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Sari, Faradilla Intan. "Use of Idiolek Minang-Indonesia Language By Indonesian Language Education Students Semester 5." Journal of Vocational Education and Information Technology (JVEIT) 1, no. 2 (October 5, 2020): 47–52. http://dx.doi.org/10.56667/jveit.v1i2.90.
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Language has a very important function for humans, especially the communication function. Languageis a tool of social interaction or a tool of human communication. The occurrence of diversity or variety of languages is not only the speakers who are not homogeneous, but also because the social interaction activities that they do are very diverse. Every activity requires that language diversity occur. This study aims to describe yhe idiolect language by the 5th semester Indonesian Language Education Study Program Students. The method used in the method used by researchers in collecting research data. Based on the explanation above, it can be concluded that the method used by the researcher in his research is a qualitative method with techniques that reveal clear facts about the symptoms that exist in a research object without any manipulation in accordance with the state of the object under study. The results of research on the use of the minang-Indonesian idiolect language by 5th semester Indonesia language education language students are researchers finding a problem from interviews that the resource person said when speaking in Indonesian there are letters that he emphasizes such as the letter E. Everyday he always communicates with friends using Minang language so when asked to speak Indonesian a little bit differently, the idolek he uses is still minang idiolek.
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Revyakina, Nina. "Juan Luis Vives on the use of Ancient literature in education." Hypothekai 5 (September 2021): 214–35. http://dx.doi.org/10.32880/2587-7127-2021-5-5-214-235.
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The work “On Education” (De tradendis disciplinis) by the Spanish humanist Juan Luis Vives (1492/3–1540) is considered from the perspective of the use of ancient literature during the in-itial period of child school training (from 7 to 15 years). Vives’ appreciation of the Latin language, a positive attitude towards teaching Greek at school, and the influence of ancient languages on modern European languages — Italian, Spanish, and French are discussed. The article draws attention to some features in teaching the Latin language that are not characteristic of the hu-manists who preceded Vives and also wrote about school. They are as follows: using the native language as an instrument for mastering Latin at the initial stage of learning, and using modern literature - writers, grammarians, humanists, which helps to learn ancient languages in the subsequent period. These features can be explained by Vives’ epoch when national states were being estab-lished, national languages were strengthening, and pedagogical thinking was developing. The article also examines the issue brought up by Vives himself about the attitude to pagan literature and to some, in Vives’ opinion, morally questionable poets. With all the inconsistency of Vives and the low persuasiveness of his self-censorship, the solution to this problem comes down to se-lecting such authors the study of whose works will protect school students from vices. The article shows that both Latin and Greek literature (works on oratory, poetry, comedy, history, my-thology, etc.) are widely used in teaching. Ancient writings not only form and enrich the language, but also provide versatile knowledge, mainly of humanitarian kind, help to bring up an ed-ucated and cultured person. This is supported by a large survey of over 100 ancient authors, modern writers, scientists, humanists, early medieval writers, “church fathers”, publishers, translators, and commentators provided at the very end of Vives' discussion on education, with brief characteristics of many of them.
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Putra, Pebri Prandika. "First Language Interference On English Use." Al-Lughah: Jurnal Bahasa 9, no. 1 (June 30, 2020): 39. http://dx.doi.org/10.29300/lughah.v9i1.3226.
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This study aimed to investigate and analyze in depth about first language interference on English use of First Year Students at Senior High School in Bengkulu City. The research method was Qualitative Descriptive. This research is able to capture and provide the description clearly of a language phenomenon that is the object of study. The study was conducted in 4 high schools in Bengkulu city such as SMAN 7, MAN 2, SMKS 11 Serunting 2 and SMA Pembangunan. The data was analyzed totaling 30 data and completed with a questionnaire test. The results of the study were conducted by testing 5 types of interference namely lexical interference, semantic interference, idiomatic interference, collocation interference and cultural interference. From 30 data that investigated and analyzed showing 80% of errors occurred at the level of lexical interference, 5% semantic interference, 10% collocation interference, 5% cultural interference and 0 % idiomatics interference. Lexical interference is more dominant in this study because the mastery of the first language is more dominant in the process of learning foreign language. Key words: Language, Interference
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Sh. I., Shazamanov. "SOME COMMENTS ON THE USE OF THE UZBEK LANGUAGE IN SOCIETY." INTERNATIONAL JOURNAL OF WORD ART 5, no. 3 (May 30, 2020): 86–97. http://dx.doi.org/10.26739/2181-9297-2020-5-15.
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The article analyzes the status and history of the Uzbek language in Central Asia, the relationship with foreign languages, the state policy in the development of the Uzbek language, the impact of Russian phrases on Uzbek speech. The article is the result of practical observations of the Uzbek language in public life. The article is important in terms of studying the phrases learned from the Russian language in the Uzbek spoken language. Issues related to it are among the most studied articles in Uzbek sociolinguistics. In this regard, some of the points raised in the article may be controversial
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Spolsky, Bernard. "5. RELIGION AS A SITE OF LANGUAGE CONTACT." Annual Review of Applied Linguistics 23 (March 2003): 81–94. http://dx.doi.org/10.1017/s0267190503000205.
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Until recently, the interaction between language and religion as topics relevant to bilingualism or multilingualism has been relatively little explored, although there is an extensive body of research on religious language. This chapter first provides an overview of earlier work, much of it on the translation of sacred texts into various languages. Past research has also identified the linguistic consequences of the spread of various religions, particularly with respect to choice of ritual language and orthographic systems. The language use patterns and practices historically characteristic of different religious traditions, including Buddhism, Christianity, Hinduism, Islam, Judaism, and Quakerism, are reviewed. The chapter then describes the linguistic effects of missionary activity in several postcolonial settings, concentrating mainly on those pertaining to Christian groups. Other recent research has examined the linguistic consequences of linkages between regionally prominent languages and dialects and religious practice in diverse international locations. Relationships between immigration and language maintenance and shift in religious domains are also discussed. The chapter concludes by noting that recent political events, interest in conversion efforts of religions other than Christianity, and growing recognition of the academic legitimacy of the field of language and religion predict a likely increase in applied linguistic research in this area.
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Robson, David. "Beyond communication: the other use for language." New Scientist 207, no. 2776 (September 2010): 30–33. http://dx.doi.org/10.1016/s0262-4079(10)62152-5.
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Olshtain, Elite. "Is Second Language Attrition the Reversal of Second Language Acquisition?" Studies in Second Language Acquisition 11, no. 2 (June 1989): 151–65. http://dx.doi.org/10.1017/s0272263100000589.
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The study of language attrition, whether it is concerned with first or second languages, focuses on the effects resulting from an individual's reduced use of the attrited language. Such reduction in use can be due to a change in the linguistic environment or to the termination of an instructional program. In either case, some other language (or languages) is or becomes the dominant one.The present article reports on a series of studies, all focusing on individual attrition of English as a second language (ESL) in an environment where Hebrew is the dominant language. The predictor variables discussed are age, sociolinguistic features, input variables, and linguistic variables. The attrition process affecting English as a second language in a Hebrew dominant context seems to exhibit two major trends of change in language use: (a) a greater variability in the application of peripheral and highly marked structural rules, and (b) lower accessibility of specific lexical items. In each of these trends one can identify a limited reversal of the acquisition process, particularly with young children (5–8-year-olds) as well as a typological transfer process from the dominant language.
