stuts68
StuTS 682020-11-192020-11-22500:05Europe/Berlinhttps://68stuts.bildungs.cafe2020-11-18T17:00:00+01:0017:0001:15Agathe Laschstuts68-500-introduction_to_bildungs_cafe_and_big_blue_buttonhttps://68stuts.bildungs.cafe/events/500.htmlfalseIntroduction to bildungs.cafe and Big Blue ButtonGet to know the conference platform!talkmulbbb_bc_guide.pdf2020-11-18T18:15:00+01:0018:1501:45Agathe Laschstuts68-499-linguistics_pub_quizhttps://68stuts.bildungs.cafe/events/499.htmlfalseLinguistics Pub QuizAn evening of questions, answers, and your beverage of choiceothermul#StuTS68 will joyfully come at you and bring a full three-day load of the finest student linguistics talks to the screen!
To warm-up for this marathon, we want to cordially welcome you all with an amusing pre-conference pubquiz!
This evening is packed with linguistic trivia and questions that will smoothen every language enthusiast's heart.
We'll host the quiz on https://kahoot.it/ which makes counting points much easier and brings in some fun tunes.
The easiest way to join might be to join the event via the <a href="https://portal.68.stuts.de/">StuTS conference platform</a> and use another device, e.g. your phone, to submit your answers for the quiz.2020-11-19T08:45:00+01:0008:4500:15Agathe Laschstuts68-498-opening_sessionhttps://68stuts.bildungs.cafe/events/498.htmlfalseOpening SessionBegrüßungsplenumtalkmul2020-11-19T09:00:00+01:0009:0000:30Agathe Laschstuts68-312-semitc_verbal_diminutives_and_their_morphological_derivationhttps://68stuts.bildungs.cafe/events/312.htmlCC-SAfalseSemitc Verbal Diminutives and Their Morphological DerivationA DM ApproachtalkenVerbal diminutives involve the reduction of a verbal event into multiple, shorter events, which take the temporal scope of otherwise just one event. In most Semitic languages, which are known for their templatic word-formational nature, verbal diminutives are formed through templatic changes, involving the addition of at least one further consonantal (and vocalic) position, though the shape and position of those additions is by no means uniform, causing unclarity regarding the precise derivation of (Semitic) verbal diminutives. As a first step towards an answer, it is asked here, whether Semitic verbal diminutives are derived from stems, meaning already existing nouns, denominally, and already derived verbs, deverbally, or directly from the root, deradically.
Comparing cross-Semitic data from three branches of Semitic, specifically the Northwest-Semitic Modern Hebrew, various Southwest-Semitic Ethiosemitic languages, as well as the East-Semitic (Old-Babylonian) Akkadian, I argue that Semitic verbal diminutives are derived deradically, by evidence of weak roots, number of root consonants, (phonetic) voice alternations and semantic idiosyncrasies.
Thereby, it is not argued that all pluractional verbs in all Semitic languages are formed in the same manner. However, despite the differences in verbal diminutive formations, the observed similarities in the resulting meaning, shape, and behaviour of the pluractionals reveal that all derivations provide similar evidence for root access at the moment of diminutivisation. Further, it appears that in all Semitic languages investigated tense, aspect, voice, and φ-features are only merged afterwards.Iris Kamil2020-11-19T09:30:00+01:0009:3000:30Agathe Laschstuts68-368-grammatical_gender_assignment_in_modern_greekhttps://68stuts.bildungs.cafe/events/368.htmlCC-SAfalseGrammatical Gender Assignment in Modern GreektalkThis paper discusses the grammatical gender assignment in Modern Greek, claiming that gender is a feature to be assigned to all nouns in the language including the borrowed wordsThis paper discusses the grammatical gender assignment in Modern Greek, claiming that gender is a feature to be assigned to all nouns in the language including the borrowed words. Grammatical gender is known to be varied cross-linguistically, meaning that a word can have different grammatical genders across languages. Simply put, grammatical gender is a way of distinction or classification of nouns within a language, which later interacts with syntax as adjectives and articles should agree with the gender of the noun in the syntactic derivation. However, not being a way of classification solely, grammatical gender has drawn a considerable amount of attention in the literature for both theoretical approaches and cognitive & experimental approaches. It is even said to affect odor perception (Speed & Majid 2019; Maciuszek, Polak & Świątkowska, 2019). Another striking feature of grammatical gender is that if a loanword enters into a language, which has grammatical genders, native speakers of that language agree on the gender of the noun, which can show that grammatical gender has a cognitive basis, rather than simply being a way of classification of nouns, whose origin is said to “have been an accidental outcome of language development” (Ibrahim 2014). In the DM approach to grammatical gender, it is assumed to be a feature rather than being inherent in the stem. In this talk, I will provide the previous accounts of grammatical gender (Ralli, 2005), and show that this gender information cannot be part of the stem unlike Ralli (2005). Rather, it is a feature to be added onto the noun in the syntactic derivation.Sercan Karakas2020-11-19T10:00:00+01:0010:0000:30Agathe Laschstuts68-367-gender_assignment_in_loanwords_in_pomak_dm_accounthttps://68stuts.bildungs.cafe/events/367.htmlCC-SAfalseGENDER ASSIGNMENT IN LOANWORDS IN POMAK: DM ACCOUNTtalkenThis study aims to investigate the organization of the lexicon with the assumption that words are category-free in the lexicon by giving examples from Pomak language, which is an understudied, endangered South Slavic language spoken in Thrace (Turkey, Greece and Bulgaria).This study aims to investigate the organization of the lexicon with the assumption that words are category-free in the lexicon by giving examples from Pomak language, which is an understudied, endangered South Slavic language spoken in Thrace (Turkey, Greece and Bulgaria). In this paper, I used the data that Sandry (2013) provides and I collected data from three speakers of Pomak1. The central investigation of this paper is the borrowed words from Turkish, which is a gender-neutral language, such as zengin- in ‘rich male’ and ‘zengin-ka’ ‘rich female’. Sandry (2013) claims that –in is part of the root and when suffix -ka is attached to the word, -in is deleted. However, in this paper, I claim that –in cannot be part of the root but it is a suffix that marks gender. The reason why the suffixes –ka and –in cannot co-occur is that both of them mark word category but the former marks masculine gender while the latter marks feminine gender and since a stem cannot have two different grammatical gender, there is no stem such as *zengin-in-ka. I also give further evidence by analyzing adjective derivation in Pomak in order to show that the adjectival functional head –sk is also added the roots such as zengin to make the root adjective. This piece of data shows the fact that zengin must be a category-free unit in the lexicon and grammatical gender is a feature to make the noun function syntactically rather than being present in the root inherently, following the claim of Thornton’s (2009). Finally, I also analyze the dative suffix – u-mu and –i-xi to show that –sk is an adjective marker and –i marks masculine gender, thereby concluding that –ski can be decomposed as –sk and –i unlike the claim of Sandry (2013). In conclusion, my claim is that roots are stored without having category-related information and gender information. They acquire these two pieces of information upon merging with a functional head, which supports the assumption of Distributed Morphology (Halle and Marantz, 1993; Halle, 1990; Noyer, 1997). What is more, the suffixes –ka and –in are fused morphemes, the former consisting of features [+noun, + fem.], while the latter consisting of [+noun, +masc.]. However, -sk-i is not a fused morpheme and it has two parts as –sk [+adj] and –i [+masc.], the former specifies the word category while the latter marks the gender.
Keywords: Morphosyntax; Distributed Morphology; Categoriless roots; Functional heads; Grammatical gender
Sercan Karakas2020-11-19T11:00:00+01:0011:0001:00Agathe Laschstuts68-380-ihr_seid_deutsche_lebt_in_deutschland_und_sprecht_kroatisch_mit_eurem_kind_warum_warum_nichthttps://68stuts.bildungs.cafe/events/380.htmlCC-SAfalse„Ihr seid Deutsche, lebt in Deutschland und sprecht Kroatisch mit eurem Kind, warum?” “Warum nicht?”Methoden und Hürden beim Gebrauch einer intrinsisch motivierten Lingua Franca. workshopdeNicht zuletzt durch die Globalisierung gewinnt Mehrsprachigkeit im 21. Jahrhundert immer mehr an Bedeutung. So kommt es dazu, dass auch einsprachig aufgewachsene Eltern nach Methoden suchen, ihre Kinder frühzeitig von Mehrsprachigkeit partizipieren zu lassen. Beim artifiziellen Bilingualismus sprechen in der Reinform ein (oder beide) Elternteil(e) eine Fremdsprache mit dem Kind, obwohl es dafür keinen extrinsischen Grund gibt, da die Eltern die gleiche Muttersprache haben und die Fremdsprache auch nicht die Umgebungssprache in der Region ist, in der die Familie lebt. Viele Ratgeber zur mehrsprachigen Erziehung thematisieren das Phänomen aber auch mehrere Facebook-Gruppen zum Thema zeigen, dass der Gebrauch einer intrinsisch motivierten lingua franca immer mehr im Trend liegt. Solche Sprachprojekte bestechen neben ihrer Kontroversität und dem Potential der frühen Mehrsprachigkeit aber auch wegen der Möglichkeit der Imageverbesserung kleiner Sprachen.
Nach Erschließung der Konzepte Fremdsprache, Lingua Franca und Sprachprestige soll im Workshop herausgearbeitet werden, mit welchen Methoden Eltern eine intrinsisch motivierte Lingua Franca weitergeben können und welche Rolle Sprachplanung und -prestige beim Erhalt des Sprachprojekts spielen. Im Zuge dessen sollen anhand von verschiedenen Fallbeispielen typische Probleme von Familien, die artifiziellen Bilingualismus praktizieren vorgestellt und diskutiert werden. Im Anschluss werden Überlegungen angestellt, welche Relevanz Sprachplanung (King, Fogle und Logan-Terry 2008), Status-Quo-Checks, Motivation und Support durch Partner, Familie und Umfeld haben, dass Sprachprojekte mit Kindern beibehalten werden und mit den Ergebnissen von Zedler (2020) abgeglichen.
Quellen
King, Kendall A., Fogle, Lyn, and Logan-Terry, Aubrey. 2008. Family Language Policy. In: Language and
linguistics Compass 2.
Saunders, George. 1988. Bilingual children: From birth to teens. Clevedon, England: Multilingual Matters.
Schneider, Stefan. 2015. Bilingualer Erstspracherwerb. München: Ernst Reinhardt Verlag.
Zedler, Melanie A. 2020. Posterbeitrag: „Language Planning in Non-Native Bilingual Relationships –
Zwei Fallstudien zu Beziehungen mit intrinsisch motivierter Lingua Franca (Masterarbeit)“. In: ÖDaF-
Mitteilungen 1/2020. S. 189-90.
Melanie Alexandra ZedlerHandout_Aufgaben_StuTS_Konferenz_WorkshopZedler.pdfMaterail_Workshop_Zedler_Gruppe1_Saunders.pdfMaterial_Workshop_Zedler_Gruppe2_Jernigan.pdfMaterial_Workshop_Zedler_Gruppe3_Past.pdfMaterial_Workshop_Zedler_Gruppe4_Nohl_Berkel.pdf2020-11-19T12:15:00+01:0012:1500:30Agathe Laschstuts68-400-towards_a_computer-aided_framework_for_borrowing_detectionhttps://68stuts.bildungs.cafe/events/400.htmlCC-SAfalseTowards a computer-aided framework for borrowing detectionGothic loanwords in Hungarian?talkenHow can computers help us to find old loanwords and is it possible that Hungarian exhibits a Gothic loanword stratum? The model that I will propose in my dissertation is capable of extracting sound change laws from an etymological dictionary, reconstructing pseudo-roots of current Hungarian words based on extracted sound changes, and search for potential sound substituted Gothic words within those reconstructed roots. It has been noted recently that computational historical linguistics is still in its infancy. This statement is even more true for the subfield of computational historical loanword research, since most efforts still go into researching the inherited lexicon. This might well be due to the complexity of the topic. In my project, I propose a new methodology, partly based on Optimality Theory (Prince and Smolensky 1993), whereby I reconstruct pseudo-roots of Hungarian words and check for identical matches within pseudo-soundsubstituted Gothic words. Opposed to state-of the-art methods that calculate the phonetic similarity of semantically identical hand-picked concepts, the algorithm much rather searches for rule-based phonetic matches, and calculates their semantic similarity only afterwards. This model has two main advantages: Firstly, it is not agnostic to semantic change anymore, and secondly, it acknowledges the fact that related words do not necessarily exhibit similar phonetics but rather stick to concrete established sound change rules/system/events/logos/000/000/400/large/white_logo_dark_background.jpg?1603396404Viktor Martinović
zenodo
github
pypi
twitter
2020-11-19T12:45:00+01:0012:4500:30Agathe Laschstuts68-388-computational_approaches_to_asterisk_correction_resolutionhttps://68stuts.bildungs.cafe/events/388.htmlCC-SAfalseComputational Approaches to Asterisk Correction ResolutiontalkenThe lack of an editing function in many instant messaging services gave rise to asterisk corrections, messages which only contain the correction intended for the original message, often preceded by an asterisk. This asterisk correction can take many forms, from simple substitutions to extensive clarifications, and can be approached from as many computational perspectives. I will present multiple of these approaches and try to define the task of asterisk correction resolution within a bridging resolution framework.Victor Zimmermann2020-11-19T13:15:00+01:0013:1500:45Agathe Laschstuts68-474-mittagspause_lunch_breakhttps://68stuts.bildungs.cafe/events/474.htmlfalseMittagspause / Lunch BreakMovie Midday: Whistles in the WindothermulYou've picked up some food, but don't wanna eat alone? Want to kick back and chat with your fellow participants over some lunch and a movie? Then come by this here videobooth, where we will be showing linguistics-themed videos every lunch break!
We start showing the videos at 13:30, so you could grab a snack first and still see the whole thing!2020-11-19T14:00:00+01:0014:0001:00Agathe Laschstuts68-396-keynote_gibt_es_ein_deutschland_turkischhttps://68stuts.bildungs.cafe/events/396.htmlfalseKeynote: Gibt es ein Deutschland‐Türkisch?Christoph Schroeder KeynotetalkdeIn der Forschung zu Heritage-Sprachen und in den Medien findet sich immer mal wieder die Behauptung, bei dem in Deutschland gesprochenen (und teilweise auch geschriebenen) Türkischen handle es sich um eine Varietät, die sich gegenüber dem Türkischen in der Türkei stark verändert habe. In meinem Vortrag möchte ich diese Behauptung überprüfen. Nach einer kurzen typologischen Klassifizierung des Türkischen gebe ich einen Überblick über den Stand der Forschung zum Türkischen in Deutschland und eine Einordnung in kontaktlinguistische Dynamiken, bevor ich mich an der Beantwortung der Ausgangsfrage versuche.
In research on heritage languages and in the media, the claim is often made that Turkish spoken (and sometimes written) in Germany is a variety that has changed considerably compared to Turkish in Turkey. In my presentation I examine this claim. After a brief typological classification of Turkish, an overview of the state of research on Turkish in Germany is given, and a classification in contact-linguistic dynamics. In the conclusion, I try to answer the initial question.Handout_StuTS_Schroeder.pdf2020-11-19T15:15:00+01:0015:1500:10Agathe Laschstuts68-410-lernersprache_aus_pragmatischer_perspektive_linguistische_analysen_zur_diskursperformanz_von_daf-studierenden_in_der_gesprochenen_wissenschaftssprachehttps://68stuts.bildungs.cafe/events/410.htmlCC-SAfalseLernersprache aus pragmatischer Perspektive: Linguistische Analysen zur Diskursperformanz von DaF-Studierenden in der gesprochenen Wissenschaftssprachelightning_talkdeDie Zahl internationaler Studierender an deutschen Hochschulen steigt stetig, wobei diese deutlich öfter das Studium abbrechen als deutsche Studierende. Untersuchungen zufolge resultiert dies insbesondere aus nicht aufholbaren sprachlichen Defiziten im akademischen Kontext, weshalb das Promotionsvorhaben einen empirischen Beitrag zur Erforschung des Erwerbs der gesprochenen Wissenschaftssprache von Lernenden des Deutschen als Fremdsprache leisten möchte. Am Beispiel studentischer Referate, die im brasilianischen akademischen Kontext aufgenommen werden, soll korpuslinguistisch analysiert werden, wie die sprachlich-kommunikative Gestaltung des Referats erfolgt, d.h. welche gesprochenen wissenschaftssprachlichen Handlungen mit welchen Funktionen von den Lernenden initiiert werden und wie sie diese grammatisch und lexikalisch realisieren, z.B. bei Diskurskommentierungen, Verweisen/Zitaten und Positionierungen. Zusammen mit einer Fragebogenerhebung zu lernerbiographischen Metadaten werden somit im Sinne eines gebrauchsbasierten Ansatzes Faktoren zum Einfluss des Erwerbsprozesses der deutschen gesprochenen Wissenschaftssprache aufgedeckt. Die aufbereiteten Referate werden als Teil-Lernerkorpus dem GeWiss-Korpus zur Verfügung gestellt, in welchem kontrastive Untersuchungen zur gesprochenen Wissenschaftssprache durchgeführt werden. Ein erster Blick in bereits vorhandene Lernerdaten weist darauf hin, dass das sprachliche Repertoire von DaF-Lernenden in der gesprochenen Wissenschaftssprache auch auf C1-Niveau noch deutliche Grenzen aufweist, was scheinbar durch den entsprechenden akademischen Hintergrund und die Erstsprache bedingt ist. Das Promotionsvorhaben möchte diesem Phänomen genauer nachgehen.Mathias Neubauer2020-11-19T15:25:00+01:0015:2500:10Agathe Laschstuts68-401-coloniality_through_english_language_teaching_in_moroccohttps://68stuts.bildungs.cafe/events/401.htmlCC-SAfalseColoniality Through English Language Teaching In MoroccoCultural Superiority of Northern Spaceslightning_talkenMy talk will elaborate on different aspects of my ongoing doctoral research. The aim is to showcase how my PhD revolves around the idea that coloniality is promoted through English. While the case here is language teaching, my research has been examining (a) how Moroccan university students perceive speaking in English and how it potentially allows them to live another reality which I refer to as language ontology, and (b) how Moroccan teachers at high school and university address interculturality in their classrooms; the question is whether their practices reinforce the cultural ardency of inner-circle countries or present local cultures on equal footings with American and British cultures. English has been increasingly spreading in Morocco and will probably replace French in the future as the country’s second language. That is why it is important to discuss how English language teaching might have influenced both students and teachers’ identities. During my talk, I will speak about the methodologies I have embraced to answer the research questions and how each instrument has contributed an important element to the overall research. Finally, I will share some of the findings that I have been able to come at so far.Hamza R'boulR'boul's_Conference_Presentation.pdf2020-11-19T15:35:00+01:0015:3500:10Agathe Laschstuts68-353-multimodal_learner_s_dictionary_in_efl_classroomhttps://68stuts.bildungs.cafe/events/353.htmlCC-SAfalseMultimodal Learner’s Dictionary in EFL classroom lightning_talkenIn the modern world studies of human language and the technical progress are in the process of active integration in all directions. The cultural progress of mankind, including science and technology, is accompanied by changes in the topics under discussion, both in quantitative and linguistic aspects. As a result, these processes can leave an observable mark in language and culture. In order to denote this approach to the cultural analysis, a new term "culturomics" was introduced in 2010 by Harvard researchers. As they presented, culturomics is a form of computational lexicology that studies human behavior and cultural trends through the quantitative analysis of digitized texts.
