Journal articles: '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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Albl-Mikasa, Michaela, Maureen Ehrensberger-Dow, Andrea Hunziker Heeb, Caroline Lehr, Michael Boos, Matthias Kobi, Lutz Jäncke, and Stefan Elmer. "Cognitive load in relation to non-standard language input." Translation, Cognition & Behavior 3, no. 2 (November 10, 2020): 263–86. http://dx.doi.org/10.1075/tcb.00044.alb.

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Abstract The linguistic, psycholinguistic, and neural processes underlying simultaneous interpreting and translation have attracted widespread interest in the research community. However, an understanding of the cognitive load associated with these bilingual activities is just starting to emerge, and the underlying behavioral and physiological mechanisms are still poorly understood. In this article, we describe a promising interdisciplinary approach to assess the behavioral and physiological indices of cognitive load during interpreting and translation in laboratory and simulated workplace settings. In this context, we emphasize the importance of ecological validity and explain how comparisons between authentic non-standard input and edited English versions of the same stimuli can be used to evaluate cognitive load while controlling for the general cognitive demands associated with interpreting and translation. The perspective we present in this article might pave the way for a clearer understanding of the multifaceted dimensions of cognitive load during simultaneous interpreting and translation as well as during the processing of English as Lingua Franca.

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Chao, Li, and Zhang Jingxiang. "Detection of Non-Standard English Expressions by Language Sense." Journal of Physics: Conference Series 1267 (July 2019): 012018. http://dx.doi.org/10.1088/1742-6596/1267/1/012018.

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Svalberg, Agneta M.-L. "Language standards and language variation in Brunei Darussalam." Journal of Asian Pacific Communication 12, no. 1 (July 18, 2002): 117–41. http://dx.doi.org/10.1075/japc.12.1.08sva.

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An assumption of this paper is that non-standard use of language will be accompanied by non-standard features of understanding. An attempt is made to access the meaning perceptions of learners at different levels of proficiency. The paper reports on what English learners in Brunei think English modal verb forms mean. It focuses specifically on would and discusses its use in Standard British English and in Brunei English. Bruneian perceptions of the meaning of this modal are compared with its use. It is claimed that the non-standard use of would for non-assertiveness in Brunei English can partly be explained by users overfocusing on its non-factivity meaning. The issues of what the target variety may be and the appropriacy of non-standard features in this sociocultural and linguistic context are briefly discussed.

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Mariou, Eleni. "‘My language, my mother tongue’: competing language ideologies and linguistic diversity among speakers of standard and non-standard varieties." International Journal of Bilingual Education and Bilingualism 20, no. 1 (May 26, 2015): 20–33. http://dx.doi.org/10.1080/13670050.2015.1036835.

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Sönmez, Margaret J.-M. "AUTHENTICITY AND NON-STANDARD SPEECH IN GREAT EXPECTATIONS." Victorian Literature and Culture 42, no. 4 (September 19, 2014): 637–69. http://dx.doi.org/10.1017/s1060150314000230.

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Susan L. Ferguson shows how Victorian novelists used the reported speech of their characters to create a “ficto-linguistics” wherein “the systems of language that appear in novels . . . indicate identifiable alternative patterns congruent to other aspects of the fictional world” (1). These novels present self-contained systems, she says, in which “speech relates in style as well as content to the speech of other characters, [and] all quoted language in a novel is contained within and potentially interacts with the language of the narrator” (1). Ferguson's interpretation of novelistic speech enables more convincing analyses of reported dialect speech than earlier efforts, which compared them directly to real-life dialects – a tendency that itself reflects the “grand narrative” of “authenticism” (Sanchez-Arce) – and which assumed that discrepancies and inconsistencies were stylistic weaknesses due, for instance, to over-sentimentality or “lowness” (Quirk 5), or to the writer being reluctant to depict virtuous characters as speaking non-standard English, regardless of the likelihood or possibility that characters from badly educated backgrounds would speak anything else.

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Mahmoud, Abdulmoneim. "Modern Standard Arabic vs. Non-Standard Arabic: Where Do Arab Students of EFL Transfer From?" Language, Culture and Curriculum 13, no. 2 (July 2000): 126–36. http://dx.doi.org/10.1080/07908310008666594.

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Slembrouck, Stef. "Review of “Non-standard orthography and non-standard speech. (Special issue, Journal of Sociolinguistics, 4:4)” by Alexandra Jaffe (ed.)." Written Language and Literacy 6, no. 1 (December 3, 2002): 123–27. http://dx.doi.org/10.1075/wll.6.1.10sle.

