Abstract Through an analysis of the language acquisition process and a brief review of experiments designed to teach chimpanzees complicated linguistic communication, this essay argues that language ability is both environmental and biological.
From the Paper "At least the majority of us take our speech and linguistic abilities for granted. We rarely pause to consider why it is that man has the ability or capacity for complicated linguistic communication while other creatures, even those that most resemble human beings, do not. If the majority of us have not considered this question, a minority have. These are the anthropologists, the linguist and the psychologist. These three groups of academic researchers have examined the question of man's ability for complicated linguistic communication versus the inability of other creatures and have arrived at two different conclusions. Some have argued that the human ability for linguistic communication is a consequence of their having a unique biological ability for languages learning and communication. Others disagree, insisting that it is not a consequence of any inherent ability but of environmental training. As one tries to evaluate which of these points of views, or theories is the more accurate, on finds that evidence points in both directions, leading one to conclude that the unique human ability for languages is both biological and environmental in nature."
Abstract This paper examines how the Shakespearean works dominate the final decades of the Renaissance not only literally but also linguistically. In particular, it looks closer at the linguistic nature of Act 2 Scene 2 from "Romeo and Juliet" (written between 1597 - 1599) as a variety of English. It shows how language variety is an important concept in sociolinguistics and looks at different languages which differ systematically.
From the Paper "During Shakespeare's (1564 - 1616) years, England was a place of growth and change under the rule of Queen Elizabeth. Shakespeare was a man of the stage, working for the theatre company 'Lord Strange's Men' (page ix), which was the most popular company in London. He also worked at Queen Elizabeth's court during this time. His plays were written to be performed and to give an audience what they wanted: entertainment. Shakespeare drew his inspiration from a society which was in love with life and with man, and Romeo and Juliet was his first tragedy."
Abstract This paper examines how there adequate support to deduce that there still is a traditional language of respect, which is used by women in Nguni and Sotho cultures. It looks at how among the older women there is still a positive attitude towards the custom, although urbanisation and political and social change are responsible for a decline in the use of Hlonipha.
From the Paper "Hlonipha - which derives from the root -hloniph- means 'respect', and it covers both linguistic and behavioural aspects. It is claimed that Zulu King Shaka arrived at a well after travelling a long distance. He wanted to name the place 'amanzi amnandi' or 'fresh sweet water'. Out of respect for his mother, whose name was 'Nandi', he named the place 'Amanzimtoti', inventing a new word. 'Toti' had thus become the hlonipha word for 'mnandi'. King Shaka may have been one of the first to use hlonipha, but this language of avoidance is predominantly used by married women. Men and children use hlonipha but to a lesser extent. The Nguni woman, on the other hand, is expected to hlonipha her whole life."
Abstract Gender in translation has become an obvious issue in post-feminist era. This paper attempts to explore how gender issues may influence translation practice, by providing a theoretical discussion and practical examples.
From the Paper "It is difficult to discuss the concept of 'non-sexist' language in languages that have masculine and feminine grammatical gender. It is important to distinguish between languages that show grammatical and pronominal gender such as French and German, and languages that show only pronominal gender such as English. The difficulties take place when translating from the language that shows grammatical gender to the language that shows pronominal gender. In Romance languages the 'sun' is feminine and the 'moon' is masculine, In Indo-European languages, the 'sun' is masculine and the 'moon' feminine. In Polish, 'sun' is neuter and 'moon' is masculine. In German, it is only when a woman gets married that she becomes feminine i.e. 'die frau'. Before that, she is simply neutral 'das Fraulein'."
Abstract This paper explains that the two most common cognitive models for the interaction between technology, people and culture are Formalist/Humanist and Cyborg/Post-Humanist. The author believes that the Post-Humanist/cyclical model is superior to the linear models because the idea behind this model is that there can be no set cycle to human/ technological interaction; any number of interactions are possible and they can go in any direction. The paper relates that the three main reasons people use the writing technologies such as word processing are habit, convenience and availability. Charts.
From the Paper "Communications technologies affect our social relations and cultural values. Often new technologies distance us from direct communication with each other. For instance, a phone call is only an auditory communication, which cuts out body language. Instant messaging contains only the words a person wishes to convey, cutting out tone of voice and other auditory cues. Email is even further removed, because it is so much less interactive. There is little possibility for instance for a heated dialog or a a quick two way discussion. The communication becomes less real, more distant and therefore arguably we believe less that there is another human being there and act accordingly... perfect example would be flames and porn ads. In one-on-one interaction people don't have the protection of anonymity that they do in an email or forum posting."
Tags: cognitive, formalist, posthumanist, cyclical, linear
Abstract This report focuses on differences between the Russian and English languages in terms of word and object meanings, direct translations, sayings, rules in grammar and other critical lexical rules such slang and idiom use.
