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Статті в журналах з теми "English and Welsh banking"

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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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1

NEWTON, LUCY. "Trust and virtue in English banking: the assessment of borrowers by bank managements at the turn of the nineteenth century." Financial History Review 7, no. 2 (October 2000): 177–99. http://dx.doi.org/10.1017/s096856500000010x.

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Lucy Newton, Trust and virtue in English banking: the assessment of borrowers by bank managements at the turn of the nineteenth centuryMuch has been made of the relationships between English banks and their customers. This article aims to examine the perceptions of banks' managements and their procedures in the assessment of English and Welsh borrowing customers at the turn of the century. During this period, as banks assumed the modern corporate form, their managements attempted to impose a more formalised structure for lending decisions – one that could be standardised and applied throughout an organisation. The article examines the impact of such changes upon lending decisions, together with the information utilised in making them. It focuses upon the use of ‘subjective’ information and criteria in order to shed light upon a transitional period in banking organisation. It also considers related issues such as customer reputation; the transition from personalised to transaction banking; and the respective roles of local branches and London head offices in decision-making.

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2

Thomas, Alan R., and H. Meurig Evans. "Welsh-English English-Welsh Dictionary." Modern Language Journal 78, no. 1 (1994): 139. http://dx.doi.org/10.2307/329299.

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3

Thomas, Alan R., Bruce Griffiths, and Dafydd Glyn Jones. "The Welsh Academy English-Welsh Dictionary." Modern Language Journal 81, no. 1 (1997): 147. http://dx.doi.org/10.2307/329202.

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4

Anderson, Robert. "English and Welsh." Musical Times 126, no. 1708 (June 1985): 352. http://dx.doi.org/10.2307/964040.

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5

Walters, J. Roderick. "“Celtic English”." English World-Wide 24, no. 1 (May 9, 2003): 63–87. http://dx.doi.org/10.1075/eww.24.1.05wal.

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The article examines the phonology of Rhondda Valleys English, an accent of the Welsh “Valleys”, to try to discover to what degree it is influenced by the Welsh language. It finds some features of segmental phonology which appear to be direct transfers. However, most of these appear to be recessive, since they are found mostly in the speech of older generations born at a time when there was considerably more Welsh spoken in the Rhondda than at present. The article lists other non-standard features of segmental phonology where parallel sounds exist in the Welsh language, but it cannot be stated with certainty that Welsh is the primary source. In such cases, the Welsh substratum may be acting at least to reinforce the presence of the features concerned. Finally, the article looks at the suprasegmentals (prosody) of Rhondda Valleys English. Here, because the similarities with the Welsh language are so striking and there are no obvious parallels with neighbouring dialects of England, it would seem very likely that most of the features concerned constitute direct transfers. Since such Welsh-language derived suprasegmental features seem more pervasive than the segmental ones, they may well form the strongest and most enduring “Celtic imprint” on the dialect studied.

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6

Lloyd, David. "Welsh Writing in English." World Literature Today 66, no. 3 (1992): 435. http://dx.doi.org/10.2307/40148361.

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7

VIHMAN, MARILYN MAY, GUILLAUME THIERRY, JARRAD LUM, TAMAR KEREN-PORTNOY, and PAM MARTIN. "Onset of word form recognition in English, Welsh, and English–Welsh bilingual infants." Applied Psycholinguistics 28, no. 3 (June 11, 2007): 475–93. http://dx.doi.org/10.1017/s0142716407070269.

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Children raised in the home as English or Welsh monolinguals or English–Welsh bilinguals were tested on untrained word form recognition using both behavioral and neurophysiological procedures. Behavioral measures confirmed the onset of a familiarity effect at 11 months in English but failed to identify it in monolingual Welsh infants between 9 and 12 months. In the neurophysiological procedure the familiarity effect was detected as early as 10 months in English but did not reach significance in monolingual Welsh. Bilingual children showed word form familiarity effects by 11 months in both languages and also revealed an online time course for word recognition that combined effects found for monolingual English and Welsh. To account for the findings, accentual, grammatical, and sociolinguistic differences between English and Welsh are considered.

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8

Espinosa-Anke, Luis, Geraint Palmer, Padraig Corcoran, Maxim Filimonov, Irena Spasić, and Dawn Knight. "English–Welsh Cross-Lingual Embeddings." Applied Sciences 11, no. 14 (July 16, 2021): 6541. http://dx.doi.org/10.3390/app11146541.