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Zeegers, Margaret, Wayne Muir, and Zheng Lin. "the Primacy of the Mother Tongue: Aboriginal literacy and Non-Standard English." Australian Journal of Indigenous Education 32 (2003): 51–60. http://dx.doi.org/10.1017/s1326011100003823.

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AbstractThis article describes Indigenous Australian languages as having a history of pejoration dating from colonial times, which has masked the richness and complexity of mother tongues (and more recently developed kriols) of large numbers of Indigenous Australians.The paper rejects deficit theory representations of these languages as being inferior to imported dialects of English and explains how language issues embedded in teaching practices have served to restrict Indigenous Australian access to cultural capital most valued in modern socio-economic systems. We go on to describe ways in which alternative perspectives where acknowledgment of rich, complex and challenging features of Indigenous Australian languages may be used by educators as empowering resources for teacher education and teaching in schools. Our paper stresses the urgency of establishing frameworks for language success within which to develop other successful learning outcomes of Indigenous Australians.

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Sarira, Matius Tinna. "Analisis Karakter Bahasa Alay Kaum Remaja Di Kota Makassar." PUSAKA (Journal of Tourism, Hospitality, Travel and Business Event) 1, no. 1 (January 31, 2019): 8–13. http://dx.doi.org/10.33649/pusaka.v1i1.7.

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In daily life, human being can never escape from language. There are two types of languages; the standard language and the non-standard languages. In Indonesia, the standard language is Bahasa Indonesia, while the non-standard languages are the languages of vernacular (local languages) and sub-cultural languages (slang, jargon, etc). Nowadays, most of teenagers use the non-standard language to communicate among their friends, which is called slang. There is a newslang in Indonesia which is called Alay language. The Alay language is popular among teenagers since 2008 until now. The purpose of this study were (1) to know the patterns used to modify Alay Language, (2) to know the effect of using Alay language on the standard form of Indonesian language, and (3) to find out the purpose of Alay Language used by teenagers in Makassar. This research uses descriptive analysis method. The research data were taken from the conversations that contained of Alay's words, which were previously made on the internet by Facebook social network users. Other supporting data were the questionnaires. The results of this study indicated that (1) There were no standard rules in modifying Alay Language, but the most common process was Substitution Process with a frequency of 38%. (2) The use of Alay Language had both the positive and negative effects on the existence of standard language, Indonesian language. (3) One of the reasons of using the Alay language was to be called “cool”.

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ANDERWALD, LIESELOTTE. "Are non-standard dialects more ‘natural’ than the standard? A test case from English verb morphology." Journal of Linguistics 47, no. 2 (July 20, 2010): 251–74. http://dx.doi.org/10.1017/s0022226710000241.

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In this article, I argue that at least in some subsets of grammar, non-standard dialects are indeed more natural than their standard counterparts. I present data from the new Freiburg English Dialect corpus FRED, for the first time comparing and quantifying traditional dialect data from across the whole of Great Britain. The most frequent non-standard verb forms cluster around forms likedrink–drunk–drunkandsing–sung–sung. The framework of Natural Morphology (Wurzel 1984, 1987) in combination with Bybee's Network Model (Bybee 1985, 1995) is employed to define the notion of naturalness and to explain why this verb class has been strengthened historically, and is still attracting new members today.

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Delaere, Isabelle, Gert De Sutter, and Koen Plevoets. "Is translated language more standardized than non-translated language?" Target. International Journal of Translation Studies 24, no. 2 (December 31, 2012): 203–24. http://dx.doi.org/10.1075/target.24.2.01del.

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With this article, we seek to support the law of growing standardization by showing that texts translated into Belgian Dutch make more use of standard language than non-translated Belgian Dutch texts. Additionally, we want to examine whether the use of standard vs. non-standard language can be attributed to the variables text type and source language. In order to achieve that goal, we gathered a diverse set of linguistic variables and used a 10-million-word corpus that is parallel, comparable and bidirectional (the Dutch Parallel Corpus; Macken et al. 2011). The frequency counts for each of the variables are used to determine the differences in standard language use by means of profile-based correspondence analysis (Plevoets 2008). The results of our analysis show that (i) in general, there is indeed a standardizing trend among translations and (ii) text types with a lot of editorial control (fiction, non-fiction and journalistic texts) contain more standard language than the less edited text types (administrative texts and external communication) which adds support for the idea that the differences between translated and non-translated texts are text type dependent.

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Anderwald, Lieselotte. "Was/Were-variation in non-standard British English today." English World-Wide 22, no. 1 (June 27, 2001): 1–21. http://dx.doi.org/10.1075/eww.22.1.02and.

