Downloads & Free Reading Options - Results

English-as-second-language instructors should take into account the importance of context for the meaning of language and address the varieties of English that learners will encounter in their daily lives. The principal elements of language variation and their implications for learners are described for the benefit of second language teachers. These elements include register, topic, mode of discourse, speaker-listener relationships, and purpose of communicating. The teaching of notions and functions as rule-governed aspects of language, differences within language varieties, linguistic forms limited to particular domains, and regional or social dialects that learners might encounter in the target language are discussed. Classroom activities are suggested that integrate language variation into the English learning experience and provide the opportunity for contextualized practice. The exercises include dialogs and role playing, real language activities, and a technique for focusing on the differences among dialects. (RW)

This article investigates a specific foreign language (FL) learning problem, the substitution of /s,z/ for English unvoiced and voiced "th" by native speakers of Egyptian Arabic, and concludes that the facts are better explained in terms of language transfer than by an explanation in terms of inherent difficulty independent of native language. A careful contrastive analysis can make quite precise predictions about the substitution that is made, the learners who make such substitutions and the circumstances under which the substitution is most common. However, it is argued that for the present case a contrastive analysis of the conventional kind, comparing native and target language as static systems, is useless. What is required is a sociolinguistic analysis of the native language, as it is a pattern of sociolinguistic variation which is being transferred to English. (Author)

The specific concern in this study is to consider the nature, social significance, and consequences of syntactic variation in the question forms used by judges when taking guilty pleas from criminal defendents. Nine judges from a court of general jurisdiction in Arizona were observed and tape-recorded while presiding over several procedures that involve the judge talking a great deal. The particular data presented here involved the change of plea. Generally, it was observed that topics were handled in a variety of syntactic procedures, and that the most legally significant portions varied least. At the same time, there was variation among the judges in their handling of the same procedure. It appears that the choice of question form made by the judge has considerable patterned and predictable effect on the sequential structure of the discourse that follows. The type of factual basis resulting from one tactic rather than the other may have been quite deliberately intended by the judge, although the choice of one question form over another might have been unconscious. The analysis of these discourse events suggests the possibility of establishing a correlation between syntactic variation in question form with both general social dimensions and dimensions that are specific to the particular institutional context in which individuals are engaged in interaction. (AMH)

The goal of this study is to tease apart different models of syntactic priming through comparing priming across speaker groups (first (L1) and second (L2) language speakers) and syntactic structures. Specifically, we compare the predictions of error-based learning models and activation-based models. This preregistration supercedes previous preregistered analyses on this dataset, which did not address elements of the study design (specifically the between-structures comparisons).

The goal of this study is to tease apart different models of syntactic priming through comparing priming across speaker groups (first (L1) and second (L2) language speakers) and syntactic structures. Specifically, we compare the predictions of error-based learning models and activation-based models. This preregistration supercedes previous preregistered analyses on this dataset, which did not address elements of the study design (specifically the between-structures comparisons).

As individuals from different social groups come into contact, they must accommodate sociolinguistic differences in morphosyntax (e.g. He seem nice vs. He seems nice) in order to successfully represent and comprehend their interlocutor's speech. For example, speakers of Mainstream American English (MAE) and African American Language (AAL) can generally understand each other, but they speak differently in reliable ways. However, little is known about the mechanisms behind morphosyntactic accommodation. We hypothesize that listeners adjust their reliance on morphosyntactic cues based on their knowledge of their interlocutor's grammar. This knowledge varies in precision and accuracy based on an individual's linguistic experience. In a series of experiments, we will study participants' knowledge of both MAE and AAL, comparing monodialectal speakers of MAE to bidialectal speakers of AAL and MAE. To test listeners' implicit knowledge, we will use a sociolinguistic sentence repetition task. Listeners will transcribe sentences presented in both MAE and AAL (established through filler items associated with particular voices), where agreement morphology will be unclear in the auditory stimuli (e.g., The cat walk(s)so fast). We predict that listeners will be more likely to transcribe a nonmainstream form ("The cat walk so fast") when a sentence is presented in an AAL guise. To test listeners' explicit knowledge of variation in subject-verb agreement, we will play sample clips of MAE and AAL, then ask participants to rate how likely a speaker of each variety would be to say a given sentence.