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Cross-lingual embeddings are vector space representations where word translations tend to be co-located. These representations enable learning transfer across languages, thus bridging the gap between data-rich languages such as English and others. In this paper, we present and evaluate a suite of cross-lingual embeddings for the English–Welsh language pair. To train the bilingual embeddings, a Welsh corpus of approximately 145 M words was combined with an English Wikipedia corpus. We used a bilingual dictionary to frame the problem of learning bilingual mappings as a supervised machine learning task, where a word vector space is first learned independently on a monolingual corpus, after which a linear alignment strategy is applied to map the monolingual embeddings to a common bilingual vector space. Two approaches were used to learn monolingual embeddings, including word2vec and fastText. Three cross-language alignment strategies were explored, including cosine similarity, inverted softmax and cross-domain similarity local scaling (CSLS). We evaluated different combinations of these approaches using two tasks, bilingual dictionary induction, and cross-lingual sentiment analysis. The best results were achieved using monolingual fastText embeddings and the CSLS metric. We also demonstrated that by including a few automatically translated training documents, the performance of a cross-lingual text classifier for Welsh can increase by approximately 20 percent points.

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9

Jones, Bob Morris. "Constraints on Welsh English Tags." English World-Wide 11, no. 2 (January 1, 1990): 173–93. http://dx.doi.org/10.1075/eww.11.2.02jon.

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10

Batey, Mavis. "The English Garden in Welsh." Garden History 22, no. 2 (1994): 157. http://dx.doi.org/10.2307/1587024.

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11

Grossi, Giordana, Nicola Savill, Enlli Thomas, and Guillaume Thierry. "Posterior N1 asymmetry to English and Welsh words in Early and Late English–Welsh bilinguals." Biological Psychology 85, no. 1 (September 2010): 124–33. http://dx.doi.org/10.1016/j.biopsycho.2010.06.003.

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12

Crowe, Richard M. "Always the bridesmaid, never the bride?: Legislating in English and Welsh." Sociolinguistica 33, no. 1 (December 1, 2019): 85–105. http://dx.doi.org/10.1515/soci-2019-0006.

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Abstract Welsh has official status in Wales, where it is spoken by approximately 20 % of the population. All adult speakers of Welsh are also able to speak English. The National Assembly for Wales and the Welsh Ministers legislate in both Welsh and English. The Government of Wales Act 2006 provides that the English and Welsh texts of any Act of the Assembly or any subordinate legislation enacted or made in both English and Welsh are to be treated, for all purposes, as being of equal standing. This paper examines the role legislating bilingually plays in confirming the official status of the Welsh language; how the bilingual texts are produced by a process of collaborative translation within an administration where English is the dominant working language; how they are scrutinised by a legislature where legislators are free to use either or both languages, but where, in practice, English dominates; and how they are promulgated in both languages in the form in which they are enacted or made, but only routinely updated in English. It further considers what the principle of ‘equal standing’ may mean and how effect may be given to it; how these bilingual texts may be interpreted by the public and the legal profession, domains in which English dominates; and what implications the production, scrutiny, promulgation and interpretation of bilingual legislation have for the accessibility of the law in Wales.

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13

ELLIS, NICK C., and A. MARI HOOPER. "Why learning to read is easier in Welsh than in English: Orthographic transparency effects evinced with frequency-matched tests." Applied Psycholinguistics 22, no. 4 (December 2001): 571–99. http://dx.doi.org/10.1017/s0142716401004052.

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This study compared the rate of literacy acquisition in orthographically transparent Welsh and orthographically opaque English using reading tests that were equated for frequency of written exposure. Year 2 English-educated monolingual children were compared with Welsh-educated bilingual children, matched for reading instruction, background, locale, and math ability. Welsh children were able to read aloud accurately significantly more of their language (61% of tokens, 1821 types) than were English children (52% tokens, 716 types), allowing them to read aloud beyond their comprehension levels (168 vs. 116%, respectively). Various observations suggested that Welsh readers were more reliant on an alphabetic decoding strategy: word length determined 70% of reading latency in Welsh but only 22% in English, and Welsh reading errors tended to be nonword mispronunciations, whereas English children made more real word substitutions and null attempts. These findings demonstrate that the orthographic transparency of a language can have a profound effect on the rate of acquisition and style of reading adopted by its speakers.