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Hou, Hsiao-I. ""A knockout on the palates!" a corpus-based analysis of language use in the wine community." Journal of Language and Literature 5, no. 1 (February 25, 2014): 78–88. http://dx.doi.org/10.7813/jll.2014/5-1/12.
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Beardslee, William A., and David W. Kuck. "Judgment and Community Conflict: Paul's Use of Apocalyptic Judgment Language in 1 Corinthians 3:5-4:5." Journal of Biblical Literature 112, no. 4 (1993): 728. http://dx.doi.org/10.2307/3267424.
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Milyutina, Marina G. "Grammar games language: intentional use of word forms lyud' and cheloveki." Philological Sciences. Scientific Essays of Higher Education, no. 5 (September 2020): 3–12. http://dx.doi.org/10.20339/phs.5-20.003.
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The article discusses grammatical games with abnormal word forms lyud’ and cheloveki, which are formed by reverse suppletivism. The author proves that the language game at the level of grammatical form correlates with the concept of intentionality. The use of not only a normatively formed grammatical form, but also an abnormal, grammatically marked form is becoming increasingly intentional.
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Curenton, Stephanie M., and Laura M. Justice. "African American and Caucasian Preschoolers’ Use of Decontextualized Language." Language, Speech, and Hearing Services in Schools 35, no. 3 (July 2004): 240–53. http://dx.doi.org/10.1044/0161-1461(2004/023).
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Purpose: Low-income preschoolers’ use of literate language features in oral narratives across three age groups (3-, 4-, and 5-year-olds) and two ethnic groups (Caucasian and African American) was examined. Method: Sixty-seven preschoolers generated a story using a wordless picture book. The literate language features examined were simple and complex elaborated noun phrases, adverbs, conjunctions, and mental/linguistic verbs. Results: Literate language features occurred at measurable rates for 3- to 5-year-old children. Conjunction use was positively associated with the use of complex elaborated noun phrases and adverbs, and the use of complex and simple elaborated noun phrases was inversely related. There were no differences between African American and Caucasian children’s usage rates. Age-related differences were observed in the use of mental/linguistic verbs and conjunctions. Clinical Implications: The importance of supporting decontextualized language skills during the preschool period is discussed.
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Anwar, Miftahulkhairah, Fathiaty Murtadho, Endry Boeriswati, Gusti Yarmi, and Helvy Tiana Rosa. "analysis model of impolite Indonesian language use." Linguistics and Culture Review 5, S3 (December 5, 2021): 1426–41. http://dx.doi.org/10.21744/lingcure.v5ns3.1840.
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This research was based on the reality of the use of Indonesian language on social media that was vulgar, destructive, full of blasphemy, scorn, sarcasm, and tended to be provocative. This condition has destructive power because it spreads very quickly and is capable of arousing very strong emotions. This article aimed at presenting the results of research on the analysis model of impolite Indonesian language use. This model was developed from tracing status on social media which included language impoliteness in 2019. The novelty of this analysis model was that it involved a factor of power that allowed the appearance of such impolite speech. Therefore, this model is composed of several stages. First, presenting text in the form of spoken, written, and visual texts. Second, transcribing texts. Third, interpreting language impoliteness. At the interpreting stage, the impoliteness of the speeches was carried out by: (1) analyzing the contexts, (2) analyzing the power, (3) analyzing the dictions and language styles that contained impoliteness, (4) analyzing ethical speech acts, and (5) manipulating language politeness. From these language manipulation efforts, they were made to habituate language discipline to create a polite language society.
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Dzhidzhoyev, Vladislav Muratovich, Ruben Arturovich Buchatskiy, Michael Vyacheslavovich Pantilimonov, and Alexander Nikolaevich Tomilin. "Dynamic Compilation of User-Defined Functions in PL/pgSQL Language." Proceedings of the Institute for System Programming of the RAS 32, no. 5 (2020): 67–80. http://dx.doi.org/10.15514/ispras-2020-32(5)-5.
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Many modern RDBMS provide procedural extensions for SQL programming language, which allow users to perform server-side complex computations. Use of such extensions improves modularity and code reuse, simplifies programming of application logic, and helps developers to avoid network overhead and enhance performance. Interpretation is mostly used to execute SQL queries and procedural extensions code, resulting in significant computational overhead because of indirect function calls and performing of generic checks. Moreover, most RDBMS use different engines for SQL queries execution and procedural extensions code execution, and it is necessary to perform additional computations to switch between different engines. Thus, interpretation of SQL queries combined with interpretation of procedural extensions code may drastically degrade performance of RDBMS. One solution is to use a dynamic compilation technique. In this paper, we describe the technique of dynamic compilation of PL/pgSQL procedural language for the PostgreSQL database system using LLVM compiler infrastructure. Dynamic compiler of PL/pgSQL procedural language is developed as part of PostgreSQL queries dynamic compiler. Proposed technique helps to get rid of computational overhead caused by interpretation usage. Synthetic performance tests show that the developed solution speeds up SQL queries execution by several times.
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Abbas H. J. Sultan. "Word Order Variations in Shabaki." global journal al thaqafah 9, no. 1 (July 31, 2019): 59–69. http://dx.doi.org/10.7187/gjat072019-5.
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Word order types constitute the most well- established and frequently cited generalization in language typology. Basic or canonical word order tends to fall into two main types: SOV (about 48% of world languages) or SVO (about 41%). SOV is assumed to have been the predominant and unmarked word order in most of the oldest attested Indo-European languages, as well as in Iranian languages. This paper investigates the basic word order in Shabaki, a modern northwest language of the Indo-Iranian family spoken by the Shabaki minority in Iraq. This study also measures the word order variation and provides a typological description of this language. An examination of Shabaki data reveals that it follows SOV, OSV, SVO, VSO, OVS, and VOS word order patterns in mono-transitive sentences. The most frequent (predominant and unmarked) word order in declarative sentences in Shabaki is SOV where the initial position is occupied by a nominative noun phrase, but constituents can appear at any position, creating grammatical sentences with different discursive distributions. In ditransitive sentences, (S) DO V IO is proven to be three fold higher in number than (S) IO V DO. (S) DO IO V and (S) IO DO V were also found in data. Keywords: Agreement, basic word order, case, clitics, Indo-Iranian languages, language typology, Shabaki Introduction Grammatical relations in human languages, such as those between a noun phrase and the verb, are primarily expressed by means of three different morphosyntactic strategies: word order, case marking, and agreement (Croft 1990: 101). All languages, rather than relying on just one of these mechanisms, use some combination of the three. In this paper, it is the intention to explore what elements of these three strategies Shabaki language employs to indicate the relationship that a noun bears to the verb in a clause. It also tries to explore the order of objects in ditransitive sentences.
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Priydarshi, Ashok Kumar. "Evaluation and Recognition of Indian English." Journal of Advanced Research in English and Education 06, no. 02 (October 8, 2021): 5–9. http://dx.doi.org/10.24321/2456.4370.202102.
