Final Consonant Clusters in Majorcan Catalan Verbs: The Resolution of Sonority Sequence Principle Violations through Cluster Simplification
|
|
|
- Calvin Hensley
- 9 years ago
- Views:
Transcription
1 Final Consonant Clusters in Majorcan Catalan Verbs: The Resolution of Sonority Sequence Principle Violations through Cluster Simplification Mark Amengual and Cynthia P. Blanco The Pennsylvania State University 1. Introduction Majorcan (and Balearic) Catalan dialects lack an overt inflectional morpheme for first person singular present indicative verb forms. Many of these Majorcan Catalan (MC) verbs end with the consonants of the verb root with no further inflectional vowel (represented by the morphs /u/, /o/, /e/ or /i/ in other dialects of Catalan). This divergent morphological structure is illustrated in (1) from Pons (2007): (1) Catalan dialect variation in first person singular of present indicative: Orthographic Form and translation Balearic Central North- Western Southern North- Eastern t] tu] to] to] ti(k)] t] tu] to] k] ti] [p sk] [p u] o] k] [p i] In addition, these present indicative first person singular verb forms in MC contain final clusters that are ill-formed at the phonetic level, e.g. compr or obr without additional morphology and maintain final consonant clusters that appear to violate the syllable restrictions imposed by the Sonority Sequencing Principle (SSP). Hence, these forms contain tautosyllabic consonant sequences with the same or increasing degree of sonority. (2) Sonority Scale: from less to more sonorant (adapted from Pons 2006) Obstruents Sonorants Stops, Affricates < [p],[t],[k],[b],[ ] Fricatives < [s],[z],[f] Nasals < [m],[n] Liquids < [l],[ ],[r],[ ] Glides < [j],[w] Vowels As Lloret (2005) argues, other dialects of Catalan historically added the vowel e to the verbs that contained the ill-formed final consonant clusters (e.g., celebr-e, logr-e, sufr-e, entr-e). This epenthetic vowel was then reanalyzed as the first person singular morpheme, and, as such, extended by analogy to *We wish to thank our participants and Nena Rigo for her help in locating those participants. We are indebted to Dr. John Lipski for assistance through all stages of the study. We are also grateful to Dr. Ana de Prada Pérez and the numerous students and faculty from the Spanish Department at Penn State, for their insights and comments. All errors remain our own Mark Amengual and Cynthia P. Blanco. Selected Proceedings of the 4th Conference on Laboratory Approaches to Spanish Phonology, ed. Marta Ortega-Llebaria, Somerville, MA: Cascadilla Proceedings Project.
2 92 all the verbs of the first and third conjugations. This morpheme has been maintained without change in Valencian Catalan (e.g., mat+e, cant+e, entr+e), while it rose to i in Rosellonese Catalan (e.g., mat+i, cant+i, entr+i) and evolved to o in Central Catalan (e.g., (mat+o, cant+o, entr+o). 1 Majorcan (and Balearic) and Alguerese Catalan, on the other hand, maintained the ill-formed verb-final consonant clusters (i.e., they never epenthesized a vowel). Therefore, the present indicative first person singular verb forms in these two dialects continue to maintain these final consonant clusters. Table (3) provides the full paradigm of the present indicative forms in MC. (3) Present indicative inflectional suffixes. A, B, and C indicate the different MC varieties Adapted from Lloret (2004): First Conjugation Second Conjugation Third Conjugation varieties A B C A B C A B C 1s Ø Ø [u] Ø Ø [u] Ø Ø [u] 2s [as] [ s] [ s] [s] [s] [s] [is] [s] [s] 3s [ ] [ ] [ ] Ø Ø Ø [i] Ø Ø 1p [ém] [ám] [ m] [ém] [ m]/[ m] [ém] [ím] [ím] [ím] 2p [aw] [áw] [ w] [éw] [ w]/[ w] [éw] [íw] [íw] [iw] 3p [an] [ n] [ n] [ n] [ n] [ n] [in] [ n] [ n] The remainder of this paper is organized as follows: In section 2, we will present previous studies that have considered the consonant clusters of the relevant verb forms. Note, however, that these previous studies do not entertain the possibility of cluster simplification. In section 3, we analyze the production of final consonant clusters in first person singular verb forms by thirty-five (35) MC speakers, taking into account language-internal as well as language-external factors. Section 4 presents and discusses the results obtained from the multivariate analysis of the data using the statistical analysis program GoldVarb X (Sankoff, Tagliamonte, & Smith, 2005). Finally, Section 5 summarizes the results, and presents conclusions and suggestions for future research. 2. Previous Studies The special behavior of present indicative first person singular verb forms in MC has been analyzed from various perspectives. The first formal analysis of final consonant clusters is found in Dols (1993) who offers an autosegmental analysis. He analyzes these final consonant clusters in Majorcan (and Balearic) Catalan as onsets of an empty nucleus (based on the phonological licensing in Goldsmith, 1990). Thus, a verbal morpheme (M), corresponding to the first person singular present indicative, would license this semantically-empty syllabic position (e.g., compr ). On the other hand, similar structures without this morpheme (M) would resort to epenthesis (e.g., compra (4) M M /comp +Ø/ [com.p Ø] /comp +Ø/ [com.p ] Dols and Wheeler (1996) later propose an alternative analysis of these final consonant clusters. They simplify the syllabic structure of MC to the maximum degree by considering the syllable to be composed of an onset, a nucleus and a simple coda (as opposed to a complex consonant cluster as a coda). Therefore, an extra consonant in final position is considered an onset. In general terms, Dols and Wheeler suggest that MC final consonant clusters are limited to having a coda associated with one 1 In Central Catalan unstressed /o/ is pronounced /u/.
