Relevant bibliographies by topics / Standard/non-standard language

Contents

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

Academic literature on the topic 'Standard/non-standard language'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Standard/non-standard language"

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Moran, Jerome. "Standard And Non-Standard Latin." Journal of Classics Teaching 19, no. 37 (2018): 58–63. http://dx.doi.org/10.1017/s2058631018000090.

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Readers would do well to keep in mind at all times the following distinctions when reading this article: standard/classical and non-standard; native and non-native speaker; literate and illiterate. I use ‘second’ and ‘foreign’ interchangeably of a language, as any distinction that may be made is not relevant in the context of a world in which there were no nation-states (or notions of political correctness). If I were to prefer one to the other it would be ‘foreign’: native speakers of Latin regarded everyone else but Greek-speakers as foreigners, or, as they called them, barbari. The foreigners came to have a higher regard for Latin than the native speakers of Latin had for their languages; but unlike the British in more recent times the latter never sought to impose their language on the former, nor even to encourage its adoption by them.
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ABRAMOV, SERGEI, and ROBERT GLÜCK. "FROM STANDARD TO NON-STANDARD SEMANTICS BY SEMANTICS MODIFIERS." International Journal of Foundations of Computer Science 12, no. 02 (April 2001): 171–211. http://dx.doi.org/10.1142/s0129054101000448.

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An approach for systematically modifying the semantics of programming languages by semantics modifiers is described. Semantics modifiers are a class of programs that allow the development of general and reusable "semantics components". Language independence is achieved through the interpretive approach: an interpreter serves as a mediator between the new language and the language for which the non-standard semantics was implemented. Inverse computation, equivalence transformation and neighborhood analysis are shown to be semantics modifiers. Experiments with these modifiers show the computational feasibility of this approach. Seven modifier projections are given which allow the efficient implementation of non-standard interpreters and non-standard compilers by program specialization or other powerful program transformation methods.
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Razlogova, Elena. "Standard and non-standard versions of translation." Вопросы языкознания, no. 4 (August 2017): 52–73. http://dx.doi.org/10.31857/s0373658x0001021-2.

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Lung, Rachel. "Non‐standard language in translation." Perspectives 8, no. 4 (January 2000): 267–74. http://dx.doi.org/10.1080/0907676x.2000.9961395.

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Mashamaite, K. J. "STANDARD AND NON-STANDARD: TOWARDS FINDING A SUITABLE TEACHING STRATEGY." South African Journal of African Languages 12, sup1 (January 1992): 47–55. http://dx.doi.org/10.1080/02572117.1992.10586948.

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Henry, Alison. "Non-standard dialects and linguistic data." Lingua 115, no. 11 (November 2005): 1599–617. http://dx.doi.org/10.1016/j.lingua.2004.07.006.

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Yaeger-Dror, Malcah. "Negation in Non-Standard British English." Journal of Linguistic Anthropology 15, no. 2 (December 2005): 304. http://dx.doi.org/10.1525/jlin.2005.15.2.304.

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Denison, David. "CLUES TO LANGUAGE CHANGE FROM NON-STANDARD ENGLISH." German Life and Letters 61, no. 4 (October 2008): 533–45. http://dx.doi.org/10.1111/j.1468-0483.2008.00442.x.

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Hilte, Lisa, Reinhild Vandekerckhove, and Walter Daelemans. "Adolescents’ perceptions of social media writing: Has non-standard become the new standard?" European Journal of Applied Linguistics 7, no. 2 (September 2, 2019): 189–224. http://dx.doi.org/10.1515/eujal-2019-0005.

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AbstractThe present study examines adolescents’ attitudes and perceptions with respect to writing practices on social media. It reports the findings of a survey conducted among 168 Flemish high school students with various socio-demographic profiles. The survey examines linguistic attitudes and awareness of sociolinguistic patterns in computer-mediated communication, as well as relevant language skills. Moreover, the present paper uniquely combines the study of both adolescents’ perceptions and their production of informal online writing, as the participants’ responses to the survey are compared to their peers’ actual online writing practices.The respondents appear to have a fairly accurate intuition with respect to age and gender patterns in social media writing, but much less so with respect to education-related patterns. Furthermore, while typical chatspeak phenomena are easily identified as such, ordinary spelling mistakes often are not. Strikingly, the teenagers do not claim a high standard language proficiency, although they do state to care about standard language use in formal contexts. Finally, some significant differences were found between participants with distinct socio-demographic profiles, e. g. girls and highly educated teenagers appear to be more sensitive to the potential negative connotations of linguistic features and that sensitivity seems to increase with age.
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Horton, David. "Non-standard Language in Translation: Roddy goes to Germany." German Life and Letters 51, no. 3 (July 1998): 415–30. http://dx.doi.org/10.1111/1468-0483.00107.

