Relevant bibliographies by topics / 130202 Languages and linguistics

Academic literature on the topic '130202 Languages and linguistics'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "130202 Languages and linguistics"

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Tassinari, Maria Giovanna. "Complexity in Advising for Language Learning: From Theory to Practice." Special Issue: Papers from the AILA 2021 Symposium 13, no. 2 (June 30, 2022): 182–98. http://dx.doi.org/10.37237/130202.

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Research on advising for language learning has benefited from various theoretical frameworks, such as sociocultural theory, ecological theory and, in recent years, the theory of complex dynamic systems. With its holistic perspective on second language acquisition, the theory of complex dynamic systems helps integrate the manifold aspects involved in language development. It recognizes the interrelation of individual and social aspects, of internal and contextual factors, and places the focus on the various, interconnected/ inseparable dimensions of the language learning process. In this paper I will first illustrate some principles of complex dynamic systems theory and their impact on research on second language acquisition and language learner autonomy. Then, I will focus on advising for language learning, as a means of supporting learners as they become more autonomous and they implement change in their unique learning trajectories. Drawing on research on advising from the perspective of complex dynamic systems, I will show how this metatheory helps expand our understanding of advising beyond its conceptualization as a one-to-one interaction between a learner (advisee) and an advisor, by integrating the reflective dialogue between advisor and advisee into additional processes in which both advisor and advisee are involved. Finally, I will reflect on some implications for my own advising practice.
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AZILI, Kenan. "AN EVALUATION ON SOME FONOLOGICAL LAYERS IN SULTAN VELED'S TURKISH POEMS." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 2 (August 15, 2021): 21–45. http://dx.doi.org/10.46291/zfwt/130202.

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One of the first key roles in the process of Old Anatolian Turkish (Sometimes, Old Turkey Turkish or Old Ottoman Turkish term is also used instead of this term.) being the written language in Anatolian geography, which is thought to be the source of most of the modern Oghuz written languages, belongs to Sultan Veled, the eldest son of Mevlânâ Celâleddîn-i Rûmî and Gevher Hatun. It is known that Sufis, who is thought to have lived between 1226-1312, wrote Turkish poems in addition to Persian and Greek. It is estimated that the total of these Turkish poems consist of over three hundred couplets. Sultan Veled, who owns the first works written in Anatolia with Yunus Emre; The Turkish couplets in his works such as Dîvân, Rebâbnâme and Ibtidaname are very important in terms of reflecting the development stages of Oghuz. Apart from the written language in Turkistan geography, these couplets provide important linguistic material in order to follow the emergence and development of a new written language in Anatolia. In this study, some phonological variants and related layers in Sultan Veled's Turkish couplets will be evaluated. The typological data of the Oghuz dialects accepted in the literature will be analyzed by making a comparison with these layers. So that the layers of bol- ~ vol- ~ ol- seen in some copies of these couplets and marking an important transition between East and West Turkish will be subject to re-evaluation. Considering nearly twenty phonological layers composed of süçig > süçü ~ süçi and biŋ ~ miŋ and datlu ~ tatlu dichotomies emerging from phonological development such as -g> Ø in layers, are discussed that whether these forms dialectical or developmental stages that reflect the internal dynamics of Oghuz. Thus, some conclusions can be will be tried to be reached where the Turkish couplets of Sultan Veled, one of the first texts written in Anatolia, should be positioned in the process of becoming the written language of Oghuz. Keywords: Oghuz, Old Anatolian Turkish, Sultan Veled, Dialectology, Phonological Layers.
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ER AYDEMİR, Nermin, and Bekir DİREKCİ. "ORHON SPEECHS AS A SOURCE OF NATIONAL LANGUAGE POLICY AND BASIC LANGUAGE SKILLS IN TURKISH." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 2 (August 15, 2021): 69–86. http://dx.doi.org/10.46291/zfwt/130204.