3 consonant and an onset associated with one or two consonants, as exemplified in (5), in which only the nasal consonant is syllabified in coda position, while the rest of the final consonants are syllabified as onsets. Thus, the authors claim that these final onsets are licensed by the right edge of a prosodic domain instead of a syllabic nucleus (universally attested) or a (M) verbal morpheme (Dols, 1993). (5) From Dols & Wheeler (1996) camp p empr m. p entr n. t C O C O C O Serra (1996) Optimality Theoretic account argues that final consonant clusters in the present indicative first person singular forms in the Catalan dialects in Maj extrasegmental morpheme (a unit with prosodic structure but without segmental content). This morpheme is argued to license those syllabically ill-formed verbal forms. On the other hand, the absence of this extrasegmental morpheme in the nominal forms explains the insertion of the epenthetic vowel. Therefore, the analysis that Serra presents and defends places an extrasegmental morpheme at the end of every verbal p.p 2 the formation of onsets is explained by the presence of an extrasegmental nucleus which he identifies as a morfema de temps i mode (morpheme of tense and mood). Finally, Pons (2002, 2006, 2007) proposes another analysis. There, the present indicative first person singular forms are proposed to exhibit a different phonological behavior compared to noun forms because of the pressure exerted by other members of the inflectional paradigm (the third person singular of the verbs in the first conjugation). Pons maintains that the pressure can either work by contrast (in which case surface homophony within the same paradigm (third person singular forms) is avoided) or by analogy (in which case the shared stem by the paradigm members is inclined towards homogenization). Thus, to explain the lack of vowel insertion in the case of the present indicative first person singular forms, her hypothesis is that epenthetic [ ] (default vowel in Catalan) does not take place in these cases because this would produce a surface form identical to another surface form of the same paradigm. Thus, both Serra and Pons believe that the present indicative first person singular verb forms exhibit a different phonological behavior with respect to noun forms, as demonstrated in (6): (6) Verbal vs. Nominal forms in MC a) Nominal Forms b) Verbal forms nt Pons claims that her analysis is superior to the syllabically driven approaches because the assumption behind such models is circular. That is, the presence of a morpheme without segmental content is justified by the special behavior of these consonant clusters and this special behavior is justified by appealing to the presence of an extrasegmental morpheme (Pons, 2007). Further, these models cannot account for the differences between verbal and nominal inflection. As seen in the literature, the structure of MC syllables has long been controversial, particularly with respect to the status of word-final consonant clusters. Some researchers (Pons 2007) suggest that word-final consonant clusters are syllabified as codas, whereas others propose that these are onsets of empty-headed syllables (Dols, 1993, Wheeler and Dols, 1996, Serra, 1996) as illustrated in (7): 93 2 This black square ( ) is the convention used in Serra (1996) to indicate the extrasegmental morpheme.
4 94 (7) Coda vs. Onset Approach a) Coda Approach b) Onset Approach Pons (2007) argues that these verbal forms undergo a series of phonological processes that are generally associated with the coda position and not with the onset position (e.g. the devoicing process that affects final obstruents). Pons claims that this devoicing process applies systematically in final clusters integrated by one, two or three consonants, for instance: acab enfang sembl mpl]. However, Serra (1996) builds upon an argument by Dols and Wheeler (1996) in which voicing contrasts are reported in this position (e.g. compr [-p ] and escombr [-b ]). Both Serra (1996) and Dols and Wheeler (1996) claim that neutralization is not created in the postnasal context. Therefore, these final obstruents are not always devoiced in final clusters integrated by three consonants consisting of a nasal+obstruent+liquid. Recasens et al. (2004) analyze electropalatographic and acoustic data of word-final clusters composed of an underlying voiced stop followed by nonsyllabic /l/ or /r/ in Majorcan Catalan (e.g. arregl assembl Catalan word-final devoicing does not apply to MC tautosyllabic stop+liquid clusters, and that phonetic voicing may affect just the stop or both the stop and the liquid. While there has been extensive research on these verb forms, the previous studies have focused on how to rationalize the existence of final consonant clusters in verbs in MC (whether through ghost vowels, extrasegmental morphemes, or consonant assignment as onset or coda in the syllable structure). This body of work does not mention the overwhelming number of cases of cluster simplification present in naturalistic data and analyzed in this study. The results of the present study show a strong tendency for MC speakers to resort to cluster simplification to avoid rising or flat sonority sequences. 3. Phonological and Sociolinguistic Study Unlike the theoretical approaches offered by a number of researchers, naturalistic data suggest that MC speakers are quite often not violating the SSP instead, these speakers simply do not fully articulate the verb-final consonant clusters in violation of the SSP. Thirty-five Catalan-Spanish bilingual residents of Majorca participated in the present study. Their age at the time of testing ranged from 18 to 62 (M = 29.1) and included 25 women and 10 men. All participants (23 Catalan-dominant and 12 Spanish-dominant) were born and educated in the island of Majorca, had extensive exposure to Spanish and Catalan on a daily basis, and resided in both urban and rural areas of the island. The youngest participants (generally, those born in 1983 and later) had completed their secondary school and most of their primary school mainly in Catalan while older participants (those born before 1983) completed their education exclusively in Spanish. All participants spoke Catalan and/or Spanish in the household and were not native in another language. Participants first completed a Language History Questionnaire, which included questions on language background, language use, and language of education. For the experimental section, participants silently read sentences written in Spanish and orally provided translations in MC matching the Spanish stimuli as closely as possible. The stimuli consisted of eighteen (18) experimental (target) verbs in the first person singular present indicative form. Each appeared in two phonological contexts: once followed by a consonant (+C) and once by a vowel (+V). An equal number of filler verbs in first person singular form were