As individuals from different social groups come into contact, they must accommodate sociolinguistic differences in morphosyntax (e.g. He seem nice vs. He seems nice) in order to successfully represent and comprehend their interlocutor's speech. For example, speakers of Mainstream American English (MAE) and African American Language (AAL) can generally understand each other, but they speak differently in reliable ways. However, little is known about the mechanisms behind morphosyntactic accommodation. We hypothesize that listeners adjust their reliance on morphosyntactic cues based on their knowledge of their interlocutor's grammar. This knowledge varies in precision and accuracy based on an individual's linguistic experience. In a series of experiments, we will study participants' knowledge of both MAE and AAL, comparing monodialectal speakers of MAE to bidialectal speakers of AAL and MAE. To test listeners' implicit knowledge, we will use a sociolinguistic sentence repetition task. Listeners will transcribe sentences presented in both MAE and AAL (established through filler items associated with particular voices), where agreement morphology will be unclear in the auditory stimuli (e.g., The cat walk(s)so fast). We predict that listeners will be more likely to transcribe a nonmainstream form ("The cat walk so fast") when a sentence is presented in an AAL guise. To test listeners' explicit knowledge of variation in subject-verb agreement, we will play sample clips of MAE and AAL, then ask participants to rate how likely a speaker of each variety would be to say a given sentence.

One concern in current sociolinguistic theories of language variation is to find dynamic models that integrate rules governing the 'lects' of a language into a unified description of that language. The dynamics of language change in the variations inherent to the Fijian dialect chain have profound implications for language literacy and educational instruction as well as for future educational policies that affect the language learning population. In this paper, four separate phonological innovations that have occurred in the Fijian dialect chain are examined in light of the developmental model of language variation proposed by Charles-James N. Bailey (1973). Testing the model for goodness of fit with non-Indo-European language data is necessary to determine its applicability to a general interpretation of language variation, as well as the historical explanation of phonological change. Each of these changes has implication for future language learning instruction.

One concern in current sociolinguistic theories of language variation is to find dynamic models that integrate rules governing the 'lects' of a language into a unified description of that language. The dynamics of language change in the variations inherent to the Fijian dialect chain have profound implications for language literacy and educational instruction as well as for future educational policies that affect the language learning population. In this paper, four separate phonological innovations that have occurred in the Fijian dialect chain are examined in light of the developmental model of language variation proposed by Charles-James N. Bailey (1973). Testing the model for goodness of fit with non-Indo-European language data is necessary to determine its applicability to a general interpretation of language variation, as well as the historical explanation of phonological change. Each of these changes has implication for future language learning instruction.

Dēnkard III Language Variation And The Defence Of Socio Religious Identity In The Context Of Early Islamic Iran

Dēnkard III Language Variation And The Defence Of Socio Religious Identity In The Context Of Early Islamic Iran

American Sign Language (ASL) is historically related to French Sign Language (FSL) of the early 19th century. A study underway at Gallaudet College is researching the historical development of both languages treating syntax, lexicon and formation. This paper deals with data in the form of still photos collected in France and published in a dictionary by Pierre Oleron. Comparison is made of formational differences between modern FSL and modern ASL signs. Differences are discussed in terms of fluidity in compounds and differences in locations, movements and handshapes. Some differences relate to historical change processes in ASL: variations in fluidity of compounds; centralization; elbow-to-hand shift; morphological preservation; compensatory lengthening; simplification of movement; assimilation of movement; rule of thumb; loss of handshape; assimilation of handshape, and G-to-H change. Other variations may be products of early creolization of FSL and ASL: movement metathesis; maximal differentiation of movement; metathesis of handshape and maximal differentiation of handshape. When there is a relation of historical change between signs of FSL and ASL, the FSL sign usually has an older form. Relationships between FSL and ASL are highly systematic and similar to historical relationships among oral languages. (CHK)

American Sign Language (ASL) is historically related to French Sign Language (FSL) of the early 19th century. A study underway at Gallaudet College is researching the historical development of both languages treating syntax, lexicon and formation. This paper deals with data in the form of still photos collected in France and published in a dictionary by Pierre Oleron. Comparison is made of formational differences between modern FSL and modern ASL signs. Differences are discussed in terms of fluidity in compounds and differences in locations, movements and handshapes. Some differences relate to historical change processes in ASL: variations in fluidity of compounds; centralization; elbow-to-hand shift; morphological preservation; compensatory lengthening; simplification of movement; assimilation of movement; rule of thumb; loss of handshape; assimilation of handshape, and G-to-H change. Other variations may be products of early creolization of FSL and ASL: movement metathesis; maximal differentiation of movement; metathesis of handshape and maximal differentiation of handshape. When there is a relation of historical change between signs of FSL and ASL, the FSL sign usually has an older form. Relationships between FSL and ASL are highly systematic and similar to historical relationships among oral languages. (CHK)

