the language can be detected in some misspellings, and in aspects of the syntax, morphology, and lexicon of the tablets, one must resist the temptation to find ‘Vulgar Latin’ (however one defines that problematical term: see below, IX.4) as the sole or principal element of the tablets. Many of the documents were not composed by free composition, but have a formulaic structure which made little or no demand on the linguistic competence of the writer (e.g. applications for leave (166–77), the daily reports of a type found at Bu Njem, which have certain distinctive features of syntax (155–6)). Accounts and lists (178–209) too may in their syntax and format, if not necessarily in their spellings, be heavily influenced by the conventions of their genre. Moreover record-keeping of this type usually falls to individuals with a degree of education and numeracy, and their writing may have little or nothing to reveal about the spoken language which they used or heard.

Structural Organization and Distribution of Fiber Types in Extraocular Muscles of Cats

1972 ◽  
Vol 30 ◽  
pp. 34-35
Author(s):  
Asish C. Nag ◽  
Lee D. Peachey
Keyword(s):  
Fiber Type ◽  
Light And Electron Microscopy ◽  
Small Diameter ◽  
Extraocular Muscles ◽  
Fiber Types ◽  
Distinctive Features ◽  
Superior Rectus ◽  
Adult Cats ◽  
Different Diameters ◽  
Orbital Region

Cat extraocular muscles consist of two regions: orbital, and global. The orbital region contains predominantly small diameter fibers, while the global region contains a variety of fibers of different diameters. The differences in ultrastructural features among these muscle fibers indicate that the extraocular muscles of cats contain at least five structurally distinguishable types of fibers.Superior rectus muscles were studied by light and electron microscopy, mapping the distribution of each fiber type with its distinctive features. A mixture of 4% paraformaldehyde and 4% glutaraldehyde was perfused through the carotid arteries of anesthetized adult cats and applied locally to exposed superior rectus muscles during the perfusion.

What Do We Want Them To Be When They Grow Up?

2010 ◽  
Vol 20 (1) ◽  
pp. 27-31
Author(s):  
Lyn Robertson
Keyword(s):  
Hearing Loss ◽  
Social Development ◽  
Young Women ◽  
Hearing Aids ◽  
Test Scores ◽  
Spoken Language ◽  
Language Therapy ◽  
Profound Hearing Loss ◽  
Children With Hearing Loss ◽  
Learning To Listen

Abstract Learning to listen and speak are well-established preludes for reading, writing, and succeeding in mainstream educational settings. Intangibles beyond the ubiquitous test scores that typically serve as markers for progress in children with hearing loss are embedded in descriptions of the educational and social development of four young women. All were diagnosed with severe-to-profound or profound hearing loss as toddlers, and all were fitted with hearing aids and given listening and spoken language therapy. Compiling stories across the life span provides insights into what we can be doing in the lives of young children with hearing loss.

Red Flags: Barriers to Listening and Spoken Language in Children with Hearing Loss

2014 ◽  
Vol 24 (1) ◽  
pp. 11-18
Author(s):  
Andrea Bell ◽  
K. Todd Houston
Keyword(s):  
Hearing Loss ◽  
Early Diagnosis ◽  
Skill Acquisition ◽  
Dynamic Process ◽  
Spoken Language ◽  
Red Flags ◽  
Careful Monitoring ◽  
Auditory Development ◽  
Children With Hearing Loss ◽  
Family Centered

To ensure optimal auditory development for the acquisition of spoken language, children with hearing loss require early diagnosis, effective ongoing audiological management, well fit and maintained hearing technology, and appropriate family-centered early intervention. When these elements are in place, children with hearing loss can achieve developmental and communicative outcomes that are comparable to their hearing peers. However, for these outcomes to occur, clinicians—early interventionists, speech-language pathologists, and pediatric audiologists—must participate in a dynamic process that requires careful monitoring of countless variables that could impact the child's skill acquisition. This paper addresses some of these variables or “red flags,” which often are indicators of both minor and major issues that clinicians may encounter when delivering services to young children with hearing loss and their families.

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