5 used. These appeared in two separate sentences (in +C and +V contexts) and contained no cluster sequences in violation of SSP, e.g. tenc. There were two versions of the task (Version A and B), and while both versions included all frequent verbs (e.g compr obr ), the infrequent verbs (e.g., idolatr involucr were divided between the two versions. Word frequency was determined using the frequency measure in the Catalan-English online dictionary DACCO. 3 Each participant saw five practice sentences written in Spanish and were asked to orally translate them into MC, and this practice session was followed by a total of 52 sentences (2 fillers were presented as the first two sentences, then 28 experimental items and 22 fillers pseudorandomized so that experimental items and fillers alternated). Two coders, a native Catalan speaker and a native English speaker fluent in Spanish, transcribed and coded the sentences; a third coder, a native Spanish speaker, transcribed and coded a subset of the data to establish reliability. 4. GoldVarb X Analysis The data were submitted to statistical analysis using the variable rule program GoldVarb X (Sankoff, Tagliamonte, & Smith, 2005). All instances of cluster simplification and cluster maintenance from the data were extracted for analysis, yielding 599 tokens, of the total 682 tokens collected. The remaining 12% of tokens (N=83) were discarded from the analysis due to -o insertion (e.g. /entro ), which is not expected in this dialect of Catalan: the Catalan epenthetic vowel is schwa, so the o may demonstrate dialect switching or approximating. Therefore, the dependent variable for this analysis is cluster simplification vs. maintenance. Independent variables included the following phonological context (consonant, vowel), verb frequency (+ frequent, - frequent) and number of consonants in the cluster (two, e.g. obr, three, e.g. compr ). Social variables included language dominance (Spanish, Catalan) and gender. We hypothesized that the results would indicate a general trend toward maintenance of clusters, if possible (i.e., in contexts before a vowel, in which consonants may be resyllabified), and toward cluster simplification where necessary (i.e., in contexts before a consonant, without resyllabification). Furthermore, many factors might mitigate the degree to which speakers simplify clusters, including word frequency (i.e., the clusters of infrequent words are more likely to be pronounced than in frequent words, particularly if the first person singular form is infrequent, such as desintegr will favor simplification as there is an extra consonant to be articulated), language dominance (i.e., Spanish dominant speakers will tend to simplify the cluster since clusters in violation of the SSP do not exist word-finally in Spanish), and finally gender (i.e, based on previous sociolinguistic research, women are more likely to approximate prestige dialects here, Barcelonese Catalan, in which the clusters are followed by the first person singular morpheme /u/). 5. Results and Analysis The results show cluster simplification (CS) was more frequent (62.4% of tokens; N=374) than cluster maintenance (37.6% of tokens; N=225). MC speakers showed a strong tendency to simplify verb-final clusters to avoid rising or flat sonority sequences. Importantly, this result has been unconfirmed in previous research. 95 (8) Overall cluster simplification vs. cluster maintenance Cluster simplification Cluster maintenance % N % N Total N DACCO Catalan-English online dictionary with frequency measure. URL: ttp://
6 96 Goldvarb X presented as significant the following factor groups: following phonological context (consonant or vowel) and number of consonants in a cluster (two or three), while the factor groups not selected as significant were word frequency, speaker language dominance, and gender. (9) Multivariate analyses of the contribution of internal and external factors selected as significant to the probability of cluster simplification (CS); factor groups not selected as significant in square brackets Majorcan Catalan Corrected mean.635 Log likelihood Total N 599 Factor weight % N FOLLOWING PHONOLOGICAL SEGMENT Consonant Vowel Range 26 NUMBER OF CONSONANTS IN THE CLUSTER C C Range 10 FREQUENCY OF VERB -Frequent [.52] Frequent [.49] SPEAKER LANGUAGE DOMINANCE Spanish [.56] Catalan [.46] SPEAKER GENDER Male [.56] Female [.47] As observed above, linguistic variables such as following phonological context and number of consonants in the final cluster are significant; however, there is no evidence that non-linguistic variables show significance in the analysis. The majority of participants in the study were Catalandominant (N=23), with a smaller number of Spanish-dominant speakers (N=12). The unbalanced nature of the participants in the study may have impaired the possibility of significant findings in other factor groups, such as language dominance or gender. Despite not being selected as significant, there is a weight of.56 favoring CS for Spanish-dominant bilinguals, simplifying these final clusters 67.3% of the times compared to 59.7% of instances for Catalan-dominant speakers. As reported above, the presence of a consonant following the consonant cluster favors CS (.64) and a following vowel disfavors CS (.38), even though more than half of the instances of cluster + vowel results in cluster simplification (52.0%). Perhaps the most surprising result is that the fewer consonants in the cluster (two consonant combinations of obstruent + liquid) significantly favors simplification over groups of three consonants (nasal/lateral/sibilant + obstruent + liquid), which is contrary to our prediction and requires further analysis. In (10) we can see the differential behavior of the cluster depending on the particular consonants involved:
7 97 (10) Percentages of CS for postvocalic and postnasal clusters followed by +C and +V C V 0 Behaviors of consonant clusters differ depending on the individual consonants in the verb-final cluster. Clusters composed of a voiced bilabial stop and a liquid (-br and -bl) are simplified more than other kinds of clusters. The next step was to consider the different phonological contexts of the /b+liquid/ sequences present in the data. (11) The homogeneity of CS in /b+liquid/ phonological context Verb %CS #CS N Tokens % Tokens of CS Obr +C Celebr +C Cobr +C Amobl +C Equilibr +C Subtotal /b+liquid/+c Subtotal /b+liquid/+c and /b+liquid/+v Total +C [all verbs] Total +V [all verbs] TOTAL CS [all verbs] Table (11) presents the five /b+liquid/ verbs in the +C context, which were simplified at a rate of 93.2% (compared to 76.7% for all verbs in +C context). In fact, these five verbs, in the +C context, account for exactly half of all instances of CS in the +C context. These same verbs, in +C and +V contexts combined, account for over a third of the tokens of CS in the data. The preceding discussion tells us that /b+liquid/ is the phonological context with the highest number of simplification cases in our data. Regardless of the following phonological context, these clusters were simplified (i.e., the liquid not pronounced) over 80% of the time. Thus, we must take into account that the individual consonants in each cluster, and not word frequency (as not all of these instances are frequent), will play an important role in favoring CS. 6. Conclusion and Discussion This paper has argued for an extension in the analysis of phonological processes observed in MC first person singular present indicative verb forms. These forms, unlike other dialects of Catalan, do
8 98 not show an explicit inflectional morph, leaving the verb stem bare and often ending in a sequence of consonants in violation of the Sonority Sequence Principle. Naturalistic data demonstrated that speakers are often not articulating these ill-formed consonant clusters in verb-final positions. The analysis presented in this paper argues that MC speakers resort to cluster simplification to avoid rising or flat sonority within the syllable: overall (considering all verbs in all contexts), cluster sequences were simplified in 62.4% of all tokens. Finally, there are, indeed, instances in which speakers violate the restrictions of syllable structure imposed by the sonority scale and maintain the cluster. Cluster maintenance occurs in 48% of tokens preceding a vowel, where resyllabification can be expected, compared to cluster maintenance in only 23.3% of clusters before a consonant. This article attempted to explain this variation between cluster simplification and articulation of the consonant by performing a multivariate analysis of the data using the statistical analysis program Goldvarb X to explain which extragrammatical factors affected the choice of one variant over the other, including social variables such as gender and language dominance, and linguistic variables such as phonological context, verb frequency, and number of consonants in a cluster. From the data collected, there is awareness of the ill-formedness of these final clusters. In addition to CS, some MC speakers, especially Spanish-dominant speakers, produce the inflectional morpheme [o] with infrequent