American Sign Language (ASL) is historically related to French Sign Language (FSL) of the early 19th century. A study underway at Gallaudet College is researching the historical development of both languages treating syntax, lexicon and formation. This paper deals with data in the form of still photos collected in France and published in a dictionary by Pierre Oleron. Comparison is made of formational differences between modern FSL and modern ASL signs. Differences are discussed in terms of fluidity in compounds and differences in locations, movements and handshapes. Some differences relate to historical change processes in ASL: variations in fluidity of compounds; centralization; elbow-to-hand shift; morphological preservation; compensatory lengthening; simplification of movement; assimilation of movement; rule of thumb; loss of handshape; assimilation of handshape, and G-to-H change. Other variations may be products of early creolization of FSL and ASL: movement metathesis; maximal differentiation of movement; metathesis of handshape and maximal differentiation of handshape. When there is a relation of historical change between signs of FSL and ASL, the FSL sign usually has an older form. Relationships between FSL and ASL are highly systematic and similar to historical relationships among oral languages. (CHK)

American Sign Language (ASL) is historically related to French Sign Language (FSL) of the early 19th century. A study underway at Gallaudet College is researching the historical development of both languages treating syntax, lexicon and formation. This paper deals with data in the form of still photos collected in France and published in a dictionary by Pierre Oleron. Comparison is made of formational differences between modern FSL and modern ASL signs. Differences are discussed in terms of fluidity in compounds and differences in locations, movements and handshapes. Some differences relate to historical change processes in ASL: variations in fluidity of compounds; centralization; elbow-to-hand shift; morphological preservation; compensatory lengthening; simplification of movement; assimilation of movement; rule of thumb; loss of handshape; assimilation of handshape, and G-to-H change. Other variations may be products of early creolization of FSL and ASL: movement metathesis; maximal differentiation of movement; metathesis of handshape and maximal differentiation of handshape. When there is a relation of historical change between signs of FSL and ASL, the FSL sign usually has an older form. Relationships between FSL and ASL are highly systematic and similar to historical relationships among oral languages. (CHK)

Information on language use patterns in bilingual classrooms is presented and analyzed in relation to the types of grouping decisions commonly made by teachers. The data were collected from two bilingual elementary classrooms and obtained through audio-recording and observation. Group setting contrasts of group size and instructional mode were established. The variables selected to measure language use were amount of talk, complexity of speech, and language functions, for which a speech act category system was adapted. It was concluded that group setting affects language use. Findings include: (1) the effect of group setting on language use is mediated by teaching style; (2) small group settings provide a highly favorable context for language use, (3) the range of speech acts was broader during individual work than during teacher-directed instruction, (4) the weaker language of all students was infrequently used in the classroom for natural communication, and (5) the weaker language fulfilled a variety of different functions. Tables present types and examples of speech act categories and quantitative analyses of amount of talk in the dominant and weaker language, the different speech acts performed in the dominant language, and the distribution of language functions in the weaker language. (JK)

Several ways in which the speech event may constitute a frame for performing and interpreting a particular speech genre are illustrated in the Samoan "fono," a meeting of chiefs and orators. In this event, both the organization of verbal interaction and the particular kind of language used by participants is distinct from the participants' conversations in other social situations. The turn-taking rules are different, the lexicon is specially suited for the context, different terms are used for differentiating statuses and ranks, and the morphology and syntax are distinctive. Within the event itself, native speakers differentiate two types of speech: "lauga" and "talanoaga," and the terms used for this distinction in the fono speeches also refer to but do not match types of speech found outside the fono, illustrating again that the speech event is a key to interpreting the genres in each case. This is related to the notion of verbal art as performance: despite their structural similarities, two instances of the same speech genre are both performed by the speechmaker and perceived by the audience in a different way. (MSE)

Several ways in which the speech event may constitute a frame for performing and interpreting a particular speech genre are illustrated in the Samoan "fono," a meeting of chiefs and orators. In this event, both the organization of verbal interaction and the particular kind of language used by participants is distinct from the participants' conversations in other social situations. The turn-taking rules are different, the lexicon is specially suited for the context, different terms are used for differentiating statuses and ranks, and the morphology and syntax are distinctive. Within the event itself, native speakers differentiate two types of speech: "lauga" and "talanoaga," and the terms used for this distinction in the fono speeches also refer to but do not match types of speech found outside the fono, illustrating again that the speech event is a key to interpreting the genres in each case. This is related to the notion of verbal art as performance: despite their structural similarities, two instances of the same speech genre are both performed by the speechmaker and perceived by the audience in a different way. (MSE)