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In this article, the past tense system of the verb to be in modern informal spoken British English is investigated. Variation is endemic, but an in-depth investigation across individual dialect areas shows that three generalization strategies can be distinguished. Of these, two lead to a straightforward simplification of the system (was-generalization and were-generalization respectively), whereas the dominant mixed type has remorphologized the Standard English (StE) number distinction and replaced it by a distinction according to polarity. A cognitive explanation is advanced for the pervasiveness of this at first glance rather complicated system.

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Faria, Rita. "“The Red Plague Rid You For Learning Me Your Language!” – Standard and Non-Standard Use in English and in Portuguese." Revista de Estudos Anglo-Portugueses/Journal of Anglo-Portuguese Studies, no. 27 (2018): 229–64. http://dx.doi.org/10.34134/reap.1991.208.276.

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This paper examines how non-standard British English is translated into European Portuguese with a view to understand the social attitudes and ideologies embedded in standard and non-standard European Portuguese. It focuses on a small corpus of literary works which resort to non-standard language as a fundamental linguistic trait of characters’ identity or plot in order to establish whether there were any successful attempts to maintain the deviation from standard in the target language. The paper fnds that the task of translating non-standard is ideologically charged insofar as it is mediation between normalised and non-normalised realities, very often requiring the specifc indexing of linguistic markers to particular social groups. The sensitivity involved in this process may explain why most translations examined, although able to render non-standard features in the target language to some extent, kept a closer proximity to standard language than the source texts. In view of this, most translations examined are imbued with an ideological thrust in favour of standard language.

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Diao, Wenhao. "Between the standard and non-standard: Accent and identity among transnational Mandarin speakers studying abroad in China." System 71 (December 2017): 87–101. http://dx.doi.org/10.1016/j.system.2017.09.013.

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Gevorgyan, Gurgen. "Slang in Its Cultural Environment." Armenian Folia Anglistika 4, no. 1-2 (5) (October 15, 2008): 20–23. http://dx.doi.org/10.46991/afa/2008.4.1-2.020.

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The non-standard vocabulary of the English language has always been an interesting area of research. The 20th century saw an increase in this interest. Non-standard words and phrases started finding their ways into dictionaries, linguistic journals and even daily newspapers. However, it is still difficult to draw a strict distinction between the standard and non-standard vocabulary, since, as is known, language undergoes constant development. As a result, the same word that used to be considered as non-standard about 20 years ago, can be viewed as quite standard nowadays. Slang is a non-standard form of English. It is a lexical novelty in a certain cultural environment. It is equally existent in all languages and cultures. Many Indo-European languages are rich in slang words and phrases.

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Borzenko, Oleksandra Pavlivna, and Yana Pavlishcheva. "Non-Standard Elements at Professional English Lessons." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 2 (June 3, 2019): 18. http://dx.doi.org/10.18662/rrem/115.

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The paper focuses on the issue of using non-standard elements namely educational games provided with the help of an interactive whiteboard at English lessons with non-linguistic students. The purpose of our research is to verify the opportunities of educational games based on using an interactive whiteboard for effective English teaching to non-linguistic students for effective improving English proficiency. Different methods such as observation, questionnaires, discussions and pedagogical experiment were used to study the influence of using educational games provided with an interactive whiteboard in English classes to students’ motivation to learn English and, as a result, to the level of students’ success in the English language. The statistical methods were used as well to measure the results of the pedagogical experiment. The result contrast of the preliminary and final tests confirmed statistically the efficiency of the authors’ technique of using educational games provided with an interactive whiteboard at professional English lessons. The specially developed educational games provided with the help of an interactive whiteboard are presented as examples of non-standard elements in English classes with law students and can be used by any English teachers. The results of the experiment proved statistically effectiveness of the authors’ technique of using non-standard elements for teaching professional English.

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Constantinou, Filio, and Lucy Chambers. "Non-standard English in UK students’ writing over time." Language and Education 34, no. 1 (January 2, 2020): 22–35. http://dx.doi.org/10.1080/09500782.2019.1702996.

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Schalley, Andrea C., Simon Musgrave, and Michael Haugh. "Accessing Phonetic Variation in Spoken Language Corpora through Non-standard Orthography." Australian Journal of Linguistics 34, no. 1 (January 2, 2014): 139–70. http://dx.doi.org/10.1080/07268602.2014.875459.

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Ataa Allah, Fadoua, and Siham Boulaknadel. "Morpho-Lexicon for standard Moroccan Amazigh." MATEC Web of Conferences 210 (2018): 04024. http://dx.doi.org/10.1051/matecconf/201821004024.

