Relevant bibliographies by topics / Language transmission

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language transmission'

Author: Grafiati
Published: 23 September 2022
Last updated: 27 January 2023

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Journal articles on the topic "Language transmission"

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Smith, Andrew D. M. "The Inferential Transmission of Language." Adaptive Behavior 13, no. 4 (December 2005): 311–24. http://dx.doi.org/10.1177/105971230501300402.

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Smith, Kenny, Amy Perfors, Olga Fehér, Anna Samara, Kate Swoboda, and Elizabeth Wonnacott. "Language learning, language use and the evolution of linguistic variation." Philosophical Transactions of the Royal Society B: Biological Sciences 372, no. 1711 (January 5, 2017): 20160051. http://dx.doi.org/10.1098/rstb.2016.0051.

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Linguistic universals arise from the interaction between the processes of language learning and language use. A test case for the relationship between these factors is linguistic variation, which tends to be conditioned on linguistic or sociolinguistic criteria. How can we explain the scarcity of unpredictable variation in natural language, and to what extent is this property of language a straightforward reflection of biases in statistical learning? We review three strands of experimental work exploring these questions, and introduce a Bayesian model of the learning and transmission of linguistic variation along with a closely matched artificial language learning experiment with adult participants. Our results show that while the biases of language learners can potentially play a role in shaping linguistic systems, the relationship between biases of learners and the structure of languages is not straightforward. Weak biases can have strong effects on language structure as they accumulate over repeated transmission. But the opposite can also be true: strong biases can have weak or no effects. Furthermore, the use of language during interaction can reshape linguistic systems. Combining data and insights from studies of learning, transmission and use is therefore essential if we are to understand how biases in statistical learning interact with language transmission and language use to shape the structural properties of language. This article is part of the themed issue ‘New frontiers for statistical learning in the cognitive sciences’.
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Shah, Sheena, and Matthias Brenzinger. "The Role of Teaching in Language Revival and Revitalization Movements." Annual Review of Applied Linguistics 38 (September 2018): 201–8. http://dx.doi.org/10.1017/s0267190518000089.

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ABSTRACTTeaching is the main or even only way to pass on ancestral languages when intergenerational language transmission no longer takes place. The main reason for the interruption of natural language transmission is an increasing weakening of community bonds due to intermarriage, migration, and mobility. The formal or informal teaching of ancestral languages is therefore at the core of language revival and language revitalization movements. The article reviews favorable conditions and supportive factors for the teaching of ancestral languages from different parts of the world, and highlights the important role of dedicated community members in these endeavors.
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Lansing, J. Stephen, Cheryl Abundo, Guy S. Jacobs, Elsa G. Guillot, Stefan Thurner, Sean S. Downey, Lock Yue Chew, et al. "Kinship structures create persistent channels for language transmission." Proceedings of the National Academy of Sciences 114, no. 49 (November 20, 2017): 12910–15. http://dx.doi.org/10.1073/pnas.1706416114.

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Languages are transmitted through channels created by kinship systems. Given sufficient time, these kinship channels can change the genetic and linguistic structure of populations. In traditional societies of eastern Indonesia, finely resolved cophylogenies of languages and genes reveal persistent movements between stable speech communities facilitated by kinship rules. When multiple languages are present in a region and postmarital residence rules encourage sustained directional movement between speech communities, then languages should be channeled along uniparental lines. We find strong evidence for this pattern in 982 individuals from 25 villages on two adjacent islands, where different kinship rules have been followed. Core groups of close relatives have stayed together for generations, while remaining in contact with, and marrying into, surrounding groups. Over time, these kinship systems shaped their gene and language phylogenies: Consistently following a postmarital residence rule turned social communities into speech communities.
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Norris, Mary Jane. "From Generation to Generation: Survival and Maintenance of Canada's Aboriginal Languages, within Families, Communities and Cities." TESL Canada Journal 21, no. 2 (June 12, 2004): 1. http://dx.doi.org/10.18806/tesl.v21i2.171.

