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Deference and subordination: Gender roles and other variables in addressing and referring to husbands by Yoruba women
Get PDFThe Yoruba society, like many patriarchal traditions, tends to espouse male supremacy - an ideology that is reflected, often, in many of the cultural values and beliefs of the people. The use of address terms in Yoruba constitutes an aspect of linguistic practices where there is inequality in the use of language between male and male, female and female as well as between male and female. The study reported in this paper focuses on the use of first names (FN), teknonyms (TKM) and pet names (PN) as address forms by Yoruba-speaking women in the city of Ile-Ife in interaction with their husbands. It describes the pattern of use according to a number of social factors including age, level of educational attainment, region of origin and speech context. The paper demonstrates that while these factors are important determinants of address usage by Yoruba women, gender role-expectation (child-rearing) and the relations of power between Yoruba women and men interact in some crucial way in the women\u27s language behaviour. This is particularly so because of the social changes that have been taking place within the Yoruba culture over the last three decades or so
Der geschlechtsspezifische Zugriff auf Lesestrategien - Ergebnisse einer Untersuchung im Rahmen unterrichtsdidaktischer Forschung
Get PDFDo girls read differently from boys? This contribution presents a study on the empirical research in classroom teaching following an overview on the findings from research on reading which concerns above all the motivational and emotional dimensions of reading. A research was carried out on 1450 pupils of the 4th year of primary school to find out which reading strategies normally applied in the classroom lead to a successful text comprehension in girls and which in boys. The pattern of the research is based on the cognitive-psychological, hierarchic model of text understanding according to Dijk/Klintsch (1983), which considers the process of reading comprehension as interactional and constructive. Two important results of the study are that in the case of girls certain types of readers develop, whereas with boys it is above all the silent reading of a text which leads to the best reading results
Terminology for Children in Sumerian Administrative Records
No full textRegion: Southern Mesopotamia = Sumer.Period: Ca. 3200-2000 BC, i.e. Early Bronze Age.Sources: Administrative cuneiform texts from temple and palace archives.Subject: Children of low-rank social status in temple and palace households. Aims: 1) Systematize the terminology for children and offer an overview of its development.2) Identify what biological social characteristics of children are hiding behind these terms.3) Recognize the characteristic features in the terminology for children. Methods: Philological, historical, sociological (sex-age groups/classes). Key facts: 1) Children as dependents in central households appear in cuneiform records as early as the Uruk IV Period (ca. 3350-3250 BC).2) The documents enable to reconstruct several sets of terms to describe human resources in temple and palace households. A substantial part of these terms describe two main biological characteristics of children: their sex and age group.3) Originally, during the earliest periods, the terminology for humans and children in particular bore a strong resemblance with the terms for animals, which implies that the former is an offshoot of the latter.Main point: Other age groups, adults and elderly, received specific terms that were reserved exclusively to designate these age groups. The striking fact conclusion about the child terminology is that it obstinately remained dependent on the terminology for animal youth.The comparison of the bureaucratic terms for children with the lexical evidence (“ancient dictionaries”) demonstrates that the rich selection of terms within the field “children/childhood” that existed in the Sumerian society did not find reception in the administrative practice.
Il sardo e le varietà sardo-còrse
Get PDFSardinia is well-known for being a multilingual territory: not only Algherian Catalan and Tabarchin (a Ligurian variety) are spoken there, but also a multitude of Sardinian varieties. This article gives an overiew of the main Sardinian variteies (in particular Logudorese and Campidanese), the Corse-Sardinian varieties and the so-called limba sarda comuna, focusing on historical, linguistic and sociolinguistic aspets, describing, within others, the origins of the Sardininans speeches, the main vocalic and consontantic features and some of their morphosyntactic and lexical peculiarities, then deepening the question of the maintenance of Sardinian and its varieties, including the main projects undertaken to preserve them
The pronunciation of the L3 Polish labiovelar approximant by Ukrainian-Russian bilinguals. : The interplay between cross-linguistic influence from the back-ground languages and L3 phonotactics
Get PDFThis paper aims to examine the interplay between cross-linguistic influence from the background languages and L3 phonotactics in the pronunciation of the L3 Polish labiovelar approximant by Ukrainian-Russian speakers. The predictions were developed based on the Speech Learning Model’s mechanism of equivalence classification. The multilinguals were asked to read out Polish words containing the target sound in a number of contexts and positions in the word. The realizations were classified based on an auditory analysis aided by spectrogram consultation. The results revealed that the multilinguals mostly considered the L3 Polish labiovelar approximant as a new sound and produced it on target. The majority of substitutions included a velarized lateral followed by a labiodental fricative. The results of Chi-square tests pointed to significant effects of both context based on L1 distribution of a similar sound and position in the L3 Polish word on the realization of the L3 Polish labiovelar approximant. The paper offers a novel investigation of the realization of an L3 sound which does not have equivalents with phonemic status in the L1 and L2 and addresses the issue of L3 phonotactics. A final contribution is the application of the Speech Learning Model to multilingual phonology acquisition
The relationship between language attitudes and metaphonological awareness with the pronunciation of adolescent learners of Polish as an L3
Get PDFA number of factors such as age of onset of learning, motivation and type of instruction have been shown to influence the phonological development of foreign language learners[1] (cf. e. g., Nagle 2022). More recently, some studies have suggested that language attitudes and metaphonological awareness might also play a role in the development of foreign language pronunciation by classroom learners (cf. e. g., Sardegna/Lee/Kusey 2018; Saito 2019). However, no investigations have yet been carried out that directly relate these two factors to the learners’ pronunciation of specific sounds of the target language.