Introduction
History of Russian in America
Lexicography
Semasiology
Russian Structure
Translation by Dictionary
Conclusion
From the Paper "The actions of Post World War II Soviet Union and World War II itself were major reasons for Russian becoming a common course in American colleges. Prior to 1940, there were less than twenty universities in America offering Russian language programs and less than fifty percent of those had a true Russian/Slavic department. Other tell-tale signs of the popularity of Russian in American schools can be demonstrated by the fact that there were only three Russian doctoral programs at the time of post World War II Europe. However, relations with the Soviet Union grew as a result of the war which also had the dramatic affect of increasing an interest in the Russian language. The war therefore increased the number of universities in the United States offering Russian to over one hundred ninety in the 1950's."
Abstract This paper explains that there is more than one approach to the subject of discourse analysis and that these approaches are very different with regard to their focus, purpose and techniques.
From the Paper "As far as focus is concerned, discourse analysis may concentrate on the conclusions of the discourse itself or on the social processes and structure in accordance to which the discourse is constructed. Systemic linguistics approaches are appropriate for the first category, as there is always a very well defined boundary between language and society, with emphasis on the former. On the other hand, the common discourse analysis in sociology and social psychology has a broader focus and usually rejects the artificial distinction between discursive and social actions - since "all discourse is action and all action is discursive"."
Tags: social, sciences, knowledge, behavior, conversation, critical, text, speech, language
Abstract This paper contains a critical evaluation of the South Australian Curriculum Framework (SACSA) with the help of the "R-10 English Teaching Resource" document, geared towards the ESL learner. The key aspects of languages education reflected in the document are considered. The paper points out certain problems within the document: What is the ESL view of the document analyzed; are there any mismatches in the document from the ESL point of view; how does the curriculum document combine with the ESL teaching and learning context?
1. Introduction.
2. The Document Key Aspects of Languages Education.
3. The Learning-and-Teaching Context of the Document
4. Conclusion.
From the Paper "The analysis of "R-10 English Teaching Resource" document is especially interesting from the view of an ESL learner as there are some mismatches in this particular part. The key decision makers about these mismatches are teachers who critically evaluate the document and make correct decisions on further teaching and learning development: "Thus, the teacher can learn the purpose of their learning a language, their favorite / least favorite kinds of class activities, and the reason why they learn a language" (Hismanoglu, 2000). The mismatches often result from the lack of cultural and sociological context knowledge of ESL learners, and teachers as the main decision makers should pay appropriate attention to it: "Language is culture. When a person decides to learn French, for example, he or she is not merely absorbing the linguistics of the language, but everything to do with French and France" (Tang, 1999)."
Abstract In en effort to explain the differences between faith, theology, belief and spirituality, this paper considers these terms in their commonly expressed linguistic forms, as they occur in our daily lives. By examining the common usage of these terms, the author of the paper attempts to impart an understanding of their subtle and not so subtle differences.
From the Paper "Take, for example, the notion of belief. I might say that I believe in evolution, that I believe that human beings evolved from primates. In other words, one can believe in a supposition that may or may not be correct that has nothing to do with conventional religious structures and institutions, or even, if one accepts fundamentalist interpretations of Genesis, goes against such religious suppositions. I might also say that I believe that my father will arrive around six in the evening to pick me up from school. Belief thus connotes something that one thinks is probable or likely-I believe in God, I believe that McDonald's is better than Burger King, I believe-or do not believe-I will get a better job after graduating from college."
Abstract This paper explains that, as a linguistic resource, the pun is so effective in performing the ludic function of language to the extent of being among the most effective tools in graphic advertising. The author points out that the use of puns is truly ancient, but their use in print media is a fairly modern phenomenon, representing an effective method of engaging a reader's attention by inviting the reader to become an active part of the process. The paper stresses that there is a risk of having the pun miss its target because some readers simply turn the page if they do not understand an ad at first glance; but, on the other hand, inviting the reader to examine the ad a little further relates to the pun's success in print advertisements. Table, illustration and chart.
Table of Contents
Review and Analysis
Background and Overview
Conclusion
From the Paper "To this end, this paper attempts to present the analysis of advertisements published in the graphic media in the UK and in the USA, from the perspective of Austin's Speech Act Theory (1975). This Speech Act Theory argues that when we use language we are performing certain acts. There are three acts which utterances can be said to perform: A locutionary act, an illocutionary act and a perlocutionary act. This paper will take locutionary acts performed by the text in graphic advertisements and it will attempt to identify the illocutionary force. The perlocutionary effect is beyond the scope of this paper. The guiding principles which, according to Grice, govern talk and which are so thoroughly studied in conversational analysis (C.A.), apply to texts used in graphic advertising as well. Studying Grice's Maxims enables an addressee to draw inferences as to the implicatures of such utterances. Every utterance, whether it abides by or flouts these maxims, has both entailment and implicature, which this paper intends to explore."
Abstract As the world has become increasingly more global, interests in second language acquisition has also increased. More specifically second language acquisition as it pertains to the second language classroom has become a focal point. This paper examines conversation analysis, stimulated recall and the "Think Aloud Method". It compares the different approaches to theory and discusses the advantages and disadvantages of each system.