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14

MAYR, ROBERT, GWENNAN HOWELLS, and RHONWEN LEWIS. "Asymmetries in phonological development: the case of word-final cluster acquisition in Welsh–English bilingual children." Journal of Child Language 42, no. 1 (February 14, 2014): 146–79. http://dx.doi.org/10.1017/s0305000913000603.

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ABSTRACTThis study provides the first systematic account of word-final cluster acquisition in bilingual children. To this end, forty Welsh–English bilingual children differing in language dominance and age (2;6 to 5;0) participated in a picture-naming task in English and Welsh. The results revealed significant age and dominance effects on cluster acquisition, with greater overall accuracy on the English clusters. Interestingly, although the Welsh-dominant children outperformed the English-dominant ones on the Welsh clusters, they did not exhibit a concomitant lag on the English clusters. It is argued that this asymmetry is a direct reflection of the sociolinguistic situation in Wales with English as the majority language and Welsh the minority language. The study also revealed accelerated rates of acquisition for English clusters compared with age-matched monolinguals reported elsewhere (Templin, 1957), thereby supporting claims that bilingual contexts may have a facilitative effect on phonological acquisition (Goldstein & Bunta, 2012; Grech & Dodd, 2008).

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15

Shevchenko, Tatyana, Elena Buraya, Maria Fedotova, and Natalia Sadovnikova. "Welsh English intonation and social identity." Sociolinguistic Studies 11, no. 1 (December 22, 2016): 153–74. http://dx.doi.org/10.1558/sols.29500.

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16

DEUCHAR, MARGARET. "Congruence and Welsh–English code-switching." Bilingualism: Language and Cognition 8, no. 3 (November 15, 2005): 255–69. http://dx.doi.org/10.1017/s1366728905002294.

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This paper aims to contribute to elucidating the notion of congruence in code-switching with particular reference to Welsh–English data. It has been suggested that a sufficient degree of congruence or equivalence between the constituents of one language and another is necessary in order for code-switching to take place. We shall distinguish between paradigmatic and syntagmatic congruence in relation to the grammatical categories of the two languages, focusing on the insertion of English nouns and noun phrases, adjectives, verbs and participles in otherwise Welsh utterances. We shall demonstrate how differing degrees of congruence between grammatical categories in the two languages are reflected in different code-switching outcomes.

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17

Coupland, Nikolas. "Bilingualism on display: The framing of Welsh and English in Welsh public spaces." Language in Society 41, no. 1 (January 23, 2012): 1–27. http://dx.doi.org/10.1017/s0047404511000893.

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AbstractThis article develops an interpretive perspective on public displays of bilingualism. Photographic data from contemporary Wales illustrate how public bilingual—Welsh and English—displays are organized in different frames, reflecting historically changing language-ideological priorities and more local symbolic markets. In institutionally driven displays, the Welsh language is framed as an autonomous code in parallel with English, displacing an earlier pattern of representing Welsh subordinated to English norms. In other frames Welsh is constructed as the only legitimate heartland language, or as an impenetrable cultural curiosity. In the most open and least institutionalized frame, Welsh is displayed as part of a culturally distinctive but syncretic cultural system. These framing contests dramatize deeper tensions that surface in attempts to revitalize minority languages under globalization. (Wales, Welsh, bilingualism, language display, language ideology, linguistic landscapes, metaculture)*

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18

Jones, Matthew C. "“A True and Patriotic Band!”: Welsh Anglican Resistance to a Colonial Victorian Church." Church History 88, no. 4 (December 2019): 953–77. http://dx.doi.org/10.1017/s0009640719002476.

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This essay examines the colonial relationship between the Anglican Church and the British Empire's Welsh subjects across the nineteenth century. Focusing on the small output of a group of exiled Welsh clergymen (known as The Association of Welsh Clergy in the West Riding of the County of York), I consider Welsh Anglican responses to the church's neglect of Wales (exemplified by no Welsh-speaking bishop being assigned to a Welsh diocese between 1727 and 1870, despite the majority of the population not speaking English). The association believed that preaching in a foreign language such as English constituted a perversion from proper church practice and that this both reflected hegemonic attitudes toward indigenous and non-English speaking populations and pushed the Welsh population toward dissent. In response, the association sought to combine church reform with Welsh nationalism by elevating Welsh speakers as the spiritual inheritors of the true and primitive British church. They promulgated their visions in annual reports published between 1852 and 1856 into which they channeled other contemporary voices speaking against tyrannical and “Romish” Anglican Church practices. Through an analysis of post-Reformation Welsh church histories and the reports’ usages of such terminology as “alienation,” “Catholicism,” and “patriotism,” I reveal how the Welsh national identity the association fashioned at once operated within and aspired to correct the Anglican Church.