Working on my candidate dissertation I develop a model of a multimodal computer dictionary of a dynamic-cultural type for EFL classroom. The goal of the research is to highlight the problems of a learners’ dictionary of multimodal type in computer lexicography, so we analyse the principles of building computer dictionaries and their typology. In our point of view, such dictionaries could play an important role in foreign language teaching, while they unite not only linguistic information about the word but also historical and cultural components including multimedia data.This short talk presents the concept of creating a multimodal learner's dictionary for students studying English as a foreign language. The research deals with the problem of modelling in computer lexicography.Anastasiia BashmakovaPresentation StuTS Multimodal Learner’s Dictionary in EFL classroom2020-11-19T16:00:00+01:0016:0001:00Agathe Laschstuts68-392-keynote_heritage_languages_the_role_of_registerhttps://68stuts.bildungs.cafe/events/392.htmlfalseKeynote: Heritage languages: the role of registerKeynote Artemis AlexiadoutalkenWork on heritage languages has emphasized the importance of their study for linguistic theory and the study of language faculty, see e.g. Lohndal et al. (2019) for a recent overview. In line with this work, in this talk I will discuss certain changes observed in the grammar of Heritage Greek and discuss what these tell us about the study of the grammar of Greek in particular and of the language faculty in general. I will report on joint work on two grammatical phenomena one in the nominal domain, the use of indefinite plural determiners, and one in the verbal domain, the realization of grammatical aspect. These two areas provide insights into the role of register variation in processes of language change.2020-11-19T17:30:00+01:0017:3000:30Agathe Laschstuts68-463-exploring_apparent_v2-violations_in_norwegianhttps://68stuts.bildungs.cafe/events/463.htmlCC-SAfalseExploring apparent V2-violations in NorwegiantalkenIn this talk, I investigate apparent V2-violations in Norwegian, a North-Germanic V2 language. Examples of this phenomenon arise when the finite verb, which is assumed to have moved to the C-domain (Vikner and Schwartz 1996), and the pre-V2 constituent, are intervened. The intervening words are often adverbs, particularly so in subject-initial main clauses, as the example in (1) highlights. This results in unexpected V3 (or even V4) instances.
(1) Jeg bare lure-r på en liten ting. (Norwegian)
I just wonder-PRES on a small thing.
I am just wondering/I just wonder about a small something.’ (NoWaC SID 26597)
I used the NoWaC corpus to investigate adverb occurrences in apparent V2-violating contexts, ascertaining not only which adverbs arise, but also revealing that bare (‘just’) appears 5657 times. This accounts for 79% of all adverbs occurring between the pre-V2 constituent and the V2-verb. Furthermore I use the English-Norwegian translation corpus OMC (Oslo Multilingual Corpus) to explore the semantics of bare in these contexts, and I argue that they come about due to disambiguation (in conjunction with focus patterns).
In light of the data, the status of the left-field in Scandinavian and German is considered. Of particular relevance is the fact that nur (‘only’), a German equivalent for bare, cannot occur in these same contexts in subject-initial main clauses. I consider three syntactic approaches to modelling apparent V2-violations; external merge into the C-domain (Julien 2015:150-151), adverbial head-adjunction to the finite verb (Brandtler and Håkansson 2017:17), and phrasal movement approaches (Nilsen 2003:92, Lundquist 2018). I conclude that a phrasal movement approach containing the finite verb seems most appealing when modelling apparent V2-violations in Norwegian.References:
Brandtler, Johan, and David Håkansson. 2017. V2 eller V3? Om preverbal placering av adverbial i svenskan. Norsk Lingvistisk Tidsskrift 35:11–26.
Julien, Marit. 2015. The force of V2 revisited. Journal of Comparative Germanic Linguistics 18:139–181.
Lundquist, 2018. Mer om de preverbala adverbialens syntax, semantik och prosodi. Norsk Lingvistisk Tidskrift 36:179-195.
Nilsen, Øystein. 2003. Eliminating positions: Syntax and semantics of sentence modification. Doctoral dissertation, Utrecht University.
NoWaC (Norwegian Web as Corpus).
https://www.hf.uio.no/iln/english/about/organization/text-laboratory/projects/nowac/index.html
Vikner, Sten, and Bonnie Schwartz. 1996. The verb always leaves IP in V2 clauses. In Parameters and functional heads, ed. by Adriana Belletti and Luigi Rizzi, 11–62. Oxford: Oxford University Press./system/events/logos/000/000/463/large/Julien.jpg?1604660467David LampshireExploring apparent V2-violations in Norwegian (Abstract)Exploring apparent V2-violations in Norwegian - StuTS 68 Presentation2020-11-19T18:00:00+01:0018:0000:30Agathe Laschstuts68-419-zur_einordnung_der_fixierung_der_verb-zweit-stellung_in_aussagesatzen_im_deutschen_als_grammatikalisierungsprozesshttps://68stuts.bildungs.cafe/events/419.htmlCC-SAfalseZur Einordnung der Fixierung der Verb-Zweit-Stellung in Aussagesätzen im Deutschen als GrammatikalisierungsprozesstalkdeIn der Grammatikalisierungsforschung werden unter dem Begriff "Grammatikalisierung" Sprachwandelprozesse zusammengefasst, die bestimmte Abläufe und Zwischenschritte gemeinsam haben. Dabei wird in der wissenschaftlichen Literatur oft en passant erwähnt, auch die Fixierung der Worstellung - und damit auch der Verbstellung im Deutschen - sei als Grammatikalisierungsprozess zu begreifen. In diesem Vortrag soll gezeigt werden, dass die Verfestigung der Verbstellung in deutschen Aussagesätzen beim Übergang zum Mittelhochdeutschen kein typischer Grammatikalisierungsprozess ist - es sei denn, man würde die Definition von Grammatikalisierung stark modifizieren.Lena Völkening2020-11-19T18:30:00+01:0018:3000:30Agathe Laschstuts68-377-the_acquisition_of_raising_constructions_in_l2_english_by_turkish_native_speakershttps://68stuts.bildungs.cafe/events/377.htmlCC-SAfalseThe Acquisition of Raising Constructions in L2 English by Turkish Native SpeakerstalkThis paper explores the acquisition of raising constructions in L2 English by Turkish native speakers. As Turkish only allows SOR (Callies, 2008), we focus on the acquisition of SSR, which seems to be typologically rare as it involves what is called A-movement over an experiencer that occupies a place structurally lower compared to the subject. Therefore, based on the prediction that its acquisition is to be problematic compared to SOR raising, we hypothesize that Turkish learners of English have wrong interpretation and theta role assignment.KurnazSenaStuTS_Raising_Abstract-KurnazSena.pdf2020-11-19T19:15:00+01:0019:1500:30Agathe Laschstuts68-378-the_restrictive_nature_of_binding_theory_turkish_reflexive_kendisihttps://68stuts.bildungs.cafe/events/378.htmlCC-SAfalseThe Restrictive Nature of Binding Theory; Turkish Reflexive "kendisi"talkenThis paper aims to theoretically investigate the difference between the Turkish reflexive kendi and the inflected form kendisi (self/self3sg), as well as experimentally investigating the ambiguity caused by kendisi in Turkish by collecting data from 50 Turkish native speakers via online survey method. I hypothesize that Turkish native speakers will not be able to perceive 3 referees for the referent kendisi, in contrast to Dinçtopal-Deniz (2009), and Palaz (2010) by providing experimental evidence as well as theoretical discussion. KurnazSenaStuTS_-_Binding-KurnazSena.pdf2020-11-19T19:45:00+01:0019:4500:30Agathe Laschstuts68-334-production_and_perception_of_focus_in_naturalistic_turkish_speechhttps://68stuts.bildungs.cafe/events/334.htmlCC-SAfalseProduction and perception of focus in naturalistic Turkish speechtalkenPresentation of my PhD project on the realization and perception of focus constructions in the free word order language of Turkish.The goal of this talk is to present my ongoing three year PhD project within the IDEALAB program. My project aims to collect and analyze data on focus constructions in naturalistic Turkish speech by conducting three experiments: (i) an in-person production experiment in Turkey, applying a modified production paradigm, (ii) an online sentence comprehension experiment utilizing production data obtained in the first experiment, and (iii) a self-paced reading experiment./system/events/logos/000/000/334/large/squared_lower_res.jpg?1604932525Atilla AtasoyAtilla Atasoy_StuTS 68_Abstract - Production and perception of focus in naturalistic Turkish speechAtilla Atasoy_StuTS 68_Presentation - Production and perception of focus in naturalistic Turkish speech2020-11-19T20:30:00+01:0020:3002:20Agathe Laschstuts68-477-cooking_stream_-_french_onion_soup_with_onur_youhttps://68stuts.bildungs.cafe/events/477.htmlfalseCooking stream - French Onion Soup with Onur & youLive cooking and chattingtalkThe cooking stream is the culinary finale of the StuTS 68 opening day.
Besides our curiosity about linguistics, we are all also united by cooking and eating. This event will be a way to share a meal or a chat together even though many of us are thousands of miles apart.
I'll be cooking a French Onion Soup roughly following this recipe: https://www.bbcgoodfood.com/recipes/french-onion-soup.
During the stream, you can just watch the show, comment on my cooking style, or share your personal kitchen tricks. Or, you decide to also move to the kitchen and cook with me. Both will be a great way to share a fun meal and get to know like-minded people.*Disclaimer: I am fully aware that this recipe does not cover everyone's dietary needs and requirements. Therefore I encourage you to change some ingredients to adjust it to your needs and wishes. For example, I'll make it vegetarian. Feel free to go vegan, halāl, kosher, or low-carb.*
Here are the ingredients for the soup, and a step by step recipe:
50g butter (or margarine)
1 tbsp olive oil (or another liquid plant-oil)
1 kg onions, halved and thinly sliced
1 tsp sugar
4 garlic cloves, thinly sliced
2 tbsp plain flour
250 ml dry white wine (or grape/cranberry juice)
1.3 liters hot strongly-flavoured beef stock (or other stock)
4-8 slices baguette (depending on size)
140 g gruyère (or other cheese), finely grated
Recipe
STEP 1
Melt the butter with the olive oil in a large heavy-based pan. Add the onions and fry with the lid on for 10 mins until soft.
STEP 2
Sprinkle in the sugar and cook for 20 mins more, stirring frequently, until caramelised. The onions should be really golden, full of flavour and soft when pinched between your fingers. Take care towards the end to ensure that they don’t burn.
STEP 3
Add the garlic cloves for the final few minutes of the onions’ cooking time, then sprinkle in the plain flour and stir well.
STEP 4
Increase the heat and keep stirring as you gradually add the wine, followed by the beef stock. Cover and simmer for 15-20 mins.
STEP 5
To serve, turn on the grill, and toast the bread. Ladle the soup into heatproof bowls.
STEP 6
Put a slice or two of toast on top of the bowls of soup, and pile on the gruyère. Grill until melted. Alternatively, you can cook the toasts under the grill, then add them to the soup to serve./system/events/logos/000/000/477/large/Frenchonionsoupbirmingham.jpg?16051112502020-11-19T09:00:00+01:0009:0000:30Ruqaiya Hasanstuts68-447-aspect_use_in_child_speakers_of_heritage_russianhttps://68stuts.bildungs.cafe/events/447.htmlCC-SAfalseAspect use in child speakers of heritage Russian talkenHeritage languages are notorious for substantial deviations from the standard language in various linguistic domains. The patterns of these changes and their explanation are treated differently in contemporary research (see Polinsky 2018 for a discussion). Aspect is one of such domains, which undergo alternations in heritage-speaking children (Gagarina 2008; Montrul 2002; Polinsky 2018). Previous research on child speakers of heritage Russian (HR) reported atypical aspect-tense usage (Anstatt 2008; Gagarina 2008). This talk examines patterns of aspect use that deviate from the monolingual acquisition. In particular, I investigate qualitative and quantitative differences in the perfective and imperfective uses in a total of 172 Russian narratives elicited via MAIN (Gagarina et al. 2012) in four countries. Narratives of 30 children in Germany (mean age = 82 months), 32 in Israel (mean age = 70 months), and 20 in Cyprus (mean age = 68 months) are compared to the data from 25 age-matched Russian monolingual typically developing children and 25 monolingual children with a developmental language disorder. Specific trajectories of aspect use were found in HR-speakers, as well as differences between bilingual and monolingual speakers. Second-language specific error patterns were identified.
References:
Anstatt, T. (2008). Aspect and tense in storytelling by Russian, German and bilingual children. Russian Linguistics, 32(1), 1–26.
Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Balčiūnienė, I., Bohnacker, U., & Walters, J. (2012). MAIN: Multilingual Assessment Instrument for Narratives. ZAS Papers in Linguistics, 56.
Gagarina, N. (2008). Oshibki v upotreblenii glagol'nyh form pri usvoenii det'mi russkogo jazyka. Bulletin of the Leningrad State University, 1-16.
Polinsky, M. (2018). Heritage Languages and their Speakers. Cambridge: Cambridge University Press.
Montrul, S. (2002). Incomplete acquisition and attrition of Spanish tense/aspect distinctions in adult bilinguals. Bilingualism, 5(1), 39.Polinky: https://youtu.be/W-ml2dD4SIk
Longitudinal Studies: https://journals.sagepub.com/doi/full/10.1177/1367006914552138?casa_token=3-HgVbyMhS8AAAAA%3AQoYoW8zH2hlWdH2DXrhcXiPvwGyMdg80kYeyBNU9fveyQbRgg6dlaw8Ct7fJY8E-EwqU8N3FhWyA
https://www.researchgate.net/publication/333798343_2019_BUCLD-43_Proceedings_Acquisition_of_the_Grammatical_Categories_of_Russian_Verbs_in_a_Heritage_Russian-English_Child_A_Case_StudyAleksandra Trifonova2020-11-19T10:00:00+01:0010:0000:30Ruqaiya Hasanstuts68-339-heisst_der_mond_klaus_oder_sabinehttps://68stuts.bildungs.cafe/events/339.htmlCC-SAfalseHeißt der Mond Klaus oder Sabine? Eine sprachvergleichende Untersuchung zum Einfluss von Genus auf die Konzeptualisierung von NomendeVortrag über das Bachelorprojekt, Präsentation der Ergebnisse, Herangehensweise der Forschung, weitere Fragestellungen, Probleme etc. Angelehnt an eine empirische Studie von Lera Boroditsky, Schmidt & Phillips (2000) wird im Rahmen
dieser empirischen Untersuchung der Einfluss des grammatischen Geschlechtes auf die
Konzeptualisierung von Nomen überprüft. Mit Hilfe eines Fragebogens bestehend aus zwei Aufgaben
(Zuordnung von Adjektiven zu Objekten und Benennung von Objekten mit Eigennamen), der an je 10
männliche und weibliche Native-Speaker (zwischen 20 und 35 Jahre alt) der Sprachen Spanisch,
Englisch, Russisch und Deutsch geschickt wurde, wurden folgende Fragestellungen untersucht:
1. Werden die prototypischen männlichen beziehungsweise weiblichen Eigenschaften durch das
grammatische Geschlecht auf einen Gegenstand übertragen?
2. Das Deutsche verfügt über ein grammatisches Geschlecht neutrum, inwiefern wird in diesem
Genus die Konzeptualisierung durchgeführt.
3. Das Englische verfügt über kein grammatisches Geschlecht, kann trotzdem ein Muster bei der
Konzeptualisierung erkannt werden?
3. Nach der sex-and-gender-Hypothese (Vigliocoo et.al, 2005) ist der Zusammenhang zwischen
grammatisches und natürliches Geschlecht bei Sprachen mit drei oder mehr Genusformen schwächer
ausgeprägt, trifft dies auch auf die Daten dieses Experiments zu?Lisa HöllebauerAbstract_Hoellebauer.pdfPräsentation2020-11-19T12:15:00+01:0012:1500:30Ruqaiya Hasanstuts68-460-a_parallel_structural_account_for_passives_and_antipassiveshttps://68stuts.bildungs.cafe/events/460.htmlCC-SAfalseA Parallel Structural Account for Passives and AntipassivesEvidence from Case MarkingtalkenThis talk will provide a parallel, unified structural account of passives and antipassives in nominative-accusative and absolutive-ergative languages. It will be argued that passives and antipassives are not derived from their active transitive counterparts, but syntactically intransitive, with the suppressed argument being an optional adjunct PP. The analysis is based on evidence from morphological case marking.Carolin Tyrchan2020-11-19T12:45:00+01:0012:4500:30Ruqaiya Hasanstuts68-390-acquiring_formal_negation_and_negative_concordhttps://68stuts.bildungs.cafe/events/390.htmlCC-SAfalseAcquiring formal negation and negative concordAcquisition of negation in early child languagetalkenThis study focuses on investigating what determines how NC provides essential support for children in interpreting negation/negative elements (NMs) in the course of language acquisition. This study focuses on investigating what determines how negative concord (NC) provides Background: Zeijlstra’s proposed framework predicts that languages may or may not require NegP. Double Negation languages in which a negative marker that is an adverb, serves as the negative operator and is interpreted in the semantics directly, cannot have a NegP. Languages where NMs do not directly correspond to a negative operator are NC languages and may have NegP. For Zeijlstra, NC is a syntactic agreement and provides evidence for the presence of formal features, and multiple NMs stipulate that one of them carries [uNEG] that must be checked in the syntactic component, this is what motivates a NegP.
Proposal: I will use Zeijlstra’s (2004, 2014) framework to explain the acquisition of negation (AoN) and NC in SE. Children acquiring any language must settle the syntactic status of NMs of their target language. SE is a DN language in which every negative form corresponds to a negative meaning. Consequently, it predicts that children acquiring SE should start acquiring it as a DN language where the negative marker is predominantly an adverb. SE also projects formal negation through NegP, by a Nego n’t. We assume that children pass through a stage where they assume SE is a full NC language.
Data and results: This study provides empirical findings based on the analysis of Corpus data of SE retrieved from CHILDES database (McWhinney 2000). As predicted, based on the speech in (1) we argue that children start acquiring SE as a DN language using extensively the adverbial negation e.g. no and not. Going through stages, children place negation external or internal to sentence. Besides, negation in early child English does not mirror the adults’ most frequent form of negation, n’t. Findings also show the gradual and delayed acquisition of n’t, in spite of the fact that children receive substantial input for it. As predicted, it is argued that children do produce NC but not before the age of 3 years, exactly the age when a Nego is projected in their grammar. Examples are for instance: (1) a) Adam pocket no/not. [Adam: 27] (2) a) Helen don’t like her. [Helen:31] (3) a) But you don’t want no more. [MT: 50].
Conclusion: We conclude that children’s initial stages of acquisition of negation are instances of semantic negation. Given the absence of essential linguistic input (NC), their acquisition of n’t is rather delayed. Based on the conflicting input, children formalise negation and assume SE as an NC language and do produce NC. When the linguistic input violates children’s hypothesis that SE is a NC language, only then the production of NC decreases in child speech and they realise SE as their target DN language. Hereby, we conclude that SE is an inherently NC language.sumrahAcquiring the formal negation and negative concord2020-11-19T13:15:00+01:0013:1500:45Ruqaiya Hasanstuts68-488-berlin_bike_tourhttps://68stuts.bildungs.cafe/events/488.htmlfalseBerlin Bike TourSee the capital like the locals do!othermulSince we can't hold physical tours of the city, we've decided to record something special, so join us as we take you on a bike trip from Potsdam to and across Berlin! Tune in to see the beautiful palaces, the bustling streets and parks, and the distinct university campuses while we narrate the tour live, providing you with a multifaceted and personal accout of the two cities.
We start showing the videos at 13:30, so you could grab a snack first and still see the whole thing!2020-11-19T15:15:00+01:0015:1500:10Ruqaiya Hasanstuts68-398-vocabulary_production_of_young_children_from_diverse_socioeconomic_groupshttps://68stuts.bildungs.cafe/events/398.htmlCC-SAfalseVocabulary production of young children from diverse socioeconomic groupslightning_talkenVocabulary development is one of the fundamental aspects of language acquisition and it has a central impact in cognitive and linguistic development, in literacy acquisition and in general academic performance (Hoff, 2013; Snow & Matthews, 2016). Various studies have researched the influence of early experiences in child language development and have
considered the differences based on socioeconomic status or cultural community (Rowe, 2012; Shneidman & Goldin Meadow, 2012; Fernald, Marchman & Weisleder, 2013; Deanda et al., 2016; Sperry et al., 2018). In this regard, a more detailed analysis of the range and qualitative characteristics of the children’s lexicon in these communities becomes relevant.