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The survival and maintenance of Aboriginal languages in Canada depend on their transmission from generation to generation. Children are the future speakers of a language. This paper demonstrates that the family and the community together play critical roles in the transmission of language from parent to child. On their own, neither family capacity nor community support is sufficient to ensure the adequate transmission of an Aboriginal language as a population's mother tongue from one generation to the next. Intergenerational transmission is maximized in Aboriginal communities among families where both parents have an Aboriginal mother tongue. Transmission can be best realized with the support of the community in those families with either both parents or the lone parent having an Aboriginal mother tongue. Outside of Aboriginal communities, particularly within large cities, transmission and continuity is significantly reduced even under ideal family conditions of linguistically endogamous parents. For exogamous families, it appears that community effect, while positive, is nevertheless limited in offsetting their low rate of mother tongue transmission. Trends indicate continuing declines in intergenerational transmission accompanied by a decreasing and ageing Aboriginal mother tongue population and a growing likelihood that Aboriginal languages will be learned increasingly as second languages.
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Ренковская, Евгения Алексеевна, and Анастасия Сергеевна Крылова. "EDUCATION SYSTEM AGAINST LANGUAGE TRANSMISSION? CASE OF MINORITY LANGUAGES IN INDIA." Tomsk Journal of Linguistics and Anthropology, no. 3(33) (November 28, 2021): 70–80. http://dx.doi.org/10.23951/2307-6119-2021-3-70-80.

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Статья посвящена межпоколенческой передаче шести миноритарных языков Индии: трёх индоарийских, включая кумаони (штат Уттаракханд), куллуи (штат Химачал-Прадеш), западный марвари (штат Раджастан), и трёх языков мунда, а именно сора, бонда и гутоб (штат Одиша). Все перечисленные языки не имеют официального статуса и литературной нормы, используются почти исключительно для устной коммуникации, являются малоизученными и в той или иной степени находятся под угрозой исчезновения. Исследование основывается на полевых данных лингвистических экспедиций в Индию, в штаты Уттаракханд, Химачал-Прадеш, Раджастан и Одиша в 2014–2018 гг. Одной из задач, стоящих перед авторами во время изучения социолингвистической ситуации в ареалах распространения перечисленных выше миноритарных языков, было выявить основные причины и факторы утраты межпоколенческой передачи языков. В ходе исследования мы пришли к выводу, что одним из основных факторов, негативно влияющих на межпоколенческую передачу миноритарных языков Индии, является существующая в Индии система образования. Школьное образование ведется на официальных языках штатов Индии, и миноритарные языки в образовании не участвуют. Использование родных языков в школе в лучшем случае не одобряется, в худшем — находится под негласным запретом, поскольку воспринимается как помеха на пути качественного овладения официальным языком. Помимо этого, мы отмечаем непосредственную зависимость социальной устроенности от результатов школьных экзаменов, общую директивность индийского образования и практическое отсутствие в образовании диалога. Все перечисленное становится источником большого стресса как для самих учащихся, так и для их семей, в связи с чем родители стараются оградить детей от проблем, связанных с освоением языка образования, и предпочитают не говорить с ними на родных языках. Другим серьезным фактором, способствующим созданию негативного образа родных языков, становятся лингвистические предрассудки, преподаваемые в Индии в рамках школьной программы. Сюда относится терминологическое разделение языковых идиомов на языки (официальные языки) и говоры (миноритарные языки), закрепление понятия «родной язык» за официальным языком штата, представления о том, что язык должен иметь письменность на оригинальной основе, отличающуюся от письменностей других языков. Отдельное внимание уделяется освещению такого феномена индийской действительности как языковая дискриминация представителей племенных (так называемых «неприкасаемых» в индуистской традиции) этносов в рамках школы. Помимо проблем, связанных с существующей в Индии системой образования, мы обсуждаем и попытки их решения — инициативы языковых активистов и правительства. Ряд мер по продвижению многоязычного образования включены в программу MultiLingual Education (MLE), которая в настоящее время получила наиболее широкое распространение в штате Одиша. Рассматривается устройство и функционирование программы MLE в Одише, после чего обсуждается возможность её применения в других регионах. The paper deals with the intergenerational transmission of six minority languages in India, three Indo-Aryan languages, viz. Kumaoni (state of Uttarakhand), Kullui (state of Himachal Pradesh), Western Marwari (state of Rajasthan) and three Munda languages, viz. Sora, Remo and Gutob (state of Odisha). None of these languages has an official status or standardized written form, all of them are used almost exclusively for oral communication, poorly described and, to one degree or another, endangered. The data come from sociolinguistic surveys conducted by the authors in the states of Uttarakhand, Himachal Pradesh, Rajasthan and Odisha in 2014–2018. One of the tasks during the sociolinguistic study in the areas of the above-mentioned minority languages was to identify the main factors of the intergenerational transmission loss. We claim that the modern education policies in India are one of the main factors disrupting language transmission. School education is conducted in the state official languages, and minority languages are not involved in it. Speaking minor languages is restricted by teachers at school, while the importance of the official languages is imposed on children. We note also the facts that the social level depends directly on the results of school exams and that Indian education is highly directive and excludes any dialogue. All of the above causes a great stress for students and their families. In this regard, parents try to protect their children from problems of mastering the language of education, and prefer not to speak with them in their native languages. Another major factor contributing to the negative image of native languages are linguistic prejudices taught in India as part of the school curriculum. This includes the division of idioms into languages (official languages) and dialects (minority languages), fixing the concept of “native language” for the official state language, the idea that the language should have a script on an original basis that differs from the scripts of other languages etc. Special attention is paid to such a phenomenon of India’s reality as linguistic discrimination of people from tribal (“untouchable” in Hindu tradition) ethnic groups within the school. In addition to the education system problems in India, the authors mention attempts to solve them by initiatives of language activists and the government. A number of measures to promote multilingual education are included in the MultiLingual Education (MLE) program, which is currently the most widely adopted in the state of Odisha. Considering structure and functioning of the MLE program in Odisha we discuss the possibility of its application in other regions.
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Sullivan, Alice, Vanessa Moulton, and Emla Fitzsimons. "The intergenerational transmission of language skill." British Journal of Sociology 72, no. 2 (February 17, 2021): 207–32. http://dx.doi.org/10.1111/1468-4446.12780.