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Indian English (IE) is a variety of the English language spoken in India and among the Indian diaspora elsewhere in the world. English is used by the Indian government for communication as a supplement to Hindi, the country’s “official language of the Union” enshrined in the Constitution. English is an official language of 7 states and 5 Union Territories and also an additional official language of the Judiciary of India, unless a state Governor or legislator mandates the use of regional language, or the President has given approval for the use of regional languages in courts.
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Priydarshi, Ashok Kumar. "Evaluation and Recognition of Indian English." Journal of Advanced Research in English and Education 06, no. 02 (October 8, 2021): 5–9. http://dx.doi.org/10.24321/2456.4370.202102.
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Indian English (IE) is a variety of the English language spoken in India and among the Indian diaspora elsewhere in the world. English is used by the Indian government for communication as a supplement to Hindi, the country’s “official language of the Union” enshrined in the Constitution. English is an official language of 7 states and 5 Union Territories and also an additional official language of the Judiciary of India, unless a state Governor or legislator mandates the use of regional language, or the President has given approval for the use of regional languages in courts.
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Priydarshi, Ashok Kumar. "Evaluation and Recognition of Indian English." Journal of Advanced Research in English and Education 06, no. 02 (October 8, 2021): 5–9. http://dx.doi.org/10.24321/2456.4370.202102.
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Indian English (IE) is a variety of the English language spoken in India and among the Indian diaspora elsewhere in the world. English is used by the Indian government for communication as a supplement to Hindi, the country’s “official language of the Union” enshrined in the Constitution. English is an official language of 7 states and 5 Union Territories and also an additional official language of the Judiciary of India, unless a state Governor or legislator mandates the use of regional language, or the President has given approval for the use of regional languages in courts.
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Platsidou, Maria, and Zoe Kantaridou. "The role of attitudes and learning strategy use in predicting perceived competence in school-aged foreign language learners." Journal of Language and Literature 5, no. 3 (August 30, 2014): 163–68. http://dx.doi.org/10.7813/jll.2014/5-3/30.
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Platsidou, Maria, and Zoe Kantaridou. "The role of attitudes and learning strategy use in predicting perceived competence in school-aged foreign language learners." Journal of Language and Literature 5, no. 3 (August 30, 2014): 253–60. http://dx.doi.org/10.7813/jll.2014/5-3/43.
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Feijs, L. M. G. "Natural language and message sequence chart representation of use cases." Information and Software Technology 42, no. 9 (June 2000): 633–47. http://dx.doi.org/10.1016/s0950-5849(00)00107-5.
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Skoks, Viktors, and Christian Steurer. "An Overview of the Use of GML in Modern Spatial Data Infrastructures." Scientific Journal of Riga Technical University. Computer Sciences 42, no. 1 (January 1, 2010): 60–67. http://dx.doi.org/10.2478/v10143-010-0043-5.
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An Overview of the Use of GML in Modern Spatial Data InfrastructuresThis paper introduces an overview of the use of Geography Markup Language in modern Spatial Data Infrastructures. The goal of the paper was to indicate some of the main consequences of the use of Geography Markup Language in the important geospatial data harmonisation processes, both search and access, which are in current use. In order to show a practical example of the use of Geography Markup Language, the system for Earth observation data processing and distribution at the Institute for Applied Remote Sensing at EURAC, Bolzano was studied. The results of the paper set out how Geography Markup Language is used in modern Spatial Data Infrastructures, and the degree to which the Geography Markup Language standard is helpful in achieving data harmonisation and interoperability.
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Beliaevskaya, E. G. "COGNITIVE LINGUISTICS IN SECOND LANGUAGE AQUISITION." MGIMO Review of International Relations, no. 5(32) (October 28, 2013): 76–83. http://dx.doi.org/10.24833/2071-8160-2013-5-32-76-83.
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The paper sets out to prove that the influence of the learner’s first/second language on the acquisition and use of other languages may be minimized, and ultimately eliminated, if the process of language teaching and language learning centers on the conceptual structures underlying the semantics of language units. Such conceptual structures (the conceptual inner form) shaping the peculiarities of the mode of expression characteristic of the given language community determine the choice of words in the process of communication and word combinability; if applied in second language teaching and learning they help avoid subconscious translation from the learner’s first language into a second/third, thus bringing down the interfering effects.
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Thieberger, Nick. "Technology in Support of Languages of The Pacific: Neo-Colonial or Post-Colonial?" ASIAN-EUROPEAN MUSIC RESEARCH JOURNAL 5 (June 30, 2020): 17–24. http://dx.doi.org/10.30819/aemr.5-3.
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The Pacific and Regional Archive for Digital Sources in Endangered Cultures (PARADISEC) has been digitising recordings of traditional cultural expression, oral tradition, and music (TCE) for 17 years. A major motivation for this work is the return of these recordings to where they were made. On the one hand there is social justice in preserving records of languages that are under-represented in the internet and cultural institutions, and making them accessible in what can be characterised as a postcolonial restitution of these records. On the other hand, if it is first world academics doing this work, it risks being yet another colonial appropriation of Indigenous knowledge. In this paper I explore some of these issues to help set directions both for our own work, and for future similar projects. “From ancient times to the present, disquieting use has been made of archival records to establish, document, and perpetuate the influence of power elites.” (Jimerson, 2007: 254). A quarter of the world’s languages are found in the Pacific. In communities sustained over many hundreds of years by local economies, the globalised world impinges through urbanisation and encroaching metropolitan languages, particularly in media, accelerating language change and language shift. Technology, in the form of computers, digital files, and ways of working with them, is a first world product, access to it is costly, and the interface to it is never in a local language but always in a major metropolitan language. Training and experience in using technology is not easily obtained, leading to a divide between those who are able to use it and those who are consumers of it, typically via expensive internet connections. How can a new kind of archival enterprise “establish, document, and perpetuate” the languages and their speakers, in order to counter what Jimerson calls the influence of power elites.
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Von Savigny, Eike. "Use, Meaning, and Theoretical Commitment." Grazer Philosophische Studien 71, no. 1 (April 24, 2006): 175–204. http://dx.doi.org/10.1163/18756735-071001011.
