51 research outputs found
Sviluppo fonetico e acquisizione lessicale: l’emergere della fonologia dell’italiano in una prospettiva interlinguistica
No full textNelle fasi iniziali dello sviluppo del linguaggio, l’insorgere dell’influenza linguo-specifica e le modalità con cui essa si manifesta, costituiscono un aspetto aperto alla verifica sperimentale, in prospettiva interlinguistica. E’ possibile affermare che si è in presenza di influenze linguo-specifiche solo se, data una serie di gruppi di parlanti appartenenti ad ambienti linguistici diversi, le differenze tra tali gruppi sono maggiori delle differenze riscontrabili all’interno di ogni singolo gruppo, e se tali differenze riflettono i patterns caratteristici di ciascuna lingua (Boysson-Bardies, Vihman, Roug-Hellichius, Durand, Landberg, Arao, 1992). Stabilire le relazioni tra le strutture fonetiche e fonotattiche presenti nel babbling dei bambini cresciuti in ambienti linguistici diversi e quelle presenti nelle diverse lingue materne, per distinguere tra proprietà universali e proprietà linguospecifiche, è una strategia di ricerca che per esempio ha portato Vihman & Boysson-Bardies (1994) a individuare un’influenza positiva della lingua nativa già a 9-10 mesi, allorché i foni nativi aumentano, e un’influenza negativa a partire dai 12 mesi circa, quando i foni non nativi diminuiscono.
Il presente studio, che fa parte di un progetto di ricerca più ampio incentrato sulle produzioni linguistiche di bambini italiani dai 6 ai 27 mesi di vita, ri-analizza i dati sulla frequenza relativa dei tipi sillabici e dei foni consonantici raccolti dal primo autore (cfr. Zmarich e Miotti, 2003; Zmarich, Stocco, Minozzi, Bonifacio, 2005) in studi precedenti su un gruppo di 4 bambini (due maschi e due femmine, esaminati a 10, 12, 14, 16 e 18 mesi di vita). In particolare, mentre negli studi precedenti i dati fonetici erano stati descritti e spiegati in relazione all’età cronologica, nel presente studio sono messi in relazione a quattro stadi di produzione lessicale, riconosciuti in letteratura (Boysson-Bardies et al., 1992): il cosiddetto stadio delle 0 parole (da 0 a 3 parole), quello delle 4 parole (da 4 a 14), delle 15 parole (da 15 a 24), e delle 25 parole (da 25 a 50), integrati con i dati di una bambina analizzata in relazione agli stadi lessicali da Giulivi, Zmarich, Vayra e Farnetani (2006). Al fine di identificare nel modo più adeguato i tempi e le modalità del processo di “sintonizzazione” sulla fonologia dell’italiano adulto, i risultati sono stati confrontati sia con i dati relativi alle frequenze di occorrenza delle caratteristiche fonetiche del lessico italiano infantile e adulto (cfr. Zmarich, Dispaldro, Rinaldi, Caselli, in questo volume), sia con i dati relativi alle frequenze di occorrenza dei segmenti, ordinati in riferimento agli stadi di parola, prodotti da quattro gruppi di bambini coetanei di quelli del presente studio e provenienti da comunità di lingua madre inglese, francese, svedese e giapponese (cinque bambini per gruppo) (Boysson-Bardies & Vihman 1991; Vihman, 1993).