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19

Sharp, Kathryn M., and Virginia C. Mueller Gathercole. "Can a novel word repetition task be a language-neutral assessment tool? Evidence from Welsh–English bilingual children." Child Language Teaching and Therapy 29, no. 1 (February 2013): 77–89. http://dx.doi.org/10.1177/0265659012465208.

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In recent years, there has been growing recognition of a need for a general, non-language-specific assessment tool that could be used to evaluate general speech and language abilities in children, especially to assist in identifying atypical development in bilingual children who speak a language unfamiliar to the assessor. It has been suggested that a non-word repetition task (NWRT) may be a suitable candidate to fill this role, as it does not rely on knowledge of particular words for performance, and it may be possible to devise non-words that are not specific to any given language. The current study reports performance on a Welsh non-word repetition task by typically developing Welsh–English bilingual children with varying levels of exposure to Welsh in the home (Only Welsh at Home, Only English at Home, or Welsh and English at Home). The focus of the study was on repetition of initial consonants and consonant clusters in novel words. Both quantitative and qualitative differences were found across groups, according to level of exposure to Welsh, on sounds unique to Welsh, but not on sounds shared by Welsh and English. The data suggest that level of knowledge of the language tested has an important impact on children’s performance on non-word repetition and that the use of the NWRT as a universal speech and language assessment tool should be adopted with caution.

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20

Jędrzejewska-Pyszczak, Katarzyna. "Syntactic Patterns in Welsh and English Nicknames: A Comparison." Studia Celto-Slavica 4 (2010): 115–24. http://dx.doi.org/10.54586/qrmb8487.

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The paper aims to investigate linguistic constructions that underlie Welsh and English nickname formations and, consequently, provide clues as to the function of nicknaming in both languages. The analysis, backed with examples, reveals that Welsh llysenwau retain their identificatory function and focus on enabling unambiguous nomination of individual community members. This assumption is borne out by the observation that the proper noun is the indispensible element in the structure of a Welsh nickname and the rule as such is harmed in a handful of examples only. In contrast, in English denominations instead of the proper noun it is mostly the common noun that constitutes the core of the formation. What follows is that the linguistic reality of nicknaming patterns might be considered as more context-sensitive in the English language, while the inherent presence of official designations, i.e. the first/second name or the surname, in Welsh designations increases the autonomy of reference. It could be anticipated then that English nicknames would outweigh their Welsh counterparts with regard to descriptive content employed to compensate for the weakening of direct reference as otherwise guaranteed by the inclusion of the name proper. Another issue tackled in the paper is the criterion of word order as the underlying feature of nicknames under discussion. The investigation is aimed at determining whether the two systems typical of Welsh and English, namely VSO and SVO, remain relatively undisturbed or show traces of interaction.

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21

Karpova, D. M. "TEMPORAL ORGANIZATION OF THE WELSH ENGLISH SPEAKERS." Тrаnscarpathian Philological Studies 1, no. 14 (2020): 119–26. http://dx.doi.org/10.32782/tps2663-4880/2020.14-1.21.

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22

Munro, Siân, Martin J. Ball, Nicole Müller, Martin Duckworth, and Fiona Lyddy. "Phonological acquisition in Welsh – English bilingual children." Journal of Multilingual Communication Disorders 3, no. 1 (March 2005): 24–49. http://dx.doi.org/10.1080/14769670410001683467.

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23

Healey, Frances M., Alexandra Cronberg, and David Oliver. "Bedrail Use in English and Welsh Hospitals." Journal of the American Geriatrics Society 57, no. 10 (October 2009): 1887–91. http://dx.doi.org/10.1111/j.1532-5415.2009.02448.x.

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24

Matonis, A. T. E. "The Harley Lyrics: English and Welsh Convergences." Modern Philology 86, no. 1 (August 1988): 1–21. http://dx.doi.org/10.1086/391667.

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25

Rottet, Kevin J. "Phrasal verbs and English influence in Welsh." WORD 56, no. 1 (April 2005): 39–70. http://dx.doi.org/10.1080/00437956.2005.11432552.

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26

Devine-Wright, Hannah, Michelle Baybutt, and Rosie Meek. "Producing food in English and Welsh prisons." Appetite 143 (December 2019): 104433. http://dx.doi.org/10.1016/j.appet.2019.104433.