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Casanova, Venessa Sualog. "Intergenerational Transmission of Hanunuo Heritage Language." Language, Education and Culture Research 2, no. 1 (April 28, 2022): p26. http://dx.doi.org/10.22158/lecr.v2n1p26.

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This case study explored the reasons, approaches, and challenges encountered in the intergenerational transmission of the Hanunuo heritage language. The study was conducted from April to June 2019 at Emok and Canabang, Magsaysay, Occidental Mindoro, Philippines. A total of 17 Hanunuo Mangyan selected through purposive sampling participated in the study. It was found that cultural heritage, strong adherence to language, strong identification with the group, residence in the speech community, and ease of communication were the reasons for heritage language maintenance. The oral approach is used in the intergenerational transmission of the Hanunuo heritage language. The challenges encountered include no proper documentation, non-Hanunuo teacher, school curriculum, technology, inter-marriages, and orthography is not taught by elders. Nevertheless, the Hanunuo Mangyan maintains their heritage language to facilitate communication. They have high orality in their language, and the challenges encountered were attributed to personal and societal factors.
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Mufwene, Salikoko S. "“Socio-cultural transmission” in language evolution?" Physics of Life Reviews 26-27 (November 2018): 155–57. http://dx.doi.org/10.1016/j.plrev.2018.06.015.

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Inouye, Sakae. "SARS transmission: language and droplet production." Lancet 362, no. 9378 (July 2003): 170. http://dx.doi.org/10.1016/s0140-6736(03)13874-3.

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Dissertations / Theses on the topic "Language transmission"

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Thompson, William David. "Transmission, induction and evolution." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/11766.