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Dissertations / Theses on the topic "Standard/non-standard language"

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Kjellström, Antonia. "Twisting the standard : Non-standard language in literature and translation from English to Swedish." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70039.

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Non-standard language, or dialect, often serves a specific purpose in a literary work and it is therefore a challenge for any translator to recreate the non-standard language of the source text into a target language.  There are different linguistic tools an author can use in order to convey non-standard language, and the same is true for a translator – who can choose from different strategies when tasked with the challenge of translating dialectal features. This essay studies the challenge of recreating dialectal, non-standard speech in a work of literature and compares four different translations of that same piece of literature into another language. With this purpose in mind, the novel Oliver Twist by Charles Dickens is analysed using samples of non-standard language which have been applied to indicate a character’s speech as dialectal. The same treatment is given to four different Swedish translations. The method consists of linguistically analysing four text samples from the original novel, to see how non-standard language is represented and which function it serves, and thereafter, comparing the same samples to the four Swedish translations in order to establish whether non-standard features are visible also in the translated novels and which strategies the translators have used in order to achieve this. It is concluded that non-standard language is applied in the source text and is represented on each possible linguistic level, including graphology, morphosyntax, and vocabulary. The main function of the non-standard language found in the source text samples was to place the characters in contrasting social positions. The target texts were found to also use features of non-standard language, but not to the same extent as the language used in the source text. The most common type of marker was, in all five of the texts, lexical items. It was also concluded that the most frequently used translation strategy used in the target texts was the use of various informal, colloquial features.
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Casaregola, Laura. "How Our Music Tastes Relate to Language Attitudes with Standard and Non-standard Varieties of English." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/1044.

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Sociolinguistics studies on language perception have shown that listeners form different attitudes toward speakers based on the speakers’ language varieties (Lukes and Wiley 1996, Lippi-Green 2012, Thompson, Craig, and Washington 2004). Just from hearing a voice, listeners form opinions, and these opinions are often informed by societal archetypes, as well as societal stereotypes. For example, Standard American English is generally perceived with more prestige and respect than non-standard varieties. Unfavorable perceptions of non-standard varieties can, and in many documented cases does, lead to inequitable and/or discriminatory situations (Baugh 2003). Non-standard and standard varieties are found in language use in music. The emergence of the Internet and music playing platforms, as well as more diverse musicians getting mainstream radio play and pay, leads to non-standard varieties reaching new listeners in a new format. In this thesis, I survey the types of music to which people listen, and their perceptions to speakers of Standard American English, Southern American English, and African American English to investigate how the music people listen to connects to their language attitudes. The results show that overall, listeners of any genre have more favorable attitudes toward Standard American English; and, that listeners of rap and/or hip-hop have more favorable attitudes than other groups of listeners toward the non-standard varieties.
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Galanakis, Linda. "Learners' attitudes to standard vs non-standard South African English accents of their teachers." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4259.