verbs, even though this morph is not pronounced in the MC dialect (and would not be articulated as [o] in the standard Barcelonese Catalan dialect either; cf. footnote 1). Further research should also focus on speaker age, presenting more data from older speakers (as the mean age of the speakers in this data is 29.1 years old). As we have not been able to accurately introduce age as a variable in this analysis, we have no evidence that there is a change occurring in Majorcan Catalan with respect to final consonant clusters in first person present indicative verb forms. Finally, a more stringent measure of frequency for the Catalan verbs would be desirable, as the frequency measure used for this project was a Catalan-English online dictionary with a frequency measure. This study has introduced naturalistic data elicited through a translation task that challenge earlier accounts of the treatment of these clusters from theoretical perspectives of syllable structure. While previous studies have intended to develop theoretical solutions to the problem of these verb-final consonants (Dols (1993) supported an empty nucleus after the consonant cluster, Dols and Wheeler (1996) proposed a reanalysis of word-final consonants as onsets, Serra (1996) used an extrasegmental morpheme, and Pons (2002, 2006, 2007) cited paradigmatic pressures), no one has considered the possibility of cluster simplification simply avoiding these ill-formed clusters. Our data, which include tokens from a relatively young portion of the population, demonstrate that cluster simplification is, indeed, pervasive in these controversial verb forms. References Boersma, Paul and David Weenink Praat: Doing phonetics by computer (Version ) [Computer program]. Retrieved from Dols Salas, Nicolau La silabificación del catalán de Mallorca. In: Hispanorama 65: Dols, Niclau and Max Wheeler El consonantisme final del mallorquí i Caplletra 19. Publicacions de l Abadia de Montserrat and Institut de Filologia Valenciana. Valencia. Dols Salas, Nicolau A Teoria fonolòlogica i sil.labificació: El cas del català de Mallorca. Palma de Mallorca: Universitat de les Illes Balears. PhD dissertation. Lloret, Maria- rbal algueresa in Estudis de Llengua i Literatura Catalanes, 49 (Miscel lània Joan Veny, 5), pgs Lloret, Maria-Rosa The phonological role of paradigms: The case of insular Catalan. In Auger, J., Clements, J. C., and Vance, B. eds., Contemporary Approaches to Romance Linguistics. Amsterdam; Philadelphia: J. Benjamins, pgs Pons Moll, Claudia La teoria de l optimitat. Una introducció aplicada al Català de les Illes Balears. Publicacions de l Abadia de Montserrat: Institut menorquí d estudis. Barcelona Pons Moll, Claudia The true mystery of the world is the visible, not the invisible: some reflections on the verbal morphophonology of Balearic Catalan. Acta Linguistica Hungarica. An International Journal of Linguistics, volume 54, issue 2.
9 Pons Moll, Claudia Nova aproximació a la simplificació de grups consonàntics finals en català. Llengua & Literatura, 17. pgs Pons Moll, Claudia Estructura sil.làbica i processos fonològics en balear. Catalan Review. Selected Proceedings of the tenth Colloquium of the NACS. Volume 16, 1-2. North American Catalan Society. Recasens, Daniel Fonètica descriptiva del català. Barcelona: Institut d Estudis Catalans. Recasens, Daniel, Aina Espinosa, and Antoni Solanas Underlying voicing in Majorcan Catalan Word-Final Stop-Liquid Clusters. Phonetica, Sankoff, David, Sali Tagliamonte, and Eric Smith Goldvarb X: a variable rule application for Macintosh and Windows. Toronto: University of Toronto Department of Linguistics. Serra Lopez, Josep La fonologia prosòdica del Català. Girona: Universitat de Girona. PhD dissertation. Tagliamonte, Sali A Analyzing Sociolinguistic Variation. Cambridge: Cambridge University Press. Wheeler, Max W Phonology of Catalan. Oxford: Basil Blackwell 99
10 Selected Proceedings of the 4th Conference on Laboratory Approaches to Spanish Phonology edited by Marta Ortega-Llebaria Cascadilla Proceedings Project Somerville, MA 2010 Copyright information Selected Proceedings of the 4th Conference on Laboratory Approaches to Spanish Phonology 2010 Cascadilla Proceedings Project, Somerville, MA. All rights reserved ISBN library binding A copyright notice for each paper is located at the bottom of the first page of the paper. Reprints for course packs can be authorized by Cascadilla Proceedings Project. Ordering information Orders for the library binding edition are handled by Cascadilla Press. To place an order, go to or contact: Cascadilla Press, P.O. Box , Somerville, MA 02144, USA phone: , fax: , [email protected] Web access and citation information This entire proceedings can also be viewed on the web at Each paper has a unique document # which can be added to citations to facilitate access. The document # should not replace the full citation. This paper can be cited as: Amengual, Mark and Cynthia P. Blanco Final Consonant Clusters in Majorcan Catalan Verbs: The Resolution of Sonority Sequence Principle Violations through Cluster Simplification. In Selected Proceedings of the 4th Conference on Laboratory Approaches to Spanish Phonology, ed. Marta Ortega-Llebaria, Somerville, MA: Cascadilla Proceedings Project. document #2370.
2013 2015 M.A. Hispanic Linguistics. University of Arizona: Tucson, AZ.
M I G U E L L L O M PA R T G A R C I A University of Arizona Department of Spanish and portuguese Modern Languages 550 Tucson, AZ 85721 Phone: +34 639068540 Fax: Email: [email protected] Homepage:
Stricture and Nasal Place Assimilation. Jaye Padgett
Stricture and Nasal Place Assimilation Jaye Padgett Stricture Stricture features determine the degree of constriction in the vocal tract; [son], [ cons], [cont] [-cont]: Verschluss im mediosagittalen Bereich
Points of Interference in Learning English as a Second Language
Points of Interference in Learning English as a Second Language Tone Spanish: In both English and Spanish there are four tone levels, but Spanish speaker use only the three lower pitch tones, except when
University of Illinois at Chicago Ph.D. 2014 in Hispanic Studies: Sociolinguistics with focus on Phonological Variation
Junice Acosta [email protected] RESEARCH INTERESTS Issues in Sociolinguistics and Phonology with a focus on variation, including the diverse ways in which social networks impact speakers linguistic
Early Childhood Study of Language and Literacy Development of Spanish-Speaking Children
Early Childhood Study of Language and Literacy Development of Spanish-Speaking Children Subproject 1 of Acquiring Literacy in English: Crosslinguistic, Intralinguistic, and Developmental Factors Project
L2 EXPERIENCE MODULATES LEARNERS USE OF CUES IN THE PERCEPTION OF L3 TONES
L2 EXPERIENCE MODULATES LEARNERS USE OF CUES IN THE PERCEPTION OF L3 TONES Zhen Qin, Allard Jongman Department of Linguistics, University of Kansas, United States [email protected], [email protected]
The sound patterns of language
The sound patterns of language Phonology Chapter 5 Alaa Mohammadi- Fall 2009 1 This lecture There are systematic differences between: What speakers memorize about the sounds of words. The speech sounds
ACKNOWLEDGEMENTS. At the completion of this study there are many people that I need to thank. Foremost of
ACKNOWLEDGEMENTS At the completion of this study there are many people that I need to thank. Foremost of these are John McCarthy. He has been a wonderful mentor and advisor. I also owe much to the other
Differences in linguistic and discourse features of narrative writing performance. Dr. Bilal Genç 1 Dr. Kağan Büyükkarcı 2 Ali Göksu 3
Yıl/Year: 2012 Cilt/Volume: 1 Sayı/Issue:2 Sayfalar/Pages: 40-47 Differences in linguistic and discourse features of narrative writing performance Abstract Dr. Bilal Genç 1 Dr. Kağan Büyükkarcı 2 Ali Göksu
Pronunciation in English
The Electronic Journal for English as a Second Language Pronunciation in English March 2013 Volume 16, Number 4 Title Level Publisher Type of product Minimum Hardware Requirements Software Requirements