Several ways in which the speech event may constitute a frame for performing and interpreting a particular speech genre are illustrated in the Samoan "fono," a meeting of chiefs and orators. In this event, both the organization of verbal interaction and the particular kind of language used by participants is distinct from the participants' conversations in other social situations. The turn-taking rules are different, the lexicon is specially suited for the context, different terms are used for differentiating statuses and ranks, and the morphology and syntax are distinctive. Within the event itself, native speakers differentiate two types of speech: "lauga" and "talanoaga," and the terms used for this distinction in the fono speeches also refer to but do not match types of speech found outside the fono, illustrating again that the speech event is a key to interpreting the genres in each case. This is related to the notion of verbal art as performance: despite their structural similarities, two instances of the same speech genre are both performed by the speechmaker and perceived by the audience in a different way. (MSE)

A study of dialectal variation in Mexican Sign Language (MSL), the primary language for a large segment of Mexico's deaf community, is presented. Signs used by nine different sources representing various locations, ages, and social groups are compared. The first section reviews a number of previous informal assessments of dialectal variation in MSL. The second section describes the study, in which individuals in five locations (two in Hermosillo, one in Cuernavaca, and two in Mexico City) were asked to provide signs for words from a list of 100. In addition, four published signing dictionaries were consulted. Identical, similar, and variant signs were then analyzed and compared with a similar analysis of the same 100 words with native English-speakers from the United States with different accents. Results are interpreted in the third section. It is concluded that the majority of the evidence suggests MSL is a single language, at least for the signers and dictionaries sampled. The moderate amount of dialectal variation is seen as not hindering effective communication. Further research on mutual intelligibility is recommended. The greatest variation appeared in the Monterrey dialect sample; explanations are offered. Implications of the findings for language planning are discussed. (MSE)

This study investigated how much of the Language Instruction Register (variation in language in different social situations) black-vernacular speaking children had acquired by grades one, three, and five. A sentence repetition task was devised which contained selected Language Instruction Register forms having black ghetto vernacular semantic equivalents. One hundred-eighty Black students in ghetto area schools, were asked to repeat each sentence immediately after hearing it. One of the major findings was that approximately two-thirds of all the responses made by the ghetto black children on the sentence repetition task were Language Instruction Register responses. In first grade, fifty-six percent of the responses were made in the Language Instruction Register forms. By fifth grade, slightly over seventy percent of the responses made to sentence repetition tasks contained Language Instruction Register forms such as "I don't have any," instead of the vernacular equivalent "I ain't got none." The data seem to indicate a steady increase in acquisition of certain forms within the Language Instruction Register. (Author/WR)

A study examined the role of individual differences in the journal writing of adult students of English as a second language (ESL). Subjects were nine students from six countries enrolled in two university ESL writing classes. The primary writing activity was personal journal writing that required description and examination of the students' past experiences. Data were drawn from two questionnaires, notes and audiotapes of classroom observations, teacher and student interviews, and teacher and student journal writing. Writing samples were analyzed for five features: functions (representational and reflective), content, audience, organizational form, and linguistic form. Although the subjects were treated as case studies, writing samples were compared for different treatments or combinations of the five features. Overall, the findings indicated that individual differences such as past writing experience and personality had a greater influence than cultural background on students' approaches to the journal writing task. Teachers are cautioned against over-reliance on cultural values and customs to explain student behavior and learning. (Author/MSE)

A study examined the role of individual differences in the journal writing of adult students of English as a second language (ESL). Subjects were nine students from six countries enrolled in two university ESL writing classes. The primary writing activity was personal journal writing that required description and examination of the students' past experiences. Data were drawn from two questionnaires, notes and audiotapes of classroom observations, teacher and student interviews, and teacher and student journal writing. Writing samples were analyzed for five features: functions (representational and reflective), content, audience, organizational form, and linguistic form. Although the subjects were treated as case studies, writing samples were compared for different treatments or combinations of the five features. Overall, the findings indicated that individual differences such as past writing experience and personality had a greater influence than cultural background on students' approaches to the journal writing task. Teachers are cautioned against over-reliance on cultural values and customs to explain student behavior and learning. (Author/MSE)