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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: This study is interested in the relationship between accent and hearers’ perception of the speaker. It investigates the kinds of stereotypes related to phonological features of the speaker’s language. Specifically this thesis focused on the perceptions that high school girls have of their Mathematics teachers who speak English with a non-standard accent. The general aims of the study were to establish whether high school girls perceived non-standard English speaking Mathematics teachers negatively and, if so, whether this perception changed as the girls mature. Twenty-seven Grade 8 learners and 14 Grade 12 learners from a private English-medium school in the Gauteng Province of South Africa participated in this study. The school attracts learners from the affluent socio-economic group, and the majority of the learners are white (76.8%) and first language speakers of English (86%). These participants completed questionnaires using the matched-guise technique (Lambert, Hodgson, Gardner and Fillenbaum 1960) to determine their perceptions of six accents. Five speakers were recorded reading the same Mathematics lesson in English. One reader read the same passage twice, using a so-called Standard South African English accent for one recording and a second language accent of an isiZulu mother tongue speaker for the second recording. The results of this investigation indicate that high school girls are inclined to stereotype teachers according to the teachers’ accents. Some of the characteristics attributed to the non-standard English speaking teachers were positive, but generally learners held a negative perception of such teachers. There was very little change in this perception from Grade 8 to Grade 12. Of particular importance in the National Curriculum Statement for Grades 10 to 12 is that learners emerge from this phase of their schooling being “sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors” (www.sabceducation.co.za/). The school where the research was conducted has addressed diversity in numerous ways in an attempt to prepare the learners for life in multilingual and multicultural South Africa. That the Grade 12 learners in this study, whether first language speakers of English or not, still display accent prejudice suggests that the life skills objectives are not adequately met and that this form of prejudice needs to be addressed in more creative ways.
AFRIKAANSE OPSOMMING:: Hierdie studie stel belang in die verhouding tussen aksent en hoorders se waarneming van die spreker. Dit ondersoek die soort stereotipering wat saamhang met die fonologiese eienskappe van die spreker se taal. Hierdie tesis het spesifiek gefokus op die persepsies wat hoërskoolmeisies het van hul Wiskunde-opvoeders wat Engels met ‘n nie-standaard aksent praat. Die algemene doelstellings van die studie was om vas te stel of hoërskoolmeisies hierdie opvoeders negatief beoordeel op grond van hul aksent en, indien wel, of hierdie oordeel minder fel raak met ouerdom. Sewe-en-twintig Graad 8-leerders en 14 Graad 12-leerders aan ‘n privaat- Engels-medium skool in die Gauteng Provinsie van Suid-Afrika het aan die studie deelgeneem. Die skool se leerders kom uit die hoë sosio-ekonomiese groep, en die meerderheid is Wit (76.8%) en eerstetaalsprekers van Engels (86%). Die deelnemers het vraelyste voltooi as deel van sogenaamde “matched guise”- (Lambert, Hodgson, Gardner en Fillenbaum 1960) navorsing om hul persepsies van ses aksente te bepaal. Vyf sprekers is op band opgeneem terwyl hulle dieselfde Wiskunde-les in Engels lees. Een leser het die les twee maal gelees, een maal met ’n sogenaamde Standaard Suid-Afrikaanse Engelse aksent en een maal met ’n tweedetaal aksent tipies van ‘n isiZulu moedertaalspreker. Die resultate van hierdie ondersoek dui daarop dat hoërskoolmeisies geneig is om opvoeders te stereotipeer op grond van die opvoeders se aksent. Party eienskappe wat aan die nie-standaard Engelssprekende opvoeders toegeskryf is, was positief, maar oor die algemeen het leerders ’n negatiewe persepsie van sulke opvoeders gehad. Baie min verandering in hierdie persepsies het van Graad 8 tot Graad 12 plaasgevind. Van besondere belang in die Graad 10 tot 12 Nasionale Kurrikulm is dat leerders aan die einde van hierdie fase ‘n sensitiwiteit sal hê vir kwessies aangaande “diversiteit, soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdheid en ander faktore” (www.sabceducation.co.za/). Die skool waar hierdie navorsing gedoen is, spreek diversiteit op velerlei maniere aan in ’n poging om leerders voor te berei vir lewe in veeltalige en multikulturele Suid-Afrika. Die feit dat Graad 12- leerders in hierdie studie, of hulle eerstetaalsprekers van Engels is al dan nie, steeds aksentvooroordele toon, dui aan dat die doelstellings van lewensvaardigheid onderrig nie voldoende bereik word nie en dat hierdie vorm van vooroordeel op meer kreatiewe maniere aangespreek moet word.
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Silvester, Hannah. "Translating banlieue film : an integrated analysis of subtitled non-standard language." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30976/.