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27

James, Carl, Phil Scholfield, Peter Garrett, and Yvonne Griffiths. "Welsh bilinguals' English spelling: An error analysis." Journal of Multilingual and Multicultural Development 14, no. 4 (January 1993): 287–306. http://dx.doi.org/10.1080/01434632.1993.9994536.

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28

GATHERCOLE, VIRGINIA C. MUELLER, IVAN KENNEDY, and ENLLI MÔN THOMAS. "Socioeconomic level and bilinguals’ performance on language and cognitive measures." Bilingualism: Language and Cognition 19, no. 5 (August 6, 2015): 1057–78. http://dx.doi.org/10.1017/s1366728915000504.

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The performance of bilingual children and adults in Wales on Welsh and English vocabulary and grammar and on cognitive measures is re-analysed in relation to SES indicators of parental education and parental professions. Results are reported for 732 participants ranging across seven age groups from age 3 to over 60 and from four home language types, monolingual English, and bilinguals with only English at home, Welsh and English at home, or only Welsh at home. Results reveal extensive evidence of SES influence on performance, and of a complex relation of exposure in the home and SES level on performance, modulated by the age of the participant and whether one is considering the majority or minority language.

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29

Morris, Jonathan. "Social Influences on Phonological Transfer: /r/ Variation in the Repertoire of Welsh-English Bilinguals." Languages 6, no. 2 (May 25, 2021): 97. http://dx.doi.org/10.3390/languages6020097.

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Анотація:

It is well known that cross-linguistic interactions can exist between the two languages in a bilingual speaker’s repertoire. At the level of phonetics and phonology, this interaction may result in the transfer of a feature from one language to the other or the ‘merging’ of phonetic properties between languages. Although there are numerous studies of bilingual speakers which show such interactions, relatively little is known about the nature of transfer in communities of long-term bilingualism. The current study investigates phonological transfer of /r/ in Welsh-English bilinguals’ speech in north Wales. Specifically, it compares the influence of speaker gender, home language, and speech context on the production of /r/ in both English and Welsh in two communities which differ in the extent to which Welsh is spoken as a community language. It is commonly assumed that the alveolar trill [r] and alveolar tap [ɾ] are the variants of /r/ in Welsh. In English, the alveolar approximant [ɹ] is typical across Wales, but the trill and tap are reported in areas where a high proportion of the population speaks Welsh. Data in both languages were collected from 32 Welsh-English bilinguals (aged 16–18) via sociolinguistic interview and wordlist tasks. The sample was stratified equally by speaker gender, home language, and area (predominantly Welsh-speaking vs. predominantly English-speaking). The results show areal differences in the production of /r/ in both languages, which, I argue, could be attributed partly to differing social structures in the communities under investigation. Consequently, the results showed evidence of bi-directional phonological transfer, which is community-specific and influenced by a number of social factors.

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30

Binks, Hanna L., and Enlli Môn Thomas. "Long-term outcomes for bilinguals in minority language contexts: Welsh–English teenagers’ performance on measures of grammatical gender and plural morphology in Welsh." Applied Psycholinguistics 40, no. 4 (April 12, 2019): 1019–49. http://dx.doi.org/10.1017/s0142716419000110.

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AbstractThis study explored the long-term effects of limited input on bilingual teenagers’ acquisition of complex morphology in Welsh. Study 1 assessed 168 12–13 and 16–17-year-old teenagers, across three bilingual groups: those whose first language was Welsh (L1 Welsh), those who learned Welsh and English simultaneously (L1 Welsh–English), and those who learned Welsh as a second language (L2 Welsh), on their receptive knowledge of grammatical gender. Study 2 assessed the same participants on their production of plural morphology. While the results of Study 1 revealed continuous progression toward adult norms among L1 Welsh-speaking bilinguals, with the simultaneous bilinguals progressing at a slower rate, the results of Study 2 revealed performances on plural morphology that were comparable to adult norms among the 16–17-year-old L1 Welsh-speaking bilinguals, and some progression among the simultaneous bilinguals. In contrast, delayed progression was seen among the L2 Welsh-speaking bilinguals across the board, with 16–17-year-old L2 participants lagging behind their L1 peers on both grammatical gender and plural morphology. The implications of these findings for our understanding of the long-term outcomes for bilinguals learning complex structures under minority language conditions are discussed.