I risultati preliminari qui presentati consentono comunque di affermare che nello stadio finale delle 25 parole, le differenze fonetiche fra i gruppi linguistici nazionali sono maggiori delle differenze all’interno di ogni singolo gruppo, e nella maggior parte dei casi riflettono i patterns fonetico-fonologici caratteristici di ciascuna lingu
TEMPLATES NO DESENVOLVIMENTO TÍPICO DE UMA CRIANÇA ADQUIRINDO A FONOLOGIA DO PB: UM ESTUDO SOBRE TOKENS E TYPES
Get PDFNeste estudo, investigamos a manifestação de templates (T.), isto é, padrões de palavra sistemáticos que carregam informações prosódicas e/ou segmentais (VIHMAN; CROFT, 2007), no desenvolvimento fonológico típico de uma criança adquirindo o português brasileiro (PB) de Vitória da Conquista-BA, de idade entre 1;5 a 2;5. Para tanto, assumimos como perspectiva teórica, o Paradigma dos Sistemas Adaptativos Complexos (PSAC) (THELEN; SMITH, 1994) e como modelo fonológico, a Templatic phonology (VELLEMAN; VIHMAN, 2002; VIHMAN; CROFT, 2007). Na análise, consideramos tanto a contagem de tokens quanto de types, partindo da hipótese de que independentemente do tipo de dado analisado, a criança fará uso de templates como estratégia de expansão lexical. No entanto, considerando tokens, não encontramos evidência de manifestação de templates. Por outro lado, na contagem de types, dois templates foram observados: o V e o CV, distribuídos em cinco sessões, 1;5 a 1;9. Dessa maneira, nossa hipótese não foi inteiramente confirmada porque o tipo de dado observado é relevante na investigação acerca dos templates no desenvolvimento fonológico
Bringing the toys to life: Animacy, reference, and anthropomorphism in Toy Story
Get PDFIn the children’s film Toy Story, toys spring to life when their human owners are away, creating an alternative world of transferred animacy relations signalled by visual and linguistic cues. The storylines and characters explore the nature of animacy and relationships between conspecifics and ‘others’. Our analysis focuses on the use of referring expressions as they reflect the animacy of their referents, as it develops and changes during the course of the narrative. We relate these findings to well-established scales of animacy which link our perception of the world to the categories imposed by language. We find that, as predicted by models of animacy proposed by Dahl (2008) and Yamamoto (1999), among others, shifts in reference – specifically from common noun to proper noun to pronoun, and from collective to individuated referents – reflect characters’ shifting conceptualisation of, and empathy with, each other. We argue that referring expressions are used at key points in the film script to subtly mediate accessible cues to animacy like eyes, speech and motion, and to guide viewers’ empathies and allegiances, extending our understanding of animacy beyond ordinary anthropocentrism
NEGOTIATING LINGUISTIC IDENTITY AND BELONGING IN EUROPE (= Nationalisms across the Globe 14). Eds. Virve-Anneli Vihman and Kristiina Praakli: Frankfurt am Main et al.: Peter Lang. 2013. 354 pages.
Get PDFV prispevku je predstavljena 14. številka knjižne serije Nationalisms across the Globe – Negotiating Linguistic Identity: Language and Belonging in Europe.The article presents the 14th volume of the Nationalisms across the Globe series – Negotiating Linguistic Identity: Language and Belonging in Europe
Towards a model of phonological acquisition in government phonology
Get PDFChild phonology shows some interesting and systematic differences from adult phonology. In child phonology, for example, vowel harmony and consonant harmony are common phonological effects (Ingram 1986). In adult phonology, however, vowel harmony is restricted as a language-specific effect and consonant harmony is widely unattested in languages (Vihman 1978, Stemberger and Stoel-Gammon 1991).In order to understand the cause of these differences between adult and child phonology, two essential questions must be raised by investigators (Kaye 1997). 1. What is phonology? 2. What needs to be learnt in order to reach a language-specific adult phonology? Models such as Government Phonology (Kaye, Lowenstamm and Vergnaud 1985 et seq.) are attempts at representing phonology. Government Phonology in particular has not, however, been widely used to yield any such representation of the development of phonology in children. This thesis thus approaches a tentative model of phonological acquisition based in the Government Phonology framework. In Part one, the model of Government Phonology is set out. In Part two, the principles and parameters that govern this model of phonology are manipulated in order to hypothesize the mechanisms available at four stages of acquisition: G(_1); the initial state, G(_2); A stage at which vowel harmony is evident in English and French children, G(_3); A stage at which consonant harmony is evident in English children, and G(_n); the adult English state. In Part three, the implications and problems of this tentative acquisition model and the Government Phonology model are assessed. Government Phonology is argued to provide a promising new line of research into phonological acquisition although much further research must be undertaken
Цифровой дискурс конструирования теоретического образа феномена образования