My PhD research project aims to study the productive vocabulary of 4-year-old Argentine children from diverse socioeconomic groups and the linguistic input they hear at their homes during the activities they participate in on a daily basis. Each of the situations has been transcribed in CHAT format and will be analyzed with CLAN software (MacWhinney, 2000). At first, the analysis will consider the amount and variety of words as well as the frequency of the various lexical categories present in the input and in the children’s production, with socioeconomic group and activity type considered as mediating variables.The investigation will use a spontaneous speech corpus (Rosemberg, Arrúe & Alam, 2005-2012) that consists of 468 hours of daily interactions recorded at home, from middle socioeconomic status (N = 19) and low socioeconomic status (N = 20). The criteria to construct the groups involved two variables: the mother’s degree of education and the place of residence. Mothers belonging to the middle socioeconomic status group had at least 16 years of schooling, i.e. a college degree, and they lived in a residential neighborhood of Buenos Aires or Buenos Aires Province. Mothers belonging to the low socioeconomic status group had 12 years of schooling maximum, i.e. no more than a high school degree, and lived in informal settlements [“villas de emergencia”] of Buenos Aires or Buenos Aires Province.
The observations were made by research assistants who had been especially trained for this task. They accompanied the child during 12 hours distributed in 3 or 4 days at different times and days of the week. During the observations, the assistants didn’t start conversations nor activities, but they did respond to questions and engage in games if asked to. The adults and the rest of the children of the household were asked to keep on with their daily activities with the 4-year-old child as they normally did.
This kind of naturalistics studies allow us to analyze the children's production regarding the linguistic development opportunities that their immediate environment provides them with (Borzone & Rosemberg, 2000; Rosemberg et al., 2016). Studying the input that young children hear becomes particularly important when trying to account for those aspects of early experiences that could potentially explain individual and social differences. The Argentine population has been barely researched; it presents sociodemographic characteristics that make it highly diverse and highly different from the European or American populations that have been studied. Besides, the few studies that have worked with these populations (Rosemberg et al., 2011; Menti et al., 2013; Menti et al., 2014; Ramírez et al., 2019; Rosemberg & Stein, 2009) have only focused on linguistic input and they have not taken into account the vocabulary the children produced.
Studying vocabulary development closely is especially relevant because these abilities enable the mastering of basic literacy skills: they promote access to the writing system and the development of explicit discourse modalities that are required to process written text. These abilities, hence, have a major impact on academic achievements in primary school (Biemiller & Boote, 2006; Goswami, 2001; Malatesha Joshi, 2005; Perfetti, 2007; Protopapas et al., 2007; Sénéchal et al., 2006; Snow et al., 1995). In this scenario, we consider that studying the input that children hear in relation with their own production will contribute to the discussion on how children’s vocabulary is built.Macarena QuirogaQuiroga_Vocabulary production of young children from diverse socioeconomic groups2020-11-19T15:25:00+01:0015:2500:10Ruqaiya Hasanstuts68-459-processing_of_verbal_inflection_in_people_with_agrammatic_aphasia_a_distributed_morphology_approachhttps://68stuts.bildungs.cafe/events/459.htmlCC-SAfalseProcessing of verbal inflection in people with agrammatic aphasia: a Distributed Morphology approach.lightning_talkmulPeople with agrammatic aphasia present a language disorder caused by a brain injury. There is substantial cross-linguistic evidence that morphosyntax of verbs is impaired in agrammatic aphasia and that not all verb inflections are affected equally, with tense morphology being especially vulnerable (Benedet et al., 1998; Caramazza & Hillis, 1991, among others). The reasons for this dissociation are still under discussion. Our work aims to develop a battery of tests that study the production and comprehension of sentences, manipulating Tense and Agreement, to obtain evidence of this deficit in Argentinian Spanish and discuss the different theoretical explanations within the Distributed Morphology (DM) framework.
The Tree-Pruning Hypothesis (Friedmann & Grodzinsky, 1997), asserts that the problem is due to a pruning of the syntactic tree at the Time node, but if this were to be the case, Agreement should also be impaired. Following this idea, Gavarró & Martínez-Ferreiro (2007) suggest that Agreement would be spared because the relation would hold between V and a functional category other than T when T is pruned (taking the sentential structure proposed in Cinque, 1999), but they don’t explain how this process would take place.
The DM framework (Embick, 2015) could be adequate to account for this particular deficit, since it poses that Agreement morphemes are added to the structures in a postsyntactic affixation operation at the Phonological Form (PF) branch of the grammar, prior to Vocabulary Insertion. If the different morphemes are added in different stages, it could be expected for them to have different patterns of impairment.
References
Benedet M.J., Christiansen J.A., Goodglass H. (1998). A cross-linguistic study of grammatical morphology in Spanish-and English-speaking agrammatic patients. Cortex 34, 309–336.
Caramazza, A., Hillis, A. (1991). Lexical organization of nouns and verbs in the brain. Nature, 349(6312), 788-790.
Embick, D., 2015.The Morpheme.A Theoretical Introduction. Berlin: DeGruyter Mouton.
Faroqi-Shah, Y. and Thompson, C. (2007). Verb inflections in agrammatic aphasia: Encoding of tense features. Journal of Memory and Language, 56(1), 129-151.
Friedmann, N., Grodzinsky, Y. (1997). Tense and agreement in agrammatic production: Pruning the syntactic tree. Brain and Language, 56, 397–425.
Gavarró, A., & Martínez-Ferreiro, S. (2007). Tense and agreement impairment in Ibero-Romance. Journal of psycholinguistic research, 36, 1, 25-46.
Camila StecherStuts2020_Abstract_Stecher.pdf2020-11-19T15:35:00+01:0015:3500:10Ruqaiya Hasanstuts68-428-comprension_de_discurso_narrativo_en_pacientes_con_esquizofreniahttps://68stuts.bildungs.cafe/events/428.htmlCC-SAfalseComprensión de discurso narrativo en pacientes con esquizofrenialightning_talkmulComprender un texto implica construir una representación mental. Para lograr esto, es necesario llevar a cabo distintos procesos cognitivos que nos permitan distinguir entre la información relevante y la irrelevante. De esta manera, la representación mental se construye sobre la información importante del texto, a partir de establecer lazos entre la información provista por el texto y el conocimiento del mundo del lector. Los pacientes con esquizofrenia presentan alteraciones lingüísticas a nivel de la producción y la comprensión de textos. El objetivo de este trabajo es analizar el rendimiento de esta población en una tarea de comprensión de discurso narrativo validada. Se evaluó a 15 pacientes diestros, hablantes nativos de español, diagnosticados con esquizofrenia con la prueba de discurso narrativo de la versión en español del Protocolo MEC. Se analizaron los resultados de la tarea según las normas provistas por el protocolo. Los pacientes presentaron problemas para jerarquizar la información, recordar la información relevante y generar la macroestructura del texto necesaria para responder a las preguntas inferenciales. Asimismo, se detectaron dificultades para actualizar la representación mental conformada a partir de inferencias erróneas o agregados de información. Las habilidades necesarias para una comprensión eficaz del discurso narrativo parecen estar alteradas en los pacientes con esquizofrenia. Se registran mayores dificultades con la jerarquización de la información y con la construcción y actualización de representaciones mentales coherentes basada en los aspectos relevantes del texto. Comprender un texto implica construir una representación mental de su contenido. Para esto, es necesario que varios componentes cognitivos interactúan con el fin de crear una representación mental coherente y cohesiva. De esta manera, por ejemplo, es necesario diferenciar entre la información que es relevante y la que es irrelevante, para poder sostener en la memoria y construir el modelo mental sobre lo importante del texto, sin interferencia de información secundaria o accesoria. Asimismo, es necesario generar inferencias para conectar la información entre sí, para rellenar los vacíos informativos y reconocer las intenciones y pensamientos de los personajes que componen el texto. Estos procesos permiten, a su vez, establecer lazos entre aquellos datos provistos por el texto y el conocimiento del mundo del lector, de manera que la comprensión sea duradera y se convierta en parte del acervo de conocimiento del lector/receptor del texto individuos (Abusamra et al., 2009, 2010; Moss et al., 2011; Powers et al.,2012).
Los estudios que trabajaron sobre aspectos discursivos en esquizofrenia sostienen que en esquizofrenia hay problemas para jerarquizar la información, por lo que la coherencia central también se encontraría afectada. Las dificultades observadas en la selección y jerarquización de la información y en la construcción de una representación coherente y significativa del texto puede explicarse a partir de una capacidad de coherencia central débil o alterada. Finalmente, un déficit en las funciones ejecutivas también podría explicar por qué estos pacientes tienen problemas para construir una representación mental adecuada de los textos, ya que las funciones ejecutivas permiten planificar, inhibir y sostener la información en la memoria para su posterior manipulación y también intervienen en la construcción y actualización de la representación mental del texto (Martin y McDonald, 2003).
Gisela MartinezComprensión_de_discurso_narrativo_en_pacientes_con_esquizofrenia.pdf2020-11-19T17:30:00+01:0017:3000:30Ruqaiya Hasanstuts68-340-sa_x_t_man_hier_sohttps://68stuts.bildungs.cafe/events/340.htmlCC-SAfalse„Sa[x]t man hier so!“Eine soziolinguistische Untersuchung der Stadtsprache in Gütersloh, NRWtalkdeIm Laufe der letzten Jahrzehnte ist die Stadtsprachenforschung immer stärker in den Vordergrund der deutschsprachigen Varietätenlinguistik gerückt (vgl. Löffler 2016: 19). Diesem Trend folgend, ist das Thema meines Masterarbeitsprojekts eine Untersuchung der Stadtsprache Güterslohs. Dabei gibt es drei inhaltliche Schwerpunkte: 1) die Aussprache, 2) die Sprachwahrnehmung (Perzeption) und 3) die Ortsverbundenheit von Gütersloher*innen.
Obwohl Gütersloh im beinahe dialektfreien ostwestfälischen Raum situiert ist (vgl. Lorenz 2014: 5), ist angelehnt an die Ergebnisse anderer Stadtsprachenstudien (u. a. Ikenaga 2018 zu Hannover) zu erwarten, dass in Gütersloh ebenso wenig unmarkiertes, „reines“ Hochdeutsch gesprochen wird wie beispielsweise in Hannover.
In meinem Vortrag werde ich kurz einen Überblick über den Forschungsstand und die theoretische Einordnung der Studie geben. Die Schwerpunkte werden jedoch auf der Beschreibung der Methodologie, d. h. auf dem Aufbau und der Durchführung der Studie mit 40 Teilnehmenden, sowie auf der Präsentation erster Ergebnisse der momentan noch andauernden Erhebung liegen.
Hier zitiert:
Ikenaga, H. (2018). »Tach« oder »Tag«? Eine soziolinguistische Untersuchung(k) der hannoverschen Stadtsprache. Hannover: Gottfried Wilhelm Leibniz Universität, Seminar für deutsche Literatur und Sprache.
Löffler, H. (2016). Germanistische Soziolinguistik (5., neu bearbeitete Aufl.). Berlin: Erich Schmidt Verlag.
Lorenz, C. (2014). Zugezogene im Fokus. Sprachkontakterscheinungen im Regiolekt. Tübingen: Narr Verlag.
Hannah-Charlotte Bröder2020-11-19T18:00:00+01:0018:0000:30Ruqaiya Hasanstuts68-423-so_like_at_the_beginning_it_was_like_what_s_new_buenos_aires_discourse_markers_in_unscripted_canadian_podcastshttps://68stuts.bildungs.cafe/events/423.htmlCC-SAfalse“So, like, at the beginning it was like, what’s new, Buenos Aires?”: Discourse markers in unscripted Canadian podcastsenThe study investigated the use of discourse markers in Canadian English (CE), a so far under-researched variety of English. The first goal was to compile a comprehensive inventory of discourse markers in CE, categorized by part-of-speech. The second goal was a functional analysis of three of the most well-studied English discourse markers <i>like</i>, <i>well</i>, and <i>so</i> in CE, which was then compared to previous findings from other varieties of English. The material used for the study comprised about two hours of transcriptions from three unscripted Toronto-based podcasts (<i>I Hate It But I Love It</i>, <i>Talk From Superheroes</i>, and <i>The Villain Was Right</i>) featuring two speakers each, four women and two men.
The results showed that the largest formal categories were adverbials and clauses, both in number of tokens and number of types. The data also showed an almost Zipfian frequency distribution of discourse markers, the most common being <i>like</i> (616 tokens), <i>yeah</i> (244 tokens), <i>just</i> (192 tokens), <i>so</i> (130 tokens) and <i>I think</i> (117 tokens). Regarding <i>like</i>, <i>well</i>, and <i>so</i>, <i>like</i> showed the most interspeaker variance both in overall frequency of use and functions. <i>so</i> showed almost no interspeaker variance, and <i>well</i> hardly occurred in the data.
The comparison to similar studies of <i>like</i>, <i>well</i>, and <i>so</i> in British English (BE) and American English (AE) revealed that <i>well</i> was used much less frequently in CE than in BE but with the same frequency in AE. <i>so</i> only occurred half as often in CE as in BE and AE and <i>like</i> occurred about 1.5 times as often in CE as in BE and AE. Judging from these results, it was concluded that the use of discourse markers is dependent on the variety of English.Nicole Marie BenkerPresentation slidesfile2020-11-19T18:30:00+01:0018:3000:30Ruqaiya Hasanstuts68-431-new_speakers_of_french_in_louisiana_language_use_attitude_and_identityhttps://68stuts.bildungs.cafe/events/431.htmlCC-SAfalseNew speakers of French in Louisiana: Language use, attitude and identitytalkenIntroduced in Louisiana at the end of the 17th century, French is today spoken only by an estimated population of 126,000 people. However, as it is usually the case in communities where an ethnic language tends to disappear, maintenance efforts are now being made to keep French alive. Owing to recent initiatives starting at the end of the 1960s, French has been re-introduced and a positive ‘attitude shift’ has been observed. The inclusion of French in the media, public domains, educational system, as well as a positive attitude towards the latter, aroused a resurgence of interest for the French language, encouraging some to adopt the language anew. These efforts on maintaining the language for the present have given rise to the emergence of new learners and thus new profiles of speakers, namely the so-called ‘new speakers’.
Based on data collected during field research in Louisiana between October and November 2019, this talk aims to explore the phenomenon of "new speakers" within the Franco-Louisiana speech community. It will attempt to answer the following question: who are these "new-speakers"? Thus, by analyzing and profiling this new type of speakers, this study will accordingly examine the linguistic attitudes and uses of this emerging group and the ways in which their identities can be linked to the issues explained above.Imane Sghiouar2020-11-19T19:15:00+01:0019:1500:30Ruqaiya Hasanstuts68-439-coded_language_in_us_political_speech_actshttps://68stuts.bildungs.cafe/events/439.htmlCC-SAfalseCoded Language in US Political Speech ActstalkenThe ways in which US Americans identify with political parties and the language used to participate in politics is of wide discussion in the study of linguistics and US American society at large. Mark and Patricia McCloskey's speech from the 2020 Republican National Convention provides a clear example of the ways in which political language carries pragmatic information to subgroups within an audience. This talk is a presentation of a multimodal analysis of the McCloskey's speech at the 2020 RNC. We will spend the time examining video clips from the speech to aid in a discussion of the modes of performance that lend nonlinguistic meaning to a political speech act. There will also be an in-depth examination of the use of political code words, hypothetical futurates, and grammatical framing in the speech transcript that add pragmatic meaning to the speech.The COVID-19 pandemic has fundamentally shifted the way in which politics are done during an election year in the United States. What is normally a large week-long gathering of Republicans from across the country to show support for the party's chosen candidate, the 2020 Republican National Convention (RNC) was mostly held virtually without a live audience. The virtual setting of this year's convention provided the opportunity for speakers to produce pre-recorded speeches unlike the live speeches that featured in past conventions. Pre-recorded speeches are a form of mediated discourse that allow for a close multimodal examination because of their scripted, rehearsed, and edited nature. The scrutiny that this form of performance allows for lends itself well to a deep dive into pragmatic meaning building.
Through a discussion of the overarching metaphors that frame political affiliation in the United States, the language used by the McCloskey's can be placed in context and the multilayered pragmatic meaning of coded language used within the speech can be examined. The goal of this talk is to discover how a speech can utilize the modes of staged performances, political code words, and grammatical framing to deliver a fear-based, racially charged message without ever explicitly referencing race.Meg McGillCoded Language_US Politics_McGill2020-11-19T19:45:00+01:0019:4500:30Ruqaiya Hasanstuts68-345-mehrsprachige_terminologiearbeit_im_unternehmenhttps://68stuts.bildungs.cafe/events/345.htmlCC-SAfalseMehrsprachige Terminologiearbeit im UnternehmenVerwaltung und Systematisierung terminologischer Variation in der Farben- und LackindustrietalkdeMehrsprachige Kommunikation spielt bei international tätigen Unternehmen eine entscheidende Rolle, sei es die Kommunikation mit der Außenwelt, wie z.B. mit Geschäftspartnern und Kunden, oder innerhalb des Unternehmens, wie z.B. zwischen der Muttergesellschaft und den ausländischen Tochtergesellschaften. Die damit verbundenen Herausforderungen liegen sowohl auf der organisatorischen als auch auf der linguistischen Ebene. Dabei zielt eine methodische Erarbeitung mehrsprachiger Terminologie sowohl auf eine höhere Kohärenz und Verständlichkeit der Unternehmensdokumentation und der entsprechenden Übersetzungen als auch auf eine einheitlichere Corporate Language ab.
Gegenstand des Vortrags ist ein Forschungsprojekt, das innerhalb eines italienischen Unternehmens mit dem Ziel durchgeführt wird, die Terminologie der Firma für Übersetzungszwecke zu verwalten. Dabei werden zunächst die Firma und der entsprechende Bereich, d.h. die Farben- und Lackindustrie, vorgestellt. Danach werden intra- und interlinguale terminologische Varianten in der Kombination Italienisch-Deutsch näher betrachtet, welche die Unternehmenskommunikation beeinträchtigen könnten. Zum Schluss werden mögliche Strategien zur Systematisierung und zur langfristigen Verwaltung mehrsprachiger Terminologie mithilfe von Terminologiedatenbanken vorgeschlagen.
Cristina FarroniMehrsprachige Terminologiearbeit im Unternehmen 2020-11-19T20:30:00+01:0020:3001:30Ruqaiya Hasanstuts68-489-talking_pointshttps://68stuts.bildungs.cafe/events/489.htmlfalseTalking PointsTest your improv skills!othermulTalking Points is an 8-person party game where each player has to hold a short spontaneous talk on a randomly-selected topic, while another player has full control of the actual slides. It's up to the presenter to deliver a great, convincing talk by thinking on their feet and working with their assistant.
After every game, the players are switched out, but don't worry if you didn't make it into the game: the audience can vote on the performance of each presenter and determine the game's winner!2020-11-19T09:00:00+01:0009:0000:30Clotilde Tambronistuts68-455-management_of_advice_and_relational_work_among_the_interactions_in_the_facebook_group_pct_class_of_2020https://68stuts.bildungs.cafe/events/455.htmlCC-SAfalseManagement of advice and relational work among the interactions in the Facebook group 'PCT Class of 2020'talkenAdvice is not only present in our every-day offline world but also online. The speech acts containing advice can be realized on a vast continuum that ranges between linguistic forms such as classic conditional clauses followed by should-instructions, I would do X-statements, indirect statements realizing suggestions, imperatives or questions inviting introspection and information-giving which is yet taken up as advice by the advice-seeker. Advice-giving can be quite a delicate matter as there is a natural asymmetry between advice-giver and advice-seeker, this topic is also closely tied to relational work, politeness and considerations of face.