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31

Lines, Bethan. "A comparison of L2 and L1 speakers’ production of adverb positions in the Cardiff variety of Welsh." Forum for Linguistic Studies 4, no. 1 (August 4, 2022): 1. http://dx.doi.org/10.18063/fls.v4i1.1451.

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Анотація:

The grammaticality of adverb positions varies by language. Consequently, L2 and L1 speakers may differ from each other in their acquisition of adverb positions. Given that L2 Welsh speakers outnumber L1 Welsh speakers in Wales, differences in acquisition may change which adverb positions occur in contemporary Welsh. This study compares which adverb positions L2 and L1 speakers produce in the spoken data from Cardiff in the CorCenCC corpus (Knight et al., 2020) in order to identify any differences in acquisition. Comparisons of L2 and L1 English speakers find that L2 speakers consistently acquire novel adverb positions yet they frequently use ungrammatical adverb positions. They also do not acquire additional constraints on adverb positions. This study largely reinforces these findings. First, L2 Welsh speakers produce every adverb position that L1 speakers produce. Secondly, although the definiteness constraint that Borsley et al. (2009: 50) describe is not productive in the sample of Cardiff Welsh speakers, L1 speakers exhibit a heaviness constraint on V-Adv-O that L2 speakers do not. Therefore, L1 transfer neither inhibits the acquisition of adverb positions nor facilitates the acquisition of additional constraints. However, unlike L2 English speakers, L2 Welsh speakers do not produce ungrammatical adverb positions. This likely derives from the lack of transferable adverb positions between Welsh and English rather than a lack of transfer. Therefore, this sample of Cardiff Welsh reinforces the crosslinguistic consistency of L2 speakers’ acquisition of adverb positions. It also suggests that L2 Welsh speakers most likely diverge from L1 speakers in the contexts in which they use adverb positions rather than the adverb positions that they use.

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32

Parina, Elena. "Loanwords in Welsh: Frequency Analysis on the Basis of Cronfa Electronaeg o Gymraeg." Studia Celto-Slavica 3 (2010): 183–94. http://dx.doi.org/10.54586/hyzy2398.

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The Welsh language adopted words from several languages, the most important being Latin, Norman French and English. As noted by Prof. Hildegard Tristram, the issues of English influence on the Insular Celtic languages did not receive due attention because of political undercurrents of the British Isles [Tristram 2002: 258]. The research of T.H. Parry-Williams [Parry-Williams 1924] still remains the main work on the subject. The prevailing view of the Welsh-speaking community on this topic can be seen in the name of a series of articles in the Mabon journal during the 1970s: Sut i beidio ag ysgrifennu Saesneg yn Gymraeg (How not to write English in Welsh) (e.g. [Roberts 1973]). This prescriptivism is avoided mainly in dialectal and code-switching studies, which cannot be prescriptive by definition, but still there are many issues awaiting description. In our paper we would like to present the result of our research, in which we analyse loanwords in two Welsh corpora. The first should be more precisely called a text massive, as only a part of it is available electronically yet. It consists of the 11 texts of the Mabinogi in the broader, Lady Charlotte Guest’s, sense and represents a classical sample of the Middle Welsh prose language. The second is the Bangor corpus of the Modern Welsh language. Selecting the loanwords in the top 1000 of the most frequent words in both corpora and comparing those two lists provides ideas on the English/Latin loanwords ratio in the language, their place in the whole vocabulary, and the correlation between Middle and Modern Welsh. Taking into account the less frequent loanwords allows refining the results.

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33

Spirchagov, Svyatoslav Yur'evich. "METONYMY IN ENGLISH BANKING DISCOURSE." Политическая лингвистика, no. 3 (2019): 112–19. http://dx.doi.org/10.26170/pl19-03-14.

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34

Lawson, Colin W. "Undergraduate Economics Education in English and Welsh Universities." Journal of Economic Education 20, no. 4 (1989): 391. http://dx.doi.org/10.2307/1182689.

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35

Halloran, Kevin. "Welsh Kings at the English Court, 928–956." Welsh History Review / Cylchgrawn Hanes Cymru 25, no. 3 (July 2011): 297–313. http://dx.doi.org/10.16922/whr.25.3.1.

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36

Fear, William J. "Ratings for Welsh words and their English equivalents." Behavior Research Methods, Instruments, & Computers 29, no. 3 (September 1997): 425–45. http://dx.doi.org/10.3758/bf03200595.