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Other than having the feature of being a literary genre, the speech forms the basis of language, culture and education policies since it has the nature of the declaration and advice of the state administrator. Speeches can be considered as constituent language teaching policy texts in terms of their purpose and content while functioning as the construction and preservation of the state tradition. As a matter of fact, the speeches can be viewed from the context of self-presentation to the community represented by the state administrator, and in one respect they contain suggestions for the interlocutor. In the speeches of Turkish cultural history, this interlocutor is not any community or citizen, but directly the Turkish nation. Speeches addressing the Turkish nation also contain codes of strategic importance for nation-based state structuring. Among the specified codes, the codes for Turkish education are also important. In the study, while the function of speech type in the context of language policy was determined in the context of linguistics and educational science, the importance and function of speeches for Turkish education in the history of Turkish education were tried to be determined by linguistic methods. Key Words: Turkish education, speech, linguistics, language policy.
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Dofs, Kerstin, and Diego Mideros. "Introduction." Special Issue: Papers from the AILA 2021 Symposium 13, no. 2 (June 30, 2022): 177–81. http://dx.doi.org/10.37237/130201.

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This special issue of SiSAL Journal features papers from the last Research Network on Learner Autonomy (ReNLA) Symposium. The most recent Association Internationale de Linguistique Appliquée (or International Association of Applied Linguistics/ AILA) Congress took place in August 2021.
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Borges, Larissa. "A Complex Dynamic Model of Autonomy Development." Special Issue: Papers from the AILA 2021 Symposium 13, no. 2 (June 30, 2022): 200–223. http://dx.doi.org/10.37237/130203.

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Over the last years, language learning has been described as a complex dynamic system, encompassing different interacting subsystems, such as autonomy. In this article, I argue that autonomy development is a complex, dynamic and fluctuating process in which a point of arrival cannot be defined, as autonomy is experienced in a nonlinear and continuous way throughout life, with moments of advances, stability and setbacks, involving the interaction between a large number of processes, elements, agents, among other subsystems. In this paper, I present the Complex Dynamic Model of Autonomy Development (CDMA). This model explains the dynamics of autonomy in learners’ language learning trajectory in light of the complexity paradigm. The model has been used in research and activities with a focus on language learning and language teacher education. It has been discussed with language majoring students, pre-service and in-service language teachers as a tool for reflection, self-awareness and self-regulation, as it enables a comprehensive view of the dynamism and complexity involved in the process of developing both learner autonomy and teacher autonomy.
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Dofs, Kerstin. "Book Review: How to Learn Spanish: A Guide to Powerful Principles and Strategies for Successful Learning and Self-Empowerment by Maria Blanco." Special Issue: Papers from the AILA 2021 Symposium 13, no. 2 (June 30, 2022): 307–8. http://dx.doi.org/10.37237/130209.

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This excellent, strategy-loaded little guidebook on learning Spanish is highly applicable for learning any language. It is equally suitable for students, teachers, and language advisors, as students will learn strategies, and teachers and advisors get pointers on how to support students’ autonomous learning.
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Borges, Larissa, and Eduardo Castro. "Autonomy, Empathy, and Transformation in Language Teacher Education: A Qualitative Study." Special Issue: Papers from the AILA 2021 Symposium 13, no. 2 (June 30, 2022): 286–304. http://dx.doi.org/10.37237/130207.

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The complexity of language teaching and learning requires teachers to be able to reflect on their own practices, adapt to different situations, and seek solutions that may meet the needs and interests of their students (Borges, 2019; Borges & Magno e Silva, 2019). Moreover, teachers ought to make their learners’ experiences more meaningful and personal in the classroom. In regard to this, teacher education should involve reflections on empathy, so that pre-service teachers can develop the ability to listen actively, welcome their students’ perspectives, and put themselves in their shoes (Mercer, 2016). Teacher education should also entail reflection on autonomy, in a way that pre-service teachers can exercise their agency in their own education, as well as create conditions for the development of autonomy in their classrooms. With that in mind, this study aims to investigate pre-service language teachers’ transformation during two teaching methodology courses at a university in Northern Brazil. Data were generated through teaching diaries and in-class reflections, which were then analyzed qualitatively (Saldaña, 2021). The findings indicate that pre-service teachers not only became aware of the importance of encouraging their learners’ autonomy, but they also became aware of learning autonomously themselves. The diaries also revealed how considering empathy in their practices was pivotal to fostering learner autonomy in the classroom. Implications for language teacher education are discussed.
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Mideros, Diego. "Teacher Roles in Promoting Out-Of-Class Learning: Lessons from a Spanish For Specific Purposes Course." Special Issue: Papers from the AILA 2021 Symposium 13, no. 2 (June 30, 2022): 248–61. http://dx.doi.org/10.37237/130205.