Get PDFDigitalization has embraced all aspects and institutions of modern society, including education. The widespread introduction of new information technologies in Russia; the change of formats for the presentation of educational information, as well as methods of broadcasting educational materials; the transformation of the role and priorities of academic disciplines; the emergence of online / offline access to methodological resources have already become a reality. There is an information-technological synthesis of tradition and innovations in the educational environment. The scientific and educational space «responds»to this digital challenge in education with diverse researchers» reflections. These theoretical interpretations are aimed mainly at the consideration of certain aspects of digital education, for example, distance learning, open education, massive online courses, e-learning environment. In fact, we can state the fragmentary theoretical context regarding the phenomenon of education in the digital age. The author proposes methodological tools, on the one hand generalizing the array of theorizations of the phenomenon of education, including the digital context; on the other hand, allowing constructing a theoretical image of the education phenomenon, reflecting the main attributive characteristics of the latter in digital reality. Under the theoretical image of the education phenomenon, in the most general form, is meant a theoretical construct that serves as a synthesizing representative of real and / or potential theorizations of the education phenomenon, and acts, on the one hand, as a link between the researcher with his methodological preferences and heterogeneous theoretical ideas about the phenomenon of education; on the other hand, as a basis necessary and sufficient for the interpretation of the education phenomenon in the context of a certain type of scientific rationality. It is argued that this method of cognition of the education phenomenon in its theorizations (through the construction of theoretical images), allows you to fix the most significant attribute characteristics of the phenomenon under study, phasing out the concomitant ones.Цифровизация охватила все стороны и институты современного общества, включая образование. Повсеместное внедрение в последнее новых информационных технологий; смена форматов подачи учебной информации, а также методов трансляции учебных материалов; преобразование роли и приоритетов учебных дисциплин; возникновение онлайн/офлайн доступов к методическим ресурсам – уже стали реальностью. Налицо – информационно-технологический синтез традиции и новаций в образовательной среде. Научно-образовательное пространство «отвечает» на этот цифровой вызов в образовании разнообразными рефлексиями исследователей. Данные теоретические интерпретации направлены, в основном, на рассмотрение отдельных аспектов цифрового образования, например, дистанционного обучения, открытого образования, массовых онлайн курсов, электронной образовательной среды. Фактически можно констатировать наличие фрагментарности теоретического контекста относительно феномена образования в цифровую эпоху. Автором предложен методологический инструментарий, с одной стороны генерализирующий массив теоретизаций феномена образования, в том числе с цифровым контекстом; с другой – позволяющий сконструировать теоретический образ феномена образования, отражающий основные атрибутивные характеристики последнего в цифровой реальности. Под теоретическим образом феномена образования, в наиболее общем виде, подразумевается теоретический конструкт, служащий синтезирующим репрезентантом реальных и/или потенциальных теоретизаций феномена образования и выступающий, с одной стороны, в роли связующего звена между исследователем с его методологическими предпочтениями и разнородными теоретическими представлениями о феномене образования; с другой – основанием необходимого и достаточного для интерпретации феномена образования в контексте того или иного типа научной рациональность. Утверждается, что данный способ познания феномена образования в его теоретизациях (посредством конструирования теоретических образов), позволяет зафиксировать наиболее значимые атрибутивные характеристики исследуемого феномена, выведя за скобки сопутствующие
Keskkooli algebra. II, Õpperaamat progümnaasiumi IV ja V klassile ja reaalkooli II ja III klassile
Get PDFDigiteeritud Euroopa Regionaalarengu Fondi rahastusel, projekti "Eesti teadus- ja õppekirjandus" (2014-2020.12.03.21-0848) raames.https://www.ester.ee/record=b1537699*es
Between-Word Assimilation and Syntax in Child Language Development: a Case Study
Get PDFPrevious developmental research has shown that interactions exist between the emergence of connected speech processes and the acquisition of syntax. This study is the first to have investigated these interactions in detail, using a dense data corpus collected for one child, Thomas, over a two-year period, from the age of two to four years. Investigations focused on the emergence of between-word assimilation in constructions containing the auxiliary verbs can and can’t. The methods of research included impressionistic phonetic transcription, quantitative syntactic measures and qualitative syntactic analysis.
The results showed striking parallels between advances in Thomas’s syntactic development and the establishment of between-word assimilation as a phonological phenomenon in his speech. It appears that the development of assimilation as a connected speech process (CSP) was directly dependent on Thomas’s acquisition of those constructions which provide potential phonetic environments for assimilation to occur. A clear developmental trajectory for the acquisition of assimilation in constructions containing can and can’t was found. This trajectory can be expressed as a phase model, comprising assimilation emergence, establishment and reduction phases.
The impact of maternal input on Thomas’s assimilation was also investigated. It was found that cumulative exposure to assimilation over time was important in Thomas’s acquisition of assimilation. Thomas’s developmental patterns of assimilation and syntax are interpreted within the framework of a usage-based, constructivist approach to language acquisition
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