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This paper is on theoretical commitments involved in connecting use and meaning. Wittgenstein maintained, in his , that meaning more or less 'is' use; and he more or less proclaimed that in philosophy, we must 'not advance any kind of theory' (PI § 109). He presented a connection between use and meaning by describing a sequence of language-games where richness of vocabularies and complexity of embedding behaviour grow simultaneously. This presentation is very in the sequence of PI §§ 2, 8, 15, and 21, even if it needs sympathetic touching up. If supplemented, the presentation makes a for claiming that there is a connection between use and meaning in the following sense: This may be a very modest statement of the meaning-is-use connection. However, , as sober analysis of the sequence presented by Wittgenstein will reveal. This is not to say that the modest statement is in any way fishy. Rather, I want to remind readers of how desirable it is to restrict the interpretation of Wittgenstein's famous hostile remarks on theories to that kind of metaphysical misunderstandings of our everyday language which the context of PI § 109 is about. In (1) I characterize, by way of listing examples from the , the area of what I think Wittgenstein regarded as innocent, everyday meaning talk, talk that is not yet infected by bad philosophy. In (2), I argue that what Wittgenstein wanted to show was that such talk is in some sense replaceable by use descriptions, i.e. by descriptions of language-games. In (3), I argue that not all kinds of language-games are relevant; in particular, those of teaching and explaining words have to be excluded. As I restrict myself to the four remaining 'primitive' language-games in PI §§ 2, 8, 15, and 21, I have to defend my approach, in (4), against Joachim Schulte's case for reading Wittgenstein's comparison of these language-games with real languages as ironical. How the invitation to regard such a language-game as a complete, primitive language should in fact be construed is a question I discuss in (5), defending my interpretation against Richard Raatzsch in particular. How increases of expressive power are brought about by increases of the use repertoires is shown by an analysis of modified versions of the language-games in question, and of alternatives thereof, in (6), (7), (8), and (9) respectively, pointing out the places where theoretical commitments enter. Section (10) sums up commitments that have emerged from a sympathetic defence of a modest reading of the meaning-and-use connection.
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Kardana, I. Nyoman, Made Sri Satyawati, and I. Gusti Ngurah Adi Rajistha. "Strategies to Create Polite Expressions in Indonesian Communication." International Journal of Linguistics 10, no. 6 (November 28, 2018): 1. http://dx.doi.org/10.5296/ijl.v10i6.13851.
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Indonesian is the national and official language that is widely used in Indonesia archipelago. It is commonly spoken for communication among tribes and for formal situation as well. Indonesian belongs to languages that do not have language-level. However, speakers of this language also want to make their Indonesian communication go on well and harmonically. For this reason, this study aims at finding out the strategies they have to create polite expressions in Indonesian communication. Based on data collected from informants living in Denpasar through observation method completed with interview technique, it was found that there are 5 strategies to create polite expressions when they have communication in Indonesian. The strategies cover (1) the the use of indirect speech act, (2) the use of particular person deixis, (3) the use of proper nouns, (4) the use of formal forms, and (5) the use of particular passive verbs. By those strategies the speakers do not have any problems when they have to use Indonesian in their communication.
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Кючуков, Хрісто, and Сава Самуїлов. "Language Use and Identity Among Migrant Roma." East European Journal of Psycholinguistics 6, no. 1 (June 30, 2019): 47–57. http://dx.doi.org/10.29038/eejpl.2019.6.1.hky.
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The paper presents the issue of language use and identity among Muslim Roma youth from Bulgaria, living in Berlin, Germany. Interviews with a structured questionnaire on language use and identity was conducted with Bulgarian Muslim Roma living in Berlin, Germany. The results showed that, in order to be accepted by the German Turks, Bulgarian Muslim Roma youth change their language use and identity from Muslim Roma to a new identity - Bulgarian “Osmanli” Turks. The findings showed that the change of language and identity among young Roma in this study served as strategies for integration and acceptance in the German society.
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Trudgill, P. (1992). Ausbau sociolinguistics and the perception of language status in contemporary Europe. International Journal of Applied Linguistics, 2, 167-178.
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Pocinho, Margarida, Agnieszka Olczak, and Marzanna Franicka. "Bilingual language acquisition in preschool age: The emotional context of kindergarten daily routines." Problemy Wczesnej Edukacji 40, no. 1 (May 25, 2018): 30–39. http://dx.doi.org/10.26881/pwe.2018.40.03.
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This study aims to enhance bilingual language acquisition in very young children in a Portuguese kindergarten. The promotion of children’s language and cognition is done through access to another language – English – in their daily context by incorporating the language into the children’s routines and school daily activities. We collected data from an immersion teacher training program towards bilingualism use, the development of their assistants’ English language fluency, the parents’ awareness and beliefs about English and children’s language development. The sample includes 140 children, aged 5 months to 6 years, teachers and teaching assistants. Teachers have changed their language beliefs concerning English and the program has influenced their practice. The results showed that children develop communicative skills in both languages when surrounded by a bilingual friendly and emotional environment. They use both languages in their everyday life and have created a positive and emotional relationship with the English.
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Siboro, Hotlan, Dian Eka Chandra, and Ngudining Rahayu. "VARIASI BAHASA DALAM KOLOM MELA KOMENTAR SURAT KABAR RAKYAT BENGKULU." Jurnal Ilmiah KORPUS 2, no. 1 (August 6, 2018): 34–44. http://dx.doi.org/10.33369/jik.v2i1.5555.
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The purpose of this study is to describe the variation of spoken language in the column Mela Bengkulu People's newspaper commentary and language variations in the column Mela Bengkulu People's newspaper comments in terms of formality. This research uses descriptive research design and using documentation technique as data collection tool. For data analysis, the following steps are used: (1) read carefully, (2) code every data obtained, (3) tabulate data used to describe language usage, (4) analyze data of spoken language in terms of level (5) classify the results of data analysis, (6) synthesize the results of classification, (7) conclude. From the result of the research, it is found that the variation of language in Mela Comments column used standard oral language and non standard oral language. Language variations seen in terms of formality are used diverse casual and familiar variety. The marker of standard oral spoken language is seen in the use of Indonesian vocabulary and diction and no regional language elements. Markers of oral spoken language use are not seen in non-standard word usage, regional/foreign language usage, slang usage and presence of expression statements. Markers of casual usage are seen in the use of regional/foreign languages, the use of non-standard words, the use of slang and expressions. The use of familiar varieties is seen in the use of the word hello, the use of regional/foreign languages and typical terms. Conclusion; Language variations in the October 26 to 24 November 2016 edition of Mela Comments column of 26 topics with 265 speeches, can be summarized by 38 speeches using standard oral language and 227 using non-standard spoken language. Language variations are viewed in terms of its formality using a variety of casual and diverse. Keywords: language variation, mela komentar column, Rakyat Bengkulu newspaper
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Omar, Zainaba, Norliza Jamaludin, and Mahzan Arshad. "Task-based Language Teaching to Develop Malay Language Speaking Skills of Primary 5 Singaporean Students." International Journal of Education 14, no. 1 (April 5, 2021): 48–61. http://dx.doi.org/10.17509/ije.v14i1.27140.
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The purpose of this study is to examine the effectiveness of task-based language teaching approach for improving speaking skills, focusing on fluency, use of appropriate language structure and vocabulary for primary schools in Singapore. This study is also to find out whether the task-based language teaching model can increase students' motivation level, confidence, and ability to speak Malay. This quasi-experimental non-equivalent groups pre-post-tests design study was conducted in Singapore, involving primary 5 pupils from two different schools. The treatment group comprised of 30 students while 22 students were included in the control group. The treatment group used the task-based language teaching model and the control group used conventional approaches. The treatment and control groups underwent oral pre-test before task-based language teaching approach and conventional approaches, respectively. Five task-based language teaching lessons were carried out for five weeks before post-test was administered using pictures for the treatment group. The control group took the same post-test after the conventional approach. The treatment group also completed survey questions before and after task-based language teaching approach. Findings show that there were significant differences between the pre- and post-tests scores for fluency, vocabulary, and language among students in the treatment group. For the control group, there were no significant differences between pre- and post-test scores for fluency, vocabulary, and use of language. However, when the post-test scores of both groups were compared, the results show only significant differences for fluency but not for vocabulary and language. The descriptive results show improvement in motivation and confidence after using task-based language teaching approach. Based on the findings, the researchers recommend that task-based approach be given more attention in Malay Language classes though they also suggest that further research is needed to explore more in the effectiveness of task-based programs for other levels.