This talk is focused on a case-study of how advice and relational work are managed in the Facebook group ‘PCT Class of 2020’, a group that was originally intended as a platform for people to connect in terms of the common endeavour of wanting to hike the Pacific Crest Trail (a long-distance trail along the west coast in the USA). This is as such traditionally a place where advice is exchanged freely among this particular community of practice. However, in March 2020, discussions turned to whether people should quit the trail due to the on-going pandemic (following governmental guidelines and the statements from the official association that manages the trail) where comments would more often than not, change from an advice-friendly environment to a rather moral and sometimes even hostile tone, therefore providing an opportunity to study various levels of how advice and relational work are managed amongst members of the Facebook group.Eleonora KaclManagement of advice and relational work among the interactions in the Facebook group 'PCT Class of 2020'2020-11-19T09:30:00+01:0009:3000:30Clotilde Tambronistuts68-309-strategien_der_polnisch-deutschen_ubersetzung_von_kulinaren_in_den_speisekartenhttps://68stuts.bildungs.cafe/events/309.htmlCC-SAfalseStrategien der polnisch-deutschen Übersetzung von Kulinaren in den SpeisekartentalkDas Ziel meiner Präsentation ist ein Versuch, eine Typologie der Übersetzungsstrategien am Beispiel der polnisch-deutschen Übersetzung von Kulinarien in den Speisekarten zu erstellen. Es wurden 31 polnischsprachige Speisekarten aus polnischen Restaurants untersucht, die ins Deutsche übersetzt wurden. Aus der Wirklichkeitsbetrachtung geht hervor, dass sehr viele polnische Restaurants Fehler bei der Übersetzung von Kulinarien in die Fremdsprachen – hier ins Deutsche – begehen.
Die Zielsetzung umfasst folgende Fragestellungen: Welche Übersetzungsstrategien werden im Falle von Kulinarien verwendet? Welche Fehler werden während der Übersetzung begangen? Wie oft kommen bestimmte Fehler zum Vorschein? Welche Arten von Fehlern erscheinen in Speisekarten? Aus welchen Gründen begeht man die Übersetzungsfehler?
Der Beitrag beginnt mit dem theoretischen Teil und erklärt solche Begriffe wie Fehlerlinguistik, Fehler, Übersetzungsstrategie, Speisekarte und Kulinaristik. Danach wird die Analyse der übersetzten Beispiele in Form von Tabellen durchgeführt. Die Ergebnisse veranschaulichen verschiedene Strategien, die während der Übersetzung verwendet werden, z. B. Lehnübersetzung, Analogiebildung, kommentierende Übersetzung, annähernde Übersetzung oder semantische Übersetzung. Diese Arbeit beschäftigt sich auch gleichzeitig mit Fehlern, weil Fehler ein Teil der Übersetzungen sind.Wiktoria Pawlak2020-11-19T11:00:00+01:0011:0001:00Clotilde Tambronistuts68-503-documentary_rising_voiceshttps://68stuts.bildungs.cafe/events/503.htmlfalseDocumentary: Rising VoicesRevitalizing the Lakota LanguageothermulInterested in learning about the plight of indigenous languages? This 1-hour documentary on the Lakota language offers some great insights into why many languages fare facing extinction and what can be done to revitalise them.Rising Voices / Hótȟaŋiŋpi is the intellectual property of The Language Conservancy (https://languageconservancy.org/).2020-11-19T12:15:00+01:0012:1500:30Clotilde Tambronistuts68-303-furious_commuters_and_mobshttps://68stuts.bildungs.cafe/events/303.htmlCC-SAfalseFurious Commuters and MobsA Critical Discourse Analysis of Non-Protestors at an Extinction Rebellion Protest.enIn this paper I conduct a Critical Discourse Analysis of the representation of non-protestors at an Extinction Rebellion protest. Whilst news reports are a well-researched text type in Critical Discourse Analysis, there are very few studies analysisng the representation of non-protestors at protest events. Using the frameworks of transitivity and social actor representation, I analyse two news reports of an Extinction Rebellion protest. I argue that analysing the representation of non-protestors can be an effective lens to uncover how reporters positively or negatively frame protest events and the protesting organisations.The global Climate Emergency has led to environmental movements such as Extinction Rebellion receiving an increased media presence. Fowler (1991) argues that news outlets can use language to ‘reflect, and in return shape, the prevailing attitudes of a society’, so it is worth analysing the language used in news reports about Extinction Rebellion to see what attitudes are reflected and how these attitudes are realised linguistically. Moreover, Stamou (2001) suggests that readers can interpret protest events and the protesting organisations themselves through the lens of non-protestors, an area which has received little attention in critical discourse analysis.
I conduct a critical discourse analysis of the representation of non-protestors in two newspaper reports of an Extinction Rebellion protest. The two reports – from a right wing tabloid and left-wing broadsheet – were chosen to capture differences across newspaper genres and political affiliation. I used the frameworks of transitivity and social actor representation proposed by Halliday and Matthiessen (2013) and Van Leeuwen (2008) respectively to answer my research question: how does the representation of non-protestors affect the representation of Extinction Rebellion?
The representation of non-protestors in the right-wing tabloid serves to construe a dichotomy between protestors and non-protestors in violent material processes. This in turn creates a negative representation of Extinction Rebellion, perhaps in line with their right-wing affiliation. Contrastingly, this dichotomy is not construed in the left-wing broadsheet, where there are considerably fewer violent material processes, and thus representing Extinction Rebellion as a comparatively less violent organisation.
References
Fowler, R. (1991). Language in the News: Discourse and Ideology in the Press (1st ed.). London: Routledge.
Halliday, M., & Matthiessen, C. (2013). An Introduction to Functional Grammar (3rd ed.). London: Arnold.
Stamou, A. (2001). The Representation of Non-Protestors in a Student and Teacher Protest: A Critical Discourse Analysis of News Reporting in a Greek Newspaper. Discourse And Society, 12(5), 653-680.
Van Leeuwen, T. (2008). Discourse and Practice (1st ed.). New York: Oxford University Press.
Poppy PlumbPoppy_Plumb_stuts_presentation.pdf2020-11-19T12:45:00+01:0012:4500:30Clotilde Tambronistuts68-336-saudi_university_students_attitudes_towards_their_multiple_non-native_emi_instructors_exploratory_studyhttps://68stuts.bildungs.cafe/events/336.htmlCC-SAfalseSaudi university students’ attitudes towards their multiple non-native EMI instructors: Exploratory studytalkenSaudi universities have, for some time now, embraced English as a means of instruction in teaching content courses. Against such a linguistic transformation at universities, little research has been done on students' attitudes towards instructors in EMI settings, and very far few in the Saudi context. However, researching students' attitudes toward English instructors has accrued the majority in the ESL/EFL literature. Therefore, this study explores students' attitudes for non-native English-(NNE) speaking instructors in content courses. The data collected by using exploratory sequential mixed methods, i.e. qualitative and quantitative approaches. The qualitative phase gathered by using four interviews and two focus groups as an exploratory stage. Results from the initial investigation (qualitative methods) revealed that students differed in their attitudes towards EMI instructors ranged from positive to negative and neutral ones based on different factors. Among the students showing favourable attitude, more students were found to be geared towards Arab instructors, mainly, local instructors, i.e. Saudi, to teach them content courses. The interview data also showed that instructors (e.g. Indian/Pakistani) do not meet the students' expectations in content courses and, therefore, receive negative evaluations. Several students do not make a specific preference for a particular group of instructors, instead of that, effective delivery of the knowledge is more important than who delivers the content courses. The findings highlight the factors influencing students' attitudes towards NNE EMI instructors, offering some implications for instructor’s recruitment and improvement in Saudi Arabia.Abeer Saudi university students’ attitudes towards their multiple non-native EMI instructors: Exploratory study2020-11-19T15:15:00+01:0015:1500:10Clotilde Tambronistuts68-348-as_they_say_in_china_arrivederci_disney_s_dr_heinz_doofenshmirtz_and_the_map_of_the_eastern_european_accent_in_the_american_imaginationhttps://68stuts.bildungs.cafe/events/348.htmlCC-SAfalse“As they say in China, Arrivederci!” : Disney’s Dr. Heinz Doofenshmirtz and the Map of the Eastern European Accent in the American Imaginationlightning_talkenThis study investigates the representation of the Eastern European (EE) accent in the American animated series “Phineas and Ferb” (Disney). The accent is discussed by a limited number of sources (Reinacher, 2016; Wallace, 2008; Wiedlack, 2019), which generally agree that EE is presented as a culturally and linguistically homogeneous space. To test this hypothesis, Romanian, Russian and Ukranian native speakers were asked to identify the substrate languages and the most prominent features of the accent in the show. The survey results as combined with the overall representation of the character-speaker suggest that (1) EE is a uniform Russian-like territory in the American imagination; (2) although the characterter does not confirm the ‘pan-Slavic’ stereotype found in previous studies, he is still a villain. The project is a pilot study that aims to show how seemingly harmless sociophonetic practices/ representations may stigmatize certain accents and groups of people. The need of unveiling stereotypes is much greater when it comes to children’s television. The ideas presented through this medium are internalized much easily due to the poor critical abilities of the younger children, while it affects a wide, even global-reach in some cases, audience (public pedagogy). Giota Papavasileiou As_they_say_in_China__Arrivederci.pptx2020-11-19T15:25:00+01:0015:2500:10Clotilde Tambronistuts68-325-the_role_of_context_in_the_travel_of_metaphorical_idiomshttps://68stuts.bildungs.cafe/events/325.htmlCC-SAfalseThe Role of Context in the Travel of Metaphorical IdiomsDissertation Projectlightning_talkenThe talk will address the role of different types of context (situational, discourse, conceptual-cognitive and bodily) in the production and travel of metaphorical idioms. Metaphorical idioms, produced in one variety of English, become usually adopted by other varieties of the same language. However, the context in which this adoption takes place, very often differs from the original context, in which these metaphorical idioms came into existence. The change of context can bring about changes/shifts of meaning. It is one of the concerns of the Extended Conceptual Metaphor Theory (Kövecses, 2020) to investigate the role of context in metaphor production and travel. The contextual analysis of the selected metaphorical idioms will be done with the help of several language corpora. The methodology of the research is based on the theoretical framework, suggested by Zoltán Kövecses (2020) in his article "An Extended View of Conceptual Metaphor Theory" (2020). In this article, the author calls for a more thorough analysis of context in metaphor production. To make the influence of context in the metaphor production more visible, the proposed research project intends to investiagte a group of metaphorical idioms in their original context and in their adopted contexts in different varieties of English. Thus, the differences in context(s) and the differences in meaning will be brought together. The actual analysis will involve 100 metaphorical idioms, originating in American English, which have been adoped by the speakers of British English. The research will be done with the help of two language corpora, namely the COCA and the BNC. /system/events/logos/000/000/325/large/Sarah_Dobias.jpg?1605708685Sarah DobiasThe Role of Context in the Travel of Metaphorical IdiomsThe Role of Context in the Travel of Metaphorical Idioms2020-11-19T15:35:00+01:0015:3500:10Clotilde Tambronistuts68-356-russian_radical_feminist_discourse_on_twitterhttps://68stuts.bildungs.cafe/events/356.htmlCC-SAfalseRussian Radical Feminist Discourse on Twitterlightning_talkmulMy main project goal is to investigate Russian radical feminist discourse on Twitter. I am particularly interested in the way they use and change Russian language and what concepts surround radical feminist community on Twitter.
My key findings are that Russian radical feminists, obviously, primarily discuss women, men and (quite surprisingly for modern Russia) transgender people. They are perceived as a community and not as single activists of some movement. It is s also quite surprising for me that, despite apparent hostility to radical feminists, they are mostly described in neutral terms. I also discuss some examples of how they use language, and it turns out that their language experiments are very similar to what their predecessors did in the 60’s and 70’s.
I think that this project would seem useful for researchers interested in social network analysis and women’s studies.
I use quantitative methods for the most part. I have generated frequency lists and then filtered them with complex criteria to find out what concepts are related to radical feminists on Twitter. I have also conducted sentiment analysis of both radical feminists’ and their counterparts and their opponents’ tweets to determine if the attitude towards radical feminist community is mostly positive, negative or neutral. Finally, I have extracted some examples of how radical feminists change Russian language.
Sofia Lazareva2020-11-19T17:30:00+01:0017:3000:30Clotilde Tambronistuts68-313-english_relatives_attachment_from_second_language_learnershttps://68stuts.bildungs.cafe/events/313.htmlCC-SAfalseEnglish relatives’ attachment from Second Language LearnersenFor second language learners, this high attachment preference can be significantly transferred to English relative clauses from Chinese ones for second language learners. English relatives’ attachment from Second Language Learners
In this study, a survey including both Chinese relative clauses and English relative clauses is carried out to examine how do Chinese-English learners process the second language, i.e. English relative clauses in terms of attachment?
Method
The stimuli in this experiment were 10 Chinese targets and 10 English targets, which were mixed with 10 Chinese fillers and 10 English fillers. 40 sentences (20 targets) were presented to the participants. The participants chose one of the two NP choices after reading the questions. The experiment was carried out via Qualtrics survey software. Participants in this experiment were Mandarin speakers in their twenties with English as their second language (N= 85).
Results
85 subjects participated in the experiment (English section). The NP high attachment responses take up to 69.96%; and the NP low attachment responses takes 30.04% among Chinese speakers who have learned English as their second or foreign language. The logistic regression shows that the higher NPs are significantly favored than the lower NPs (Intercept = 0.84560, Std. Error = 0.07531, z value = 11.23, Pr(>|z|) <2e-16 ***).
85 subjects participated in the questionnaire (Chinese section). The NP high attachment responses take up to 55.09%; and the NP low attachment responses takes 44.91% among Chinese native speakers. The logistic regression shows that the higher NPs are significantly favored than the lower NPs (Intercept = 0.2045, Std. Error = 0.0692, z value = 2.955, Pr(>|z|) <0.01 **).
Conclusion
There exists a high attachment bias among Mandarin speakers. Besides, for second language learners, this high attachment preference can be significantly transferred to English relative clauses from Chinese ones for second language learners. Yang Liu2020-11-19T18:00:00+01:0018:0000:30Clotilde Tambronistuts68-443-aspectual_complementation_in_serbo-croatianhttps://68stuts.bildungs.cafe/events/443.htmlCC-SAfalseAspectual complementation in Serbo-CroatianA generative-grammar approachtalkenThe abstract is attached./system/events/logos/000/000/443/large/Logo.jpg?1605896886Marija BrašićAbstract Aspectual complementation in Serbo-CroatianPresentation SlidesPaper Aspectual complementation in Serbo-Croatianfile2020-11-19T18:30:00+01:0018:3000:30Clotilde Tambronistuts68-319-grammatische_und_nicht-sprachliche_faktoren_als_einfluss_auf_die_konzeptualisierung_von_bewegungsereignissenhttps://68stuts.bildungs.cafe/events/319.htmlCC-SAfalseGrammatische und nicht-sprachliche Faktoren als Einfluss auf die Konzeptualisierung von BewegungsereignissentalkdeUntersuchungen zur Bewegungswahrnehmung belegen experimentell, dass Sprecher*innen von Aspektsprachen bei der Verbalisierung von Bewegungsereignissen den Prozess priorisieren, wohingegen Muttersprachler*innen von Nicht-Aspektsprachen vorzugsweise den Bewegungsendpunkt fokussieren. Diesen Zusammenhang untersuchte ich zunächst in einer Korpus-Studie, wobei sprachliche Unterschiede zwischen deutschen und englischen Muttersprachler*innen sowie Englisch-Lernenden erforscht wurden.
In jüngerer Literatur finden sich jedoch Hinweise, dass auch sprachfernere Faktoren, wie visuelle Auffälligkeit (Salienz) von Ereigniskomponenten, ebenfalls eine Rolle spielen. Dazu führte ich eine Online-Studie durch, die die Verbalisierung von salienten und regulären Endpunkten analysiert und ermittelt, ob die Verbalisierung mit einer besseren Erinnerung an Endpunkte einhergeht.
Obwohl es im Englischen bzw. Deutschen Möglichkeiten gibt, beides, Endpunkte sowie Prozesshaftigkeit, auszudrücken, werden diese selten genutzt. Der Grund hierfür sollte daher nicht nur im Prozessfokus, sondern auch in einer erhöhten Kapazitätsbelastung bei Aspektverwendung gesucht werden. Begründet wird dies mit der im Englischen grammatisch notwendigen Realisierung der Aspektkategorie, die im Deutschen nicht existent ist. Dazu wurde eine Studie konzipiert, die sich nicht nur mit der Verbalisierung, sondern auch der Konzeptualisierung von Bewegungsereignissen beschäftigt.
Während die Korpus-Studie nur zeigen konnte, dass deutsche Muttersprachler*innen tatsächlich signifikant weniger Aspektformen verbalisieren als Muttersprachler*innen und Lernende des Englischen, konnte in der Salienz-Studie belegt werden, dass deutsche Sprecher*innen mehr reguläre und englische Sprecher*innen mehr saliente Endpunkte verbalisieren. Daneben wurde festgestellt, dass die vorherige Endpunktbenennung mit der Tendenz einhergeht, sich besser an diesen erinnern zu können. Die letzte Studie wird Auskunft darüber geben, welche Bewegungskomponenten Sprecher*innen des Deutschen bzw. Englischen bevorzugen und ob die Benennung des Endpunktes auch mit einem Fokus auf ebendiesen einhergeht.Katharina ZaychenkoGrammatische und nicht-sprachliche Faktoren als Einfluss auf die Konzeptualisierung von Bewegungsereignissen2020-11-19T19:45:00+01:0019:4500:30Clotilde Tambronistuts68-381-multimodal_learning_integrating_vision_and_languagehttps://68stuts.bildungs.cafe/events/381.htmlCC-SAfalseMultimodal Learning: Integrating Vision and LanguageWhat is Multimodal Machine Learning and how far are we in bringing vision and language together?talkenWe will introduce the concept of multimodality and focus, in the talk, on two modalities, vision and language, to present the (state of the art) deep neural models for processing (multimodal) vision and language inputs.Multimodal Machine Learning develops models for different input modalities, e.g. different sensorial inputs, like images, text, speech, humidity, pressure.
In this talk, we will introduce the concept of multimodality and focus, in the talk, on two modalities, vision and language, to present the (state of the art) deep neural models for processing (multimodal) vision and language inputs./system/events/logos/000/000/381/large/13_multimodality_thumb_-_Copy.png?1603098725Letitia Parcalabescu2020-11-19T09:00:00+01:0009:0000:30Odille Morisonstuts68-320-the_ditransitive_construction_in_phoenicianhttps://68stuts.bildungs.cafe/events/320.htmlCC-SAfalseThe ditransitive Construction in PhoeniciantalkenIn diesem Vortrag wird die ditransitive Konstruktion im Phönizischen (Afroasiatisch: Nordwestsemitisch) beschrieben. Dabei wird herausgearbeitet, inwieweit ditransitive Verben in dieser Sprache von typologischen Tendenzen abweichen und eine Hypothese für die funktionale Motivation dieser Abweichung aufgestellt.In dieser Arbeit wird die ditransitive Konstruktion im Phönizischen (Nordwestsemitisch) untersucht. Eine ditransitive Konstruktion wird Malchukov et al. (2010: 1) folgend auf semantischer Basis definiert, also als Konstruktion, die aus einem ditransitivem Verb, einem Agens-Argument (A), einem Rezipient-Argument (R) und einem Themen-Argument (T) besteht. Für die Zwecke der Analyse werden ditransitive Verben in Inschriften aller Dialekte und Sprachstufen sowie aus dem gesamten Verbreitungsgebiet des Phönizischen betrachtet, vom Kerngebiet an der Levanteküste bis über das gesamte Mittelmeer. Besonderer Fokus liegt dabei auf der Polysemie des Rezipient-Markers l- und dem syntaktischen Verhalten der Konstruktion, zum Beispiel bei Relativsatzbildung. Im Phönizischen finden sich zudem sowohl typische ditransitive Verben wie ytn „geben“ und šlḥ „senden“, die einen direkten Transfer beschreiben, als auch weniger typische ditransitive Verben wie nʾš „darbringen“, ndr „weihen“ und zbḥ „opfern“. Die Untersuchung ergibt, dass ytn (und andere ditransitive Verben) entgegen der typologisch belegbaren Tendenz zu neutralem Alignment (P=T=R) indirektivisches Alignment (P=T≠R) zeigt:
(1) Phönizisch (5. Jh. v. Chr.): Akko, Israel (Dothan 1985: 83)
y-tn ʾgn kbd
3.PL.M-geben.IPV Becken.SG wertvoll.SG
l-šlt ʾš ʿl ʾšr-t
zu-PN Mann.SG über Tempel-F.SG
„Sie sollen ein ŠLT, dem Vorsteher des Tempels, ein wertvolles
Becken geben.“
Dies wird dadurch erklärt, dass neutrales Alignment (im Fall des Phönizischen Nullmarkierung), gekoppelt mit der variablen Wortstellung des Phönizischen, zu Ambiguität der prototypisch belebten A- und R-Argumente führen würde, da A-Argumente ebenfalls nullmarkiert sind.