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Standardized resources are key components for the development of applications related to human language technology. Therefore, it is important to adopt it for designing lexical resources, especially for less commonly resourced languages such Amazigh. This language is spoken by many North African communities, including Morocco. Due to historical, geographical and sociolinguistic factors, the Amazigh language is characterized by the proliferation of many intervarieties, which has led to a complex morphology. This latter poses significant challenge to NLP tasks, especially that Amazigh language belongs to the Afro-Asiatic language (Hamito-Semitic) family, known by its non-concatenative morphology based on root and pattern. Face to the scarcity of Amazigh language resources dealing with morphemes encoding, orthographic changes, and morphotactic variations, the elaboration of a standardized lexical resource will certainly ensure a large exchange and exploitation. In this context, this paper describes ongoing work for elaborating a morphological lexicon, based on inflected forms, for the standard Moroccan Amazigh language.

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Septiawan, Dicky, Nur Irwansyah, and Siti Jubei. "NON-STANDARD WORD WRITING IN POS KOTA NEWS TITLE." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 4, no. 2 (January 2, 2021): 99–108. http://dx.doi.org/10.30998/jh.v4i2.527.

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Abstract: The habit of reading the newspaper by itself will be able to familiarize readers morefamiliar with the language of the newspaper. However, in fact in terms of the users of the languagein the newspaper classified as inadequate. The public seemed never ceased to demand thenewspaper to use the language normative and standard in the presentation of news. The purpose ofthis study is to know the writing of non-standard words in the title of the Pos Kota newspaper.Furthermore, it is expected to that many readers would know about non-standard words. Theresearch method used to analyze the writing of non-standard words in the Pos Kota newspaper titleis a descriptive method. From a total of 25 words divided, Basic, Affix and Combined Words getthe same amount of 5 words. Beheading Words gets 3 words. Re-form, Prepositions s,Abbreviations and Acronyms Words get 2 words. Numbers get 1 word. Meanwhile, Particles,,Pronouns, and Article Words get 0 words. There are still a lot of non-standard vocabulary writtenin newspapers that can cause readers to be more familiar with non-standard vocabulary thanstandard vocabulary later. In the end, it will cause many errors in the use of standard vocabularyby readers.Key Words: word writing, non-standard words, Pos Kota newspaper.

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Vincent, Diane. "The journey of non-standard discourse markers in Quebec French." Journal of Historical Pragmatics 6, no. 2 (June 10, 2005): 188–210. http://dx.doi.org/10.1075/jhp.6.2.03vin.

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In this study, I look at the history of several non-standard discourse markers in Quebec French. I attempt to explain how certain markers have become specialized so as to take on a conventional role in spoken discourse. Furthermore, my current interest focuses on discourse markers and their relationship with discursive structures. I will illustrate the organization of discursive “networks” through the presentation of two case studies, the exemplification/opposition network — from the study of par exemple —, and the exemplification/approximation network, from the study of mettons, disons, comme, genre and style. Data are taken from sociolinguistic corpora of French spoken in Montreal, which total approximately 300 hours of sociolinguistic interviews carried out in 1971, 1984 and 1995 with speakers who are representative of the Montreal francophone sociolinguistic community.

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Hilte, Lisa, Reinhild Vandekerckhove, and Walter Daelemans. "Adolescents’ social background and non-standard writing in online communication." Dutch Journal of Applied Linguistics 7, no. 1 (August 10, 2018): 2–25. http://dx.doi.org/10.1075/dujal.17018.hil.

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Abstract In a large corpus (2.9 million tokens) of chat conversations, we studied the impact of Flemish adolescents’ social background on non-standard writing. We found significant correlations between different aspects of social class (level of education, home language and profession of the parents) and all examined deviations from formal written standard Dutch. Clustering several social variables might not only lead to a better operationalization of the complex phenomenon of social class, it certainly allows for discriminating social groups with distinct linguistic practices: lower class teenagers used each of the non-standard features much more often and in some cases in a different way than their upper class peers. Possible explanations concern discrepancies in terms of both linguistic proficiency and linguistic attitudes. Our findings emphasize the importance of including social background as an independent variable in variationist studies on youngsters’ computer-mediated communication.

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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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Isaacs, Gale J. "Persistence of Non-Standard Dialect in School-Age Children." Journal of Speech, Language, and Hearing Research 39, no. 2 (April 1996): 434–41. http://dx.doi.org/10.1044/jshr.3902.434.

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This study investigated the persistence of non-standard dialect production among 114 African American and White children in grades 3,5, and 7. A dialect shift premise suggests that a large and uniform decline in dialectal features occurs in the language of school-age children. Three experimental tasks were administered. The results indicated that dialect awareness and discrimination increased as grade in school increased; a dialect shift occurred between grades 3 and 5; non-standard dialect production and comprehension of standard dialect were not associated; and that there was no difference in non-standard dialect production among African American and White students.