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Many human behaviours are thought to depend upon cognitive capacities enriched with innate domain-specific knowledge. Underpinning this view is the hypothesis that evolution can shape cognition to include strong innate inductive biases. In this thesis, I re-examine that hypothesis with respect to a broad class of behaviours: those that we learn from other individuals. Taking human language as a test case, I present an analysis of the co-evolutionary process that underpins the formation of innate constraints on cognition for behaviours that are culturally transmitted through inductive inference. I derive a series of mathematical models of this process, built around Bayesian models of cognition and cultural transmission, and ask how they can inform our expectations about cognition in a cultural species. I argue that the traditional marriage of nativism and evolutionary reasoning is undermined by this process, as is the suggestion that cognitive adaptation to cultural behaviours is outright implausible. I explore the co-evolutionary dynamics induced by cultural transmission, and conclude that they can radically manipulate the evolution of cognition: culture can intervene in the formation of hard-wired knowledge, but nevertheless facilitate rapid cognitive adaptation. The analyses I report make strong, testable predictions about the nature of inductive biases for cultural behaviours, and offer solutions to a number of long-standing conundrums in the evolution of language.
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Hughes, Arthur Festin. "Welsh migrants in Australia : language maintenance and cultural transmission /." Title page, contents and abstract only, 1994. http://web4.library.adelaide.edu.au/theses/09PH/09phh8928.pdf.

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Smith, Kenneth. "The transmission of language : models of biological and cultural evolution." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/27427.

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Theories of language evolution typically attribute its unique structure to pressures acting on the genetic transmission of a language faculty and on the cultural transmission of language itself. In strongly biological accounts, natural selection acting on the genetic transmission of the language faculty is seen as the key determinant of linguistic structure, with culture relegated to a relatively minor role. Strongly cultural accounts place greater emphasis on the role of learning in shaping language, with little or no biological adaptation. Formal modelling of the transmission of language, using mathematical or computational techniques, allows rigorous study of the impact of these two modes of transmission on the structure of language. In this thesis, computational models are used to investigate the evolution of symbolic vocabulary and compositional structure. To what extent can these aspects of language be explained in terms of purely biological or cultural evolution? Should we expect to see a fruitful interaction between these two adaptive processes in a dual transmission model? As a first step towards addressing these questions, models which focus on the cultural transmission of language are developed. These models suggest that the symbolic vocabulary and compositional structure of language can emerge through the adaptation of language itself in response to pressure to be learnable. This pressure arises during cultural transmission as a result of 1) the inductive bias of learners and 2) the poverty of the stimulus available to learners. Language-like systems emerge only when learners acquire their linguistic competence on the basis of sparse input and do so using learning procedures which are biased in favour of one-to-one mappings between meanings and signals. Children acquire language under precisely such circumstances. As the second stage of inquiry, dual transmission models are developed to ascertain whether this cultural evolution of language interacts with the biological evolution of the language faculty. In these models an individual’s learning bias is assumed to be genetically determined. Surprisingly, natural selection during the genetic transmission of this innate endowment does not result in the development of learning biases which lead, through cultural processes, to language-like communication - there is no synergistic interaction between biological and cultural evolution. The evolution of language may therefore best be explained in terms of cultural evolution on a domain-general or exapted innate substrate.
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Papadopoulos-Korfiatis, Alexandros. "Autopoietic approach to cultural transmission." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/28773.

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Non-representational cognitive science is a promising research field that provides an alternative to the view of the brain as a “computer” filled with symbolic representations of the world and cognition as “calculations” performed on those symbols. Autopoiesis is a biological, bottom-up, non-representational theory of cognition, in which representations and meaning are framed as explanatory concepts that are constituted in an observer’s description of a cognitive system, not operational concepts in the system itself. One of the problems of autopoiesis, and all non-representational theories, is that they struggle with scaling up to high-level cognitive behaviour such as language. The Iterated Learning Model is a theory of language evolution that shows that certain features of language are explained not because of something happening in the linguistic agent’s brain, but as the product of the evolution of the linguistic system itself under the pressures of learnability and expressivity. Our goal in this work is to combine an autopoietic approach with the cultural transmission chains that the ILM uses, in order to provide the first step in an autopoietic explanation of the evolution of language. In order to do that, we introduce a simple, joint action physical task in which agents are rewarded for dancing around each other in either of two directions, left or right. The agents are simulated e-pucks, with continuous-time recurrent neural networks as nervous systems. First, we adapt a biologically plausible reinforcement learning algorithm based on spike-timing dependent plasticity tagging and dopamine reward signals. We show that, using this algorithm, our agents can successfully learn the left/right dancing task and examine how learning time influences the agents’ task success rates. Following that, we link individual learning episodes in cultural transmission chains and show that an expert agent’s initial behaviour is successfully transmitted in long chains. We investigate the conditions under which these transmission chains break down, as well as the emergence of behaviour in the absence of expert agents. By using long transmission chains, we look at the boundary conditions for the re-establishment of transmitted behaviour after chain breakdowns. Bringing all the above experiments together, we discuss their significance for non-representational cognitive science and draw some interesting parallels to existing Iterated Learning research; finally, we close by putting forward a number of ideas for additions and future research directions.
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Chessa, Enrico. "Another case of language death? : the intergenerational transmission of Catalan in Alghero." Thesis, Queen Mary, University of London, 2012. http://qmro.qmul.ac.uk/xmlui/handle/123456789/2502.