Literatur
Malchukov, A./Haspelmath, M./Comrie, B. (2010). Ditransitive Constructions: A Typological Overview, in: A. Malchukov/M. Haspelmath/B. Comrie (Hrsg.), Studies in Ditransitive Constructions. A Comparative Handbook, Berlin: De Gruyter, S. 1-64.
Dothan, M. (1985). A Phoenician Inscription from ʿAkko, Israel Exploration Journal 35.2-3, S. 81-94.Jonas KlökerPresentation Phoenician Ditransitive2020-11-19T09:30:00+01:0009:3000:30Odille Morisonstuts68-347-morphologie_und_verbalaspekt_in_den_fruhen_kroatischen_grammatikenhttps://68stuts.bildungs.cafe/events/347.htmlCC-SAfalseMorphologie und Verbalaspekt in den frühen kroatischen Grammatiken talkdeAb dem 17. Jahrhundert werden auf dem Gebiet Dalmatiens und Dubrovniks die ersten Grammatiken und Wörterbücher der kroatischen Sprache veröffentlicht. Diese Arbeiten tragen einen Pioniercharakter in sich, da sie eine Sprache beschreiben für welche es keine Vorlagen in Form von Konjugationsmustern und Modussystem gab. Dies trifft zusammen mit einer starken Latinität, welche sowohl in der Literatur Kroatiens, als auch im katholischen Glauben eine signifikante Rolle spielte.
Im geplanten Vortrag soll anhand von Beispielen aus den Werken der Jesuiten Bartol Kašić, Jakov Mikalja und Ardelio Della Bella dargestellt werden wie Autoren mit den Eigenheiten einer slavischen Sprache umgingen. Ein besonderer Fokus soll auf die Flexionsmorpholgie, sowie den slavischen Verbalaspekt gerichtet werden. Hierdurch soll eine Periode ins Blickfeld gerückt werden, welche leider bisher innerhalb der Kroatistik nicht in befriedigendem Maße betrachtet wurde.
Della Bella, Ardelio (1728): Dizionario italiano-latino-illirico. Venedig: Presso Cristoforo Zanne
Kašić, Bartol (2002): Institutiones linguae Illyricae/Osnove ilirskoga jezika. Zagreb: lnstitut za hrvatski jezik i jezikoslovlje
Micalia, Jakobus (1649): Blago jezika slovinskoga illi slovnik ù komu izgorarajuʃe rjeci slovinʃke Latinski, i Diacki. Loreto: Apud Paumum, & Io. Babtistam Seraphinum
Laura MayleinPräsentationfile2020-11-19T10:00:00+01:0010:0000:30Odille Morisonstuts68-415-die_entstehung_von_derivationsmorphemen_grammatikalisierung_oder_lexikalisierunghttps://68stuts.bildungs.cafe/events/415.htmlCC-SAfalseDie Entstehung von Derivationsmorphemen: Grammatikalisierung oder Lexikalisierung?Eine lexikalistische BetrachtungtalkdeIst die Entstehung einer Adjektivendung wie dt. -lich < Proto-Germ. *līka 'Körper' noch Grammatikalisierung? Oder schon Lexikalisierung, da ja damit neue Wörter gebildet werden. Dieser Frage in Zusammenhang mit anderen Fallbeispielen aus germanischen und semitischen Sprachen gehe ich in diesem Vortrag nach. Die Perspektive, aus der dieses Problem betrachtet sei, ist streng lexikalistisch; also Flexion und Derivation werden nicht Syntax und Lexikon separat zugeordnet, sondern sind beide Teil der Morphologie. Als theoretischen Hintergrund dient mir die Kategorialgrammatik (ein "Verwandter" der HPSG), wobei aber keine Vorkenntnisse nötig sind.Bei Grammatikalisierung wird bekanntlich aus einem lexikalischen Zeichen ein grammatisches - z. B. bei einem unbestimmten Artikel aus dem Zahlwort 'eins' (gibt es in etlichen Sprachen). Dagegen viele ein Beispiel wie die Entstehung einer Adjektivendung wie dt. -lich < Proto-Germ. *-līka 'Körper') in die Lexikalisierung, da ja mit -lich neue Wörter gebildet werden.
Dem liegt eine strikte Trennung von Grammatik und Lexikon zugrunde. Aber was bedeutet es, wenn man Grammatik im Lexikon verankert ist? Knackpunkt ist hier die Differenzierung von Flexions- und Derivationsmorphologie, wobei Ersteres primär als syntaktisches, Letzteres als lexikalisches Phänomen eingeordnet wird. Es gibt jedoch gute Gründe, die Unterscheidung dieser beiden Teile der Morphologie aufzugeben. Die Konsequenzen daraus sollen in diesem Vortrag auf die Grammatikalisierungsforschung übertragen werden. Die Kategorialgrammatik (deren nächster "Verwandter" die weiter verbreitete HPSG ist), stellt hier ein geeignetes Mittel dar, aufzuzeigen, was bei mutmaßlichen Grammatikalisierungs-/Lexikalisierungsprozessen passiert. Es werden keine kategorialgrammatischen Kenntnisse vorausgesetzt! Als untersuchte Sprachen dienen germanische und semitische.Dominique Bobeck2020-11-19T11:00:00+01:0011:0001:00Odille Morisonstuts68-446-r_for_beginnershttps://68stuts.bildungs.cafe/events/446.htmlCC-SAfalseR for BeginnersAn introductory workshop for the programming language RworkshopenR is a programming language that has become increasingly popular among linguists working quantitatively with data. It can be used to clean and filter large corpora, code for microlinguistic features, and run statistical tests; it is thus of particular use to people interested in corpus linguistics or variationist sociolinguistics. The learning curve of a programming language can be steeper than that of statistical software such as Excel or SPSS. On the other hand, R can be used for both a broader range of tasks and more detailed analysis than such software.
This workshop is meant to be a short introduction to R for people with absolutely no programming experience. The goal is to provide a small taste of what R can do, so as to help overcome the initial steepness of that learning curve. We will take a look at the RStudio software environment and then run through some basic programming code useful for the analysis of a large corpus, working with a Twitter dataset. Finally, we will discuss some tips on working with R more generally for your own future projects.To follow along the exercises on your own computer, please install the free program <a href = "https://rstudio.com/products/rstudio/">RStudio</a> beforehand. Please also download and unzip the file I have uploaded. This contains the programming script and the Twitter corpus we'll be working with.
If you would prefer not to work through the exercises during the workshop, that's absolutely fine. I have included very detailed notes with the script, so you can simply listen along to my talk and then go through the script later in your own time.Jenia YudytskaSTUTS_68_R_Workshop.zip2020-11-19T12:15:00+01:0012:1500:30Odille Morisonstuts68-417-germanic_sandwhichhttps://68stuts.bildungs.cafe/events/417.htmlCC-SAfalseGermanic Sandwhich? Über den Status der Theorie des germanischen Sandwichs in der modernen SprachwissenschafttalkdeEs ist vielleicht die leckerste Theorie in der Sprachwissenschaft: das Konzept des Germanischen Sandwichs. Jedoch zweifle ich sie an, und in meinem sprachvergleichenden wissenschaftlichen Essay Germanic Sandwhich? schlage ich eine alternative Theorie vor.
Erst folgt eine kurze Beschreibung der Sandwichtheorie. Nicht nur auf der geografischen, sondern auch auf der sprachwissenschaftlichen Ebene befindet die niederländische Sprache sich zwischen Englisch und Deutsch. Schon in der fünfziger Jahren stellte Van Haeringen diese These (vgl. Van Haeringen, 2002:12). Englisch hat keine Genera, Deutsch hat drei davon, und meine Muttersprache hat zwei. Im Deutschen gibt es ein Konjunktiv, im Englischen nicht, und im Niederländischen nur in archaischen Formeln (vgl. ebd: 31).
Die drei Sprachen haben sich jedoch seit der Proto-Germanischen Zeit so anders entwickelt. Angesichts der Phonologie sind die englische Great Vowel Shift (Benson: 2000) und die Zweite Germanische Lautverschiebung große Innovationen, die beim Niederländischen nicht passierten (Fulk, 2008). Die Rolle der Sprachen ist auch total anders, wegen des einzigartigen Status des Englischen als Weltsprache (Dorren, 2019). Inversion für Fragestellung und Verbzweitstellung gibt es im Niederländischen und im Deutschen, aber das Deutsche entbehrt beispielsweise die niederländischen reduzierten Personalpronomen.
Weil jede der drei Sandwichsprachen sich so unterschiedlich entwickelt hat, schlage ich vor, die drei Sprachen auf einem virtuellen Dreieck zu stellen, wobei Niederländisch näher zu Deutsch als zu Englisch steht.
Dieses Essay ist interessant für jeden, der sich für Sprachvergleich interessiert, und ist eine leserliche sprachwissenschaftliche Literaturstudie eines niederländischen Studenten der Bachelorstudiengänge Deutsch und Sprachwissenschaft.
Literaturverzeichnis
Benson, Larry Dean (2000). The Great Vowel Shift. sites.fas.harvard.edu/~chaucer/vowels.html (27.04.2020).
Dorren, Gaston (2019). Babel. De 20 reuzentalen van de wereld. Amsterdam: Athenaeum.
Fulk, Robert Dennis (2008). English as a Germanic Language. onlinelibrary.wiley.com/doi/10.1002/9781444302851.ch13 (28.04.2020).
Van Haeringen, Coenraad Bernardus (1956). Nederlands tussen Duits en Engels. Servire: Den Haag./system/events/logos/000/000/417/large/Schermafbeelding_2020-11-18_om_12.18.18.png?1605698318Jasper van den BergFolien für die PresentationEssay2020-11-19T12:45:00+01:0012:4500:30Odille Morisonstuts68-327-the_diatopic_variation_of_the_reflexes_of_middle_chinese_u-_in_guangdong_yue_dialectshttps://68stuts.bildungs.cafe/events/327.htmlCC-SAfalseThe Diatopic variation of the reflexes of Middle Chinese *ɣu- in Guangdong Yue dialectstalkenThis talk explores the diatopic variation of the reflexes of Middle Chinese *ɣu- in the Yue dialects of Guangdong. Four dialect groups have been identified and the historical explanation for this pattern seems to be a historical contact between earlier northern and southern Yue dialects. This analysis is unlike traditional studies in Chinese dialectology. Instead of just identifying correspondences between Middle Chinese rhyme book categories and reflexes, I have utilized maps to visualize the data. This approach allows me to address dialect changes in more than one or a handful of dialects and offer a possible explanation for the geolinguistic pattern in Guangdong.Matthew Sung2020-11-19T15:15:00+01:0015:1500:10Odille Morisonstuts68-425-the_plural_agreement_of_morphologically_singular_and_semantically_plural_nouns_in_spanishhttps://68stuts.bildungs.cafe/events/425.htmlCC-SAfalseThe plural agreement of morphologically singular and semantically plural nouns in Spanishlightning_talkenThe goal of this project presentation is twofold. From an empirical perspective, it is shown that, in Spanish, morphologically singular nouns that denote collectivities [let us use collective nouns] (población ‘population’, equipo ‘team’, familia ‘family’, etc.) can trigger singular or plural agreement with the verb when appear in subject position (contrary to what is claim in prescriptive grammars, cf. NGLE). An original study of naturally occurring data (extracted from the Internet) specifically designed to find this type of non-standard structures showed that plural agreement exists (La familia tienen un papel muy importante en la sociedad ‘The family havepl an important role in the society’), also when these nouns are inserted in partitive constructions (El resto de la familia tienen secretos ‘The rest of the family havepl secrets’). From the theoretical perspective, it seems different subkinds of collective nouns trigger plural agreement to a different extent (as Fält 1972 already noted); for example, uncountable nouns like gente ‘people’ trigger more plural verbal agreement than strictly ‘collective’ nouns (like equipo ‘team’) or ‘aggregate’ nouns. Moreover, gender patterns must be considered to fully understand the agreement properties of these nouns (La mitad del equipo está lesionado ‘Halffem of the teammasc issg injuredmasc.sg’, La mitad del equipo está lesionada ‘Halffem of the teammasc issg injuredfem.sg’, La mitad del equipo están lesionados ‘Halffem of the teammasc arepl injuredmasc.pl’). Ultimately, the agreement properties of these nouns in Spanish challenge current theories of agreement within generative models, that must be refined to account for these patterns.References:
-FÄLT, GUNNAR 1972. “Sujetos colectivos”, en Tres problemas de concordancia verbal en el español moderno. Uppsala: Acta Universitatis Upsaliensis, Studia Romanica Upsaliensia, 76-149.
-REAL ACADEMIA ESPAÑOLA-ASOCIACIÓN DE ACADEMIAS DE LA LENGUA ESPAÑOLA 2009. Nueva gramática de la lengua española. Madrid: Espasa.
Irene Areses2020-11-19T15:25:00+01:0015:2500:10Odille Morisonstuts68-404-constructing_fictional_worlds_a_study_with_argentinian_young_children_from_different_social_groupshttps://68stuts.bildungs.cafe/events/404.htmlCC-SAfalseConstructing fictional worlds. A study with argentinian young children from different social groups. lightning_talkenEvidence indicates that 4- and 5- years old children create fictional worlds when they participate in symbolic play or produce narratives (Engel, 2005; Garvey, 1985; Migdalek, Rosemberg & Arrúe, 2013; Nicolopoulou, 2015; Pellegrini, 1985; Sawyer, 2002). Some of these works have revealed that, in order to play or to tell a story, children use complex linguistic resources, particularly when they interact and shear these events with other children or adults. However there are few studies that analyse the specific linguistic resources through which children construct fictional worlds in these and other activities. The main aim of the present PhD project is to contribute to a better understanding of the ways in which young spanish-speaking children, from different social groups, create fictional worlds in spontaneous situations at home and quasi-experimental situations at pre-school. The analysis, that combines quantitative and qualitative procedures, will focus on the fictional structure of children’s play and narratives as well as in the linguistic resources used to create fiction and share these events with others. For it, two corpus of data of children living in Buenos Aires (Argentina) will be examined: the first one includes audio recordings of natural interactions collected in the households of 51 4-year-old children from low and middle socio-economic status (SES) and the second corpus includes videos of elicited play situations using puppets and toys in which 30 5-year-old children from low SES participated at pre-school. Each corpus will be studied independently, to later establish similarities and differences between the findings from both analyses. The presented Phd project is part of a broader line of research that, framed in sociocultural psychology and current psycholinguistic models (Nelson, 1996, 2007; Tomasello, 2003) studies the relationships between language, play and teaching in young children of different social groups in Argentina. In order to proceed with the project and make it possible in the current context -covid pandemic-, my project will make use of two corpus of data that were recorded in previous projects of the research group. The first corpus (Rosemberg, Arrúe & Alam, 2012) includes 600 hours of audio recording in the houses of 51 4-year-old children from low and middle socio-economic status, residing in the metropolitan area of Buenos Aires (Argentina). Each child was recorded during 12 hours while he/she was carrying out their daily at-home activities together with his/her family and friends. The second corpus (Alam & Rosemberg, 2016) includes 324 play situations where 30 5-year-old children, from a low SES urban population in Buenos Aires (Argentina), participated. The play situations were videotaped at school, in elicited activities: in three different opportunities -individually, in dyads or triads- children received a set of 4 related toys and puppets and were asked to create a story using these objects and then tell the story to the researcher.
A mixed methodology that combines quantitative and qualitative procedures will be used to analyze both corpus.
Given that in the following weeks I will be starting the analysis of the first corpus, I think that the 68th StuTS conference may be a good opportunity to discuss the methodological procedure of my research. It can also be an opportunity to discuss my initial hypothesis. Based on previous research I expect that children will create fictional worlds in both situations: spontaneous situations at home and elicited situations at preschool (Engel, 2005; Garvey, 1985; Nicolopoulou et al., 2015; Pellegrini, 1984). In the spontaneous situations at home, I expect that children will construct fictional worlds when they participate in symbolic play or produce fictional narrative (Stein & Migdalek, 2017), as well as when they are carrying out other activities of their everyday life, such as cooking, taking a bath or drawing. At the elicited activities at pre-school, I predict that children will start creating fictional worlds at the moment they receive the toys and are asked to imagine a story. In order to create fictional worlds, in both situations, I expect that children will employ decontextualized language; meta-ludic statements; precise vocabulary; different verb tenses, and will use discourse markers, endophoric references and direct and indirect speech, among others to establish the limits of the fictional world (Andresen, 2005; Garvey, 1985; Halliday, 1979; Rubin et al., 1983; Rosemberg, 2008; Rosemberg, Arrúe & Migdalek, 2015; Stein & Migdalek, 2017). I imagine that I will find differences in the linguistic resources that children use to construct fiction whether they do it individually or in interaction with other children or adults, particularly because, in these situations, participants have to negotiate the plot and coherence of the fictional world (Pellegrini & Galda, 1982; Sawyer, 2002). I also predict that the fictional worlds will include elements of children's everyday life and fantastic and unfamiliar elements (Engel, 2005, Garvey & Brent, 1977; Schwartzman, 1978; Westby, 1988). Finally, I predict differences between social groups, because studies have shown that the social and cultural context impacts the linguistic resources children develop (Rogoff, Dahl & Callanan, 2018) . Viviana LewinskyPresentation2020-11-19T17:30:00+01:0017:3000:30Odille Morisonstuts68-324-the_more_the_merrier_words_with_multiple_meanings_in_spanishhttps://68stuts.bildungs.cafe/events/324.htmlCC-SAfalseThe more, the merrier. Words with multiple meanings in SpanishtalkenIn recent times, the introduction of experimental techniques to study language has revolutionized the field of Linguistics. Psycholinguistics is the discipline that studies the psychological processes that underlie language, by designing and conducting experiments that gather data on how speakers deal with language. Which data can be provided to the study of words and their meanings by experimental tasks?
The theoretical definition of lexical ambiguity, as well as the characterization of its two subtypes (homonymy and polysemy), is quite clear. However, from an empirical perspective there are still some questions without answers: how are different meanings of ambiguous words stored? How do multiple meanings affect on the recognition of lexical units and on how they are understood? How is one of multiple meanings selected? Are all the meanings activated or is the inadequate meaning somehow inhibited?
This experimental study, a part of my on-going thesis, contribute relevant data about the behaviour of ambiguous words in Spanish, by means of three different tasks: lexical decision tasks, self-administrated reading tasks monitored with an eye-tracker and questionnaires. The results of all these experiments robustly point to a differential behaviour of homonym and polysemy. These results seem to be task-dependant, since the effect of polysemy and homonymy may be positive or negative depending on whether there is a context or not. Furthermore, the analysis of the questionnaire places value on the subjective interpretation on ambiguity.