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This thesis examines the subtitling of films depicting the French banlieue into English. The banlieues are housing estates situated on the outskirts of large towns and cities, and are primarily home to the underprivileged, and immigrants to France or their descendants. The sociolect spoken in the banlieue differs from standard French in terms of grammar, lexicon and pronunciation. Three films released between 2000 and the present day are studied; La squale (Genestal, 2000), L'esquive (Kechiche, 2003) and Divines (Benyamina, 2016). A new integrated methodology is developed, which examines the films within their broader contexts of release, and in light of paratextual material contributing to the context of reception, and to the viewer's understanding of the topic at hand. Directors representing the banlieue on screen generally do so with a view to provoking thought or public discussion in relation to the banlieues. In addition to macro- and micro-contextual analysis of the films and subtitles, the work is underpinned by an examination of the subtitling situation, encompassing the views and experiences of subtitlers working on banlieue film, and technical analysis of the subtitles in terms of readability. Through interviews of professional subtitlers, and close technical analysis of the subtitles, this research is contextualised within the industry, and within current conventions and guidelines. Close analysis of subtitles and the translation solutions they present reveals that some of the socio-political messages presented in the films may not be evident to a non-French speaking viewer of the English-subtitled versions. Although the informal nature of many conversations featuring the langage de banlieue is sometimes clear in the subtitled version, the unique sociolect of the characters is not. In two of the case study films, a dialect-for-dialect approach was adopted, where African American vernacular English was used in the subtitles to demonstrate the use of non-standard language. However, it is argued that ultimately, this dialect-for-dialect approach, combined with cultural similarities between the French banlieue and American street culture, could lead the British Anglophone viewer to negotiate the banlieues and those who live there via their knowledge of American street culture. This could contribute to American cultural hegemony, and does not convey the specificity of France's banlieues as cultural melting pots.
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Acheme, Doris. "THE EVALUATION OF NON-STANDARD ACCENTED ENGLISH: ANINTERGROUP PERSPECTIVE ON LANGUAGE ATTITUDES." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1529591883681638.

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Row-Heyveld, Lindsey Dawn. "Dissembling Disability: Performances of the Non-Standard Body in Early Modern England." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/4906.

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The fear of able-bodied people pretending to be disabled was rampant in early modern England. Thieves were reputed to feign impairment in order to con charity out of well-meaning Christians. People told stories about these deceptive rogues in widely circulated prose pamphlets, sung about them in popular ballads, and even recorded their purported actions in laws passed to curb their counterfeiting. Feigned disability was especially prevalent--and potent--on the stage. Over thirty plays feature one or more able-bodied characters performing physical impairment. This dissertation examines the theatrical tradition of dissembling disability and argues that it played a central role in the cultural creation of disability as a category of identity. On the stage, playwrights teased out stereotypes about the non-standard body, specifically the popular notion that disability was always both deeply pitiful and, simultaneously, dangerously criminal and counterfeit. Fears of false disability, which surged during the English Reformation, demanded a policing of boundaries between able-bodied and disabled persons and inspired the first legal definition of disability in England. Rather than resolving the issue of physical difference, as the legal and religious authorities attempted to do, the theater revealed and reveled in the myriad complications of the non-standard body. The many plays that feature performances of dissembling disability use the trope to interrogate issues of epistemological proof, ask theological questions about charity and virtue, and, especially, explore the relationship between the body and identity. Fraudulent disability also had important literary uses as well; playwrights employed this handy theatrical instrument to construct character, to solve narrative problems, to draw attention to the manufactured theatricality of their dramas, and, often, to critique the practices of the commercial theater. Expanding beyond the medical perspectives offered by the few studies that have considered early modern disability, I argue that these performances emerge out of a complex network of literary, religious, and social concerns. For all that fraudulent disability may have been itself a type of fraud, trumped up by the state, the church, and the theater for their own diverse ends, it still wielded enormous influence in shaping notions of the non-standard body that are still current.
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Eubank, Ilona M. "The teaching of composition to speakers of non-standard dialects through collaborative learning." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/575.

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Verbeke, Martin R. J. "Rappers and linguistic variation : a study of non-standard language in selected Francophone rap tracks." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/22915.