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This thesis is a study of linguistic contact in Alghero, a multilingual town on the north-west coast of Sardinia characterised by the presence of three main language varieties: Italian, Catalan, and Sardinian. By looking mainly at the contact between Catalan and Italian, I aim to analyse and explain the language shift process in favour of Italian, the dominant language. Attention is focused on the family domain - and intergenerational language transmission in particular - as a clear indicator of the state of affairs of language contact in Alghero. I propose to establish what is happening (i.e., what are the dominant norms of linguistic behaviour within the family domain), and to determine which socio-psychological factors lie at the root of behavioural patterns among family members. The study is therefore both descriptive and explanatory. The description is made possible by a quantitative study, by means of which the interactions are quantified and discussed in terms of percentages of Alguerès being used between different family members. By contrast, the explanation emerges from the analysis of the reasons and motives behind the language choice in the qualitative study, and aims to answer the question ‘why do parents choose one language rather than the other(s)? Two main instruments have been used to collect the data: a self-administered questionnaire completed by eleven- to fifteen-year-old children, and a semi-structured interview conducted with a small sample of selected parents.
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Morales, Lorenzo. "Validation and optimization of the speech transmission index for the English language." Thesis, London South Bank University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646863.

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Lerner, Simone. "Testemunho e transmissão : do excesso à produção de um saber." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/107932.

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O percurso desta tese partiu de uma inquietação, decorrente do encontro com um processo de trabalho no campo da clínica das psicoses, referente à necessidade de que algo (relacionado ao trabalho clínico com a psicose) ganhasse passagem. No campo de produções na cultura, delineou-se a questão da pesquisa: a articulação entre uma vivência da dimensão do excessivo e a subsequente necessidade de produzir uma perda no campo do Outro, por meio da produção de um saber, de algo endereçável. Perguntamo-nos sobre os efeitos desses encontros com o excessivo, quando o sujeito estaria na condição de testemunha de uma vivência alheia que lhe chegaria através de produções culturais (orais, escritas, imagéticas) deles decorrentes. Buscamos, na psicanálise freudo-lacaniana, as articulações teórico-conceituais para sustentar a formulação relativa à (re)inscrição da disjunção, que separa e coloca em relação (ao modo de uma torção, como a da Banda de Moebius) os campos do sujeito e do Outro, e que teria se suspendido em uma vivência do excesso. Refletindo sobre a produção de um saber, trabalhamos com as noções de experiência, testemunho, transmissão e endereçamento, tomando, além de elementos da literatura de testemunho e de fragmentos da criação de filmes, a produção do CD com livreto Minha Longa Milonga – 12 Canções para Keidânia, do artista porto-alegrense Claudio Levitan. O percurso da pesquisa nos permitiu concluir que haveria uma peculiaridade nessas produções, a saber, a força da dimensão de permanência com que são dotadas, no sentido de replicar, naquele que as receberia, tanto a vivência de um excesso, quanto a necessidade subsequente de fazer algo com isso, de seguir inventando palavras. Dessa forma, o circuito se recolocaria: um novo saber se produziria e assim sucessivamente, da forma como a cada um fosse possível tornar própria uma experiência, transmitindo-a.
The path to this thesis arose from a certain disquietude due to encountering a work process in the field of clinic of psychoses, referring to need that something (related to clinic work with psychoses) gain passage. In the field of cultural production, the focus of the research was delineated: the articulation between living in the dimension of the excessive and the subsequent need of producing a loss in the field of the Other, by creating knowledge, something addressable. We asked ourselves about these encounters with the excessive, when the subject is in a condition of witness of somebody else’s experience which they would receive through cultural productions (orally, in writing, in imagery). We search, in freudian lacanian psychoanalysis, the theoretical-conceptual articulations to support the formulation relative to the (re)inscription of the disjunction, that separates and puts the subject and the Other in relation (as in the twisting of a Möbius strip), and that was suspended in during the experience of the excess. Reflecting upon the production of knowledge, we work with the ideas of experience, bearing witness, transmission and addressing, taking elements from the literature and fragments of movie productions, and also from the production of the CD and Booklet “Minha Longa Milonga – 12 Canções para Keidânia” from the artist from Porto Alegre, Claudio Levitan. The route that this research took, allowed us to conclude that these productions bear a peculiarity, which is the power of the dimension of permanence that they possess, in the sense of replicating, in the one that receives them, not only the experience of an excess, but also the subsequent need of doing something with it, to continue inventing words. Then, the circuit is repositioned: a new knowledge is produced and so forth, making it possible to make an experience one’s own, and transmit it forward.
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Salameh, Daoud Yousef. "Characterization of solitons and shockwaves in nonlinear transmission lines at microwave frequencies." Thesis, Queen's University Belfast, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284396.