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37

Lawson, Colin W. "Undergraduate Economics Education in English and Welsh Universities." Journal of Economic Education 20, no. 4 (September 1989): 391–404. http://dx.doi.org/10.1080/00220485.1989.10844644.

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38

Lewis, Jacqueline. "Passing Judgements — Welsh Dress and the English Tourist." Folk Life - Journal of Ethnological Studies 33, no. 1 (January 1, 1994): 29–47. http://dx.doi.org/10.1179/043087794798238461.

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39

BREEZE, ANDREW. "OLD ENGLISH LORH ‘POLE’; MIDDLE WELSH LLORY ‘CUDGEL’." Notes and Queries 41, no. 4 (December 1, 1994): 439–40. http://dx.doi.org/10.1093/nq/41-4-439.

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40

Darbyshire, Penny. "WHERE DO ENGLISH AND WELSH JUDGES COME FROM?" Cambridge Law Journal 66, no. 2 (July 2007): 365–88. http://dx.doi.org/10.1017/s0008197307000578.

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This article examines the backgrounds of a sample of 77 English and Welsh judges in an ambitious research project sponsored by the Nuffield Foundation, in which I work-shadowed and interviewed a core sample of 40 judges at every level of the court structure, in 2003–5, with the aim of finding out what modern judges do and what they are like. I interviewed a further 37.

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41

Lovering, John. "Don't follow us! Welsh Lessons for English RDAs." New Economy 6, no. 3 (September 1999): 137–40. http://dx.doi.org/10.1111/1468-0041.00087.

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42

GARRATT, DELIA. "Primitive Methodist Circuits in the English-Welsh Borderland." Rural History 14, no. 1 (March 10, 2003): 39–80. http://dx.doi.org/10.1017/s0956793303000037.

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This paper enlarges our understanding about the Primitive Methodist Connexion by examining the denomination in a part of the country where it enjoyed considerable success during the nineteenth century. It takes as its starting point the relative lack of historical research on the Methodist circuit, which was an important innovation in religious provision. The circuit system gave Wesleyan Methodism and its break-away denominations considerable flexibility to co-ordinate their work in a highly effective way. The developing geography of Primitive Methodist circuits in the English-Welsh borderland is explored, as the denomination moved from enthusiastic evangelism towards consolidation. Particular attention is paid to the way in which changing missionary tactics, chapel building, local dissension, and the trend towards circuit sub-division shaped the geography and internal work of these circuits during the nineteenth century.

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43

Walters, J. Roderick. "English in Wales and a ‘Welsh Valleys’ accent." World Englishes 20, no. 3 (November 2001): 285–304. http://dx.doi.org/10.1111/1467-971x.00216.

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44

Gardiner, Michael. ""British territory': Irvine Welsh in English and Japanese." Textual Practice 17, no. 1 (January 2003): 101–17. http://dx.doi.org/10.1080/0950236032000050762.

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45

Trosset, Carol S. "The social identity of Welsh learners." Language in Society 15, no. 2 (June 1986): 165–91. http://dx.doi.org/10.1017/s0047404500000178.

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ABSTRACTThe process of the attempted acquisition of spoken Welsh by English speakers in Wales is examined ethnographically in relation to the native association of Welsh-language speech with a Welsh cultural identity. Perceptions of Welsh learners by members of other linguistic groups reveal the symbolic significance of the learning of a minority language. The status of learners as verbal performers is investigated, together with the psychological impact of that status and of the ambiguity of the learners' identity on the learning process. (Bilingualism, language learning, Wales/Welsh)

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46

Parfett, Holly, Myfanwy Morgan-Jones, and Maxwell Hartt Cardiff University. "Home- Grown Foreign Language Anxiety: Experiences Of Welsh University Students Studying Through the Medium of English." Cylchgrawn Addysg Cymru / Wales Journal of Education 21, no. 1 (March 1, 2019): 46–64. http://dx.doi.org/10.16922/wje.21.1.4.