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In this paper, I discuss a small-scale case study that explores the important role teachers play in promoting out-of-class learning among their students. Data come from in-depth interviews with three of the teachers who delivered a Spanish for specific purposes blended course. I explored the different ways in which these teachers went about encouraging students to engage with the online segment of the course. The study is mainly informed by the notion of affordances (Cotterall, 2017; Murray, 2017; van Lier, 2004) and the growing body of literature on learning beyond the classroom (LBC) (Benson, 2011; Reinders & Benson, 2017; Reinders, 2020) where teachers play a pivotal role in promoting out-of-class learning. The main takeaway from this study is that for teachers to promote out-of-class learning, they should first identify the learning possibilities available in whatever materials students are to use outside of the classroom. In the case of this study, teachers had to promote the use of the learning platform that students were supposed to engage with as part of their out-of-class learning segment of the course. However, I found that only one teacher fully promoted out-of-class learning simply because she saw value in the platform and was able to help students see such value as well. The opposite was also true; the other two teachers did not seem to see much value in the platform and as a result, they were not entirely successful in promoting out-of-class learning among their students.
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Mideros, Diego, and Kerstin Dofs. "Groningen 2021." Special Issue: Papers from the AILA 2021 Symposium 13, no. 2 (June 30, 2022): 305–6. http://dx.doi.org/10.37237/130208.

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This is a summary of the Research Network on Learner Autonomy (ReNLA) symposium entitled “Autonomy in the time of complexity in a changing world” which took place as part of the online AILA Congress 2021. The symposium was a fruitful ground to learn and discuss what autonomy colleagues and enthusiasts are doing to promote and further understand learner autonomy in different parts of the globe.
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Jiménez Raya, Manuel, and Borja Manzano Vázquez. "Case Pedagogy in Initial Teacher Education: An Analysis of its Contribution to the Development of Professional Competences for Autonomy." Special Issue: Papers from the AILA 2021 Symposium 13, no. 2 (June 30, 2022): 262–85. http://dx.doi.org/10.37237/130206.

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Case pedagogy is advocated in teacher education for autonomy as a teacher development strategy which can empower (student) teachers to understand and explore the implementation of pedagogy for autonomy. In an initial teacher education module implemented at the University of Granada (Spain), cases have become a crucial tool for promoting student teachers’ professional development towards teacher and learner autonomy. One of the strategies used in the module engages student teachers in exploring the implementation of pedagogy for autonomy during their internship and writing a case narrative on their pedagogical intervention. The present paper analyses six cases developed by student teachers during their internship to examine the dimensions of professional competence towards teacher and learner autonomy identified by Jiménez Raya et al. (2017) that they developed during case construction. These dimensions include 1) developing a critical view of (language) education, 2) centring teaching on learning, 3) managing local constraints to open up spaces for manoeuvre, and 4) interacting with others in the professional community.
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Dissertations / Theses on the topic "130202 Languages and linguistics"

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Woodman, Karen. "A study of linguistic, perceptual and pedagogical change in a short-term intensive language program." Thesis, University of Victoria, 1998. https://eprints.qut.edu.au/102184/1/__qut.edu.au_Documents_StaffHome_StaffGroupW%24_woodmank_Desktop_PhDthesis.pdf.