Natalia López-CortésSLIDES_The more, the merrier2020-11-19T18:00:00+01:0018:0000:30Odille Morisonstuts68-366-construction_of_an_instrument_for_the_assessment_of_children_s_narrative_discoursehttps://68stuts.bildungs.cafe/events/366.htmlCC-SAfalseConstruction of an instrument for the assessment of children's narrative discoursetalkenWe propose the construction of an instrument to asses narrative discourse abilities in 3 to 5 year-old children. Previous studies have shown the relevance of narrative discourse for cognitive development, socialization and schooling. The few instruments designed for its evaluation contemplate the comprehension and production of fictional narratives in English-speaking population. However, the narratives produced by Spanish-speaking children do not have the same features. Although some instruments were designed to evaluate the comprehension of fictional narratives in Spanish-speaking children, the development of the structural complexity of personal narratives takes place earlier; that is why it is important to construct an instrument for its assessment.
Specific purposes: to analyze and describe the macro and microstructural characteristics of the narratives of personal experiences produced by 3, 4 and 5 year-old children from different sociocultural groups; to build an empirical scale; to analyze the validity, reliability and internal consistency of the instrument; to document the performance of 150 children.
Method. The project adopts a quasi-experimental, transversal design. The corpus includes narratives of past experiences produced by 60 children of 3, 4 and 5 years old from different social groups. We will administrate the PLS5 test (Zimmerman et al., 2012) that assess language comprehension and production skills. Data also includes 300 personal narratives produced by 3, 4 and 5 year-old children. The narratives will be audio-recorded and transcribed according to the CHAT format. The analysis will consider their macro- structural and microstructural features. The reliability and validity of the instrument will be analyzed.
The present project aims to build an instrument to assess the narrative discourse abilities of 3 to 5 year-old children from a dynamic perspective, which contemplates both, the real as well as potential development of the child. This instrument will contribute to the knowledge of Spanish-speaking children's discursive development and is expected to be a useful tool to be used in educational environments.
An important set of research has highlighted the relevance of this form of discourse for cognitive development (Bruner, 1986; Fivush & Nelson, 2006; Nelson, 1996), literacy (Beck, 2008), socialization (Aukrust & Snow, 1998; Carmiol & Sparks; 2014; Miller, 1994; Wortham, 2001) and the process of schooling.
Despite the importance of narrative skills for child development, there are few instruments specially designed for their assessment. Most of them involve assessing the comprehension and production of fictional narratives in English-speaking population (Cowley & Glasgow, 1997; Gillam et al., 1999; Strong et al., 1998). Instruments developed in Spanish-speaking children evaluate young children's comprehension and production of fictional narratives (Kibrik et al., 2007; Pavez et al., 2008; Signorini, Borzone & Rosemberg, 1989; Strasser et al., 2010). However, the development of the structural complexity of personal narratives takes place before fictional narratives (Nelson, 1996; Schick & Melzi, 2010). In addition, recent research with Spanish-speaking children (Stein, 2015; 2016; Uccelli, 2008) revealed that narratives produced by these populations present macro-structural characteristics that differ from those produced by English-speaking children. This is the reason why other instruments are required that are appropriate for its evaluation in the former population.
Furthermore, available instruments provide static measures of children's performance that consider only their current level of development. Although these measures provide valuable diagnostic information related to children's narrative skills, they do not allow the monitoring of the eventual progress that takes place over the course of a child's development. In order to overcome such limitations, the dynamic assessment strategy has been proposed (Gillam, Peña & Miller, 1999; Tavernal & Peralta, 2009).
This evaluation procedure, based on Vygotsky's (1964) approach to socio-cultural psychology -in particular, the concept of the zone of proximal development- provides both diagnostic information and the type of assistance that the child requires for narrative development. It has been pointed out that this type of assessment is especially valuable because it extends the focus to the levels of potential or proximate development (Tavernal & Peralta, 2009).
The existing instruments designed for the assessment of fictional narrative production and comprehension, together with the results of the studies that have analysed the features of children’s personal narratives and their development (especially in Spanish-speaking populations), as well as previous research focused in the use of the dynamic assessment strategy can serve as input for the construction of an instrument for the assessment of personal narratives in Spanish-speaking children.
Purposes. In order to account for the general aim of the study, the following specific objectives are proposed:
1. To analyse and describe the macrostructural and microstructural features of the narratives of personal experience produced by 3-, 4- and 5-year-old children from different socio-cultural groups (middle-class, urban-marginalised populations) from Argentina.
2. To build a multidimensional and empirical scale based on the analysis of the narratives produced by the participating children.
3. To analyse the validity, reliability and internal consistency of the instrument.
4. To document the performance of 150 children in the test.
Method. The quasi-experimental, cross-sectional design contemplates two phases: 1) the construction of the empirical assessment scale and 2) the validation of the instrument and the documentation of the performance of a group of children in the test. The corpus includes personal narratives - spontaneous and induced - produced by 60 children of 3, 4 and 5 years old. Children will be administered the PLS5 test (Zimmerman et al., 2012) which assesses language comprehension and production (comprehensive and expressive vocabulary, conceptual development, narrative skills, among other skills). Participating children do not present language disorders. For the construction of the empirical scale, it will be considered an additional corpus of 300 personal narratives produced by 3, 4, and 5 year old children from the province of Buenos Aires.
Since the support for narrative elaboration that children receive at school differs from and may complement the one received at home (Schick & Melzi, 2010), data collection will take place half at the child's home and half in kindergarten. To elicit the narrative, the child will be asked to narrate a recent personal past experience (e.g. in which he or she was injured), which will be recorded by audio and transcribed according to the CHAT (Codes for the Human Analysis of Transcripts) format developed within the CHILDES (Child Language Data Exchange System) programme that allows data processing with CLAN software (Computerized Language Analysis; MacWhinney, 2000). Given that the dynamic evaluation measures extend the focus to the level of potential development of the individual, the role of the researcher as a mediator of the child's activity will be analysed as well (Taverna & Peralta, 2009).
The analysis of the narratives will consider their macrostructural and microstructural features: temporal organization, structural components, syntactic complexity, length, use of causal and temporal makers and evaluative resources, among others.
The reliability and validity of the instrument will be analysed. Validation will include the analysis of content validity, construct validity and concurrent validity (Mikulic, 2018). For the analysis of content validity, an evaluation of judges will be carried out. For the analysis of construct validity, a factorial analysis will be performed. Finally, for the assessment of concurrent validity, the correlation with child performance in the narrative skills assessed using the PLS5 test will be considered (Zimmerman et al., 2012). The reliability of the instrument will also be analysed through test-retest procedures, internal consistency and between evaluators.
Keywords: narrative discourse - children - evaluation
Ailín FrancoFranco__Ailín_-_Construction_of_an_instrument_for_the_assesment_of_children's_narrative_discourse.pdf2020-11-19T18:30:00+01:0018:3000:30Odille Morisonstuts68-321-a_linguistic_interpretation_of_agrammatic_aphasiahttps://68stuts.bildungs.cafe/events/321.htmlCC-SAfalseA linguistic interpretation of agrammatic aphasiatalkenMy dissertation project aims to build a bridge between current linguistic theory and experimental approaches to language pathology. In my talk, I will present my research project which is still in the early stages of development.Recent years have seen a renewed interest in linguistic studies on clinical language disorders such as aphasia (e.g., Franco 2014, Wang et al. 2014, Fyndanis & Themistocleous 2019). For theoretical linguists, language data from aphasics can be particularly relevant since they may provide the empirical backdrop for testing the utilizability of different approaches to the organization of grammar.
In my dissertation, I will investigate how the hypotheses and operational strategies of the theoretical framework of Distributed Morphology (DM, Halle & Marantz 1993) can contribute
to a more accurate interpretation of Italian aphasic, i.e. agrammatic data in the verbal domain.
In combining empirical evidence with linguistic theorizing, the project aims to demonstrate how basic DM assumptions such as the separation of grammatical features from their phonological
realization, lexical underspecification and the process of vocabulary insertion account for the morphosyntactic deficits in Italian aphasic speech production. In turn, the empirical data will serve as a basis to optimize various domains of the theory. The interaction between DM and experimental evidence is expected to enrich the conceptual structure of the theory, thus presenting a possibility for DM to evolve towards a more empirical characterization of language pathology, and of language use in general.
Keywords: verb morphology, Italian, Broca's aphasia, Distributed Morphology
Pamela Goryczka2020-11-19T19:15:00+01:0019:1500:30Odille Morisonstuts68-382-elefant_tiger_und_co_ronalisierunghttps://68stuts.bildungs.cafe/events/382.htmlCC-SAfalseElefant, Tiger und Co(ronalisierung)Über die Schwierigkeiten der instrumentalphonetischen Frikativmessung.talkdeBei der letzten StuTS hatte ich folgendes Problem vorgestellt:
Zur instrumentalphonetischen Untersuchung von Vokalen hat sich „die Wissenschaft“ längst auf die Bestimmung ihrer Formantenlagen geeinigt. Ein vergleichbarer Konsens fehlt bei den Frikativen jedoch bis heute; jedes Paper scheint eine andere Methode zu verwenden. Ein halbes Jahr und rund 20.000 Wörter später kann ich eine Lösung präsentieren:
In meiner Masterarbeit hatte sich die Bestimmung des sogenannten Centre of gravity (COG) sowie dessen Standardabweichung (SD) zwar nicht als die trennschärfste, dafür jedoch äußerst anfänger*innenfreundliche Methode erwiesen. In diesem Vortag möchte ich euch diese Methode vorstellen und exemplarisch zeigen, dass frikativische Phänomene ihr instrumentalphonetisches Schattendasein zu Unrecht fristen.
Bei der Messung der COG und SD der palatalen und postalveolaren Frikative [ç, ʃ] dreier Sprecher*innen der Fernsehsendung „Elefant, Tiger & Co.“ konnte die Koronalisierung, also der für das Obersächsische hochsaliente Zusammenfall dieser beiden Frikative, teilweise nachgewiesen werden. Teilweise deswegen, weil ein Sprecher sich im Laufe der Jahre messbar dem hochdeutschen Standard angenähert und zunehmend signifikant zwischen beiden Lauten unterschieden hatte.
(Instrumental)phonetische Vorkenntnisse braucht ihr nicht, sind aber von Vorteil. ;)Simon Oppermann2020-11-19T19:45:00+01:0019:4500:30Odille Morisonstuts68-435-the_impact_of_current_trends_in_british_society_on_the_phonostylistical_peculiarities_of_the_media_discoursehttps://68stuts.bildungs.cafe/events/435.htmlCC-SAfalseThe Impact of Current Trends in British Society on the Phonostylistical Peculiarities of the Media Discourse Abstracttalken In the light of the current socio-political situation in Great Britain, the state that finds itself in the process of finalising BREXIT, a country led by the Conservative Party, there is a noticeable change in the common perception of Received Pronunciation (RP) and its contemporary varieties, predominantly among those of opposing political opinions. The given phenomenon is supported by the negative connotation of a word “POSH”, which in many ways not only characterises the social status of those who currently rule the country but also is commonly associated with the accent they speak. In the present circumstances, speaking with a previously admired and universally acclaimed Standard British pronunciation, also commonly referred to as “The Queen’s English” can be much less beneficial than assumed by English language learners. The project consists of two main parts: the first part, theoretical one, is concerned with the analysis of existing literature on the given matter, including the subjects of sociolinguistics, accents, political, socio-cultural setting in Great Britain, historic contexts as well as discourse competences; the second part – a practical one, where methods and results are presented. The method is a phonetic analysis of the two transcribed speeches taken as examples of contemporary media discourse: one – extracted from BBC Breakfast; the other one – from YouTube, defining a less formal environment. In both cases, the same speaker is analysed. The analysis is visualised in two tables. The present research could be of great use when it comes to actualising the more beneficial and up-to-date English-teaching practices. Language changes, and so does the language preference. Hence, the development of an approach to teaching pronunciation could benefit greatly from the ‘preference shift’ acknowledgement.
Albina Prikhodina Presentation PDFThe paper2020-11-19T13:15:00+01:0013:1502:20Pāṇini-Caféstuts68-479-leisure_loungehttps://68stuts.bildungs.cafe/events/479.htmlfalseLeisure LoungePleasant chats and party gamesothermulWant to share your impressions of a talk you just attended? Or elaborate on something there wasn't time for in the discussion section? Are all the current talks in German, or do you simply need a short break?
Come by the Leisure Lounge, your all-in-one afternoon stop for discussions and entertainment, open every day from lunch till dinner! Have a chat with the moderator, catch up with a friend, get yourself a breakout room for undisturbed discussions, or simply have some fun by playing games like the Jackbox Party Pack, Skribbl.io, and Codenames!2020-11-19T15:35:00+01:0015:3502:20Pāṇini-Caféstuts68-480-leisure_loungehttps://68stuts.bildungs.cafe/events/480.htmlfalseLeisure LoungePleasant chats and party gamesothermulWant to share your impressions of a talk you just attended? Or elaborate on something there wasn't time for in the discussion section? Are all the current talks in German, or do you simply need a short break?
Come by the Leisure Lounge, your all-in-one afternoon stop for discussions and entertainment, open every day from lunch till dinner! Have a chat with the moderator, catch up with a friend, get yourself a breakout room for undisturbed discussions, or simply have some fun by playing games like the Jackbox Party Pack, Skribbl.io, and Codenames!2020-11-19T17:55:00+01:0017:5502:20Pāṇini-Caféstuts68-481-leisure_loungehttps://68stuts.bildungs.cafe/events/481.htmlfalseLeisure LoungePleasant chats and party gamesothermulWant to share your impressions of a talk you just attended? Or elaborate on something there wasn't time for in the discussion section? Are all the current talks in German, or do you simply need a short break?
Come by the Leisure Lounge, your all-in-one afternoon stop for discussions and entertainment, open every day from lunch till dinner! Have a chat with the moderator, catch up with a friend, get yourself a breakout room for undisturbed discussions, or simply have some fun by playing games like the Jackbox Party Pack, Skribbl.io, and Codenames!2020-11-20T09:00:00+01:0009:0001:00Agathe Laschstuts68-337-split-ergativity_in_the_hittite_language_and_possible_sources_of_ergativityhttps://68stuts.bildungs.cafe/events/337.htmlCC-SAfalseSplit-Ergativity in the Hittite language and possible sources of ErgativitytalkenThis talk is concerned with possible sources of ergativity cross-linguistically and the development of the – disputed – split-ergativity in the ancient Indo-European language of Hittite as a concrete example.In this talk we examine (i) postulated sources in the development of the ergative subject alignment and (ii) the subject alignment of the ancient Indo-European Hittite language in the light of the aforementioned general discussion of ergativity.
There are several different sources possible for ergative alignment, and there are several different manifestations of ergativity in language systems. Six theories on the rise of ergativity are presented from the literature and substantiated with examples from a fictitious language. What needs to happen for ergativity to develop? Is there a single mechanism or are there several possibilities? If so, do those possibilities correlate with the different subtypes of (split-)ergative systems? Do we ever run out of suggestive questions or could we go on forever?
It has been disputed for decades, whether the Hittite language – as the only ancient Indo-European language – is a split-ergative language. We will discuss the Hittite ergativity with the help of several examples and on the background of the most important literature. After examining the mere existence of ergativity in Hittite, we draw the line back to the more general theories on the origin of ergativity by discussing where the (alleged?) ergativity in Hittite may come from.Marvin MartinyFlorian KlossSplit-Ergativity in the Hittite language and possible sources of Ergativity2020-11-20T10:00:00+01:0010:0000:30Agathe Laschstuts68-452-the_rise_of_the_machines_is_it_that_alarminghttps://68stuts.bildungs.cafe/events/452.htmlCC-SAfalseThe rise of the machines. Is it that alarming?talkenThe focus will be on the problem of translation in the 21st century. My key finding is that at the present moment the machines are not ready to provide an accurate and a high-quality translation. The aim of my project is by way of a comparative analysis and a qualitative research to provide a thorough and argumentative answer to the following question: what is the perspective of human and machine translation? The outcome of this project can be of crucial importance for those working both with human and machine translation.The process of machine translation is closely connected with such a notion as machine learning. It is clearly visible from its name that this phenomenon is closely tied to a continuous process. It should also be recognized that the process of machine translation is constantly evolving. The knowledge the machine gains every day is becoming more and more in-depth, which is sometimes hard to follow, detect timely and describe in a scientific publication. It is still highly debatable, who will be rendering source texts in the next decade and by what means this will be operated. Thus, the relevance of this project can be clearly seen, as it is still not known, whether the machines will be able to substitute translators completely or not.
/system/events/logos/000/000/452/large/thumb.jpg?1605809216Anastasia Zybkovets 2020-11-20T11:00:00+01:0011:0001:00Agathe Laschstuts68-391-keynote_mehrsprachigkeit_und_sprachvariation_diversitat_als_normalfallhttps://68stuts.bildungs.cafe/events/391.htmlfalseKeynote: Mehrsprachigkeit und Sprachvariation: Diversität als NormalfallKeynote Heike WiesetalkdeSprachliche Vielfalt gibt es schon so lange, wie es Menschen gibt; Variation und Wandel der Sprache kennzeichnen menschliche Kulturen und sind wesentlich für die Dynamik sozialer Gruppen. Menschliche Gesellschaften sind entsprechend schon immer geprägt von der Verknüpfung und Integration verschiedener sprachlicher Praktiken, Dialekte, Register und Sprachen im alltäglichen Miteinander: Diversität ist der Normalfall für uns. In europäischen Nationalstaaten wurde lange die eher unnatürliche Beschränkung auf nur eine Sprache in den Mittelpunkt gerückt; heute bringen viele mehrsprachige Familien wieder ein Stück Normalität in unsere Gesellschaft zurück. Der Vortrag beleuchtet sprachliche Vielfalt als Normalfall und die Implikationen für unsere Sicht auf Sprache und Mehrsprachigkeit.
Zoom-Meeting
2020-11-20T12:15:00+01:0012:1500:30Agathe Laschstuts68-436-linguistik_und_berufhttps://68stuts.bildungs.cafe/events/436.htmlCC-SAfalseLinguistik und BerufWorkshop der Arbeitsgruppe "Linguistik und Karriere" (Verein Junge Sprachwissenschaft)workshopmulWir können (und wollen) nicht alle für immer an der Uni bleiben. Aber was kommt nach dem Studium? Wie findet man den Einstieg in die Berufswelt? Welche Möglichkeiten neben unterbezahlten Praktika hat man, schon während des Studiums erste Einblicke in einen oder mehrere Job(s) zu bekommen? Mit diesen und ähnlichen Fragen wollen wir uns im Workshop der frisch gegründeten Arbeitsgruppe „Linguistik und Karriere“ auseinandersetzen.
Ziel des Workshops ist es, Fragen, Sorgen,Überlegungen u.a. der Teilnehmenden zu sammeln, erste Maßnahmen der Arbeitsgruppe „Linguistik und Karriere“ vorzustellen und gemeinsam weitere zu entwickeln. In Planung sind derzeit verschiedene Formate, dazu zählen ein Podcast mit Linguist*innen im Beruf und Blogbeiträge zu verschiedenen Themen wie z.B. Gehalt. Wir werden im Workshop außerdem über verschiedene Berufsfelder sprechen: sowohl solche, in denen im engeren Sinne sprachwissenschaftlich gearbeitet wird (z.B. linguistisches Consulting oder Coaching; Analytics; (automatisierte) Übersetzung etc.) als auch solche, in denen nicht dezidiert linguistisch gearbeitet wird, aber die Kernkompetenzen eines geisteswissenschaftlichen Studiums gefragt sind (z.B. Marketing, Sales, PR und Kommunikation, Verlagswesen, Journalismus, Change-Management etc.).
Wir freuen uns auf einen regen Austausch mit euch!