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Delarue, Steven, and Anne-Sophie Ghyselen. "Setting the standard." Dutch Journal of Applied Linguistics 5, no. 1 (June 27, 2016): 34–64. http://dx.doi.org/10.1075/dujal.5.1.03del.

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In this paper, Grondelaers and Van Hout’s statement that “the highest nonvirtual stratum of Belgian Dutch is documented by the speech of Belgian teachers” (2011, p. 219) is put to the test. Using production data from two corpora of contemporary spoken Dutch, mixed models binary logistic regression was carried out, focussing on 11 phonological and morpho-syntactic variables. The results show that teachers indeed use significantly less non-standard variants than other highly educated professionals. Moreover, there is also a difference between teachers of Dutch and teachers of other school subjects. By means of an exploratory content analysis of the sociolinguistic interviews, a few possible explanatory factors are discussed: teacher training, hypocorrection, and a difference in linguistic expectations. Especially the latter factor seems to be in play: teachers feel more pressured to adhere to the standard norm than the informants from the ‘laymen’ corpus.

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Meer, Philipp, Robert Fuchs, Anika Gerfer, Ulrike Gut, and Zeyu Li. "Rhotics in Standard Scottish English." English World-Wide 42, no. 2 (May 18, 2021): 121–44. http://dx.doi.org/10.1075/eww.00070.mee.

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Abstract The present study investigates rhotics in Standard Scottish English (SSE). Drawing on an auditory analysis of formal speeches given in the Scottish parliament by 49 speakers (members of parliament and the general public), it examines whether an underlying rhotic standard exists for SSE speakers from all over Scotland, whether and where rhotics are realized as trills/taps or approximants, and what factors influence variation in the realization and distribution of rhotics. The results show that SSE is variably rhotic, with 54% of all non-linking coda /r/ realized, and that trills/taps are more frequent in intervocalic (onset and linking coda) position. The findings contradict the idea of SSE being generally rhotic but rather confirm previous reports of increasing occurrence of non-rhoticity, not just by specific speaker groups, but also in a formal context. They further show that variation in rhotics in SSE foremost tends to be affected by language-internal than language-external factors.

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Goregliad, Elena N. "Non-Standard Lexemes in Russian Language Periodicals in Belarus: Efficiency vs Effectiveness." Vestnik NSU. Series: History and Philology 19, no. 6 (2020): 194–204. http://dx.doi.org/10.25205/1818-7919-2020-19-6-194-204.

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The problem of studying the language of press in mass media is very important and practically significant. The competition that has developed in recent years on the publishing market, the large-scale offensive of the Internet, and the development of information technologies compel journalists working in periodicals, including Belarusian ones, to seek new forms of attracting reader’s attention and to keep their readers. The ability of the author of the publication to create the necessary level of attraction in communication with the interlocutor-reader depends not only on knowledge of the psychological component of this phenomenon, but also on the effective use of various means of communication, elements of different language levels (in particular, phonetics, graphics, syntax). In Belarusian periodicals published in Russian the potential of using emotionally and expressively colored elements as well as occasional words is growing, including non-standard formation.

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Oliver, Rhonda, and Haig Yvonne. "Teacher perceptions of student speech." Australian Review of Applied Linguistics 28, no. 2 (January 1, 2005): 44–59. http://dx.doi.org/10.1075/aral.28.2.04oli.

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Abstract This study reports on teachers’ attitudes towards their students’ speech varieties of English. A sample of 172 primary, district high and secondary teachers in Western Australian schools was surveyed on their attitudes towards language variation and towards their students’ use of specific English variants. The teachers were found to have generally conservative attitudes, particularly with regard to their students’ use of non-standard features. These features were also associated with falling language standards. The impact of the teacher background factors of gender, age, level of teaching qualification, teaching experience and professional development on attitudes was also considered. However, only teacher qualifications and length of experience were found to be significant and this influence was restricted to attitudes towards language varieties. Such findings have important implications for speakers of non-standard sociolects who would tend to use these features more often. It is of particular concern where teachers associate the use of non-standard varieties with lower academic ability as has been found in other research. The findings suggest that teachers need to understand the relationships between standard and non-standard varieties, written and spoken forms, formal and informal registers, and developmental and non-standard features.

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Jiménez-Cano, José María, and Juan Manuel Hernández-Campoy. "Quantifying the standardization process in a non-standard local community." Spanish in Context 1, no. 1 (March 8, 2004): 67–93. http://dx.doi.org/10.1075/sic.1.1.06jim.