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This study investigates linguistic, perceptual, and pedagogical change (LPPC) in a short-term, study abroad English immersion program. It proposes the LPPC Interactive Model of second language acquisition based on Gardner's 1985 socioeducational model and Woods' 1996 beliefs, attitudes, and knowledge (BAK) structure. The framework is applied in a cross-cultural context, highlighting participants in the 1993 Camosun Osaka Aoyama English Language Institute involving Japanese English-as-a-Second-Language (ESL) students from Aoyama Junior College in Osaka, Japan, and non-Japanese ESL teachers at Camosun College and Canada's University of Victoria in British Columbia. The study examined the definition of teacher achievement; distinctions between language activation and language acquisition in the short-term, study abroad context; development of the constructs student BAK+, teacher BAK+, and class BAK+ to describe interactions in "class fit"; and the influence of temporal parameters on linguistic, perceptual, and pedagogical change. Data from teacher and student surveys and interviews suggest that change occurs in each of the linguistic, perceptual, and pedagogical dimensions and support constructs proposed for the model.
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Botsis, Rachel. "Spatial languages in IsiXhosa." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/22965.

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This thesis investigates some aspects of spatial language of isiXhosa. It identifies the elements of isiXhosa used in the spatial domain and analyses their use and distribution across the language. Six isiXhosa-speaking language consultants were interviewed, all males between the ages of eighteen and twenty-two years. They have all grown up in the Eastern Cape province of South Africa and are currently attending tertiary institutions within the Western Cape. The methodological framework adopted for this research was developed by the 'Max Planck Institute for Psycholinguistics' (MPI) in Nijmegen, Netherlands. Their research tools "Man & Tree" and "Space Games" were employed to gather the language data on spatial language of isiXhosa. A particular focus in this study was placed on investigating the underlying spatial models employed in the deictic axis, i.e. the face to face model or the single file model. The data reveals that both models seem to be employed by the young male isiXhosa-speakers of the study. Furthermore, the thesis also analyses what frames of reference these particular isiXhosa speakers utilize. The survey revealed variation in the use of models among these young speakers. This variation can be explained as language contact phenomena since all language consultants are in an English speaking environment at least for several years.
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Fernando, Tim. "Temporal propositions as regular languages." Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2008/2719/.

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Temporal propositions are mapped to sets of strings that witness (in a precise sense) the propositions over discrete linear Kripke frames. The strings are collected into regular languages to ensure the decidability of entailments given by inclusions between languages. (Various notions of bounded entailment are shown to be expressible as language inclusions.) The languages unwind computations implicit in the logical (and temporal) connectives via a system of finite-state constraints adapted from finite-state morphology. Applications to Hybrid Logic and non-monotonic inertial reasoning are briefly considered.
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Trim, Richard Peter. "Drug metaphors in European languages." Thesis, University of London, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338705.

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Czaplinski, Iwona. "Affordances of ICTs: an environmental study of a French language unit offered at university level." Thesis, The University of Queensland, 2012. http://espace.library.uq.edu.au/view/UQ:289156.

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This project investigates the integration of Information Communication Technologies (ICTs) into educational settings by closely looking at the uptake of the perceived affordances offered by ICTs by students enrolled in a French language course at Queensland University of Technology. This cross-disciplinary research uses the theoretical concepts of: Ecological Psychology (Gibson, 1979; Good, 2007; Reed, 1996); Ecological Linguistics (Greeno, 1994; Leather & van Dam, 2003; van Lier 2000, 2003, 2004a, 2004b); Design (Norman, 1988, 1999); Software Design/ Human-Computer Interaction (Hartson, 2003; McGrenere & Ho, 2000); Learning Design (Conole & Dyke, 2004a, 2004b; Laurillard et al. 2000;); Education (Kirschner, 2002; Salomon, 1993; Wijekumar et al., 2006) and Educational Psychology (Greeno, 1994). In order to investigate this subject, the following research questions, rooted in the theoretical foundations of the thesis, were formulated: (1) What are the learners’ attitudes towards the ICT tools used in the project?; (2) What are the affordances offered by ICTs used in a specific French language course at university level from the perspective of the teacher and from the perspective of language learners?; (3) What affordances offered by ICT tools used by the teacher within the specific teaching and learning environment have been taken up by learners?; and (4) What factors influence the uptake by learners of the affordances created by ICT tools used by the teacher within the specific teaching and learning environment? The teaching phase of this project, conducted between 2006 and 2008, used Action Research procedures (Hopkins, 2002; McNiff & Whitehead, 2002; van Lier 1994) as a research framework. The data were collected using the following combination of qualitative and quantitative methods: (1) questionnaires administered to students (Hopkins, 2002; McNiff & Whitehead, 2002) using Likert-scale questions, open questions, yes/no questions; (2) partnership classroom observations of research participants conducted by Research Participant Advocates (Hopkins, 2002; McNiff & Whitehead, 2002); and (3) a focus group with volunteering students who participated in the unit (semi-structured interview) (Hopkins, 2002; McNiff & Whitehead, 2002). The data analysis confirms the importance of a careful examination of the teaching and learning environment and reveals differences in the ways in which the opportunities for an action offered by the ICTs were perceived by teacher and students, which impacted on the uptake of affordances. The author applied the model of affordance, as described by Good (2007), to explain these differences and to investigate their consequences. In conclusion, the teacher-researcher considers that the discrepancies in perceiving the affordances result from the disparities between the frames of reference and the functional contexts of the teacher-researcher and students. Based on the results of the data analysis, a series of recommendations is formulated supporting calls for careful analysis of frames of reference and the functional contexts of all participants in the learning and teaching process. The author also suggests a modified model of affordance, outlining the important characteristics of its constituents.
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Maciá, Fábrega Josep. "Natural language and formal languages." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10348.