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This thesis examines the use of non-standard language, more specifically non-standard vocabulary (i.e. slang, verlan, colloquialisms, vulgarities, foreign borrowings, and abbreviations), in a corpus of selected francophone rap tracks in order both to quantify its use and to investigate what determines its variation, focusing on the impact of diachronic, diatopic, gender and diaphasic determinants. The methodology relies on a lexicographic analysis to produce quantitative results which are then analysed qualitatively by means of extract analyses and semi-structured interviews with francophone rappers. To answer the research questions, the thesis is divided into five chapters. The first chapter presents the aforementioned methodology and the overall quantitative results from the thesis, while also introducing the notion of variation, which is then tackled in the last four chapters. The second chapter investigates diachronic determinants from two perspectives: different generations of rappers (1990/1991, 2001 and 2011) and one artist throughout his career (Akhenaton in 1991, 2011 and 2011). The third chapter looks at diatopic determinants, analysing the impact of ethnic and spatial origins. Three ethnic origins are compared (rappers of French, Algerian and Senegalese origin), together with three cities (Marseille, Paris and Brussels) and three departments (Hauts-de-Seine, Seine-Saint-Denis and Val-de-Marne). The fourth chapter focuses on gender determinants, with a comparison of male versus female rappers that also takes broader gender performativity into account. Finally, the fifth chapter examines the impact of diaphasic determinants. It analyses three rap genres (jazz/poetic, ego trip and knowledge rap), which then form the foundation for qualitative discussions of the effect of aesthetics, figures of speech, themes and performance. In conclusion, the contribution to knowledge of this work is the observation that the main determinant of high use of non-standard vocabulary is the performance of modern ego trip. The other determinants do not impact non-standard vocabulary to the same extent quantitatively or systematically, due to the complexity of the contextual and fluid identity performances involved with these determinants.
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Bruneaud, Karen. "La traduction française de textes littéraires en anglais non standard." Thesis, Artois, 2010. http://www.theses.fr/2010ARTO0004/document.

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Selon Berman, une caractéristique de la grande prose consiste à « capter et condenser tout l’espace polylangagier d’une communauté ». Certains écrivains, comme Twain, Faulkner, Steinbeck et Salinger, ont ainsi puisé dans l’ensemble des ressources de l’anglais, pour recréer des parlers vernaculaires ou des idiolectes dits « non standard ». Cette stratégie stylistique, qui engage l’auteur idéologiquement et politiquement, passe souvent mal l’épreuve de la traduction en français. La traduction de ces « écritures-déviances » pose des problèmes spécifiques tout en étant paradigmatique de la manière dont le traducteur s’inscrit dans le texte traduit : ce type de stylisation discursive offre donc une perspective privilégiée pourétudier l’action du traducteur ainsi que les stratégies qu’il met en oeuvre pour véhiculer, dans le texte traduit, le projet sthético-idéologique de l’original. Notre étude s’ouvre sur l’analyse de la nature sociolinguistique de l’anglais non standard, avant d’examiner son emploi en littérature, afin de comprendre le rapport de « tension et d’intégration » qui lie les sociolectes littéraires à la réalité linguistique dont ils sont issus. Nous explorons ensuite les mécanismesqui orientent le travail du traducteur et son traitement des écritures non standard à travers la tradition théorique et pratique de la traduction littéraire, avant d’analyser un corpus de traductions. En nous appuyant sur l’éclairage théorique de la sociologie bourdieusienne et le système analytique des « tendances déformantes » (Berman), nous analysons les stratégies de« ré-énonciation » (Folkart) adoptées par différents traducteurs et les « effets de lecture » qui en découlent
For Antoine Berman, a major characteristic of great prose is its ability to “span the whole linguistic range of a community”. Some writers, such as Twain, Faulkner, Steinbeck and Salinger, have thus drawn on all the resources of the English language in order to recreate vernacular discourse and/or nonstandard idiolects. This stylistic strategy, which expresses theauthor’s particular ideological and political attitudes, is often lost when translated into French. Translating these “deviant” forms of writing poses specific problems while being paradigmatic of the way in which the translator is embedded in the translated text : nonstandard discursive patterns therefore provide a privileged viewpoint from which to study the translator’s action as well as the strategies he uses to transfer the original’s ideological and aesthetical dimensions to the translated text. Our study begins with a sociolinguistic analysis of nonstandard English, before examining its use in literature, in order to understand the dual dialectic of “mediation and emulation” that links literary sociolects to linguistic reality. Wethen explore the practical and theoretical tradition of literary translation to understand what factors affect the translator’s work and his/her approach to nonstandard writing. Finally, we analyse a corpus of translations: using Bourdieu’s sociological theory and Berman’s “systems of deformation” analytical system, we examine the “re-enunciation” (Folkart) strategiesadopted by various translators and the potential readings that result
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Ilin, Natalia [Verfasser], Bernd [Akademischer Betreuer] Kortmann, and Lars [Akademischer Betreuer] Konieczny. "Perception of learner errors and non-standard features in the native and non-native language: evaluation vs. processing cost." Freiburg : Universität, 2017. http://d-nb.info/1155722418/34.