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Anam, Khoirul. "PERAN BAHASA IBU TERHADAP KECERDASAN BAHASA TARGET ANAK USIA 4 - 5 TAHUN DI PAUD DARUSSALAMAH BARUH SAMPANG." PELANGI: Jurnal Pemikiran dan Penelitian Islam Anak Usia Dini 1, no. 1 (August 23, 2019): 1–19. http://dx.doi.org/10.52266/pelangi.v1i1.275.
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This study is entitled The Role of Mother Language on Target Language Intelligence of Children 4-5 Years Old in Darussalam PAUD Baruh Sampang. With the aim of the study is to find out the role of mother tongue on the target language intelligence of children in using language and responding to effective words of communication, both verbally and in writing. The method used is a type of descriptive qualitative approach. Data collection techniques were used observation techniques, direct communication interview techniques and documentation study techniques. The scope and limitations of this study are children who study in Early Childhood Education (PAUD) Darussalamah in the village of Baruh, Sampang Regency. Data sources which are the main subjects of this study are; First, students who study in Darussalam PAUD. Second, the teachers as correctors and children’s language motivators. Third, parents are the children’s languageenvironment. The results of this research are those children who use Indonesian as the target languages in communication are adopted from the mother tongue first and the target language later. This is where the role of mother tongue as a corrector to correct children’s language errors in using the target language,especially the teachers and parents can help the language errors of children to improve their language correctly. In this study the authors assume that mother tongue can also contribute to children’s target language intelligence.
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Et al., Zamri Mahamod. "Malay Language Learning Strategies Use Among Chinese Student Through Attitude And Learning Skills." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 11, 2021): 31–43. http://dx.doi.org/10.17762/turcomat.v12i5.728.
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This study was conducted to identify the Malay language learning strategies (MLLS) and frequency through language skill use among Chinese students in Muar, Johor. This study aimed to investigate the relationship of language learning strategies (LLS) by attitude. A total of 181 Chinese students form 4 selected for this study. The sample selection was random. This research uses a questionnaire as a major research tool to gather information about the use of language learning strategies. The instrument uses a Likert scale of 1 to 5. Data were analyzed using Statistic Package for Social Science (SPSS) version 22.0. The questionnaire is divided into three parts, namely demographic information, the Malay language learning strategies and attitudes. The questionnaire data were analyzed using descriptive statistics and statistical inference. The findings show that Chinese students use LLS as a whole in the medium level (mean = 3.45). Speaking strategies (mean = 3.55) was the highest strategy followed a strategy used to hear (mean = 3.53), write (mean = 3.43) and read (mean = 3.29). Student attitudes towards learning languages showing a moderate level (mean = 3.49). The results showed that the use of LLS influenced by the attitudes of students when studying Malay language. In conclusion, these findings could be used to some extent by the various parties to take learning strategies as a means to enhance Malay language proficiency among students, especially non-Malay students.
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Hakim, Bagus Maulana, Filly Arflida, and Intan Satriani. "STUDENTS’ PERCEPTION TOWARDS THE USE OF CODE-SWITCHING USE IN EFL CLASSROOM." PROJECT (Professional Journal of English Education) 2, no. 3 (May 11, 2019): 371. http://dx.doi.org/10.22460/project.v2i3.p371-376.
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As a foreign language in Indonesia, English is still difficult subject for majority of the Indonesian students, even though it has been taught in junior high school, senior high school, English course, and another education institution. Therefore, many English learning-teaching activities in Indonesia use code-switching. Code-switching is language change (switch) in communication, from one language to another, code-switching here means Indonesian to English or English to Indonesian. This research examined the students’ perception towards code-switching use in English Foreign Language (EFL) classroom. This research applied survey research method, and the instruments were consisted of questionnaire and interview session. Thirty students were involved in filling questionnaire and nine students were involved in both questionnaire and interview. The result showed that (1) majority of students agree on code-switching use in learning teaching activity (2) they perceive code-switching helps them in improving their listening skills (3) they give more respect to teachers who use code-switching when they teach (4) they consider code-switching use increases their chance in passing examination and (5) they feel more comfort and more confident when they study English.
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Yakusheva, Irina, Olga Marina, and Oksana Demchenkova. "Examining Undergraduate Students’ and In-Service Graduates’ Perceptions of Their Professionally Oriented Foreign Language Needs." Journal of Language and Education 5, no. 1 (March 31, 2019): 63–84. http://dx.doi.org/10.17323/2411-7390-2019-5-1-63-84.
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Increasing workplace demands on foreign languages skills in professional settings call for a number of considerable changes in the university learning context regarding foreign language teaching. The present study aimed to assess the language needs within and across employed university graduates, first, third, and fourth-year students of non-language majors to further inform such changes. All four language skills, the context of both current foreign language education programs and the use of a foreign language at the workplace were considered. Questionnaires including Likert scale, multiple choice, and open-ended items were distributed among 110 students and 35 currently employed graduates. Descriptive statistics and one-way Analysis of Variance (ANOVA) followed by Tukey HSD and Holm-Bonferroni tests were used to analyze the data. The results indicated several areas of agreement among the participants: A clear need for all four language skills to be developed as high as C2 level and the consistent need to improve speaking. However, several noticeable discrepancies between the perceptions of the target groups regarding the context of workplace language use, such as how often, where, and with whom they expect to communicate, and need for professionally oriented foreign language were revealed. Overall, students may need to be more informed about the challenges regarding the workplace context for language use.
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Lisnawati, Iis, Yuyun Yuniawati, and Titin Kusmini. "Student Presentations Upgrades Through Use of Language Learning Strategies." JETL (Journal Of Education, Teaching and Learning) 2, no. 2 (October 31, 2017): 238. http://dx.doi.org/10.26737/jetl.v2i2.293.
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This research is experimental testing of Language Learning Strategies to improve student presentation at the Indonesian Department of Education, University of Siliwangi Tasikmalaya. Learning stage presentations using Language Learning Strategies are as follows. (1) preparation, (2) presentation, (3) practice, (4) evaluation, (5) expansion activities. In each stage been LLS is eclectic in accordance with the needs of learning, good learning objectives, material characteristics, and the characteristics of the students. There is a significant difference between the mean score of the pretest to posttest mean score in the experimental class and there is a significant difference between the mean score of posttest in the experimental class with a mean score of posttest in control classes. This proves that effective language learning strategies to improve student presentation.
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Rina Nuryani and Ninuk Lustyantie. "INTEGRITY OF BILINGUAL ABILITY OF WRITING AND READING SOCIETY OF JAVA CIREBON." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 7, no. 1 (June 30, 2021): 102–10. http://dx.doi.org/10.21009/ijlecr.071.10.