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Lomashvili, Leila. "Morphosyntax of complex predicates in South Caucasian languages." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193878.

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The dissertation explores the morphosyntax of complex predicate constructions (causatives and applicatives) in polysynthetic languages of South Caucasus Georgian, Mingrelian and Svan appealing to the tenets of Distributed Morphology within the Minimalist Program. It shows that the interface between syntax-semantics and morphology of these constructions is not always transparent and mismatches between these components are accounted for by post-syntactic processes, which often result from language-specific constraints on the realization of morphemes per word.
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Knooihuizen, Remco Mathijs. "Minority languages between reformation and revolution." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/3289.

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In this thesis, I intend to further our knowledge of the sociolinguistics of Early Modern minority languages. Social and political developments in North-Western Europe in the 16th to 18th centuries caused an emancipation of vernacular languages, which took over from Latin as the main language in official domains. The sociolinguistics of this change are well known (e.g. Burke 2004); the fate of languages that did not make it to this new status, emerging ‘minority languages’, remains under-researched. Chapter 2 introduces some of the terminology used in this study. I discuss four categories of research methods into minority language shift and how they are applicable to research on historical situations, which often suffers from ‘bad data’. I then present a model of ethnolinguistic vitality that I use to survey the socio-historical backgrounds of several minority language groups in Chapter 3. Chapter 3 begins with a brief presentation of minority language groups from the Early Modern period. I choose three language groups to focus on in more depth: speakers of Norn in Shetland, of Flemish in Northern France, and of Sorbian in Germany. A survey of these three cases, with the initial wider presentation, identifies three recurring issues that are the focus of the subsequent chapters. The first of these is the influence of demographic change (Chapter 4). In the formation of nation-states in this period, many speakers of the majority language migrate to peripheral minority-language areas. I present two historical-demographic studies showing the integration of immigrants into the local community through intermarriage, based on 17th-century population registers from Shetland and Dunkirk (France). Both show a large amount of intermarriage, despite a bias towards in-group marriage. Intermarriage brings the majority language into the minority-language home; the strength of the bias against intermarriage is likely to be a factor in the rate of shift, one of the main differences between Shetland and Dunkirk. Language policies are the topic of Chapter 5. They are an important part of minority language studies in the present day, particularly with regard to language maintenance. I survey the language legislation that existed in Shetland, French Flanders, and Lusatia, its purpose and implementation, and its effects on language shift. Purpose and implementation of language policies were limited, and its effect on minority language communities therefore only secondary. Chapter 6 is about target varieties in language shift. The question of whether language shift happened through education in a standard variety or through contacts with majoritylanguage speakers from nearby areas can be answered by looking at the new majoritylanguage dialect in the minority area. I undertake two different studies in this context. The first is an analysis of Shetland Scots using theories of dialect contact. The dialect has a number of ‘standardised’ features, but I argue these are mainly due to koinéisation of various dialects of Scots immigrants to Shetland and a second-language variety of Scots spoken by the local population. The second is a study of the French dialect of French Flanders using computational methods of data comparison on data taken from dialect atlases. This dialect shares features with neighbouring Picard dialects, but we can also identify Standard French features. This pattern correlates with what we know of migration to the area (Chapter 4). Both new dialects suggest the shifting population acquired the majority language mainly through contacts with majority-language speakers in their direct environment. In conclusion, I show that language shift in the Early Modern period was an organic process, where the inception, the rate, and the result of shift were steered by the minority population’s social networks. The influence of institutions often blamed for language shift in modern situations – educational and language policies – was very restricted. In addition, I show that methods used in modern sociolinguistics can be successfully applied to historical situations, despite the bad data problem. This opens the door for more extensive research into the area.
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Du, Plessis Menán. "A unity hypothesis for the southern African Khoesan languages." Doctoral thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11852.