1 Basic concepts. 1.1 What is morphology?
EXTRACT 1 Basic concepts It has become a tradition to begin monographs and textbooks on morphology with a tribute to the German poet Johann Wolfgang von Goethe, who invented the term Morphologie in 1790
Author's Name: Stuart Davis Article Contract Number: 17106A/0180 Article Serial Number: 09-005 Article Title: Loanwords, Phonological Treatment of
1 Author's Name: Stuart Davis Article Contract Number: 17106A/0180 Article Serial Number: 09-005 Article Title: Loanwords, Phonological Treatment of Loanwords, Phonological Treatment of The term loanword
CURRICULUM VITAE. Name : Mehmet S. Yavas
Name : Mehmet S. Yavas CURRICULUM VITAE Address: Florida International University Linguistics Program University Park Campus Miami, FL 33199 Phone : (305) 348-2992 Fax : (305) 348-3878 e-mail : [email protected]
Morphology. Morphology is the study of word formation, of the structure of words. 1. some words can be divided into parts which still have meaning
Morphology Morphology is the study of word formation, of the structure of words. Some observations about words and their structure: 1. some words can be divided into parts which still have meaning 2. many
The Value of Frequency as a Linguistic Factor: The Case of Two Dialectal Regions in the Spanish Speaking World
The Value of Frequency as a Linguistic Factor: The Case of Two Dialectal Regions in the Spanish Speaking World Manuel Díaz-Campos and Carmen Ruiz-Sánchez 2 Indiana University and Michigan State University
MATTHEW K. GORDON (University of California, Los Angeles) THE NEUTRAL VOWELS OF FINNISH: HOW NEUTRAL ARE THEY? *
Linguistica Uralica 35:1 (1999), pp. 17-21 MATTHEW K. GORDON (University of California, Los Angeles) THE NEUTRAL VOWELS OF FINNISH: HOW NEUTRAL ARE THEY? * Finnish is well known for possessing a front-back
Prueba de Español. Walter Rudolfo Archuleta The University of New Mexico
Prueba de Español Walter Rudolfo Archuleta The University of New Mexico Introduction Prueba de Español para la Certificación Bilingüe is an instrument designed to measure the Spanish language proficiency
Latinos and Digital Technology, 2010
February 9, 2011 Latinos and Digital Technology, 2010 FOR FURTHER INFORMATION CONTACT: Gretchen Livingston, Senior Researcher, 1615 L St, N.W., Suite 700 Washington, D.C. 20036 Tel(202) 419-3600 Fax (202)
SWING: A tool for modelling intonational varieties of Swedish Beskow, Jonas; Bruce, Gösta; Enflo, Laura; Granström, Björn; Schötz, Susanne
SWING: A tool for modelling intonational varieties of Swedish Beskow, Jonas; Bruce, Gösta; Enflo, Laura; Granström, Björn; Schötz, Susanne Published in: Proceedings of Fonetik 2008 Published: 2008-01-01
Master of Arts in Linguistics Syllabus
Master of Arts in Linguistics Syllabus Applicants shall hold a Bachelor s degree with Honours of this University or another qualification of equivalent standard from this University or from another university
How To Teach Reading
Florida Reading Endorsement Alignment Matrix Competency 1 The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL). The
THE BACHELOR S DEGREE IN SPANISH
Academic regulations for THE BACHELOR S DEGREE IN SPANISH THE FACULTY OF HUMANITIES THE UNIVERSITY OF AARHUS 2007 1 Framework conditions Heading Title Prepared by Effective date Prescribed points Text
Simple maths for keywords
Simple maths for keywords Adam Kilgarriff Lexical Computing Ltd [email protected] Abstract We present a simple method for identifying keywords of one corpus vs. another. There is no one-sizefits-all
Pronunciation Difficulties of Japanese Speakers of English: Predictions Based on a Contrastive Analysis Steven W. Carruthers
17 Pronunciation Difficulties of Japanese Speakers of English: Predictions Based on a Contrastive Analysis Steven W. Carruthers Abstract A contrastive analysis of English and Japanese phonology can help
St. Petersburg College. RED 4335/Reading in the Content Area. Florida Reading Endorsement Competencies 1 & 2. Reading Alignment Matrix
Course Credit In-service points St. Petersburg College RED 4335/Reading in the Content Area Florida Reading Endorsement Competencies 1 & 2 Reading Alignment Matrix Text Rule 6A 4.0292 Specialization Requirements
STATISTICAL ANALYSIS OF UBC FACULTY SALARIES: INVESTIGATION OF
STATISTICAL ANALYSIS OF UBC FACULTY SALARIES: INVESTIGATION OF DIFFERENCES DUE TO SEX OR VISIBLE MINORITY STATUS. Oxana Marmer and Walter Sudmant, UBC Planning and Institutional Research SUMMARY This paper
How To Read With A Book
Behaviors to Notice Teach Level A/B (Fountas and Pinnell) - DRA 1/2 - NYC ECLAS 2 Solving Words - Locates known word(s) in. Analyzes words from left to right, using knowledge of sound/letter relationships
Demographics of Atlanta, Georgia:
Demographics of Atlanta, Georgia: A Visual Analysis of the 2000 and 2010 Census Data 36-315 Final Project Rachel Cohen, Kathryn McKeough, Minnar Xie & David Zimmerman Ethnicities of Atlanta Figure 1: From
Spanish-influenced English: Typical phonological patterns in the English language learner
Spanish-influenced English: Typical phonological patterns in the English language learner Brenda K. Gorman and Ellen Stubbe Kester This course is offered by Bilinguistics, an ASHA Approved CE Provider.