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Language is studied by humans differently based on the environment in which they are located, so that languages around the world are very diverse. This is because culture, condition, geography, and nature are different between one group of human beings and the others from one place to anothercommunity. Itis known in SindangJawa Cirebon Village that the society in RW 1 (KampungPontas) alongwith RW 2, 3, 4, and 5, agreed to express the real reason why people from KampungPontas who use Javanese language astheir mother language have difficulty in using Sundanese , unlike those in RW 2, 3, 4, and 5 that are generally fluent in Javanese. In the opinion of both people said that the words in Sundanese often use the phoneme "eu", which makes people said Pontas that in fact the Javanese become lazy and difficult in usingSundanese language. The researcher concluded that the lackof ability in these two language skills ultimately influenced the level of bilingual and multilingual capabilities of the community in Pontas Village.
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Zahid, Zohaib. "Social and Psychological Compulsions of English Language Use: The Negative Outcomes." PAKISTAN LANGUAGES AND HUMANITIES REVIEW 5, no. II (December 31, 2021): 394–404. http://dx.doi.org/10.47205/plhr.2021(5-ii)2.31.
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O.M., Hordii. "USE OF LANGUAGE CORPORA FOR VERIFICATION OF SEMANTICS OF PHRASEOLOGICAL UNITS." Scientific Bulletin of Kherson State University. Series Germanic Studies and Intercultural Communication, no. 1 (August 2, 2021): 32–37. http://dx.doi.org/10.32999/ksu2663-3426/2021-1-5.
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The article considers the potential of corpus linguistics as an empirical method of modern linguistic research, highlights its advantages for phraseological studies and outlines the possibilities of using the Internet as a linguistic corpus Computer-mediated communication demonstrates a peculiar combination of features of oral and written speech, which is explained by specific parameters of the channel and means of communication (electronic text, hypertext, multimedia, interactivity, simultaneousness, variability in the number and explicitness of communicators). The functioning of communicative and expressive phraseology in asynchronous Internet communication is defined as one of the constituents of this mediolect. Phraseological units of this type are considered as a functional field of phraseological expressives and communicatives.The rich illustrative material revealed the wide and often linguistically creative use of the studied phraseological units, including units with pronounced national and cultural specifics, in the modern German-language media space. These units not only embody the background knowledge common to this linguistic community, but also, given the specifics of their meaning and emotional and expressive color, convey a common “background” humor, express the commonality of emotional and evaluative worldview.The phraseological unit Jetzt schlägt’s dreizehn! was chosen for the empirical corpus check. In lexicographic sources, semantic and translational equivalents are based on associations with both “extremity” and danger (symbolic component) with an obvious negative emotional and evaluative semantic component (indignation).The study analyzed 40 contexts of using this unit in online media articles. The lexicographically codified meaning of something transcends all boundaries, causing outrage was found only in 13 cases, in 10 of which there is a double actualization of the idiom meaning (explication of the number thirteen). The number thirteen was associated with a “superstitious” interpretation of it as dangerous in 5 other contexts, but in spite of this, good news was announced. In most of the analyzed case examples (22) the use of Jetzt schlägt’s dreizehn! turned out to be unexpected: the number thirteen is combined with the announcement of a positive event without explication of its symbolic interpretation. The phraseological unit acquires the meaning something incredible becomes possible; the decisive moment has come.Analysis of 40 usage contexts of Jetzt schlägt’s dreizehn! in the messages on the forums confirmed the uncharacteristic creative language use of phraseological expressives and communicatives in asynchronous communication in comparison with the texts of professional journalists. In 35 messages, this unit is used in its lexicographically codified meaning. In 5 cases Jetzt schlägt’s dreizehn! conveys joy, a pleasant surprise and acquires the meaning something incredible becomes possible; the decisive moment has come.The possibility of applying this method in phraseographic projects is argued.Key words: corpus linguistics, Internet-communication, forum, online media, communicative and expressive formulas, ambiguity of idioms. У статті розглядається потенціал корпусної лінгвістики як емпіричного методу сучасних лінгвістичних досліджень, викладаються його переваги для фразеологічних студій і окреслюються можливості використання Інтернету як лінгвістичного корпусу.У комп’ютерно опосередкованій комунікації спостерігається своєрідне поєднання ознак усного й писем-ного мовлення, яке пояснюється специфічними параметрами каналу й засобу комунікації (електронна форма існування тексту, гіпертекст, мультимедійність, інтерактивність, синхронність, варіативність кількості й експліцитності комунікантів). Функціонування в асинхронній Інтернет-комунікації комунікативно-експресивної фразеології визначається як один із конституентів цього медіолекту. Фразеологічні одиниці такого типу розглядаються як функціональне поле фразеологічних експресивів і комунікативів.Багатий ілюстративний матеріал дозволив виявити широке й часто мовнокреативне вживання досліджуваних фразеологічних одиниць, у тому числі одиниць із вираженою національно-культурною специфікою, в сучасному німецькомовному медіапросторі. Ці одиниці не лише втілюють спільні для такої лінгвоспільноти фонові знання, але й з огляду на специфіку їхнього значення та емоційно-експресивне забарвлення передають спільний «фоновий» гумор, виражають спільність емоційно-оцінного світосприйняття.Для емпіричної корпусної перевірки було обрано фразеологічну одиницю Jetzt schlägt’s dreizehn! У лексикографічних джерелах в основі семантичних і перекладних еквівалентів лежать асоціації як із «надмірністю», так і з небезпекою (символьна складова частина) з очевидним негативним емоційно-оцінним семантичним компонентом (обурення).У ході дослідження проаналізовано 40 контекстів вживання одиниці в статтях онлайн-засобів масової інформації. Лексикографічно кодифіковане значення «щось переходить усі межі, викликає обурення» було виявлено лише в 13 випадках, у 10 з яких прослідковується подвійна актуалізація значення фразеологізму (експлікація числа тринадцять). Число тринадцять асоціювалося із «забобонним» тлумаченням його як небезпечного ще в 5 інших контекстах, проте всупереч цьому анонсувалась приємна новина. У більшості проаналізованих корпусних прикладів (22) вживання Jetzt schlägt’s dreizehn! виявилось неочікуваним: число тринадцять поєднується з розповіддю чи анонсуванням позитивної події без експлікації його символьного тлумачення, фразеологічна одиниця набуває значення «неймовірне стає можливим; настав вирішальний момент».Аналіз 40 контекстів вживання Jetzt schlägt’s dreizehn! у повідомленнях на форумах підтвердили нехарактерність мовнокреативного вжитку фразеологічних експресивів і комунікативів в асинхронній комунікації в порів-нянні з текстами професійних журналістів. У 35 повідомленнях ця одиниця вжита у своєму лексикографічно кодифікованому значенні. У 5 випадках Jetzt schlägt’s dreizehn! передає радість, приємну несподіванку й набуває значення «неймовірне стає можливим; настав вирішальний момент».Аргументується можливість застосування такого методу у фразеографічних проєктах.Ключові слова: корпусна лінгвістика, Інтернет-комунікація, форум, онлайн-ЗМІ, фразеологічні експресиви й комунікативи, подвійна актуалізація значення.