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The study demonstrates for the first time the probable genetic unity of the KHOE, JU and UJ -T AA groups of southern African Khoesan, by means of the first full-scale application of a conventional comparative approach. It is shown in the first stage that there are repeated cross-SAK resemblances in the morphology of those verbs most frequently enlisted for grammatical purposes in the context of multi-verb constructions; and that these languages furthermore display multiple similarities 'horizontally' across their specifier systems. where the resemblances are often also visible 'vertically', i.e. down the lists of possible exponents. These structural affinities are sufficiently thoroughgoing to warrant a working surmise that the SAK languages might be genetically related. In the second stage, cross-SAK comparative material from various sources is presented in the form of arrays. The tabulations reveal a range of repeating alternations involving the basic positional click types, with some associated patternings of the possible click 'accompaniments'. The fact that the alternations are iterated and do not necessarily involve identities makes it more likely, when combined with the weight of the structural evidence, that the items in the comparative series are inherited than borrowed.
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Sundberg, Cerrato Loredana. "Investigating Communicative Feedback Phenomena across Languages and Modalities." Doctoral thesis, KTH, Tal, musik och hörsel, TMH, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4362.

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This thesis deals with human communicative behaviour related to feedback, analysed across languages (Italian and Swedish), modalities (auditory versus visual) and different communicative situations (human-human versus human-machine dialogues). The aim of this study is to give more insight into how humans use communicative behaviour related to feedback and at the same time to suggest a method to collect valuable data that can be useful to control facial and head movements related to visual feedback in synthetic conversational agents. The study of human communicative behaviour necessitates the good quality of the materials under analysis, the support of reliable software packages for the audio-visual analysis and a specific coding scheme for the annotation of the phenomena under observation. The materials used for the investigations presented in this thesis span from spontaneous conversations video recorded in real communicative situations, and semi-spontaneous dialogues obtained with different eliciting techniques, such as map-task and information-seeking scenarios, to a specific corpus of controlled interactive speech collected by means of a motion capture system. When motion caption is used it is possible to register facial and head movements with a high degree of precision, so as to obtain valuable data useful for the implementation of facial displays in talking heads. A specific coding scheme has been developed, tested and used to annotate feedback. The annotation has been carried out with the support of different available software packages for audio-visual analysis. The procedure followed in this thesis involves initial analyses of communicative phenomena in spontaneous human-human dialogues and human-machine interaction, in order to learn about regularities in human communicative behaviour that could be transferred to talking heads, then, for the sake of reproduction in talking heads, the investigation includes more detailed analyses of data collected in a lab environment with a novel acquisition set-up that allows capturing the dynamics of facial and head movements. Finally the possibilities of transferring human communicative behaviour to a talking face are discussed and some evaluation paradigms are illustrated. The idea of reproducing human behaviour in talking heads is based on the assumption that the reproduction of facial displays related to communicative phenomena such as turn management, feedback production and expression of emotions in embodied conversational agents, might result in the design of advanced systems capable of effective multi-modal interactions with humans.
QC 20100819
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Books on the topic "130202 Languages and linguistics"

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Kastenholz, Raimund. Mande languages and linguistics. Hamburg: H. Buske Verlag, 1988.