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Books on the topic "Standard/non-standard language"

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Pavia, Italy) Languages Go Web! Standard and non-standard languages on the Internet (Conference) (2012. Languages go web: Standard and non-standard languages on the Internet. Alessandria: Edizioni dell'Orso, 2013.

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Chesi, Cristiano. Il linguaggio verbale non-standard dei bambini sordi. Roma: Edizioni universitarie romane, 2006.

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McWhorter, John H. Language interrupted: Signs of non-native acquisition in standard language grammars. Oxford, UK: Oxford University Press, 2007.

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Relative constructions in European non-standard varieties. Berlin: De Gruyter Mouton, 2011.

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Shakespeare's non-standard English: A dictionary of his informal language. London: Thoemmes Continuum, 2004.

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Alfonzetti, Giovanna. La relativa non-standard: Italiano popolare o italiano parlato? Palermo: Centro di studi filologici e linguistici siciliani, 2002.

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Alfonzetti, Giovanna. La relativa non-standard: Italiano popolare o italiano parlato? Palermo: Centro studi filologici e linguistici siciliani, 2002.

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Anderwald, Lieselotte. Negation in non-standard British English: Gaps, regularizations, and asymmetries. London: Routledge, 2002.

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Vakhtin, N. B., and Arto S. Mustajoki. Instrumentarium of linguistics: Sociolinguistic approaches to non-standard Russian. Edited by Protasova E. I︠U︡. Helsinki: Dept. of Modern Languages, University of Helsinki, 2010.

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Negation in Non-Standard British English: Gaps, Regularizations and Asymmetrics. London: Routledge, 2002.

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Book chapters on the topic "Standard/non-standard language"

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Wakabayashi, Judy. "Non-standard varieties of language." In Japanese–English Translation, 161–77. Names: Wakabayashi, Judy, author. Title: Japanese–English translation: an advanced guide/Judy Wakabayashi. Description: London; New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003018452-10.

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Parakrama, Arjuna. "Towards a Broader Standard: The ‘Non-Standard’ as ‘Natural’ Resistance." In De-Hegemonizing Language Standards, 41–83. London: Palgrave Macmillan UK, 1995. http://dx.doi.org/10.1057/9780230371309_2.

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Claridge, Claudia, and Merja Kytö. "Non-standard language in earlier English." In Varieties of English Around the World, 15–42. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/veaw.g41.02cla.

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Corson, David. "Non-Standard Varieties and Educational Policy." In Encyclopedia of Language and Education, 99–109. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4538-1_10.

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Hilbert, Michaela. "Interrogative inversion in non-standard varieties of English." In Language Contact and Contact Languages, 261–89. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/hsm.7.15hil.

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Dimitrov, Rumen, Valentina Harizanov, Russell Miller, and K. J. Mourad. "Isomorphisms of Non-Standard Fields and Ash’s Conjecture." In Language, Life, Limits, 143–52. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08019-2_15.

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Corson, David. "Awareness of Non-Standard Varieties in the Schools." In Encyclopedia of Language and Education, 229–40. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4533-6_22.

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Peñaloza, Rafael. "Using Sums-of-Products for Non-standard Reasoning." In Language and Automata Theory and Applications, 488–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13089-2_41.