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University students studying in a language other than their first face significant barriers that can detrimentally impact their wellbeing and academic performance. The relationship between language, confidence and performance has been examined in a wide range of national and cultural contexts. However, little research has focused on the experience of Welsh- medium educated students studying in English at the university level. The goal of our study was to compare how Welsh students who completed their primary and secondary education in Welsh perceived their undergraduate university experience to those who completed their formative schooling in English. Using online and in-person questionnaires, we surveyed 125 Welsh undergraduate students studying at a Welsh university on their academic background, and three core areas of their university experience: attendance, contribution and satisfaction. Results indicate that course attendance and grade satisfaction are not statistically significantly associated with language. However, there was a statistically significant relationship between language of secondary education and student's contribution to lectures and seminars. Students educated primarily in Welsh were less likely to contribute to discussions than their first language English counterparts – a common outcome of foreign language anxiety. Although this lack of comfort and confidence did not appear to impact grade satisfaction, it may be related to, and lead to, further barriers and challenges regarding mental health, academic performance, and post-graduation

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47

Morris, Jonathan, and Míša Hejná. "Pre-aspiration in Bethesda Welsh: A sociophonetic analysis." Journal of the International Phonetic Association 50, no. 2 (March 19, 2019): 168–92. http://dx.doi.org/10.1017/s0025100318000221.

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Previous research has shown that pre-aspiration can be a phonemic and a variable linguistic feature susceptible to linguistic and extra-linguistic influences. In the case of Welsh, previous exploratory work has found the presence of pre-aspiration (Ball 1984, Morris 2010, Spooner 2016, Iosad forthcoming), but the phonetic and phonological properties of this feature and its sociophonetic patterning in the language are not known. This article presents analyses of the variety of Welsh spoken in Bethesda (Gwynedd). It reports the frequency of occurrence of pre-aspiration, its duration, and noisiness. As well as describing pre-aspiration, it attempts to ascertain the extent to which this feature is influenced by linguistic and extra-linguistic factors. Wordlist data were analysed from 16 Welsh–English bilinguals from Bethesda (Gwynedd, North Wales). Speakers were aged between 16 and 18 years old and the sample was stratified by speaker sex and home language (either Welsh or English). The results indicate that pre-aspiration is frequent in both fortis and lenis plosives (the latter of which are typically devoiced in Welsh). In addition to a number of linguistic influences on its production, both speaker sex and home language were found to be significant predictors of variation for some measures. The results are discussed with reference to previous studies of pre-aspiration in other languages and work on phonetic variation in Welsh–English bilingual speech.

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48

Tyers, Francis, and Kevin Donnelly. "apertium-cy - a collaboratively-developed free RBMT system for Welsh to English." Prague Bulletin of Mathematical Linguistics 91, no. 1 (January 1, 2009): 57–66. http://dx.doi.org/10.2478/v10108-009-0016-4.

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apertium-cy - a collaboratively-developed free RBMT system for Welsh to English apertium-cy (http://www.cymraeg.org.uk) is a rule-based "gisting" machine translation system for Welsh to English, with both engine and data released under the GPL. We summarise the development of apertium-cy, evaluate its output, and discuss the advantages of a collaborative development model combined with rule-based MT for marginalised languages.

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49

NICOLADIS, ELENA, and ANDRA GAVRILA. "Cross-linguistic influence in Welsh–English bilingual children's adjectival constructions." Journal of Child Language 42, no. 4 (August 4, 2014): 903–16. http://dx.doi.org/10.1017/s0305000914000440.

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ABSTRACTCross-linguistic influence (CLI) refers to the linguistic influence of one of a bilingual's languages while processing the other. Researchers have debated whether CLI is better explained by the structure of bilinguals' two languages or by a combination of processing demands and structure. In this study, we test if Welsh–English bilingual children manifest CLI when producing adjectival constructions. Welsh adjectives typically appear postnominally, English adjectives typically appear prenominally. Since these structures do not overlap, there may be no CLI. If, however, CLI is a result of competition between languages, children's adjectival constructions may be reversed in both languages. We elicited adjectival constructions from Welsh–English bilingual children and English monolingual children between three and six years of age. The bilingual children produced more reversals than monolinguals and equivalent rates of reversals in both languages. In other words, the results support an interpretation of CLI resulting, at least in part, from processing demands.

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50

Boyle, Elizabeth. "A Welsh record of an Anglo-Saxon political mutilation." Anglo-Saxon England 35 (December 2006): 245–49. http://dx.doi.org/10.1017/s0263675106000111.

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AbstractA previously unidentified annal-entry in the Welsh chronicles Brut y Tywysogion and Brenhinedd y Saesson records the blinding of the sons of Ealdorman Ælfhelm as part of the ‘palace revolution’ of 1006. This article discusses how the Old English names Wulfheah and Ufegeat were recorded by Welsh scribes in accordance with Welsh phonological and orthographical norms. Possible Anglo-Saxon sources for the annal-entry are briefly considered and the transmission of the annal-entry in the Welsh sources is analysed.

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