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Arabic languages and linguistics. Washington DC: Georgetown University Press, 2012.

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Czaykowska-Higgins, Ewa, and M. Dale Kinkade, eds. Salish Languages and Linguistics. Berlin, New York: DE GRUYTER MOUTON, 1998. http://dx.doi.org/10.1515/9783110801255.

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Lee, Don Y. East Asian languages and linguistics. Bloomington, IN: Eastern Press, 1986.

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Epps, Patience, Danny Law, and Na’ama Pat-El. Historical Linguistics and Endangered Languages. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429030390.

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Hill, Deborah, and Felix K. Ameka, eds. Languages, Linguistics and Development Practices. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93522-1.

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Baker, Anne, Beppie van den Bogaerde, Roland Pfau, and Trude Schermer, eds. The Linguistics of Sign Languages. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/z.199.

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Trans-Himalayan linguistics: Historical and descriptive linguistics of the Himalayan area. Berlin: De Gruyter Mouton, 2014.

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Mutaka, Ngessimo M. An introduction to African linguistics. München: LINCOM Europa, 2000.

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1951-, Herbert Robert K., ed. Foundations in southern African linguistics. Johannesburg, South Africa: Witwatersrand University Press, 1993.

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Book chapters on the topic "130202 Languages and linguistics"

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Baranyiné Kóczy, Judit. "Folk Conceptualizations Across Languages." In Cultural Linguistics, 27–42. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5753-3_2.

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Baker, Anne. "Sign languages as natural languages." In The Linguistics of Sign Languages, 1–24. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/z.199.01bak.

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Cresswell, M. J. "Propositional Languages." In Studies in Linguistics and Philosophy, 3–20. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-015-8696-2_1.

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Bugarski, Ranko. "Language and Languages." In History of Linguistics 1993, 321. Amsterdam: John Benjamins Publishing Company, 1995. http://dx.doi.org/10.1075/sihols.78.39bug.

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Jacobs, Haike. "Degenerate Feet in Tacanan Languages." In Historical Linguistics 1997, 149. Amsterdam: John Benjamins Publishing Company, 1998. http://dx.doi.org/10.1075/cilt.164.10jac.

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Veerman-Leichsenring, Annette. "Coreference in the Popolocan languages." In Historical Linguistics 1999, 337–50. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/cilt.215.23vee.

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Stawarska, Beata. "Language and Languages." In Saussure’s Linguistics, Structuralism, and Phenomenology, 87–95. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43097-9_10.

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Wenning, Wolfgang. "Colors and Languages." In Foundations of Logic and Linguistics, 691–706. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4899-0548-2_28.

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Arcodia, Giorgio Francesco, and Bianca Basciano. "Sinitic languages." In Chinese Linguistics, 6–61. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198847830.003.0002.

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This chapter provides a historical and typological overview of Sinitic languages. It first discusses the terminology related to Chinese, clarifying the meaning of ‘language’, ‘dialect’, and ‘standard’ in this context. It then proposes a concise overview of the diachronic development of Sinitic languages, with a focus on diversity and on the concept of ‘standard/official language’ throughout the linguistic history of China, as well as on the relationship between spoken and written language in the Chinese tradition. It then discusses the periodization of Chinese and the classification of Sinitic languages, elaborating on the complex interplay between genealogy and contact, and on the areal typology of Sinitic and of unrelated languages of the North and East Asia region.
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"Artificial languages." In Linguistics Encyclopedia, 78–83. Routledge, 2003. http://dx.doi.org/10.4324/9780203432860-13.

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Conference papers on the topic "130202 Languages and linguistics"

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Roxas, Rachel Edita O., and Allan Borra. "Computational linguistics research on Philippine languages." In the 38th Annual Meeting. Morristown, NJ, USA: Association for Computational Linguistics, 2000. http://dx.doi.org/10.3115/1075218.1075292.

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Peltola, Maija S., Henna Tamminen, Laura Salonen, Heidi Toivonen, Teija Kujala, and Risto Näätänen. "Two languages – one brain." In 3rd Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2010/03/0037/000157.