African American English-Speaking Children's Comprehension of Past Tense: Evidence from a Grammaticality Judgment Task Abstract
African American English-Speaking Children's Comprehension of Past Tense: Evidence from a Grammaticality Judgment Task Abstract Children who are dialectal speakers, in particular those that speak African
Study Plan for Master of Arts in Applied Linguistics
Study Plan for Master of Arts in Applied Linguistics Master of Arts in Applied Linguistics is awarded by the Faculty of Graduate Studies at Jordan University of Science and Technology (JUST) upon the fulfillment
Word Completion and Prediction in Hebrew
Experiments with Language Models for בס"ד Word Completion and Prediction in Hebrew 1 Yaakov HaCohen-Kerner, Asaf Applebaum, Jacob Bitterman Department of Computer Science Jerusalem College of Technology
PELLISSIPPI STATE COMMUNITY COLLEGE MASTER SYLLABUS BEGINNING SPANISH I SPAN 1010. Laboratory Hours: 0.0 Date Revised: Summer 10
PELLISSIPPI STATE COMMUNITY COLLEGE MASTER SYLLABUS BEGINNING SPANISH I SPAN 1010 Class Hours: 3.0 Credit Hours: 3.0 Laboratory Hours: 0.0 Date Revised: Summer 10 Catalog Course Description: Introduction
Prelinguistic vocal behaviors. Stage 1 (birth-1 month) Stage 2 (2-3 months) Stage 4 (7-9 months) Stage 3 (4-6 months)
3 stages of phonological development 1. Prelinguistic vocal behaviors 2. Phonology of the first 50 words 3. Emergence of rules Prelinguistic vocal behaviors Reflexive/vegetative sounds (birth-1 month)
M. Luz Celaya Universidad de Barcelona [email protected]
María del Pilar García Mayo and María Luisa García Lecumberri, eds. 2003: Age and the Acquisition of English as a Foreign Language. Clevedon: Multilingual Matters. M. Luz Celaya Universidad de Barcelona
The Pronunciation of the Aspirated Consonants P, T, and K in English by Native Speakers of Spanish and French
144 The Pronunciation of the Aspirated Consonants P, T, and K in English by Native Speakers of Spanish and French Philip Suarez Florida International University, USA Abstract: This study examines whether
Office Phone/E-mail: 963-1598 / [email protected] Office Hours: MW 3:50-4:50, TR 12:00-12:30
ENG 432/532: Phonetics and Phonology (Fall 2010) Course credits: Four (4) Time/classroom: MW2:00-3:40 p.m./ LL243 Instructor: Charles X. Li, Ph.D. Office location: LL403H Office Phone/E-mail: 963-1598
Historical Linguistics. Diachronic Analysis. Two Approaches to the Study of Language. Kinds of Language Change. What is Historical Linguistics?
Historical Linguistics Diachronic Analysis What is Historical Linguistics? Historical linguistics is the study of how languages change over time and of their relationships with other languages. All languages
Doctoral School of Historical Sciences Dr. Székely Gábor professor Program of Assyiriology Dr. Dezső Tamás habilitate docent
Doctoral School of Historical Sciences Dr. Székely Gábor professor Program of Assyiriology Dr. Dezső Tamás habilitate docent The theses of the Dissertation Nominal and Verbal Plurality in Sumerian: A Morphosemantic
Turkish Radiology Dictation System
Turkish Radiology Dictation System Ebru Arısoy, Levent M. Arslan Boaziçi University, Electrical and Electronic Engineering Department, 34342, Bebek, stanbul, Turkey [email protected], [email protected]
Psychology G4470. Psychology and Neuropsychology of Language. Spring 2013.
Psychology G4470. Psychology and Neuropsychology of Language. Spring 2013. I. Course description, as it will appear in the bulletins. II. A full description of the content of the course III. Rationale
Why major in linguistics (and what does a linguist do)?
Why major in linguistics (and what does a linguist do)? Written by Monica Macaulay and Kristen Syrett What is linguistics? If you are considering a linguistics major, you probably already know at least
GRAMMAR, SYNTAX, AND ENGLISH LANGUAGE LEARNERS
GRAMMAR, SYNTAX, AND ENGLISH LANGUAGE LEARNERS When it comes to grammar, many writing tutors and instructors are unsure of the most effective way to teach ESL students. And while numerous studies, articles
Prosodic focus marking in Bai
Prosodic focus marking in Bai Zenghui Liu 1, Aoju Chen 1,2 & Hans Van de Velde 1 Utrecht University 1, Max Planck Institute for Psycholinguistics 2 [email protected], [email protected], [email protected]
English Speech Timing: A Domain and Locus Approach. Laurence White
English Speech Timing: A Domain and Locus Approach Laurence White PhD The University of Edinburgh 2002 Abstract This dissertation presents a descriptive framework for suprasyllabic processes in speech
Hebrew. Afro-Asiatic languages. Modern Hebrew is spoken in Israel, the United States, the
Jennifer Wagner Hebrew The Hebrew language belongs to the West-South-Central Semitic branch of the Afro-Asiatic languages. Modern Hebrew is spoken in Israel, the United States, the United Kingdom, Australia,
The Development of Nicaraguan Sign Language via the Language Acquisition Process
D. MacLaughlin & S. McEwen (eds.), Proceedings of the Boston University Conference on Language Development 19, 543-552. Boston: Cascadilla Press. 1995. 1994 Ann Senghas. The Development of Nicaraguan Sign
The Role of Gestalt in Language Processing
378 Abstracts HILKE ELSEN The Role of Gestalt in Language Processing This article discusses gestalt phenomena in language processing, compiling data from three empirical studies that analyze language acquisition,
University of Massachusetts Boston Applied Linguistics Graduate Program. APLING 601 Introduction to Linguistics. Syllabus
University of Massachusetts Boston Applied Linguistics Graduate Program APLING 601 Introduction to Linguistics Syllabus Course Description: This course examines the nature and origin of language, the history
SPPB. Research lines 18/02/2008. Neurociència cognitiva del llenguatge (i d altres funcions cognitives) Speech Perception Production and Bilingualism
Neurociència cognitiva del llenguatge (i d altres funcions cognitives) Núria Sebastian Gallés Universitat de Barcelona SPPB Speech Perception, Production and Bilingualism Development Perception Production
Rhode Island College
Rhode Island College M.Ed. In TESL Program Language Group Specific Informational Reports Produced by Graduate Students in the M.Ed. In TESL Program In the Feinstein School of Education and Human Development
THE BEHAVIOR ANALYSIS APPROACH TO READING: PHONICS DISCRIMINATIONS 1. Benjamin B. Lahey, Dennis R. Weller, William R. Brown 2.