416 p. : 23 cm

The present project seeks to answer the question: which factors predict variation in children's spoken input? Previous research has shown that children from different backgrounds are exposed to different amounts of child-directed speech (e.g. Cristia, 2022, Developmental Science). Bunce et al. (2020) studied similarities as well as differences across corpora in quantity and sources of children's input based on human annotations of 69 children across 7 corpora from various cultural contexts. Their analyses suggested that several factors explained variance in the amount of speech afforded to infants, including the child's age and the type of speakers. Surprisingly, the authors concluded that there was little cross-population variation in the quantity of speech directed to children, counter Cristia, 2022. Their analyses also suggest that there is important cross-population variation in total quantity of speech afforded to young children, due to cross-population variation in the quantity of overheard speech. Given the importance of better understanding the extent of population variation, in this paper, we revisit the same corpora included in Bunce's paper: Bergelson/SeedLings, Warlaumont, Winnipeg/McDivitt, LuCiD, Rosemberg, Tseltal, and Rossel. We want to pre-register the present analyses to test hypotheses based both on previous literature and Bunce et al. We believe our results may be different from those found in Bunce et al for several reasons: Here we will include all children, and not just the 9-10 in each corpus that had human annotation, which means that we have greater statistical power. Here, we employ automated annotation, rather than human annotation, allowing us to represent each child through all of their recorded data, rather than the 30 minutes that were human-annotated. This may mean greater accuracy (based on more, and potentially more representative of a day’s experience, data) or not (because we rely on automated annotations, which may be less accurate than human annotation). Here, we need to adapt the definition of key child directed speech (KCDS) and overhearable speech (OHS) to our automated annotations. KCDS is the speech specifically directed towards the key child; OHS is the speech that is not directed towards the key child, but available around the key child, which can be distant or background. While Bunce et al. defined KCDS based on content and context, our study relies on automated annotations. Therefore, we cannot utilize content-based features. Instead, we will use the human-annotated data to set parameters for defining KCDS based on temporal information alone. We describe how we will do this in the variables section below.

Linguistic alignment--the contingent reuse of our interlocutors' language at all levels of linguistic structure--pervades human dialogue. Here, we design unique measures to capture the degree of linguistic alignment between interlocutors' linguistic representations at three levels of structure: lexical, syntactic, and semantic. We track these measures in a longitudinal dataset of early conversations between caregivers and children with and without perinatal brain injury. Specifically, we test the predictions of the well-known Interactive Alignment Model, taking advantage of the variability within our sample in terms of the strength of interlocutors' linguistic representations, whether owed to age or injury. Ultimately, we find inconsistent support for the (largely untested) predictions of the Interactive Alignment Model, pointing to a need for new quantitative accounts of the mechanisms underlying linguistic alignment. Our results regarding the trajectory of interactive alignment broadly replicate developmental trends documented by other researchers, though analyses linking concurrent vocabulary and child alignment, as well as caregiver alignment and later child vocabulary--defy predictions from previous work. Our goal with these analyses is to start a conversation regarding the mechanisms underlying linguistic alignment, and to inform theories of how interactive linguistic experience supports language development.

Linguistic alignment--the contingent reuse of our interlocutors' language at all levels of linguistic structure--pervades human dialogue. Here, we design unique measures to capture the degree of linguistic alignment between interlocutors' linguistic representations at three levels of structure: lexical, syntactic, and semantic. We track these measures in a longitudinal dataset of early conversations between caregivers and children with and without perinatal brain injury. Specifically, we test the predictions of the well-known Interactive Alignment Model, taking advantage of the variability within our sample in terms of the strength of interlocutors' linguistic representations, whether owed to age or injury. Ultimately, we find inconsistent support for the (largely untested) predictions of the Interactive Alignment Model, pointing to a need for new quantitative accounts of the mechanisms underlying linguistic alignment. Our results regarding the trajectory of interactive alignment broadly replicate developmental trends documented by other researchers, though analyses linking concurrent vocabulary and child alignment, as well as caregiver alignment and later child vocabulary--defy predictions from previous work. Our goal with these analyses is to start a conversation regarding the mechanisms underlying linguistic alignment, and to inform theories of how interactive linguistic experience supports language development.

Developed by the Oregon Elementary English Project, this curriculum unit focuses on variations in language and consists of fourteen lessons. Subjects discussed include (1) natural differences in people, including speech; (2) environmental factors causing differences in life styles; (3) differences in the English spoken by people in Australia, England, and the United States; (4) vocabulary differences according to region, sex, and age; and (5) geographical, historical, and environmental reasons for the development of dialect regions. Each lesson is accompanied by a statement of its purpose, a content description, suggested procedures for teaching the lessons, and possible extensions to the lesson. Supplementary materials include three tapes illustrating dialect differences. (See CS 200 482-497 and CS 200 499 for related documents.) (HS)