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Matytcina, Marina S., and Tatiana Grigoryanova. "Corpus Linguistics Technology in Teaching Foreign Languages." In 2021 1st International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2021. http://dx.doi.org/10.1109/tele52840.2021.9482558.

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Simon, Eszter, and Nikolett Mus. "Languages under the influence: Building a database of Uralic languages." In Proceedings of the Third Workshop on Computational Linguistics for Uralic Languages. Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/w17-0603.

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Galantomos, Ioannis. "Exploring Mediterranean languages learners’ motivational profiles." In 5th Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2012/05/0014/000220.

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"Languages in Contact and Applied Linguistics – ‘Intruded’ Bilingualism." In Oct. 2-4, 2018 Budapest (Hungary). Universal Researchers, 2018. http://dx.doi.org/10.17758/uruae4.uh10184039.

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Ulinski, Morgan, Anusha Balakrishnan, Daniel Bauer, Bob Coyne, Julia Hirschberg, and Owen Rambow. "Documenting Endangered Languages with the WordsEye Linguistics Tool." In Proceedings of the 2014 Workshop on the Use of Computational Methods in the Study of Endangered Languages. Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/w14-2202.

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Klyachko, Elena, Daniil Grebenkin, Daria Nosenko, and Oleg Serikov. "LowResourceEval­2021: a shared task on speech processing for low­resource languages." In Computational Linguistics and Intellectual Technologies. Russian State University for the Humanities, 2021. http://dx.doi.org/10.28995/2075-7182-2021-20-391-402.

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Tedeschi, Simone, Federico Martelli, and Roberto Navigli. "ID10M: Idiom Identification in 10 Languages." In Findings of the Association for Computational Linguistics: NAACL 2022. Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.findings-naacl.208.

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Peskov, Denis, Viktor Hangya, Jordan Boyd-Graber, and Alexander Fraser. "Adapting Entities across Languages and Cultures." In Findings of the Association for Computational Linguistics: EMNLP 2021. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.findings-emnlp.315.

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Reports on the topic "130202 Languages and linguistics"

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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
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Гарлицька, Т. С. Substandard Vocabulary in the System of Urban Communication. Криворізький державний педагогічний університет, 2018. http://dx.doi.org/10.31812/123456789/3912.

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The article is devoted to substandard elements which are considered as one of the components in the system of urban forms of communication. The Object of our research is substandard vocabulary, the Subject is structural characteristics of the modern city language, the Purpose of the study is to define the main types of substandard vocabulary and their role in the system of urban communication. The theoretical base of our research includes the scientific works of native and foreign linguists, which are devoted to urban linguistics (B. Larin, M. Makovskyi, V. Labov, T. Yerofeieva, L. Pederson, R. McDavid, O. Horbach, L. Stavytska, Y. Stepanov, S. Martos). Different lexical and phraseological units, taken from the Ukrainian, Russian and American Dictionaries of slang and jargon, serve as the material of our research. The main components of the city language include literary language, territorial dialects, different intermediate transitional types, which are used in the colloquial everyday communication but do not have territorial limited character, and social dialects. The structural characteristics, proposed in the article, demonstrate the variety and correlation of different subsystems of the city language. Today peripheral elements play the main role in the city communication. They are also called substandard, non-codified, marginal, non-literary elements or the jargon styles of communication. Among substandard elements of the city language the most important are social dialects, which include such subsystems as argot, jargon and slang. The origin, functioning and characteristics of each subsystem are studied on the material of linguistic literature of different countries. It is also ascertained that argot is the oldest form of sociolects, jargon divides into corporative and professional ones, in the structure of slangy words there are common and special slang. Besides, we can speak about sociolectosentrism of the native linguistics and linguemosentrism of the English tradition of slang nomination. Except social dialects, the important structural elements of the city language are also intermediate transitional types, which include koine, colloquialisms, interdialect, surzhyk, pidgin and creole. Surzhyk can be attributed to the same type of language formations as pidgin and creole because these types of oral speech were created mostly by means of the units mixing of the obtruded language of the parent state with the elements of the native languages.
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