Statt einer Bibliographie: Weitere Informationen zum Thema unter https://blog.junge-sprachwissenschaft.de/2019/08/14/Sprache-und-Beruf-Gretenkort.htmlFranziska Saur2020-11-20T12:45:00+01:0012:4500:30Agathe Laschstuts68-332-was_macht_eigentlich_der_junge_sprachwissenschaft_e_vhttps://68stuts.bildungs.cafe/events/332.htmlCC-SAfalseWas macht eigentlich der Junge Sprachwissenschaft e.V.?Introducing the Junge Sprachwissenschaft e.V. projectsothermul**English follows German**
Der Junge Sprachwissenschaft e.V. hat sich 2015 als Nachfolgeverein des StuTS e.V. gegründet und unterstützt seither neben der StuTS auch eine Zahl anderer Projekte, die stetig wächst. In dieser Präsentation stellen aktuelle Vereinsmitglieder die Arbeit des Vereins vor: Einerseits um weitere Studierende/Promovierende für die aktive Mitarbeit zu gewinnen, andererseits um Ideen mit der StuTS-Gemeinschaft auszutauschen.
***************
The Young Linguists Association was founded in 2015 as a the successor to the StuTS e.V. Since then, it has continued to support the StuTS as well as an ever increasing number of other projects. In this presentation session, our active members will present the work we do: On the one hand, to motivate new members to join our ranks, on the other hand, to exchange ideas with the StuTS community. **English follows German**
Wenn du also wissen möchtest, wie der Verein studentische sprachwissenschaftliche Veranstaltungen/Workshops, wie die StuTS, die STaPS oder Methoden-Workshops unterstützt, was man bei einer Schreibwoche macht, was sich hinter dem Projekt Bilapial verbirgt oder was man alles mit dem Online-Workspace des Vereins machen kann und was der StuBS-Blog ist, dann solltest du an der Präsentation teilnehmen. Außerdem wirst du etwas über das Projekt Linguistik in der Schule, das StuTS-Stipendium und natürlich,wie du dich in die Vereinsarbeit einbringen kannst erfahren.
Mit Deinem Mitgliedsbeitrag (10 Eur / Jahr für Studierende) unterstützt du den Austausch zwischen den verschiedenen sprachwissenschaftlichen und angrenzenden Fachdisziplinen. Außerdem wirst du Teil eines Netzwerks junger Wissenschaftler*innen. Wir informieren dich regelmäßig über Vereinsangelegenheiten und du hast die Möglichkeit, dich innerhalb des Netzwerks zu engagieren. Zudem kannst du so der StuTS verbunden bleiben, auch wenn du nicht mehr zur Tagung kommst.
Noch nicht überzeugt? Dann sprich uns an!/Schreib uns! Mitglieder des Vereins Junge Sprachwissenschaft findest Du auf der StuTS. Frage einfach das Organisationsteam. Beitrittsformulare findest Du unter Dateien.
***************
If you would like to know what our association does to support student-led linguistic events and workshops, such as the StuTS, the STaPs or the Students for Students methods workshops, how a writing week works, what Bilapial stands for, what an online workspace is useful for and what the StuBS-blog does, you should come and join our presentation. Additionally, you can get to know the project linguistics for schools, the StuTS-scholarship and all the ways in which you can get involved in the association.
Your membership fee (EUR10/year for students) supports the exchange between different linguistic disciplines and related fields and gives you access to a network of young scientists. We will regularly inform you about what is happening inside the association and you get the chance to get actively involved yourself. Even if you are not going to the StuTS anymore yourself, you can thereby continue to support the conference.
Not convinced yet? Don't hesitate to get in touch. Talk to us, send us a message! Members of the Young Linguists Association will be at the StuTS. Just ask the organisational team for our names. Membership forms can be found under Files. /system/events/logos/000/000/332/large/logo-tuerkis.png?1601973515Jorina FennerAnnika SchiefnerTobias
Website/Webseite
StuBS - Studentischer Blog Sprachwissenschaft
Bilapial - Beobachtungen und Ideen zur Lehre an pandemiegeplagten Institutionen aller Linguistik-Fächer
Instagram
Facebook
Beitrittsformular/Membership ApplicationPresentation2020-11-20T13:15:00+01:0013:1500:45Agathe Laschstuts68-475-mittagspause_lunch_breakhttps://68stuts.bildungs.cafe/events/475.htmlfalseMittagspause / Lunch BreakMovie Midday: Why Save a LanguageothermulYou've picked up some food, but don't wanna eat alone? Want to kick back and chat with your fellow participants over some lunch and a movie? Then come by this here videobooth, where we will be showing linguistics-themed videos every lunch break!
We start showing the videos at 13:30, so you can still grab a snack and see the whole thing!2020-11-20T14:00:00+01:0014:0001:00Agathe Laschstuts68-394-keynote_on_how_to_attain_a_synchronic_stagehttps://68stuts.bildungs.cafe/events/394.htmlfalseKeynote: On how to attain a synchronic stage?Ferdinand von Mengden KeynotetalkenIn stark contrast to the development of linguistic research during the nineteenth century, the Cours de linguistique générale promotes a primacy of synchronic over diachronic linguistics and introduces the idea of language as an abstract system (langue) next to the observable linguistic usage (parole). These distinctions have shaped linguistic thinking in most parts of the twentieth century to a degree which is not compatible with the findings associated with the focus on the historicity of human language in the linguistic research traditions before 1916.
My main research question is: which discursive and ideological traits enabled the rather drastic turn which the publication of the Cours seems to have triggered? I will argue that the nineteenth century witnesses a competition between two largely incompatible conceptualizations of ‘language’. The dynamic view focuses on the historicity of (a) language. The essentialist view, on the other hand, presupposes that languages are clearly definable entities and entails a conceptual unity both between ‘language’ and ‘writing/literature’ and between ‘language’ and ‘nation’. While the latter perspective has dominated public and political discourse, the former has shaped the academic discourse, although neither side argues completely isolated from the other. I will argue that this ideological conflict eventually culminates in the fateful claim in the Cours that linguistics needs to take two entirely different paths (“deux routes absolument divergentes”).
A claim underlying my talk is that an analytic deconstruction of language ideologies and meta-linguistic discourses will immediately contribute to an enhanced understanding of the character and emergence of linguistic structures and should therefore be taken as an indispensable methodological tool in linguistic studies. Next to the distinction between ‘synchrony’ and ‘diachrony’, there are other prominent examples of widely accepted theoretical assumptions that reproduce ideologies rather than empirical findings; for instance, the distinction between ‘system’ and ‘usage’, the language/dialect distinction, or the belief that some utterances are better than others (cf. “well-formedness” and related notions).HandoutSlides2020-11-20T15:15:00+01:0015:1500:30Agathe Laschstuts68-341-no_duermo_lo_suficiente_spanish_lo_on_degree_phraseshttps://68stuts.bildungs.cafe/events/341.htmlCC-SAfalseNo duermo lo suficiente: spanish "lo" on degree phrasestalkenThe ultimate goal of this projects is to elaborate a morphosyntactic and semantic characterization for these phrases that will open a path to a better understanding of the lo particle with a degree use. In the Spanish language, the neuter definite article lo can be used to express entities that have no gender, such as sets, propositional content or properties (1a). However, this particle can be used to denote degrees, as well (1b).
1.
a) No trajo _lo que le pidió su tío_.
He did not bring _what his uncle asked him_.
b) No duermo _lo suficiente para sentirme descansada_.
I do not sleep _enough to feel rested_.
These two uses differ in their behavior. As an example, while the referential use can be replaced (1a) with a pronoun such as eso (that), the same cannot be done for the other use (1b). This shows a lack of referenciality for definite entities and signals that the use in 1b cannot be explained using standard definiteness theory as it has been done for the referential use.
My hypothesis is that, in cases as 1b, lo operates at a degree level and it is used to denote an ideal quantity or degree on a given context, i.e. lo suficiente expresses a specific ammount of sleep that happens to be the optimal for the speaker to feel rested.
I propose a compositional semantics analysis for these phrases in which the interpretation of this particle can be found, by using Frege’s Principle of compositionality as an axis. This principle entails the assumption that the meaning of a complex expression is a function of the meanings of its parts considering the rules used to combine them.
mayra garcíaNo duermo lo suficiente: spanish lo on degree phrases2020-11-20T15:45:00+01:0015:4500:30Agathe Laschstuts68-458-quotative_que_constructions_in_spanish_a_constructional_variational_approachhttps://68stuts.bildungs.cafe/events/458.htmlCC-SAfalseQuotative que constructions in Spanish: A constructional variational approachtalkenThe aim of this paper is twofold: to identify possible instances of variation in the distribution of quotative constructions in different geographic varieties of Spanish across spoken and written genres, and to represent this variation in a constructional network that recognizes different degrees of abstraction in the form of schemas and subschemas. In order to do so, we conducted a quantitative analysis of a corpus that represents five varieties of Spanish (Peninsular, Chilean, Argentinian, Caribbean and Mexican) and four different genres: two spoken (conversations and interviews) and two written (novels and news reports) ones. One of the most attractive aspects of constructional models is the possibility of including any conventional feature of the meaning or form of grammatical constructions, including discourse and dialectal information. However, there is still little research on how to include dialectal variation in constructional models (cf. Östman & Trousdale 2013), particularly for constructions that specifically express discursive meanings. Moreover, it is still not agreed upon which are the parameters relevant to explain their variation, as opposed to other well-established categories to explain phonological and morphosyntactic variation.
An interesting case study to examine how to model dialectal and register variation is the quotative use of initial complementizer que ‘that’ in Spanish (1-3). From a constructional perspective, quotative que constructions have been represented as a constructional network, composed by a schema with three instantiations, depending on the material being quoted (Gras 2016): (i) previous discourse by the addressee (1), (ii) previous discourse by the speaker him/herself (2), and (iii) another speech situation (3).
(1) A: Yo no fumo
‘I don´t smoke’
B: ¿Que tú no fumas?
‘[did you say] that you don´t smoke?’
(2) A: Ven a cenar mañana
‘come for dinner tomorrow’
B: ¿Qué?
‘what?’
A: Que vengas a cenar mañana
‘[I’ve said] you should come tomorrow for dinner’
(3) Ha llamado tu madre. Que vayas a verla.
‘Your mum has called. [She said] that you should go see her’
The quotative que construction is consistent with the phenomenon of insubordination (Evans 2007), the main clause use of formally subordinate clauses. Previous literature shows that insubordination is an informal spoken phenomenon, and as such is supposed to show dialectal variation. However, there is no corpus-driven research on the degree of variation of insubordinate constructions across dialects and genres (cf. Gras & Sansiñena 2017).
The aim of this paper is twofold: to identify possible instances of variation in the distribution of quotative constructions in different regional varieties of Spanish across spoken and written genres, and to represent this variation in a constructional network. In order to do so, we conducted a quantitative analysis of a corpus that represents five varieties of Spanish (Peninsular, Chilean, Argentinian, Caribbean and Mexican) and five different genres (conversations and interviews, Twitter, novels and news reports). Preliminary results indicate that, while the three instantiations are available across all varieties under study, they are most strongly associated with the Peninsular variety (variation at the schematic level). In addition, each instantiation shows strong preferences for a particular genre (variation at the level of instantiations).Sofia Pérez Fernández2020-11-20T16:15:00+01:0016:1500:30Agathe Laschstuts68-424-on_in_and_onhttps://68stuts.bildungs.cafe/events/424.htmlCC-SAfalseOn In and OnGeometric relations and force dynamicstalkenThis research concerns geometric and force-dynamic accounts of the semantics of in and on. I argue force dynamics are needed to define on but not in. Recent literature has defined in and on in terms of force dynamics in addition to geometric relations (Zwarts 2010, Gardenfors 2014, etc.). Under this framework, in is defined either in terms of control (where the Figure moves with the Ground) or in terms of both control and spatial containment. Similarly, on is defined in terms of both contiguity and support. I consider force dynamics unnecessary to a central definition of in, and I show that situations previously explained in terms of force can be accounted for with a purely geometric definition (see (1)). This proposal departs from the trend of recent literature and argues that the earlier account of Herskovits (1986) is the better approach. In contrast to in, I argue that force dynamics are needed for a definition of on (see (2)). Nevertheless, support cannot account for all uses of on (see (3)). In such cases, on can be defined in terms of contiguity. These observations are in line with Herskovits (1986).Description of Pictures
(1): The apple is in the bowl. This relation can be explained in terms of transitive spatial containment and does not require control.
(2): Book A is on the table. Book A is supported by the table, therefore it is on the table.
(3): The house on the street. The house is not supported by the street, but it is contiguous with the street.Camille LewandowskiPicturesPresentation Slides2020-11-20T17:30:00+01:0017:3000:30Agathe Laschstuts68-450-conceptual_metaphors_of_anger_in_spanish_and_czechhttps://68stuts.bildungs.cafe/events/450.htmlCC-SAfalseConceptual metaphors of anger in Spanish and CzechtalkenConceptual metaphor has been one of the key elements of cognitive linguistics during the past forty years. Its understanding provides us with valuable insight into the way we conceptualize the world around us. The conceptualization is reflected in the culture and the language itself. Contrastive studies of metaphors based on language corpora data allow us to compare the means of conceptualization across different languages. Nevertheless, studies of metaphors of anger published so far have focused mostly on the material of English language.
Using the parallel corpus InterCorp, we studied the contrast of the metaphors of anger in Spanish and Czech. Additionally, we contrasted the corpus data with available phraseological dictionaries. Based on our findings, we will discuss the common aspects and differences in both languages considering various typologies. We will show that the metaphors of anger express more than mere physiological symptoms of emotion. In both languages, the metaphor ANGER IS A HOT FLUID IN A CONTAINER represents the most common type which generates the majority of the metaphoric expressions. Among the Czech and Spanish metaphors of anger, some in the literature not so frequently mentioned types stand out, e.g., ANGER IS FOOD or ANGER IS A WEAPON. Interpretation of these metaphorical elements defining different cultures demonstrates the usefulness of conceptual metaphor analysis even for more general cross-cultural studies.Eliška VolfováMetaphors_of_anger_in_Spanish_and_Czech_Volfova.pdf2020-11-20T18:00:00+01:0018:0000:30Agathe Laschstuts68-376-intervene_to_improve_written_composition_in_secondary_school_designing_a_psycholinguistic_intervention_programhttps://68stuts.bildungs.cafe/events/376.htmlCC-SAfalseIntervene to improve written composition in secondary school: designing a psycholinguistic intervention programtalkenIn this talk, I will present the key points of my current doctoral project, which has a double interest, both psycholinguistic and educational. The main objective is to design, put into practice and assess the effects of a psycholinguistic intervention program aimed to improve secondary school students’ abilities to plan and write texts. Reading to understand and writing to compose texts with communicative intentions are skills that all educational systems aspire to. However, written composition has received much less attention than decoding and reading comprehension in Psycholinguistics and Cognitive Psychology fields. In Argentina, concerns about students’ performance are growing and continuous. For example, the results of “Aprender 2017” national evaluation program showed that about 40% of the students, who attended the final year of secondary school throughout the country, did not reach a satisfactory level in reading comprehension tests. Although written composition was not assessed, it is possible to note that the problems often affect written production, a more ‘expensive’ and demanding activity in terms of the cognitive processes involved. Writing a text is a complex multidimensional activity which involves multiple cognitive and linguistic skills. According to cognitive models of writing, written composition is considered to be the result of general factors (such as working memory, language, knowledge and metacognition) and involves both low-level skills (lexical and motor processes involved in spelling) and high-level processes (planning, transposition and revision). Considering this framework, I will discuss the fundamentals involved in the methodological design of my project.Angeles ChimentiChimenti_StuTS_talk_final.pdf2020-11-20T18:45:00+01:0018:4500:30Agathe Laschstuts68-373-german-english_translation_priminghttps://68stuts.bildungs.cafe/events/373.htmlCC-SAfalseGerman-English Translation PrimingTranslation Priming Experiment Studying the Reciprocal Influence of L1 and L2 ProcessingtalkenThe current study investigates English and German word processing in German-English bilinguals, using a translation priming experiment. Its aim is to find out whether general tendencies in the translation priming paradigm can be replicated with German native speakers and thus provide more empirical data to the field. An original study was conducted using the data of 27 German natives with high English proficiency. Non-cognate noun pairs were used as stimuli and both the influence of English primes on the processing of German targets and vice versa was studied. In both languages, correct translation primes elicited a faster reaction by participants than incorrect ones. Moreover, the bilingual asymmetry is supported by these findings, as participants displayed generally longer reaction times to English targets in comparison to German ones. The results of this study suggest that two languages in a bilingual brain are interconnected rather than singular entities, due to their reciprocal influence on another. Consequently, this study provides empirical research in Psycho- and Neurolinguistics, and further research might provide implications for Applied Linguistics, specifically Second Language Acquisition.In this talk, the conducted project and its empirical findings will be presented and discussed. Additionally, relevant concepts will be outlined. In the following discussion, the results and premises of this study can be questioned and methodological issues be pointed out. Potential implications of or improvements to the study as well as general questions will be dealt with in this section.Fabian R. EckertGerman-English Translation Priming - EckertG-E Translation Priming - Presentation2020-11-20T19:15:00+01:0019:1500:30Agathe Laschstuts68-437-implicit_causality_bias_in_turkish_a_production_studyhttps://68stuts.bildungs.cafe/events/437.htmlCC-SAfalseImplicit Causality Bias in Turkish: a production studytalkenReferential expressions function in discourse to denote an individual. To comprehend them, people rely on a number of grammatical and semantic/pragmatic factors (See Kehler et al. 2008 for an overview). One such semantically-driven factor was observed when Garvey and Caramazza (1974) examined sentences like (1), and noticed that pronoun interpretation depends on the verb type. Although "he" can either refer to Jim or Tim, individuals tend to resolve the pronoun to "Jim" in (1) and to "Tim" in (2).
(1) Jim frightened Tim because he...
(2) Jim liked Tim because he..
They, then, proposed that some verbs create a bias towards the stimulus of the event and coined the term implicit causality (IC). A verb like "frighten" marks the subject as the cause, whereas a verb such as "like" marks the object, creating the interpretation differences.
In this talk, I will discuss the results of a web-based sentence completion task investigating the IC bias in Turkish. The results indicated a strong IC bias towards stimulus. In establishing reference, pro-drop was a common strategy and many instances of null subjects were found. These instances were predicted as previous studies showed that reduced forms are frequently used in referring to given entities (Ariel,1990 and Givón, 1983 among many others).References
Ariel, M. (1990). Accessing noun phrase antecedents. Routledge, London
Garvey, C. and Caramazza, A. (1974). Implicit Causality in Verbs.Source: Linguistic Inquiry, 5(3):459–464.
Givón, T. (1983). Topic continuity in discourse: An introduction. In T. Givón (Ed.), Topic continuity in discourse: A quantitative, cross-language study, pages 1–42. John Benjamins, Amsterdam.
Kehler, A., Kertz, L., Rohde, H., and Elman, J. L. (2008). Coherence and coreference revisited. Journal of semantics, 25(1):1–44.Nehir AygülSlides-IC Bias in Turkishfile2020-11-20T19:45:00+01:0019:4500:30Agathe Laschstuts68-402-how_easy_is_it_to_acquire_grammatical_gender_in_l2_spanish_an_experimental_study_with_russian-speaking_learnershttps://68stuts.bildungs.cafe/events/402.htmlCC-SAfalseHow easy is it to acquire grammatical gender in L2 Spanish? An experimental study with Russian-speaking learnerstalkenResearch on Second Language Acquisition (SLA) has reported that grammatical gender is a problematic feature for learners of foreign languages (FL), even for those with an advanced level of language proficiency (Grüter, Lew-Williams & Fernald, 2012; Martoccio, 2019; Montrul, Foote & Perpiñán, 2008; Quinn, 2018).
In this presentation, results of an experimental study on gender acquisition in L2 Spanish will be presented. 29 Russian natives with intermediate-advanced level (experimental group) and 28 native speakers of Spanish (control group) completed a gender assignment task with 64 inanimate real nouns (32 masculine and 32 feminine). Half of these items were transparent (ending in -a/-o), and another half were opaque nouns (ending in -e or consonant).