A research project combining ethnographic and experimental methods is currently underway to assess whether minority groups use language in ways that put their children at a disadvantage in school. The project, which focuses on social, cognitive, and educational consequences of different patterns of language function and use, has involved collecting samples of the naturally occurring speech of 40 preschool children representing an equal number of black and white, lower and middle class children. The research was guided by questions about whether there are differences in the way black and white speakers structure portions of the lexicon and between vocabulary used in the home and in the school, whether phonology plays a greater role than grammar in producing teacher/student misunderstanding, the extent to which children rely on nonverbal as opposed to verbal cues, the extent to which they are likely to adopt a hypothetical stance toward linguistic information, whether children adjust their speech to reflect the contextual needs of a situation, what children's metabehavioral activities are, whether there are situational differences in adults' language in structured situations, and what the proportion of different uses of questions is across different cultural groups. Analysis of the data might focus on lexical analysis, on analysis of mother/child interaction, or on investigation of constraints on conversation. (GT)

A research project combining ethnographic and experimental methods is currently underway to assess whether minority groups use language in ways that put their children at a disadvantage in school. The project, which focuses on social, cognitive, and educational consequences of different patterns of language function and use, has involved collecting samples of the naturally occurring speech of 40 preschool children representing an equal number of black and white, lower and middle class children. The research was guided by questions about whether there are differences in the way black and white speakers structure portions of the lexicon and between vocabulary used in the home and in the school, whether phonology plays a greater role than grammar in producing teacher/student misunderstanding, the extent to which children rely on nonverbal as opposed to verbal cues, the extent to which they are likely to adopt a hypothetical stance toward linguistic information, whether children adjust their speech to reflect the contextual needs of a situation, what children's metabehavioral activities are, whether there are situational differences in adults' language in structured situations, and what the proportion of different uses of questions is across different cultural groups. Analysis of the data might focus on lexical analysis, on analysis of mother/child interaction, or on investigation of constraints on conversation. (GT)

Thesis submitted to University of Sydney

Impression management occurs along the warmth and competence dimension, with a trade-off between the two. If one wishes to appear warmer, they would downplay their competence and vice versa. Studies in this field have found that when interacting with someone of a lower social status, people tend to emphasise their warmth rather than competence and vice versa. Shifting the attention to Singapore, Singaporean Standard English (SSE) is typically used in educational settings while Singlish is the colloquial variation of English. Consciously or unconsciously, Singaporeans deftly code-switch between the two depending on interaction contexts. This study aims to test whether people strategically adopt different language variations – Singlish or SSE, depending on the group status of the interaction partner and impression management motivations.

Impression management occurs along the warmth and competence dimension, with a trade-off between the two. If one wishes to appear warmer, they would downplay their competence and vice versa. Studies in this field have found that when interacting with someone of a lower social status, people tend to emphasise their warmth rather than competence and vice versa. Shifting the attention to Singapore, Singaporean Standard English (SSE) is typically used in educational settings while Singlish is the colloquial variation of English. Consciously or unconsciously, Singaporeans deftly code-switch between the two depending on interaction contexts. This study aims to test whether people strategically adopt different language variations – Singlish or SSE, depending on the group status of the interaction partner and impression management motivations.

The dialect one speaks gives clues about the region from which he or she comes, but it can also tell us much more. Dialects can serve as a marker of speakers' group affiliations and can even help identify social changes taking place within a region. Rural dialects emerged from the isolation of rural countryside, but as more and more people move into these areas, the dialects that have been spoken there may become endangered. Is this happening in Vermont? In this talk, we discuss how the Vermont dialect is changing, and which speakers are leading the change. We also explore which dialect features are more resistant to change and why this might be. Julie Roberts, University of Vermont, with the help of students like Rebecca Amblo, has been interviewing Vermonters for the past four years--collecting samples of their speech as well as their views of Vermont and the changes the state has experienced. These interviews form the basis of this project on dialect change in Vermont upon which this research-in-progress seminar draws.

Arabic linguistics, sociolinguistics, North Africa linguistics

Arabic linguistics, sociolinguistics, North Africa linguistics

In summer 2021, as exams could not take place, GCSE, AS and A level grades in England were awarded by teachers, in accordance with relatively broad official guidance. This guidance stressed that grades had to be based on evidence of candidate work, though what this was, how much was needed or where/when it should come from were not tightly specified. This was to deal with variations in teaching and learning across centres as a consequence of the variable impact of the COVID-19 pandemic. The quality of these teacher assessed grades (TAGs) was assured by awarding organisations by sampling a selection of the evidence used. This report looks at samples for GCSE Mathematics and English Language, to try to get an understanding of what this evidence looked like at different centres, how it varied, and how different centres combined evidence to come up with final grades. The data inspected was hugely varied in terms of the detail centres offered on what evidence was used to determine grades and how it was brought together. The report concludes that, while the TAGs process provided assessment outcomes to candidates in what was a difficult situation and that these grades were on the whole accepted by stakeholders and wider society (at least compared to the situation in 2020), there are questions about comparability of standards between centres because of the level of variation found. The report ends with four recommendations for improving possible future teacher assessment processes to enhance consistency, efficiency and comparability of standards. [The title on the report cover differs from the suggested citation. Title on cover: "What Do We Know about the Evidence Sources Teachers Used to Determine Teacher Assessed Grades? "]