200 Journal of Reading Behavior 1972-73 * Vol. 5, No. 3, Summer THE BEHAVIOR ANALYSIS APPROACH TO READING: PHONICS DISCRIMINATIONS 1 Benjamin B. Lahey, Dennis R. Weller, William R. Brown 2 Abstract Several
AN EVALUATION OF SPELLING ERRORS OF DEAF AND HARD OF HEARING STUDENTS IN GREECE
AN EVALUATION OF SPELLING ERRORS OF DEAF AND HARD OF HEARING STUDENTS IN GREECE ABSTRACT Fotini Logotheti, Kleopatra Diakogiorgi and Venetta Lampropoulou University of Patras, Greece High School Teacher
Broad and Integrative Knowledge. Applied and Collaborative Learning. Civic and Global Learning
1 2 3 4 5 Specialized Knowledge Broad and Integrative Knowledge Intellectual Skills Applied and Collaborative Learning Civic and Global Learning The Degree Qualifications Profile (DQP) provides a baseline
The first person singular in Dutch dialects. Marc van Oostendorp. Meertens Instituut, Amsterdam
The first person singular in Dutch dialects Marc van Oostendorp Meertens Instituut, Amsterdam 1 The first person singular in Dutch Recent years have witnessed a renewed interest in the study of the phonological
Linguistic Universals
Armin W. Buch 1 2012/11/28 1 Relying heavily on material by Gerhard Jäger and David Erschler Linguistic Properties shared by all languages Trivial: all languages have consonants and vowels More interesting:
DRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1
DRA2 Word Analysis correlated to Virginia Learning Standards Grade 1 Quickly identify and generate words that rhyme with given words. Quickly identify and generate words that begin with the same sound.
Thesis and Dissertation Proposals. University Learning Centre Writing Help Ron Cooley, Professor of English [email protected]
Thesis and Dissertation Proposals University Learning Centre Writing Help Ron Cooley, Professor of English [email protected] A highly regarded guide to academic writing A template-based approach. Thesis
COMPUTATIONAL DATA ANALYSIS FOR SYNTAX
COLING 82, J. Horeck~ (ed.j North-Holland Publishing Compa~y Academia, 1982 COMPUTATIONAL DATA ANALYSIS FOR SYNTAX Ludmila UhliFova - Zva Nebeska - Jan Kralik Czech Language Institute Czechoslovak Academy
FOREIGN LANGUAGE TEACHING AN INTERVIEW WITH NINA SPADA
SPADA, Nina. Foreign Language Teaching: an interview with Nina Spada. ReVEL, vol. 2, n. 2, 2004. ISSN 1678-8931 [www.revel.inf.br/eng]. FOREIGN LANGUAGE TEACHING AN INTERVIEW WITH NINA SPADA Nina Spada
Introduction to Morphology
Linguistics 051 Proto-Indo-European Language and Society Introduction to Morphology Introduction to Morphology Morphology is concerned with the internal structure of words and the rules for forming words
Quarterly Progress and Status Report. Preaspiration in Southern Swedish dialects
Dept. for Speech, Music and Hearing Quarterly Progress and Status Report Preaspiration in Southern Swedish dialects Tronnier, M. journal: Proceedings of Fonetik, TMH-QPSR volume: 44 number: 1 year: 2002
SYLLABLE STRESS IN URDU
202 SYLLABLE STRESS IN URDU SHANZA NYYAR ABSTRACT Syllable stress plays a vital role in determining the pronunciation of a word in any language. In every language where the stress exists, a particular
SYLVIA L. REED Curriculum Vitae
SYLVIA L. REED Curriculum Vitae Fall 2012 EDUCATION May 2012 May 2008 June 2005 Fall 2003 Department of English Wheaton College Norton, MA 02766 Ph.D., Linguistics.. M.A., Linguistics.. [email protected]
Culture and Language. What We Say Influences What We Think, What We Feel and What We Believe
Culture and Language What We Say Influences What We Think, What We Feel and What We Believe Unique Human Ability Ability to create and use language is the most distinctive feature of humans Humans learn
February 2008 Dr. José-Marie Griffiths, Dean and Professor Donald W. King, Distinguished Research Professor University of North Carolina at Chapel
February 2008 Dr. José-Marie Griffiths, Dean and Professor Donald W. King, Distinguished Research Professor University of North Carolina at Chapel Hill TABLE OF CONTENTS Introduction... 4 Conceptual Model...