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Schrader, Carol Taylor. "Written language use within the context of young children's symbolic play." Early Childhood Research Quarterly 4, no. 2 (June 1989): 225–44. http://dx.doi.org/10.1016/s0885-2006(89)80005-5.
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Hofstee, Willem K. B. "The use of everyday personality language for scientific purposes." European Journal of Personality 4, no. 2 (June 1990): 77–88. http://dx.doi.org/10.1002/per.2410040203.
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The major question of the article is whether the natural language of personality provides an adequate point of departure for the construction of a scientific system of personological categories. Five obstacles to this endeavour are: (1) the domain is dificult to delineate, both with respect to its categories and in the choosing of items within categories; (2) the extent to which terms can be translated from one language to another appears to be limited; (3) the overwhelming role of evaluative aspects is embarrassing from a scientific point of view; (4) instead of obeying simple and clear taxonomic principles, the domain appears to be unruly in this respect; and (5) many terms and expressions are paradoxical when used in the first person. Tentative and partial solutions to these problems are proposed.
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Dobbs, Christina L. "Signaling organization and stance: academic language use in middle grade persuasive writing." Reading and Writing 27, no. 8 (October 22, 2013): 1327–52. http://dx.doi.org/10.1007/s11145-013-9489-5.
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Eu, Jinseung. "Patterns of Google use in language reference and learning: a user survey." Journal of Computers in Education 4, no. 4 (October 28, 2017): 419–39. http://dx.doi.org/10.1007/s40692-017-0094-5.
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Pérez-Paredes, Pascual, and María Sánchez-Tornel. "Adverb use and language proficiency in young learners’ writing." International Journal of Corpus Linguistics 19, no. 2 (May 9, 2014): 178–200. http://dx.doi.org/10.1075/ijcl.19.2.02per.
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Our research examines the use of general adverbs by learners across grades 5, 6, 9 and 10 in the International Corpus of Crosslinguistic Interlanguage (ICCI) by looking at whether this use increases with age. For our research we use data from the Polish, Spanish and Chinese components in the ICCI, in particular, those from the “food” and “money” topics. Our results show that general adverbs are more widely used as age increases. Statistically significant differences were found between grade 6 and 10 learners across all three L1 groups in terms of the frequency of use of general adverbs, which suggests that 10-graders integrate adverbs in their discourse in ways that differ from those in previous years. This study, together with Pérez-Paredes & Díez-Bedmar’s (2012), suggests that learners below grade 9 are more unlikely to use adverbs.
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Rice, Mabel L., Patricia L. Cleave, and Janna B. Oetting. "The Use of Syntactic Cues in Lexical Acquisition by Children With SLI." Journal of Speech, Language, and Hearing Research 43, no. 3 (June 2000): 582–94. http://dx.doi.org/10.1044/jslhr.4303.582.
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This study investigated the syntactic bootstrapping abilities of children who differed by language abilities and age. In the first study, the performance of 5-year-old children with Specific Language Impairment (SLI) was compared to that of two groups of typically developing children—one of equivalent language levels, as indexed by mean length of utterance (MLU), and the other of equivalent chronological age. In the second study, two groups of 7-year-old children, one whose language was developing typically and one with SLI, were involved. The count/mass distinction was used as the basis for the experimental tasks. A videotaped story was used to present the novel count and mass words, with syntactic cues in one condition and with neutral syntax in another. Results from the first study revealed that only the 5-year-old nonaffected control children showed evidence of using the syntactic cues. The 5-year-old SLI group and 3-year-old control group achieved comparable scores. However, error analyses suggested that different factors were operative in the two groups. The second study revealed that there was continued growth into the early school years for children with SLI and children whose language was developing typically.
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GUTIÉRREZ-CLELLEN, VERA F., GABRIELA SIMON-CEREIJIDO, and CHRISTINE WAGNER. "Bilingual children with language impairment: A comparison with monolinguals and second language learners." Applied Psycholinguistics 29, no. 1 (January 2008): 3–19. http://dx.doi.org/10.1017/s0142716408080016.
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ABSTRACTThe purpose of this study is twofold: (a) to examine whether English finite morphology has the potential to differentiate children with and without language impairment (LI) from Spanish-speaking backgrounds and different levels of English proficiency in comparison to Hispanic English speakers and (b) to investigate the extent to which children who are bilingual exhibit differences in their grammatical performance because of cross-linguistic influence from their first language. Seventy-one children between the ages of 4 years, 5 months and 6 years, 5 months were distributed into the following five groups: English as a first language (EL1) speakers with typical language development (TLD), EL1 speakers with LI, Spanish–English bilinguals with TLD, Spanish–English bilinguals with LI, and English as a second language (EL2) learners with TLD were compared on regular verb finiteness and nominative subject use using spontaneous narrative samples. The EL1 children with LI had significantly lower verb accuracy rates than the EL1 controls with TLD. Verb finiteness marking was also a significant discriminator for the bilinguals with LI. There was no evidence of cross-linguistic influence, however. The analysis indicated no significant differences between EL1 and bilingual children on subject or verb use. The EL2 group only presented difficulties with finite verb use. The typological differences between English and Spanish for overt subject use did not seem to affect the performance of either typical or atypical bilingual learners. The findings underscore the need for addressing language dominance in future bilingual studies.
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Sdobnova, Yulia N., and Аlla О. Manuhina. "From the history of one quote… (The role of the French language in the international arena in the XVI century: diachronic aspect)." Philological Sciences. Scientific Essays of Higher Education, no. 5 (September 2020): 18–24. http://dx.doi.org/10.20339/phs.5-20.018.
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The article is devoted to analyzing the role of the French language in the European society of the XVI century, when la langue francoyse becomes the common language of the communication to both in the field of the official correspondence and in the literature. The research is conducted in the diachronic aspect, concerning different extralinguistic factors (political, ideological, historical and cultural). The origins of this phenomenon are considered: for example, since the XI century, French language was the official language of the court of England and the aristocracy, and then became the working language of the court (le français du loi) and Parliament (the so-called Norman French). Gradually, the tendency to use French as a means of communication between the king and his entourage became the norm of court etiquette in Europe. The XVI century is not only the period of active formation of the French language as the national literary language of France, but also the time of its distribution in Europe as the language of diplomacy, international business and cultural communication of the European elite. The work shows how, due to the compositions of encyclopedic scientists, the work of Francophone teachers outside of France, and the popularization of the French language by translators-humanists (who served at the court of the king François I and his descendants), la langue francoyse consolidated its position in the international arena in the XVI century. At the same time, with the spread of translations into French from the ancient languages (Latin, ancient Greek) the interest of the secular elite of France increases to the past of Europe. And the translations into French from the “living” languages (Italian and Spanish) contributed to the interest to the current problems of modern European literature, as well as history, politics and culture, which was typical for the Renaissance. The article deals with the special attitude of the Renaissance to the French language through the prism of the language worldview of that epoch.