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The aim of this paper is to report the results of a study of Murcian speech in order to measure the increasing diffusion of standard Castilian features from northern Peninsular Spanish over Murcian Spanish, a traditionally non-standard region. Following the methodology used in similar studies and a real-time approach, we measured the level of standardization of people interviewed in radio broadcasts in the last 26 years. A detailed analysis correlating linguistic variables with social variables and time intervals allowed us to compare the sociolinguistic behavior of the different social groups in terms of standardization (adoption of Castilian Spanish features) or non-standardization (maintenance of local Murcian features) and their tendencies in diachronic terms.

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Davila, Bethany. "Indexicality and “Standard” Edited American English." Written Communication 29, no. 2 (April 2012): 180–207. http://dx.doi.org/10.1177/0741088312438691.

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This article explores the indexicality (the ideological process that links language and identity) of “standard” edited American English and the ideologies (specifically, standard language ideology and Whiteness) that work to create and justify common patterns that associate privileged White students with written standardness and that disassociate underrepresented—especially African American—students from “standard” edited American English. Drawing on interviews with composition instructors about their readings of anonymous student texts, the author argues that indexicality and standardness are mutually informative: The non/standard features of student texts operate as indexicals for student-author identities just as perceived student-author identities influence the reading of a text as non/standard. Ultimately, this article offers inroads to challenging destructive and enduring indexical patterns that offer unearned privilege to some students at the expense of others and, in the process, perpetuate race- and class-based privilege.AQ Note that APA style capitalizes Black and White.

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Tsui, Amy B. M., and Stephen J. Andrews. "Setting standards and language variation." Journal of Asian Pacific Communication 12, no. 1 (July 18, 2002): 1–11. http://dx.doi.org/10.1075/japc.12.1.02tsu.

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In recent years, the setting of standards or benchmarks for teachers as well as for learners has been brought into education as one of the key mechanisms for accountability and quality assurance. Language standards setting is one of the top priorities for policy makers. This paper points out that while standards setting in education raises issues that are largely educational and philosophical, language standards setting is often culturally and politically charged. This is particularly so in English standards setting because of the long-standing association between English and colonialism and cultural and economic domination. The domination of English has not diminished in the post-colonial era. The paper outlines a number of complex issues generated by English standard setting, including whether native or non-native varieties of English will be used as the model for determining standards, whether the same standards should be used for first and second language learners, how one determines whether deviations from the standard English model are errors or variations, and the social and political implications for adopting the standard or the local varieties. A brief summary of how each paper in this Special Issue addresses these issues is provided.

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Sabatini, Elisabetta. "Listening comprehension, shadowing and simultaneous interpretation of two ‘non-standard’ English speeches." Interpreting. International Journal of Research and Practice in Interpreting 5, no. 1 (December 31, 2000): 25–48. http://dx.doi.org/10.1075/intp.5.1.03sab.

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Ten final-year interpreting students, all native speakers of Italian, were asked to perform three tasks using two ‘non-standard’ English speeches, one by an Indian speaking English as a second language (speaker A), and one by an American speaking English as a native language with a strong accent (speaker B). The duration of each speech was about 11 minutes, of which a different section was used for each task. First, subjects listened to the initial part of each speech (about 3 minutes) and were tested for listening comprehension. They then shadowed part of the speeches (about 2 minutes), after which they simultaneously interpreted the remainder from English into Italian. The working hypotheses were that: (i) the three tasks involve an increasing level of complexity: listening comprehension being the simplest and simultaneous interpretation the most difficult; (ii) ‘non-standard’ language in the source speech is a potential problem trigger for the interpreter. Performance in the three tasks was evaluated by examining the subjects’ answers to questions in the listening comprehension task (the highest score possible being 12), and by transcribing the shadowing and the simultaneous interpretation (both scored on a 12 point scale). In addition, subjects’ handling of previously identified problem areas in each simultaneous interpreting task was evaluated, again on a 12 point scale. Scores for each task were divided into bands, to distinguish between ‘very high’, ‘high’, ‘low’, and ‘very low’. Performance in the three exercises partly reflected their growing complexity, listening comprehension being the simplest and simultaneous interpretation the most difficult. The non standard characteristics of the two speeches were indeed difficult for some of the subjects to interpret. Taking Gile’s Effort Model as a theoretical basis, the study also provides some insight as to which phase of simultaneous interpretation caused most difficulties.

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Eriksen, Pål Kristian. "‘To not be’ or not ‘to not be’." Studies in Language 35, no. 2 (September 30, 2011): 275–310. http://dx.doi.org/10.1075/sl.35.2.02eri.

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In a substantial number of languages negation of non-verbal predicates diverges from standard negation. In this paper I approach this phenomenon from a typological perspective, and claim that non-standard negation of non-verbal predicates can be described through a generalization I refer to as DNA (Direct Negation Avoidance), which means that the non-verbal predicates avoid being in the direct scope of negation. DNA can be subcategorized into various DNA strategies, and in the first half of the paper I list and describe these strategies. In the second half I argue how the DNA generalization may be extended to also include languages with standard negation of their non-verbal predicates, and that further research might reveal DNA to be a language universal.