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Sinha, Rajeshwari Mishka. "A history of the transmission of Sanskrit in Britain and America, 1832-1939." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610357.

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Bouchés, Angélique. "La transmission de l'anglais dans des familles francophones : politiques linguistiques familiales et représentations." Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAC028/document.

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Les décisions sur les langues, ou politiques linguistiques familiales, constituent le cadre de cette recherche portant sur la transmission de l'anglais dans des familles francophones résidant en France. L'objectif est de mieux comprendre pourquoi et comment ces décisions sont prises par les parents, à travers l'étude de leurs représentations et de la façon dont ils rendent compte de leurs décisions. Les résultats montrent que les représentations des parents sur l'enseignement des langues sont négatives et qu'elles expliquent pourquoi ils sélectionnent un modèle d'enseignement bilingue pour leur enfant. Leurs représentations du bi/plurilinguisme et de l'anglais sont positives : ils souhaitent avant tout transmettre une langue qu'ils affectionnent et qui participe à leur identité en tant qu'individus plurilingues plus qu'ils ne la considèrent utile. Le vécu linguistique des parents, leur désir de bilinguisme pour l'enfant, les questionnements liés à ce qu'implique le choix d'une autre langue que sa langue native, l'investissement ainsi que la place centrale de l'enfant dans ces décisions permettent de mieux comprendre leurs politiques linguistiques
Decisions regarding languages, or what is called family language policy, is the main focus of the present study which deals with the transmission of English in francophone families living in France. To better understand how their decisions are taken, this research aims at analyzing the underlying parents' representations and the way they account for their choices. The results show how negative their representations of foreign language teaching in France are, which explains why they tend to favor a bilingual education for their children. Their representations of bi/plurilingualism, along with the English language, are positive and point to the fact they want to pass on a language that they are particularly fond of and which is part of their identity as plurilingual individuals. Their experience with languages, the project of bilingualism for their children, the questions raised by what it means to speak a language other than the native language, their investment and the place of the child within their decision making process enable us to better understand their family language policies
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Books on the topic "Language transmission"

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Jenniges, Ricarda. Feeling at home in your language: Intergenerational language transmission. Brussels: European Bureau for Lesser Used Languages, 1995.

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The transmission of Anglo-Norman: Language history and language acquisition. Amsterdam: John Benjamins Pub. Company, 2012.

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Tan, Erika. PIDGIN interrupted transmission. London: Film and Video Umbrella, 2002.

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Sirén, Ulla. Minority language transmission in early childhood: Parental intention and language use. Stockholm [Sweden]: Institute of International Education, Stockholm University, 1991.