This study investigates the relationship between both the learners’ attitudes and metaphonological awareness with the development of their pronunciation skills during the first year of learning a new foreign language. We investigated 21 adolescents (aged 12–13) with L1 German and L2 English, who had just begun to learn Polish as their L3. Three types of data were collected at the very beginning and the end of the school year: a) questionnaire data on the learners’ attitudes towards learning Polish, learning languages and their pronunciation; b) a score of the learners’ metaphonological awareness measured with a Polish accent-mimicry task, and c) auditory analyses of their pronunciation of Polish /r/ and vowel reduction in a delayed repetition task. The results of mixed effects logistic regression modelling show that some of the learners’ attitudes predict their accuracy of pronouncing Polish /r/ and unreduced vowels. Moreover, the learners’ pronunciation of unreduced vowels, but not /r/ in Polish improved significantly over the school year and higher metaphonological awareness predicted higher accuracy of unreduced vowels in Polish. The results are discussed from both a theoretical and pedagogical perspective.
[1] We use the term “foreign language learners” to refer to individuals living in the L1 environment and studying a non-native language in the classroom setting, either as their first foreign language (L2) or second foreign language (L3). Research on individual learner differences in non-native phonological learning has commonly used the term “second language” (L2) as an umbrella term for all types of acquisitional contexts, including those which concern individuals studying an additional language in the target language environment (cf. Nagle 2022; Hammarberg 2010).
[1] We use the term “foreign language learners” to refer to individuals living in the L1 environment and studying a non-native language in the classroom setting, either as their first foreign language (L2) or second foreign language (L3). Research on individual learner differences in non-native phonological learning has commonly used the term “second language” (L2) as an umbrella term for all types of acquisitional contexts, including those which concern individuals studying an additional language in the target language environment (cf. Nagle 2022; Hammarberg 2010)
Approche lexicographique de réseau : constitution de nomenclature wolof
Get PDFLexicographic work on languages often adopts traditional text-based dictionary approaches. Wolof is no exception. In an explanatory and combinatorial approach, Mel’čuk/Clas/Polguère 1995 have proposed DEC, which is the applied side of Meaning Text Theory (MTT). The project to develop lexical networks (French, Russian, etc.), which aims to structure lexical information in a relational way, falls within this same framework Polguère (2014). The organization of units into a lexical network reveals the nature of the relationships maintained by these units. This study constitutes the first phase in the construction of this lexical network project, which involves proposing a priming nomenclature composed of a set of vocables that will serve as entries for the network. As its name implies, it serves as a starting point for choosing from among the vocables listed on the basis of their high communicative potential and the high density of lexical relations with other units. We set out to provide the principles for choosing vocables and to re-specify certain parts of speech traditionally adopted in grammar, but which do not apply rigorously to Wolof. The last point of the study concerns the possibilities of extending the nomenclature with the LFs used to weave the relationships between units
Articulation of the STRUT vowel in L2 English speakers of Swiss German
Get PDFGiven the importance of pronunciation in effective communication, this study investigates Swiss German speakers’ realisation of the English STRUT vowel. Anecdotally, such speakers use this sound more as an open-back vowel. The present study examined 54 students from two different school backgrounds reading out loud. The study involved a comparison of the students\u27 vowel production with the standard British reference vowels as presented in school textbooks. The findings revealed that male Swiss German speakers produced the STRUT vowel closer to the target than their female counterparts. These results are surprising given that previous research indicated females attain more target-like articulations. In addition, the two school types present a significant effect on the target pronunciation
Zwischen Anspruch und Wirklichkeit: Die sinkende Nachfrage nach Deutsch als Fremdsprache in Dänemark und Norwegen
Get PDFThis study investigates the situation of German language education in Denmark and Norway. The focus is on the causes of declining interest and the measures taken by educational authorities to promote German language skills. The research addresses the measures proposed and recommended by national educational authorities, how such measures are implemented in educational institutions, and how well these measures are known and applied by local experts, such as German teachers and employees in the field of German language education/teacher education at colleges and universities.
This study employed an online survey methodology to examine German language education in Denmark and Norway. More than 400 teachers and 40 employees from universities and colleges responded to the survey. Qualitative content analysis was then applied to the resulting data.
The findings reveal a clear discrepancy in the practical application of governmental documents within school and higher education settings. The study suggests provision of specific German language curricula, ongoing teacher training, and sustained funding for innovative language education practices. It emphasizes the need for practical implementation of government strategies and long-term support for educational initiatives
«Verhandlungssprache ist Deutsch, in der Regel Schweizer Mundart»: Einblicke in das Debattieren auf Schweizerdeutsch im Kantonsrat Schwyz
Get PDFAbstract
Switzerland is multilingual – and so is the Swiss political landscape. In German-speaking cantons, two language varieties co-exist: Swiss High German and Swiss German, i. e. the standard language and Swiss dialect. This text looks at the use of dialect as the language of debate in the cantonal parliament of Schwyz. Reporting on a qualitative empirical study based on observations and interview data, the text illustrates the How and Whys of using Swiss German for the complex legislative tasks of a German-speaking cantonal parliament. In doing so, questions of tradition and identity, language attitudes, resistance and empowerment are addressed
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