(The running head is what gets printed across the top of journal pages. The 50 characters
THIS IS THE RUNNING HEAD IN UP TO 50 CHARACTERS 1 (The running head is what gets printed across the top of journal pages. The 50 characters include spaces. It usually contains as much as the title that
PTE Academic Preparation Course Outline
PTE Academic Preparation Course Outline August 2011 V2 Pearson Education Ltd 2011. No part of this publication may be reproduced without the prior permission of Pearson Education Ltd. Introduction The
COURSES IN ENGLISH AND OTHER LANGUAGES AT THE UNIVERSITY OF HUELVA 2014-15 (update: 3rd October 2014)
900060057 Geography of Spain English B1 6 - S2 Humanities / Geography department (30 places aprox) 900060055 Project management English B1 6 - S2 Engineering or Business estudies (70 places aprox) ETSI
Efficient Techniques for Improved Data Classification and POS Tagging by Monitoring Extraction, Pruning and Updating of Unknown Foreign Words
, pp.290-295 http://dx.doi.org/10.14257/astl.2015.111.55 Efficient Techniques for Improved Data Classification and POS Tagging by Monitoring Extraction, Pruning and Updating of Unknown Foreign Words Irfan
Knowledge Discovery using Text Mining: A Programmable Implementation on Information Extraction and Categorization
Knowledge Discovery using Text Mining: A Programmable Implementation on Information Extraction and Categorization Atika Mustafa, Ali Akbar, and Ahmer Sultan National University of Computer and Emerging
BILINGUALISM AND LANGUAGE ATTITUDES IN NORTHERN SAMI SPEECH COMMUNITIES IN FINLAND PhD thesis Summary
Duray Zsuzsa BILINGUALISM AND LANGUAGE ATTITUDES IN NORTHERN SAMI SPEECH COMMUNITIES IN FINLAND PhD thesis Summary Thesis supervisor: Dr Bakró-Nagy Marianne, University Professor PhD School of Linguistics,
UNIVERSITY OF PUERTO RICO RIO PIEDRAS CAMPUS COLLEGE OF HUMANITIES DEPARTMENT OF ENGLISH
UNIVERSITY OF PUERTO RICO RIO PIEDRAS CAMPUS COLLEGE OF HUMANITIES DEPARTMENT OF ENGLISH Instructor: Dr. Alicia Pousada Course Title: Study of language Course Number: INGL 4205 Number of Credit Hours:
Conceptos clave de la lingüística aplicada / Key Concepts in Applied Linguistics
Estudios de lingüística inglesa aplicada Conceptos clave de la lingüística aplicada / Key Concepts in Applied Linguistics HERITAGE LANGUAGE SPEAKERS Emilia Alonso Marks Ohio University, USA [email protected]
Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)
Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative
The Languages of Africa LIN 4930/6932. SSA 4930. Spring 2012. T 7 T 7-8. WEIM 1084
The Languages of Africa LIN 4930/6932. SSA 4930. Spring 2012. T 7 T 7-8. WEIM 1084 Dr. Frank Seidel Hours: Tuesday, 3:00-3:50 Office: 496 Grinter Hall & by appointment Phone: 850-339-6337 e-mail: [email protected]
HOW TO WRITE A LABORATORY REPORT
HOW TO WRITE A LABORATORY REPORT Pete Bibby Dept of Psychology 1 About Laboratory Reports The writing of laboratory reports is an essential part of the practical course One function of this course is to
What Is Linguistics? December 1992 Center for Applied Linguistics
What Is Linguistics? December 1992 Center for Applied Linguistics Linguistics is the study of language. Knowledge of linguistics, however, is different from knowledge of a language. Just as a person is
PHONETIC TOOL FOR THE TUNISIAN ARABIC
PHONETIC TOOL FOR THE TUNISIAN ARABIC Abir Masmoudi 1,2, Yannick Estève 1, Mariem Ellouze Khmekhem 2, Fethi Bougares 1, Lamia Hadrich Belguith 2 (1) LIUM, University of Maine, France (2) ANLP Research
CHARTES D'ANGLAIS SOMMAIRE. CHARTE NIVEAU A1 Pages 2-4. CHARTE NIVEAU A2 Pages 5-7. CHARTE NIVEAU B1 Pages 8-10. CHARTE NIVEAU B2 Pages 11-14
CHARTES D'ANGLAIS SOMMAIRE CHARTE NIVEAU A1 Pages 2-4 CHARTE NIVEAU A2 Pages 5-7 CHARTE NIVEAU B1 Pages 8-10 CHARTE NIVEAU B2 Pages 11-14 CHARTE NIVEAU C1 Pages 15-17 MAJ, le 11 juin 2014 A1 Skills-based
INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS
INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS By Dr. Kay MacPhee President/Founder Ooka Island, Inc. 1 Integrating the Common Core Standards into Interactive, Online
Between voicing and aspiration
Workshop Maps and Grammar 17-18 September 2014 Introduction Dutch-German dialect continuum Voicing languages vs. aspiration languages Phonology meets phonetics Phonetically continuous, phonologically discrete
Heritage Voice: Program. Lenape Language Education Program of the Lenape Nation of Pennsylvania and Swarthmore College
Heritage Voice: Program Lenape Language Education Program of the Lenape Nation of Pennsylvania and Swarthmore College PO Box 451 Easton, PA 18044 www.lenapenation.org/lenapelanguage.html www.swarthmore.edu/socsci/linguistics/lenapelanguageresources
Typical Development of Speech in Spanish in Comparison
Typical Development of Speech in Spanish in Comparison to English Bilinguistics Inc. This course is offered by Bilinguistics, an ASHA Approved CE Provider Content Area: Basic Communication Processes Instructional
The Effect of Questionnaire Cover Design in Mail Surveys
The Effect of Questionnaire Cover Design in Mail Surveys Philip Gendall It has been suggested that the response rate for a self administered questionnaire will be enhanced if the cover of the questionnaire
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource
Analyzing Research Articles: A Guide for Readers and Writers 1. Sam Mathews, Ph.D. Department of Psychology The University of West Florida
Analyzing Research Articles: A Guide for Readers and Writers 1 Sam Mathews, Ph.D. Department of Psychology The University of West Florida The critical reader of a research report expects the writer to
19. Morphosyntax in L2A
Spring 2012, April 5 Missing morphology Variability in acquisition Morphology and functional structure Morphosyntax in acquisition In L1A, we observe that kids don t always provide all the morphology that
COURSE SYLLABUS ESU 561 ASPECTS OF THE ENGLISH LANGUAGE. Fall 2014
COURSE SYLLABUS ESU 561 ASPECTS OF THE ENGLISH LANGUAGE Fall 2014 EDU 561 (85515) Instructor: Bart Weyand Classroom: Online TEL: (207) 985-7140 E-Mail: [email protected] COURSE DESCRIPTION: This is a practical
in Language, Culture, and Communication
22 April 2013 Study Plan M. A. Degree in Language, Culture, and Communication Linguistics Department 2012/2013 Faculty of Foreign Languages - Jordan University 1 STUDY PLAN M. A. DEGREE IN LANGUAGE, CULTURE
What Does Research Tell Us About Teaching Reading to English Language Learners?
Jan/Feb 2007 What Does Research Tell Us About Teaching Reading to English Language Learners? By Suzanne Irujo, ELL Outlook Contributing Writer As a classroom teacher, I was largely ignorant of, and definitely
SECOND YEAR SPANISH BA. Coordinator Dr Kate Quinn Room AM332 Telephone 091-492702 [email protected]. Schedule of Courses 2014-15
SECOND YEAR SPANISH BA 1 Coordinator Dr Kate Quinn Room AM332 Telephone 091-492702 [email protected] SPANISH SCHOOL OF LANGUAGES, LITERATURES AND CULTURES Top Floor, Arts Millennium Building, NUI,