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Casey, Teresa. Intergenerational transmission of language capital and economic outcomes. Bonn, Germany: IZA, 2007.

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Institut national des langues et civilisations orientales, ed. La transmission culturelle: L'exemple du peul. Paris: Éditions Karthala, 2014.

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Deser, Toni. Dialect transmission: An analysis of vowels in six urban Detroit families. Bloomington, IN: Indiana University Linguistics Club, 1991.

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The development of Greek and the New Testament: Morphology, syntax, phonology, and textual transmission. Grand Rapids, Mich: Baker Academic, 2006.

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Coetsem, Frans van. A general and unified theory of the transmission process in language contact. Heidelberg: Winter, 2000.

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Broomans, Petra, and Sandra van Voorst. Rethinking cultural transfer and transmission: Reflections and new perspectives. Groningen: Barkhuis, 2012.

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Book chapters on the topic "Language transmission"

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Carr, Jon W., and Kenny Smith. "Modeling Language Transmission." In Encyclopedia of Evolutionary Psychological Science, 1–5. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-16999-6_3353-1.

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Carr, Jon W., and Kenny Smith. "Modeling Language Transmission." In Encyclopedia of Evolutionary Psychological Science, 5163–68. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_3353.

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Siegel, Jeff. "Transmission and transfer." In Typological Studies in Language, 167–201. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/tsl.73.10sie.

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Rock, Frances. "Beyond Language as Transmission." In Communicating Rights, 14–30. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230286504_2.

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Mesthrie, Rajend. "Language Contact, Transmission, Shift." In Varieties of English Around the World, 79. Amsterdam: John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/veaw.g15.07mes.

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Hull, Alexander. "The Transmission of Creole Languages." In Creole Language Library, 391. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/cll.11.38hul.

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Kamp, Hans. "On the Representation and Transmission of Information." In Natural Language and Speech, 135–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-77189-7_9.

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King, Kendall A., and Ling Wang. "Family Language Policy and Language Transmission in Times of Change." In Language Revitalisation and Social Transformation, 119–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80189-2_5.

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Brehmer, Bernhard, and Tatjana Kurbangulova. "Chapter 8. Lost in transmission?" In Integration, Identity and Language Maintenance in Young Immigrants, 225–68. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/impact.44.c8.

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Brehmer, Bernhard, and Tatjana Kurbangulova. "Chapter 8. Lost in transmission?" In Integration, Identity and Language Maintenance in Young Immigrants, 225–68. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/impact.44.08bre.

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Conference papers on the topic "Language transmission"

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Feher, Olga, Elizabeth Wonnacott, Hanna Jarvinen, and Kenny Smith. "Semantic conditioning in interaction and transmission." In The Evolution of Language. Proceedings of the 12th International Conference on the Evolution of Language (Evolang12). Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika, 2018. http://dx.doi.org/10.12775/3991-1.027.

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Kempe, Vera, Kamil Cichon, and Monica Tamariz. "The role of teaching in iterated language transmission." In The Evolution of Language. Proceedings of the 12th International Conference on the Evolution of Language (Evolang12). Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika, 2018. http://dx.doi.org/10.12775/3991-1.049.

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Pellant, Karel, Jan Mejzlík, Karel Prikryl, and Zdenek Skvor. "Transmission characteristics of outer ear canal." In 7th International Conference on Spoken Language Processing (ICSLP 2002). ISCA: ISCA, 2002. http://dx.doi.org/10.21437/icslp.2002-167.

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Priya, L., A. Sathya, and S. Kanaga Suba Raja. "Indian and English Language to Sign Language Translator- an Automated Portable Two Way Communicator for Bridging Normal and Deprived Ones." In 2020 International Conference on Power, Energy, Control and Transmission Systems (ICPECTS). IEEE, 2020. http://dx.doi.org/10.1109/icpects49113.2020.9336983.

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Peláez-Moreno, C., A. Gallardo-Antolín, J. Vicente-Peña, and F. Díaz-de-María. "Influence of transmission errors on ASR systems." In 7th International Conference on Spoken Language Processing (ICSLP 2002). ISCA: ISCA, 2002. http://dx.doi.org/10.21437/icslp.2002-604.