This paper critically examines language variation in the specific context of gender identity and social stature. Predicated on indicative studies conducted by experts within the sociolinguistic playfield, the aim of this analysis is to deconstruct the four approaches to Language and Gender Theory and therefore trace the trajectory of such research across the years.

Interviews with 108 Navajo children from bilingual first grade classes on Navajo reservations were recorded. Analysis of the interviews focused on phonological, grammatical, and lexical features that show a systematic variation within the speech of individuals or between individuals. Variable features were compared with background factors such as age, sex, geographical provenance, clan membership, and previous educational experience, in order to determine any correlations or effects. In addition, samples of the children's utterances were submitted to a panel of adult Navajo speakers to obtain their judgments on appropriateness and grammaticality of the forms used. Finally, interview data were analyzed to discover possible effects of English bilingualism on the students' competence and proficiency in Navajo. Analysis was also carried out on the English data to determine interference and order of acquisition of selected features. (Author/JB)

A study investigated variations in five native Japanese-speakers' consonant patterns in English as a Second Language. The eight phonological segments considered were English consonant clusters and final consonants. Subjects listened to a recording of a text by a native English-speaker and then read the text aloud five times. A similar procedure was followed for a word list. Subsequently, an informal conversation between the subject and researcher was recorded. Error patterns were analyzed, making a distinction between errors due to interference and errors due to developmental factors. Systematic patterns of variation were found in the segments studied, conforming to predictions on order of acquisition based on native language transfer and universal grammar theory. Both positive and negative transfer were evident. It is concluded that in second language acquisition there is a systematic relationship between variability, language style, and transfer and developmental factors. It is further suggested that while variability is a function of style, the amount of variability may depend on the speaker's proficiency. In general, accuracy increased with formality, with both transfer and developmental processes affecting devoicing significantly. Eight figures and a bibliography are included. (MSE)

The nature of the Creole-to-English continuum for Guyana is examined with two aims. The first of these is to critically assess the validity of orthodox variationist approaches as applied to similar language situations and the second is to produce the outline of an alternative approach that would work in this and other language situations as well. The operation of restrictions against the co-occurrence of any given linguistic variables, which occur within the clause in the Guyanese Creole-to-English continuum, are examined for the past tense marker variable ("bin, did, and woz") and the continuative aspect variable ("a-" and "-in" operating with the verb). The evolution of the continuum is linked to the distinct function and social prestige associated with certain stereotyped linguistic features, and the linguistic stereotyping likely to have occurred in a language situation involving initial contact between English and conservative Guyanese Creole is examined. It is suggested that the co-occurrence restriction rules emerged as a result of social, not linguistic, factors. It is proposed that in Guyana, the appearance of two variants of the same variable in the speech of most speakers represents switching between two or more immediately adjacent varieties on the continuum. (MSE)

Part of the Oregon Elementary English Project, this unit focuses on variation in language. Consisting of fourteen individual lessons, the unit begins with a series of lessons whose purpose is to develop students' ability to recognize ways in which objects belonging to the same set may differ. These lessons serve as preparation for observing the kinds of differences that exist among dialects of the same language. The next few lessons observe natural differences in people that are accepted without any value judgments attached. This material directly leads to lessons in regional dialect differences in pronunciation, grammar, and vocabulary. The final group of lessons examine other reasons for speech differences (sex, occupation, age, and situation). The main theme for the unit is that all these factors contribute to language variety, which is natural and inevitable. Each lesson is accompanied by a statement of purpose, additional goals, content, preparation for the lesson, possible procedures, and suggested activities. (Demonstration tapes accompany lessons 3, 6, and 10.) (See CS 200 482-496 and CS 200 498-499 for related documents.) (HS)

In this study, the Felder learning styles inventory was administered to students who were non-English majors in a Chinese University. Descriptive statistics identified that participants do vary in their preference for particular learning styles with a great variety of learning style preferences distributed unevenly among the sample population. A large number of the participants showed mild preference to Global, Visual and Sensing learning styles. The present study extended Felder's work to a group of Chinese English as a Foreign Language learners. Implications for English as a Foreign Language teachers in Chinese Universities are that it is important to be aware of varied needs of learners from different majors and to respond flexibly by employing a broad range of teaching techniques to better reach students of different learning preferences. (Contains 3 figures and 3 tables.)