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Parakrama, Arjuna. "Non-Standard Lankan English Writing: New Models and Old Modalities." In De-Hegemonizing Language Standards, 122–73. London: Palgrave Macmillan UK, 1995. http://dx.doi.org/10.1057/9780230371309_4.

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Miller, Jim. "Perfect and resultative constructions in spoken and non-standard English." In Typological Studies in Language, 229–46. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/tsl.59.12mil.

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Conference papers on the topic "Standard/non-standard language"

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Aoki, Tatsuya, Ryohei Sasano, Hiroya Takamura, and Manabu Okumura. "Distinguishing Japanese Non-standard Usages from Standard Ones." In Proceedings of the 2017 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/d17-1246.

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Ali Milad, Abdurahman Ahmed. "Applying Conversational Implicature Upon Libyan Non-Standard Arabic Speakers." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.37.

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El-Queseny, Rasha E., Soliman A. Mahmoud, and Magdy M. Ibrahim. "Modeling of CFOA based non-inverting amplifier using standard hardware description language." In 2009 52nd IEEE International Midwest Symposium on Circuits and Systems (MWSCAS). IEEE, 2009. http://dx.doi.org/10.1109/mwscas.2009.5236159.

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Augenstein, Isabelle, Andreas Vlachos, and Diana Maynard. "Extracting Relations between Non-Standard Entities using Distant Supervision and Imitation Learning." In Proceedings of the 2015 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/d15-1086.

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Tan, Samson, Shafiq Joty, Lav Varshney, and Min-Yen Kan. "Mind Your Inflections! Improving NLP for Non-Standard Englishes with Base-Inflection Encoding." In Proceedings of the 2020 Conference on Empirical Methods in Natural Language Processing (EMNLP). Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.emnlp-main.455.

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Bollmann, Marcel, Florian Petran, Stefanie Dipper, and Julia Krasselt. "CorA: A web-based annotation tool for historical and other non-standard language data." In Proceedings of the 8th Workshop on Language Technology for Cultural Heritage, Social Sciences, and Humanities (LaTeCH). Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/w14-0612.

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Li, Chen, and Yang Liu. "Improving Named Entity Recognition in Tweets via Detecting Non-Standard Words." In Proceedings of the 53rd Annual Meeting of the Association for Computational Linguistics and the 7th International Joint Conference on Natural Language Processing (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.3115/v1/p15-1090.

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Ljubešić, Nikola, Tomaž Erjavec, and Darja Fišer. "Adapting a State-of-the-Art Tagger for South Slavic Languages to Non-Standard Text." In Proceedings of the 6th Workshop on Balto-Slavic Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/w17-1410.

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Vorontsova, Marina, and Evgeniya Klyukina. "The Influence of Transformations in the Modern Labour Market on Foreign Language Courses at Universities." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.028.

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Abstract:
The topicality of the study is determined by the discord between the foreign language teaching standards in Russian universities and undergraduate and graduate students’ requirements oriented towards the modern labour market. Having obtained a specialty, university graduates may work in different fields or change their job profile altogether; the borders of professions and professional standards are undergoing changes as well. The aim of the study is to show the necessity to transform foreign language teaching standards at the university level in accordance with the recent and ongoing changes in the job market. The hypothesis of the study is that foreign language teaching standards in Russia should integrate communicative competence, critical and creative thinking, and learning to learn as necessary components. It is suggested that students of non-philological specialties should be taught two or three foreign languages instead of only advancing their command of English. The hypothesis was confirmed by the polls conducted among undergraduate and graduate students of the College of Asian and African Studies (CAAS, Lomonosov MSU), over 2019-2020. The study resulted in developing a new standard of teaching foreign languages at the CAAS, which includes teaching two European languages alongside an oriental/African one, and creating a new structure of the English language course oriented towards developing soft skills rather than a purely linguistic component. Thus, the study seeks to substantiate the need for the new standard by the requirements of the modern job market and graduates’ demands. Creating the new standard targeting soft skills development and teaching two European languages is a practical result of this work.
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Prokutina, Elena. "LINGUO-CREATIVE POTENTIAL OF ENGLISH LOAN WORDS IN THE NON-STANDARD LEXIS OF THE MODERN RUSSIAN LANGUAGE." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.6/s14.046.

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Reports on the topic "Standard/non-standard language"

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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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