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Graics, Bence, Vince Molnár, András Vörös, István Majzik, and Dániel Varró. "Mixed-semantics composition of statecharts for the component-based design of reactive systems." Software and Systems Modeling 19, no. 6 (July 1, 2020): 1483–517. http://dx.doi.org/10.1007/s10270-020-00806-5.
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Abstract The increasing complexity of reactive systems can be mitigated with the use of components and composition languages in model-driven engineering. Designing composition languages is a challenge itself as both practical applicability (support for different composition approaches in various application domains), and precise formal semantics (support for verification and code generation) have to be taken into account. In our Gamma Statechart Composition Framework, we designed and implemented a composition language for the synchronous, cascade synchronous and asynchronous composition of statechart-based reactive components. We formalized the semantics of this composition language that provides the basis for generating composition-related Java source code as well as mapping the composite system to a back-end model checker for formal verification and model-based test case generation. In this paper, we present the composition language with its formal semantics, putting special emphasis on design decisions related to the language and their effects on verifiability and applicability. Furthermore, we demonstrate the design and verification functionality of the composition framework by presenting case studies from the cyber-physical system domain.
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Kurniawati, Wati, Emzir, and Sabarti Akhadiah. "Sundanese Language Maintenance in Cianjur City (Ethnographic Research)." International Journal of Scientific Research and Management 8, no. 07 (July 3, 2020): 1481–88. http://dx.doi.org/10.18535/ijsrm/v8i07.el03.
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This research aims to analyse the process of the Sundanese language maintenance in the city of Cianjur, West Java Province by using ethnographic methods. The focus of observations based on the classification of five subfocuses, which is the choice of language and the domain of use, the language attitude of the speakers, factors that threaten the existence of Sundanese language, the preservation of Sundanese language, and the vitality of Sundanese the results showed; (1) The domain of the use, the speech between parents and children in Sundanese, on Wednesday using Sundanese language among employees, the process of marriage in Sundanese language except when the Indonesian government, and the process of trading also using Sundanese language, (2) Language attitudes, Sundanese speakers are positive towards the language, and the government protects the Sundanese language based on local laws and regulations, (3) Threatening factors, internal factors include weakening transmission of regional cultural values, regional languages into marginal language (e.g., in the educational curriculum as local content taught only two hours of lessons in a week), lack of awareness of the young generation in preserving the regional language while external factors are modernization and globalization, the existence of foreign language in Indonesian, and cultural domination, (4) Preservation efforts, foster positive attitude, loyalty, pride, awareness of the language norms of Sundanese, the use of everyday Sundanese language, the presence of inter-generational transmissions, the use of Sundanese in public spaces, a deeper loading of the curriculum, the absorption of vocabulary from various languages, cultural festivals and literacy, and (5) The vitality of the Sundanese language at age groups of 0-14 years tends to the younger generation still uses the Sundanese language when it says to children, but the children sometimes answer the Indonesian language, the vitality of the Sundanese language in the language that serves as a bilingual equality or Multilingual decline.
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Green, Laura. "The Specific Language Impairment/Developmental Language Disorders Forum: Fostering a Discussion of Terminology." Perspectives of the ASHA Special Interest Groups 5, no. 1 (February 21, 2020): 3–5. http://dx.doi.org/10.1044/2019_persp-19-00184.
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Purpose This prologue provides an introduction to the SIG 1 Perspectives forum addressing use of a more recently applied term, developmental language disorder (DLD), as well as a term that has been used in research for several decades, specific language impairment (SLI), to describe children who exhibit language deficits. Included are brief summaries of the 5 articles that comprise the forum. Conclusion The articles in this SLI/DLD forum offer perspectives on the use of both terms. Implications include their application in clinical practice, advocacy, research, treatment, funding, and public school speech/language services.
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Kurbonova, Gulsara Sodikovna, and Gulasal Yusubjonovna Rofieva. "THE USE OF CONCEPTUAL METAPHORS IN UZBEK-FRENCH TEXTS." Scientific Reports of Bukhara State University 5, no. 5 (December 30, 2021): 34–44. http://dx.doi.org/10.52297/2181-1466/2021/5/5/3.
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Introduction. The aim of research is to reveal national-cultural and cognitive peculiarities of translation of conceptual metaphors from Uzbek into French and develop modern principles of translation of conceptual metaphors. The object of research is the conceptual metaphors selected from the novel by Erkin Azam “Noise”, short stories “A tender soul of a shorty”, “Jumble mound”, “Where is the paradise”, “Master’s dog” and their French translations. The subject of research is the national-cultural and cognitive specificity of representation of Uzbek conceptual metaphors in translation. Research methods. The thesis uses comparative, contextual, conceptual and cognitive analysis methods. Results and discussions. The scientific novelty of the research is as follows: the scientific and theoretical sources of research of conceptual metaphors in modern linguistics are studied and a philosophical paradigm of the metaphor is substantiated; a working definition of the concept "conceptual metaphor" in the Uzbek language is given; modern principles of translation of conceptual metaphors were developed; a cognitive-semantic classification of metaphors has been developed; ontological, orientational, and structural conceptual metaphors in the translation of the works by E. Azam were grouped and on their basis a short Uzbek-French dictionary of metaphors was developed; a comparative analysis of the presentation of gastronomic metaphors in translation was carried out and an Uzbek-French visual mobile application for tourists was created. Based on the research carried out: the "Uzbek-French gastronomic mobile app for tourists" based on the gastronomic metaphor presented in the works of Erkin A'zam was created and placed on Play Market. Conclusion. In the study of metaphors presented in the translations of E. A'zam's works more than 500 examples of the use of ontological, orientation, structural types of conceptual metaphors were identified. The identified examples were sorted by national-cultural features, originality, methods of translation and 250 of them were analyzed. The parsed examples are grouped into more than 10 themes as conceptual metaphors. As a result of preserving axiological, gnoseological, praxiological, creative and cognitive properties of conceptual metaphor in the French translations of Erkin A'zam's works, the existing approaches in translating this trope were characterized and their scientific-theoretical basis was developed. Based on the developed principle, the "Uzbek-French Dictionary of Metaphors" was created on the example of Erkin A'zam's works.
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Marques, Susana C., José Luis Pais-Ribeiro, and Shane J. Lopez. "Use of the “Mental Health Inventory – 5” with Portuguese 10-15 Years Old." Spanish journal of psychology 14, no. 1 (May 2011): 478–85. http://dx.doi.org/10.5209/rev_sjop.2011.v14.n1.43.
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The present study describes the psychometric properties of the Portuguese version of the Mental Health Inventory-5 for use with young adolescents. A sample of 367 Portuguese students (aged 10-15 years) completed the Portuguese-language versions of Mental Health Inventory-5 (MHI-5; Berwick et al., 1991), Children's Hope Scale (CHS; Snyder et al., 1997), Students' Life Satisfaction Scale (SLSS; Huebner, 1991a), and Global Self-Worth Sub-scale (Harter, 1985). Analysis of readability, reliability (internal consistency and 1-year stability), factor structure, and criterion-related validity suggested that the MHI-5 can be appropriately used in this age group. Implications of the findings are discussed.