Developed by the Oregon Elementary English Project, this curriculum unit introduces third and fourth graders to variations in language. Students are led from recognizing that we associate certain sounds with specific settings to recognizing that we associate certain dialects with specific regions. Lessons 1 through 7 involve the use of three accompanying tapes on dialects of English and the relationships among sounds, signals, and settings. Lessons 8 through 10 are concerned with specific variations in vocabulary found in different regions. Each lesson is accompanied by a statement of its purpose, suggested materials and procedures, possible extensions, and suggestions for student exercises. In addition to the tapes, a packet of supplementary pictures for use with an overhead projector is provided. (See CS 200 482-488 and CS 200 489-499 for related documents.) (HS)

In the last few years, microblogging platforms such as Twitter have given rise to a deluge of textual data that can be used for the analysis of informal communication between millions of individuals. In this work, we propose an information-theoretic approach to geographic language variation using a corpus based on Twitter. We test our models with tens of concepts and their associated keywords detected in Spanish tweets geolocated in Spain. We employ dialectometric measures (cosine similarity and Jensen-Shannon divergence) to quantify the linguistic distance on the lexical level between cells created in a uniform grid over the map. This can be done for a single concept or in the general case taking into account an average of the considered variants. The latter permits an analysis of the dialects that naturally emerge from the data. Interestingly, our results reveal the existence of two dialect macrovarieties. The first group includes a region-specific speech spoken in small towns and rural areas whereas the second cluster encompasses cities that tend to use a more uniform variety. Since the results obtained with the two different metrics qualitatively agree, our work suggests that social media corpora can be efficiently used for dialectometric analyses.

This article is from PLoS ONE , volume 9 . Abstract This paper presents results from a corpus-based study investigating lexical variation in BSL. An earlier study investigating variation in BSL numeral signs found that younger signers were using a decreasing variety of regionally distinct variants, suggesting that levelling may be taking place. Here, we report findings from a larger investigation looking at regional lexical variants for colours, countries, numbers and UK placenames elicited as part of the BSL Corpus Project. Age, school location and language background were significant predictors of lexical variation, with younger signers using a more levelled variety. This change appears to be happening faster in particular sub-groups of the deaf community (e.g., signers from hearing families). Also, we find that for the names of some UK cities, signers from outside the region use a different sign than those who live in the region.

This article is from PLoS ONE , volume 9 . Abstract This paper presents results from a corpus-based study investigating lexical variation in BSL. An earlier study investigating variation in BSL numeral signs found that younger signers were using a decreasing variety of regionally distinct variants, suggesting that levelling may be taking place. Here, we report findings from a larger investigation looking at regional lexical variants for colours, countries, numbers and UK placenames elicited as part of the BSL Corpus Project. Age, school location and language background were significant predictors of lexical variation, with younger signers using a more levelled variety. This change appears to be happening faster in particular sub-groups of the deaf community (e.g., signers from hearing families). Also, we find that for the names of some UK cities, signers from outside the region use a different sign than those who live in the region.

This article is from PLoS ONE , volume 9 . Abstract This paper presents results from a corpus-based study investigating lexical variation in BSL. An earlier study investigating variation in BSL numeral signs found that younger signers were using a decreasing variety of regionally distinct variants, suggesting that levelling may be taking place. Here, we report findings from a larger investigation looking at regional lexical variants for colours, countries, numbers and UK placenames elicited as part of the BSL Corpus Project. Age, school location and language background were significant predictors of lexical variation, with younger signers using a more levelled variety. This change appears to be happening faster in particular sub-groups of the deaf community (e.g., signers from hearing families). Also, we find that for the names of some UK cities, signers from outside the region use a different sign than those who live in the region.

This article is from PLoS ONE , volume 9 . Abstract This paper presents results from a corpus-based study investigating lexical variation in BSL. An earlier study investigating variation in BSL numeral signs found that younger signers were using a decreasing variety of regionally distinct variants, suggesting that levelling may be taking place. Here, we report findings from a larger investigation looking at regional lexical variants for colours, countries, numbers and UK placenames elicited as part of the BSL Corpus Project. Age, school location and language background were significant predictors of lexical variation, with younger signers using a more levelled variety. This change appears to be happening faster in particular sub-groups of the deaf community (e.g., signers from hearing families). Also, we find that for the names of some UK cities, signers from outside the region use a different sign than those who live in the region.