Outline
Introduction
Second Language Acquisition and Second Language Classrooms
Conversation Analysis
Analysis Utilizing Conversational Analysis
Advantages and Disadvantages of Conversation Analysis
Stimulated Recall Methodology
Utilizing the Stimulated Recall Method
Case Study Using Stimulated Recall
Advantages and Disadvantages
Think Aloud Method
Advantages and Disadvantages
Conclusion
From the Paper "Although the stimulated recall method has been utilized quite often in second language research Gass and Mackey (2000) report that the method has been severely criticized throughout its history. According the authors the most problematic aspect of stimulated recall is whether or not the findings actually reflect the though processes of the participants. For instance the authors explain that the retrospective report compiled by the researcher "is directly accessible and available for verbal reporting. This assumption is better justified with only a small amount of intervening time between the event and the recall. "
Abstract This paper explains that the ecological systems theory is a psychological framework that attempts to explain the forces that impact child development. The paper further explains how this theory is particularly relevant to the communication, speech and language acquisition process in children.
From the Paper "Developmental psychology studies the change and growth of humans over the lifespan. One particular philosophy, called ecological systems theory, is especially influential in this field. It holds that a combination of biological, social, and personal characteristics control human development. This theory can be applied to numerous phenomena although early communication, speech, and language development affords a notably informative illustration."
Abstract The paper argues that predicting the effect of bilingual education on student outcomes, using the work by Huddy and Sears ("Opposition to Bilingual Education: Prejudice or the Defense of Realistic Interests?") is problematical. The authors investigated the bases for parental prejudice against bilingual education but they did not investigate in any detail what the educational outcomes might be for the children involved. The paper shows that the authors made only incidental reference to the possibility that Latino, African-American or other minority students-or even Anglos-might experience diminished educational outcomes in the presence, or for that matter absence, of bilingual education. In fact, they were not investigating outcomes per se; they were investigating the source of prejudice.
From the Paper "Huddy and Sears concluded that the deepest opposition to bilingual education resulted from perceived realistic interest. They found that both parents and non-parents who perceived that programs were in competition for limited resources for education were most likely to oppose bilingual education. In addition, they noted that those parents who believed bilingual education was not of benefit to their children also opposed it."
Abstract This paper begins by highlighting the primary role played by communication in gender issues throughout the world and points up the variations within cultures. The paper then describes some salient elements of intercultural communication in order to illustrate how gender communication is a form of intercultural communications. Finally, the paper makes recommendations on how to develop effective intercultural communication skills to the situation of variations of women across cultures.
From the Paper "There are two assumptions from communication theory (both classical and contemporary theories) that help situate one's overview on gender and communication. First, communication is epistemic. That is to say, communication is the medium by which one comes to know things (it has been argued that absolute truth was inaccessible to humans; hence, truth had to be established by human standards. Similarly, contemporary rhetorical theorists argue that truth is socially constructed through language and other symbol systems)."
Abstract This paper focuses on peer assisted learning strategies and how student attitudes affect performance in SLA. It critically evaluates five studies with a focus on how the research methodology might have been improved, what potential bias' researcher might have brought to the study, as well as the implications of the studies themselves. The articles are; "Negotiation for Meaning and Peer Assistance in Second Language Classrooms" by Pauline Foster and Amy Snyder-Ohta, "Impact of Classroom Dynamics on the Effectiveness of Recasts in Second Language Acquisition" by Frank Morris and Elaine Tarone, "Collaborative E-mail Exchange for Teaching Secondary ESL: A Case Study in Hong Kong" by Roseanne Greenfield, "Cooperation and Competition in a Korean Middle School English Class: A Case Study" by Lee Sung-Lim and "The Effects of Reciprocal Peer Tutoring on Graduate Student's Achievement, Test Anxiety, and Academic Self-Efficacy" by Bryan and Marlynn Griffin.
Outline
"Negotiation for Meaning and Peer Assistance in Second Language Classrooms"
"Impact of Classroom Dynamics on the Effectiveness of Recasts in Second Language Acquisition"
"Collaborative E-mail Exchange for Teaching Secondary ESL: A Case Study in Hong Kong"
"Cooperation and Competition in a Korean Middle School English Class: A Case Study"
"The Effects of Reciprocal Peer Tutoring on Graduate Student's Achievement, Test Anxiety, and Academic Self-Efficacy"
Conclusion
From the Paper "Peer-assisted learning is an educational concept that has long been used to actively engage students in the knowledge acquisition process, and is known by a variety of names, such as collaborative learning, cooperative learning, collective learning, learning communities, peer teaching, peer learning, peer coaching, reciprocal learning, team learning, study circles, study groups, and work groups (adapted from Gross-Davis, 1993:http://teaching.berkeley.edu/bgd/collaborative.html), which, though these terms are not interchangeable, share its most salient feature, peer-assisted knowledge acquisition, in contrast to individualistic study."