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Pratiwi, Margaretha Maria Shinta, and Rati Riana. "Transmission of Language Politeness to Students in Organizational Activities." In Proceedings of the 1st International Conference of Humanities and Social Science, ICHSS 2021, 8 December 2021, Surakarta, Central Java, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.8-12-2021.2322585.

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Borowska, Anna. "Transmission of Distress and Urgency Calls – Aeronautical English in Use." In The European Conference on Language Learning 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2188-112x.2021.8.

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Zhong, Xin, Jon A. Arrowood, and Mark A. Clements. "Speech coding and transmission for improved automatic recognition." In 7th International Conference on Spoken Language Processing (ICSLP 2002). ISCA: ISCA, 2002. http://dx.doi.org/10.21437/icslp.2002-531.

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Delgado, Tania, Andrea Ravignani, Tessa Verhoef, Bill Thompson, Thomas Grossi, and Simon Kirby. "Cultural transmission of melodic and rhythmic universals: 4 experiments and a model." In The Evolution of Language. Proceedings of the 12th International Conference on the Evolution of Language (Evolang12). Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika, 2018. http://dx.doi.org/10.12775/3991-1.019.

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MONAGHAN, PADRAIC, and MORTEN H. CHRISTIANSEN. "ICONIC VERSUS ARBITRARY MAPPINGS AND THE CULTURAL TRANSMISSION OF LANGUAGE." In Proceedings of the 6th International Conference (EVOLANG6). WORLD SCIENTIFIC, 2006. http://dx.doi.org/10.1142/9789812774262_0069.

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Reports on the topic "Language transmission"

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Білоконенко, Л. А. Semantic integrity of overtext of conflict. Vědecko vydavatelské centrum «Sociosféra-CZ», 2014. http://dx.doi.org/10.31812/0564/1811.

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The article describes the problem of internal area of overtext of conflict. The author analyzes one of the most important qualities of overtext –semantic integrity, that exists because of its ability to coordinate with the extra- textual world, situations and events; transmission of speech actions of people at different stages of the conflict using confrontational tactics and activating in the language semantics specific fragment culture – conflict.
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Makhachashvili, Rusudan K., Svetlana I. Kovpik, Anna O. Bakhtina, and Ekaterina O. Shmeltser. Technology of presentation of literature on the Emoji Maker platform: pedagogical function of graphic mimesis. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3864.

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The article deals with the technology of visualizing fictional text (poetry) with the help of emoji symbols in the Emoji Maker platform that not only activates students’ thinking, but also develops creative attention, makes it possible to reproduce the meaning of poetry in a succinct way. The application of this technology has yielded the significance of introducing a computer being emoji in the study and mastering of literature is absolutely logical: an emoji, phenomenologically, logically and eidologically installed in the digital continuum, is separated from the natural language provided by (ethno)logy, and is implicitly embedded into (cosmo)logy. The technology application object is the text of the twentieth century Cuban poet José Ángel Buesa. The choice of poetry was dictated by the appeal to the most important function of emoji – the expression of feelings, emotions, and mood. It has been discovered that sensuality can reconstructed with the help of this type of meta-linguistic digital continuum. It is noted that during the emoji design in the Emoji Maker program, due to the technical limitations of the platform, it is possible to phenomenologize one’s own essential-empirical reconstruction of the lyrical image. Creating the image of the lyrical protagonist sign, it was sensible to apply knowledge in linguistics, philosophy of language, psychology, psycholinguistics, literary criticism. By constructing the sign, a special emphasis was placed on the facial emogram, which also plays an essential role in the transmission of a wide range of emotions, moods, feelings of the lyrical protagonist. Consequently, the Emoji Maker digital platform allowed to create a new model of digital presentation of fiction, especially considering the psychophysiological characteristics of the lyrical protagonist. Thus, the interpreting reader, using a specific digital toolkit – a visual iconic sign (smile) – reproduces the polylaterial metalinguistic multimodality of the sign meaning in fiction. The effectiveness of this approach is verified by the poly-functional emoji ousia, tested on texts of fiction.
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