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Zhunussova, Zh, and М. Tulegenova. "MODERN STRATIFICATION OF THE LANGUAGE SYSTEM: SOCIOLINGUISTIC ASPECT." BULLETIN Series of Philological Sciences 75, no. 1 (April 12, 2021): 56–61. http://dx.doi.org/10.51889/2021-1.1728-7804.09.

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This article examines issues related to the functioning of non-standard vocabulary in the language system. One of the tasks of sociolinguistics is the study of the social stratification of language and its variability on the basis of languages of different structures. The article is devoted to the analysis of the most productive and effective ways of forming non-standard vocabulary in Russian and English, such as: formal modifications, abbreviations, borrowings, education without external modification, reverse and middle slang, reduplication. In the research of modern languages, scientists pay special attention to the classification of substandard vocabulary based on motivation/non-motivation. The relevance of the study of these phenomena is caused by the growing interest in the study of a new direction – sociolectology in modern linguistics, to the issues of non-standard vocabulary, the language situation. Many of the most important theoretical issues of Russian-foreign substandard lexicography, the lexicographicization of sociolects in bilingual dictionaries, their contrastive research, the development of which is an urgent need, still remain unexplored. The change in theoretical and methodological guidelines was reflected in the development of the theory and practice of bilingual lexicography.

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Verbeke, Martin. "Rapping through time: an analysis of non-standard language use in French rap." Modern & Contemporary France 25, no. 3 (April 13, 2017): 281–98. http://dx.doi.org/10.1080/09639489.2017.1304903.

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Ayafor, Miriam. "Non-standard features in English in Anglophone Cameroon New Writing: dilemmas for the education system." English Today 27, no. 3 (August 18, 2011): 52–61. http://dx.doi.org/10.1017/s0266078411000381.

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One of the ways a language is learned, especially a foreign language, is by personal extensive reading. When people read widely, they are exposed to the linguistic structure of what they read and so learn it consciously or unconsciously. What they come across in their reading remains in their minds and adds to their general knowledge. This includes knowledge of the language they read. General wide reading reinforces the language students have been formally taught in their language classes. Exposure to grammatically correct language would improve their language skills. On the other hand, exposure to incorrect language would negatively affect the language skills of foreign learners and cause them to use wrong language comfortably, not knowing that they are erroneous in their usage.

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Bilas, Andriy. "La traduction des unités non-standard dans l’espace littéraire français-ukrainien." Romanica Cracoviensia 18, no. 3 (2018): 115–23. http://dx.doi.org/10.4467/20843917rc.18.013.9585.

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Lybaert, Chloé, Ella van Hest, and Sara Van Cleemputte. "Over de tweestrijd tussen taalnorm en taalrealiteit : Hoe NT2-leerkrachten uit een Gentse school worstelen met niet-standaardtalige variatie in het NT2-onderwijs." Internationale Neerlandistiek 57, no. 3 (November 1, 2019): 205–24. http://dx.doi.org/10.5117/in2019.3.001.lyba.

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Abstract Flanders, the Dutch-speaking part of Belgium, shows a strong presence of non-standard language varieties, such as tussentaal (lit. ‘in-between language’) or regional dialects. However, Dutch as a second language (L2) education in Flanders mainly focuses on (Belgian) Standard Dutch, the official language variety in Flanders. Newcomers settling in Flanders seem to experience a large gap between the standard language advocated in policy and education and the multitude of non-standard language varieties they encounter in daily interactions. L2 teachers in Flanders are thus dealing with students who often struggle to communicate with L1 speakers of Dutch. In this empirical study, we address this issue by probing the opinions of L2 teachers: do they believe tussentaal and dialects form a communication threshold for their students? To what extent do they focus on non-standard language during their lessons, and what reservations or doubts do they possibly have about teaching non-standard language in the classroom? To answer these questions, we draw on fieldwork conducted in the East Flemish city of Ghent.

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Koch, Harold. "Language and communication in Aboriginal land claim hearings." Communication and Translation in Aboriginal Contexts 5 (January 1, 1990): 1–47. http://dx.doi.org/10.1075/aralss.5.01koc.

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This paper discusses aspects of the intercultural communication processes involved in the quasi-legal presentation of claims to traditional land by Aboriginal people in the Northern Territory before the Aboriginal Land Commissioner. The findings are documented by means of selected extracts from the transcripts of proceedings. Although the proceedings took place predominantly in English, there was some use of interpreters, liberal use of words from Aboriginal languages, and even considerable usage of nonverbal gestures. Most of the Aboriginal witnesses spoke some form of non-standard English influenced by Kriol and traditional Australian languages. The most salient features of their non-standard English are described here. Aboriginal witnesses accommodated their language toward Standard English. Some of their non-standard utterances were clarified by others for the record. The court also accommodated somewhat to Aboriginal styles and forms of speech. Nevertheless there were numerous instances of communication failure, which had various specific causes but were not aided by the culturally alien general legal procedure of question-and-answer elicitation of information.

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Рыкин, Павел Олегович. "NON-STANDARD CASE FORMS IN THE «HISTORY OF ALTAN KHAN»." Tomsk Journal of Linguistics and Anthropology, no. 4(30) (December 30, 2020): 60–72. http://dx.doi.org/10.23951/2307-6119-2020-4-60-72.

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В статье впервые в монгольском языкознании представлены результаты лингвистического анализа нестандартных падежных форм, употребляющихся в уникальном памятнике монгольской письменности начала XVII в. — т. н. «Истории Алтан-хана» (монг. Erdeni tunumal neretü sudur), единственная рукопись которой хранится в библиотеке Академии общественных наук Внутренней Монголии (Хух-Хото). Она является единственным оригинальным (непереводным) произведением значительного объема, относящимся к периоду конца XVI — начала XVII вв. Памятник был введен в широкий научный оборот в середине 1980-х гг., но лингвистически до сих пор удовлетворительно не исследован. В статье сведены воедино и систематизированы сведения об употреблении нестандартных падежных форм в языке памятника со ссылками на освещающие их публикации и примерами употребления каждой формы в тексте. Под нестандартными имеются в виду те падежные формы, которые либо не встречаются в нормативных описаниях классического письменно-монгольского языка, либо эксплицитно маркируются в них как архаичные, разговорные или диалектные. Автор подробно разбирает такие нестандартные формы, как генитив на +i, неклассический суффикс генитива +i+yin, аккузатив на +yi после согласных основ, неклассический суффикс аккузатива +i+yi, аккузатив на +U, датив-локатив на +DU, суффикс датива-локатива +DUri, аблатив на +DAčA. Анализ этих форм позволяет сделать вывод о том, что язык «Истории Алтан-хана» представляет собой сочетание лингвистических архаизмов (суффикс генитива +i, аккузатив на +yi после согласных основ, показатели датива-локатива +DUri и аблатива +DAčA) и инноваций (форма дативного маркера +DU *+DU/r, поздние составные суффиксы генитива +i+yin и аккузатива +i+yi), в то же время обнаруживая некоторые идиосинкретические черты, такие как употребление аккузатива на +U. Памятник лингвистически относится предположительно к переходной стадии от доклассического к классическому периоду в развитии письменного монгольского языка и несет на себе следы сильного разговорного и/или диалектного влияния. The article presents the results of a linguistic analysis of non-standard case forms occurring in the «History of Altan Khan» (Mo. Erdeni tunumal neretü sudur, lit. ‘The Jewel Translucent Sūtra’), a unique Mongolian manuscript of the early 17th century presently kept at the library of the Inner Mongolia Academy of Social Sciences (Hohhot, China). It is the largest Mongolian original (untranslated) historical and literary work dating from the late 16th — early 17th centuries. The manuscript has been widely known since the mid-1980s but its linguistic investigation still remains to be carried out. The article reveals and brings together information on the use of non-standard case forms in the language of the monument with references to the relevant literature and occurrences of each form in the text. The notion of non-standard forms refers to those case endings that are either not mentioned in normative descriptions of Classical Written Mongol, or explicitly marked in them as archaic, colloquial or dialectal. The author provides an analysis of the following non-standard case forms: the genitive in +i, the non-classical genitive suffix +i+yin, the accusative in +yi after consonant stems, the non-classical accusative suffix +i+yi, the accusative in +U, the dative-locative in +DU, the dative-locative ending +DUri, the ablative in +DAčA. The investigation of these forms allows us to conclude that the language of the «History of Altan Khan» presents a sophisticated combination of linguistic archaisms (the genitive suffix +i, the accusative in +yi after consonant stems, the dative-locative in +DUri and the ablative in +DAčA) and innovations (the shape of the dative-locative marker +DU *+DU/r, the late complex genitive and accusative endings +i+yin and +i+yi), while at the same time containing some idiosyncratic features, such as the use of the accusative in +U supposedly unattested in other Written Mongol sources. The language system of the monument most probably belongs to a transitional stage between Preclassical and Classical periods in the development of Written Mongol and seems to be strongly influenced by colloquial speech and/or local Mongolic dialects of the time.

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

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