The results revealed that, even though the L2 group obtained high levels of accuracy in gender assignment task, there were significant differences in comparison with native speakers. This indicated that Russian natives with intermediate-advanced level have not completely acquired gender in L2 Spanish yet. Furthermore, the main effect of transparency was found. That is, L2 learners assigned gender to nouns with transparent endings more accurately. The major difficulty observed were opaque feminine nouns, especially those that ended in a consonant.
Grüter, T., Lew-Williams, C., & Fernald, A. (2012). Grammatical gender in L2: A production or a real-time processing problem? Second language Research 28, (2), 191-215.
Martoccio, A. (2019). Gender assignment strategies used by L1 and L2 speakers of Spanish. International Review of Applied Linguistics in Language Teaching.
Montrul, S., Foote, R., & Perpiñán, S. (2008). Gender agreement in adult second language learners and Spanish heritage speakers: The effects of age and context of acquisition. Language learning, 58, 503-553.
Quinn, A. (2018). Grammatical Gender Acquisition in L2 Spanish. Undergraduate Library Research Award. Available at http://digitalcommons.lmu.edu/ulra/awards/2018/1
Anastasiia Ogneva2020-11-20T20:30:00+01:0020:3001:30Agathe Laschstuts68-491-words_of_warcrafthttps://68stuts.bildungs.cafe/events/491.htmlfalseWords of WarcraftA podium for linguistic debatesothermulLinguistics is not monolithic. It's a multifaceted science with countless fields of research and tons of competing views on the most fundamental aspects of linguistic theory and practice.
Do we have innate capacities for language learning, or is it strictly usage-based? How do humans process language and what does that tell us about the structure of the lexicon? Does your language impact your conceptual view of the world, or is it the other way round? Does the study of language come with ethical challenges? Is language strictly modular, or more fluid and laden with intersections? These questions and many more are open for moderated discussion here!
If you find yourself having strong feelings on some of these topics, come by to make your point of view heard! If you don't, come by for a unique opportunity to learn about the questions and conundrums that are (still) relevant to the linguistic community today!2020-11-20T09:00:00+01:0009:0001:00Ruqaiya Hasanstuts68-364-phonetic_analysis_on_speech_style_of_german_language_teachers_and_university_lecturershttps://68stuts.bildungs.cafe/events/364.htmlCC-SAfalsePhonetic analysis on speech style of German language teachers and university lecturerstalken<p>Fast speech can lead to difficulties in listening comprehension. In order to relate this to the high dropout quote of international students in Germany, the speech styles of German language teachers and university lecturers were compared. Phonetic features such as speech tempo, frequency and length of still pauses, and reductions were analyzed in Praat using recordings of real classroom talk. The results of the study reflect the difference between the both speaker groups: faster speech and more frequent reductions were observed among university lecturers<br />Key words: <em>native and foreigner directed teacher talk, speech tempo, reductions</em><br />Link: <a rel="noreferrer" target="_blank" href="https://doi.org/10.18452/22013">https://doi.org/10.18452/22013</a></p>
<p> </p>
<p>Schnelles Sprechen kann zu Schwierigkeiten im Hörverstehen in einer Fremdsprache führen. Um dies mit der hohen Abbruchsrate ausländischer Studierender in Verbindung zu setzen, wurden die Sprechweisen von DaF-Lehrkräften und Dozierenden an Universitäten miteinander verglichen. Anhand von Aufnahmen in echten Unterrichtskontexten wurden phonetische Merkmale mithilfe Praat analysiert (n = 6). Dabei handelt es sich um die Sprechgeschwindigkeit, Frequenz und Länge von stillen Pausen und Reduktionsphänomene wie Schwa-Tilgung. Es stellte sich heraus, dass die beiden Sprechergruppen gewisse Unterschiede aufweisen: Bei Dozierenden wurden höhere Sprechgeschwindigkeit und häufigere Reduktionen beobachtet im Vergleich zu DaF-Lehrkräften.<br />Stichworte: <em>Teacher talk im L1- und L2-Kontext, Sprechgeschwindigkeit, Reduktionen</em><br />Link: <a rel="noreferrer" target="_blank" href="https://doi.org/10.18452/22013">https://doi.org/10.18452/22013</a></p>Parallel to this talk, there will be a workshop about experimental method in sociophonetics (in <a href="https://talks.stuts.de/de/stuts68/public/events/365">German</a>). / Parallel zu diesem Vortrag gibt es einen Workshop zu Untersuchungsmethoden in der Soziophonetik (auf <a href="https://talks.stuts.de/de/stuts68/public/events/365">Deutsch</a>). Megumi TeradaStuts68_BA_Terada2020-11-20T10:00:00+01:0010:0000:30Ruqaiya Hasanstuts68-335-orthographic_effects_on_the_production_of_stop_sibilant_clusters_by_brazilian_speakers_of_englishhttps://68stuts.bildungs.cafe/events/335.htmlCC-SAfalseOrthographic effects on the production of stop + sibilant clusters by Brazilian speakers of EnglishtalkenThis study examines the role of orthography in the production of plural formation in English by Brazilian Portuguese speakers, in regards to both (1) epenthesis and (2) accuracy of the final sibilant. Two orthographic patterns were examined for English nouns whose plural is pronounced as a voiceless (stop+sibilant) cluster: [ps, ts, ks]. One of the patterns presents two letters word-finally - cups, cats, marks - whereas the other one presents a consonant which is followed by the letters “es”: grapes, plates, cakes. We posited that different orthographic patterns of (stop+sibilant) sequences trigger different pronunciations for Brazilian L2 learners of English. Brazilian Portuguese also presents word-final (stop+sibilant) sequences which are related to two distinct orthographic patterns. Some few nouns in the singular present two letters word-finally – biceps, volts – or the letter ‘x’ which corresponds to [ks]: xerox. On the other hand, as a consequence of an ongoing sound change, (stop+sibilant) sequences are currently very productive in plural Brazilian Portuguese nouns: crepes, potes, cheques. A picture-naming experiment was designed to test the production of (stop+sibilant) clusters in L2 English. Results suggest that English learners tend to pronounce a vowel when the orthographic pattern is (consonant+vowel+sibilant). Results are discussed in the light of proposals which suggest that phonological and orthographic representations are activated and compete in L2 production. The role of L1 phonetic variability in second language acquisition is also addressed. Finally, some suggestions for teaching the pronunciation of plural of English nouns is presented./system/events/logos/000/000/335/large/logo_cefet.png?1602019304Wellington MendesWellington Mendes - Orthographic effects on the production of stop sibilant clusters2020-11-20T12:15:00+01:0012:1500:30Ruqaiya Hasanstuts68-422-die_rhythmische_struktur_des_russischen_phonetischen_worteshttps://68stuts.bildungs.cafe/events/422.htmlCC-SAfalseDie rhythmische Struktur des russischen phonetischen WortesSprechen die Russen, die in der Türkei wohnen, ganz anders?talkdeIm Vortrag präsentiert man die Ergebnisse eines phonetischen Experiments, das im Juli-August 2019 durchgeführt wurde. Im Rahmen der Studie wurde die rhythmische Struktur des Wortes in der Interferenzsprache von den russischen Muttersprachlern, die in der Türkei wohnen, analysiert. An dem Experiment haben 12 Vertreter der russischsprachigen Diaspora in der Türkei teilgenommen. Die Teilnehmer wurden befragt, die auditive und akustische Analyse wurde durchgeführt. Im Rahmen der Analyse wurde eines der möglichen Korrelate der Wortbetonung (die Intensität der Vokale) untersucht. In allen Untergruppen wurde sich die Hervorhebung des betonten Vokals mit der Intensität (vor allem bei den Wörtern ohne Satzakzent) gezeigt. Man kann die Tendenz zu einer Verletzung des Verhältnisses des Intensitätsparameters in den Silben, aus denen der prosodische Wortkern besteht, sehen. Die Intensität ist das Korrelat der Wortbetonung in der türkischen Sprache (in der russischen Sprache ist die Situation andersartig). Die Ergebnisse des Experiments zeigen die Anzeichen einer Verformung der rhythmischen Wortstruktur in der russischen Sprache, die von der türkischen Sprache beeinflusst wird.Viktoria NekrylovaDie rhythmische Struktur des russischen phonetischen Wortes2020-11-20T12:45:00+01:0012:4500:30Ruqaiya Hasanstuts68-438-phonological_and_or_phonetic_similarity_as_underlying_principles_of_imperfect_rhymehttps://68stuts.bildungs.cafe/events/438.htmlCC-SAfalsePhonological and/or phonetic similarity as underlying principles of imperfect rhymeAn analysis of consonants' rhyme likelihood in Dutch hiphoptalkenThis study investigated imperfect rhyme and its phonological and/or phonetic underlying principles. Imperfect rhyme is a poetic phenomenon in which there is at least one phonemic mismatch between two corresponding rhyme domains (example: cup-cut). In this thesis, consonantal mismatches that occurred in imperfect rhyme within Dutch hip hop were analyzed; multiple songs by five different Dutch rappers were phonetically transcribed, yielding 250 consonantal mismatches per rapper. The likelihood of occurrence (rhymability) of the consonantal mismatches was measured by juxtaposing the frequency of occurrence of the mismatch with the phoneme frequency in the data; this rhymability reflected a type of similarity between those consonants that were more likely to mismatch than expected from the individual consonants’ distribution in the data. Whether this similarity is phonological (based on shared features) or phonetic (based on perceptual and acoustic similarity) has been discussed in several past studies on imperfect rhyme as it occurs in English (Holtman 1996; Katz 2015), Japanese (Kawahara 2007) and Romanian (Steriade 2001). The results of the Dutch data showed that shared phonological features of the consonantal mismatches are the most reliable predictor of rhymability of imperfect rhymes, while the frequency of occurrence of some consonantal mismatches and the salience of some features (sonority and voicedness) over others could be explained by referring to perceptual similarity and Dutch phonotactics. An additional variable that was demonstrated to influence the similarity between imperfect rhymes was the type of rhyme employed (subsequence, masculine vs. feminine, and internal vs. end-rhyme). The study yielded a comprehensive analysis of the linguistic implications of this poetic phenomenon and its cross-linguistic similarity as well as its unicity which is informed by (in this case Dutch) language-specific phonological and phonetic facts.
This study investigated imperfect rhyme and its phonological and/or phonetic underlying principles. Imperfect rhyme is a poetic phenomenon in which there is at least one phonemic mismatch between two corresponding rhyme domains (example: cup-cut). In this thesis, consonantal mismatches that occurred in imperfect rhyme within Dutch hip hop were analyzed; multiple songs by five different Dutch rappers were phonetically transcribed, yielding 250 consonantal mismatches per rapper. The likelihood of occurrence (rhymability) of the consonantal mismatches was measured by juxtaposing the frequency of occurrence of the mismatch with the phoneme frequency in the data; this rhymability reflected a type of similarity between those consonants that were more likely to mismatch than expected from the individual consonants’ distribution in the data. Whether this similarity is phonological (based on shared features) or phonetic (based on perceptual and acoustic similarity) has been discussed in several past studies on imperfect rhyme as it occurs in English (Holtman 1996; Katz 2015), Japanese (Kawahara 2007) and Romanian (Steriade 2001). The results of the Dutch data showed that shared phonological features of the consonantal mismatches are the most reliable predictor of rhymability of imperfect rhymes, while the frequency of occurrence of some consonantal mismatches and the salience of some features (sonority and voicedness) over others could be explained by referring to perceptual similarity and Dutch phonotactics. An additional variable that was demonstrated to influence the similarity between imperfect rhymes was the type of rhyme employed (subsequence, masculine vs. feminine, and internal vs. end-rhyme). The study yielded a comprehensive analysis of the linguistic implications of this poetic phenomenon and its cross-linguistic similarity as well as its unicity which is informed by (in this case Dutch) language-specific phonological and phonetic facts.
Jona van der Schelde2020-11-20T13:15:00+01:0013:1500:45Ruqaiya Hasanstuts68-490-around_the_world_in_16_songshttps://68stuts.bildungs.cafe/events/490.htmlfalseAround the World in 16 SongsA lanugage guessing gameotherenHow easy is it for you to identify a language? What information do you tend to use when doing so? Can you tell any of the more obscure languages apart?
This short Kahoot quiz will challenge your knowledge of linguistic, cultural and historical traits of language communities by making you listen to songs from various cultures and guess their respective language. Most songs come with music videos, so use any and all clues at your disposal to win!
We'll start the quiz at 13:30, so you could grab a snack first and still make it in time to play!2020-11-20T15:15:00+01:0015:1500:30Ruqaiya Hasanstuts68-329-researching_dialectal_variation_in_under-described_language_varieties_the_case_of_yoruba_languagehttps://68stuts.bildungs.cafe/events/329.htmlCC-SAfalseResearching dialectal variation in under-described language varieties. The case of Yoruba language.talkenThis study investigates dialectal variation with an emphasis on Yoruba language spoken in the western part of Africa. This study draws together previous research on Yoruba language to chart the different ways in which its documentation differs from those of the better-described languages (e.g. English) widely discussed in the literature. While there are over thirty million first language speakers of Yoruba around the world, and a written system that dates back to the nineteenth century, there is a general consensus that Yoruba is a “resource-scarce” language. This study highlights the historical and linguistic reasons that have shaped the language’s present-day perception, documentation, description, and understanding. Finally, this study aims to serve as invitation for further research in this direction.
This project was carried out by the Department of Language and Linguistics, University of Essex as part of the Undergraduate Research Opportunity Programme. The project was supervised by Dr Hannah Gibson, a lecturer in Linguistics at the university. Much of Dr Gibson’s work explores the syntax and semantics of the Bantu languages, with a focus on languages spoken in Eastern Africa. Her interest also includes language and identity, language use in urban contexts and the relationship between linguistics and social justice.
Adeyemi AwomoduResearching_dialectal_variation_in_under-described_language_varieties._The_case_of_Yoruba_language_-_68th.pdf2020-11-20T15:45:00+01:0015:4500:30Ruqaiya Hasanstuts68-311-investigating_language_change_across_the_lifespan_in_the_context_of_jennifer_lopezhttps://68stuts.bildungs.cafe/events/311.htmlCC-SAfalseInvestigating Language Change Across the Lifespan in the Context of Jennifer Lopezstill "Jenny from the Block"?talkenIn sociolinguistics, a number of studies have shown that individual speakers do not always maintain their speech patterns after critical period (Labov 1994), although we would expect them to be relative stable in their linguistic choices after puberty. Inspired by the lyrics of the song “Jenny from the Block”, a longitudinal investigation of readily available interviews with U.S. American singer and actress Jennifer Lopez implies that she indeed is one the speakers contesting relative stability in adulthood. This is – from a linguistic point of view – in contrast to her argument that she is “still Jenny from the Block”. The analysis of her realizations of the variable (ING) and the lexical set PRICE (Wells 1982) indicates that Lopez is subject to age-grading, by which speakers produce different language patterns at different life stages (Buchstaller 2006, Wagner 2012). Furthermore, Lopez’s choices for the lexical set TRAP (Wells 1982) in the context of the California vowel shift (Eckert 2004) might depict lifespan change. The findings display that different variables can pattern differently, and that social context plays and important role in these linguistic developments.References:
Buchstaller, Isabelle. 2006. Diagnostics of age-graded behavior: The case of the quotative system. Journal of Sociolinguistics 10(1):3-30.
Eckert, Penelope. 2004. Vowel shifts in Northern California and the South Detroit Suburbs. Accessed 4 March 2020, http://www.stanford.edu/~eckert/vowels.html
Labov, William. 1994. Principles of Linguistic Change: Internal Factors. Oxford: Blackwell.
Wagner, Suzanne Evans. 2012. Real-time evidence for Age Grad(ing) in Late Adolescence. Language Variation and Change 24(2):179-202.
Wells, John C. 1982. Accents of English I. An Introduction. Cambridge: Cambridge University Press.Lea Bauernfeindfile2020-11-20T16:15:00+01:0016:1500:30Ruqaiya Hasanstuts68-385-how_does_my_serbian_changehttps://68stuts.bildungs.cafe/events/385.htmlCC-SAfalseHow does my Serbian changeAn analysis about language variations in different social occasionstalkenThis study has the aim to address the constant change of one’s way of expressing themselves in their mother tongue (Serbian, in this case), when in various social occasions. The usage of different lexical, grammatical and syntax constructions would be presented with reference to what caused them.Language is a live organism, that changes throughout the time, develops and adjusts to it speakers. One cannot simply dismiss the variations of any everyday spoken language, and claim that a language is by itself a homogeneous creation. Every person’s way of expressing themselves is different, but can we really take one individual’s personal utterance in order to provide a wider picture of the way a language changes, when used in different social circumstances as well as in conversations with diverse co-speakers? This is exactly what I did in my study.
By analysing my personal conversations, both in electronic form (chat, e-mails, comments on social media), as well as recorded, live conversations with various people, I was able to determinate how age, our relationship, mutual language(s), their origin, as well as our/their current place of living impacted the way I express myself during these conversations. Since variations of Serbian, in combinations with other (Slavic) languages, can particularly differ from one another, I was determined to present how a single person can influence a whole system of someone’s speech by just engaging in a conversation with him/her. The analysis that was carried out, by comparing various materials, helped me provide an answer to the question - how and why, to be more precise, what is the key element which impacts my way of expressing myself? I was hoping to show that, even though a certain person comes from a certain place and grows up in a certain environment, they can express themselves in diverse ways, just by being among different people. Dina StankovicAbstractPP Presentation2020-11-20T17:30:00+01:0017:3000:30Ruqaiya Hasanstuts68-464-das_lesen_wissenschaftlicher_texte_bei_nicht-muttersprachlichen_studierenden_an_der_unchttps://68stuts.bildungs.cafe/events/464.htmlCC-SAfalseDas Lesen wissenschaftlicher Texte bei nicht-muttersprachlichen Studierenden an der UNCtalkdeDas Lesen wissenschaftlicher Texte ist ein wesentlicher Bestandteil im Studium und bedarf besonderer Übung. Studierenden sollen wissenschaftliche Artikel lesen, obwohl sie dies in den meisten Fällen nicht effektiv tun: sie verbringen z. B. zu viel Zeit damit, einen bestimmten Artikel zu lesen, sie können die verschiedenen Lesestile nicht an ihre Ziele anpassen, sie wissen überdies nicht, wie der Inhalt nach den Textsorten strukturiert ist, unter anderem (Carlino, 2005). Gegenstand des vorliegenden Beitrags ist die Leseförderung in sprachlich heterogenen Studierendengruppen zu Beginn des Studiengangs mit besonderem Fokus auf das Lesen in der Fremdsprache Deutsch. Im Zentrum der Studie steht die Evaluation eines Forschungsprojekts, das an der Sprachenfakultät (Universidad Nacional de Córdoba, Argentinien) durchgeführt wird. Das Ziel dieser Arbeit besteht darin, erste Ergebnisse der Forschung über Lernmaterialentwicklung vorzustellen und festzustellen, welchen Einfluss die Textsortenkenntnisse bzw. die sprachlichen Merkmale auf das Leseverständnis hat.
Carlino, P. (2005). Escribir, leer y aprender en la universidad. Buenos Aires: Fondo de Cultura Económico de Argentina.
Swales, J. (1990). Genre Analysis: English in Academic Research Settings. Glasgow: Cambridge University Press.Amalia TrippelCarlos RaffoMaría Ángeles Soto Heinz Conti Zacherl2020-11-20T18:00:00+01:0018:0000:30Ruqaiya Hasanstuts68-331-the_prescriptive_nature_of_shouldhttps://68stuts.bildungs.cafe/events/331.htmlCC-SAfalseThe Prescriptive Nature of 'Should'How the use of the English modal verb 'should' differs according to the addressee's gendertalkenI'd like to present what I believe to be original research; the use of the common English modal verb 'should' being influenced by the gender of the addressee.
In a study carried out in 2019, I examined every instance of the modal verb phrase 'you should' on Twitter, in tweets to British Members of Parliament (the top three male and female MPs by number of followers) during a 30 day period. The results exposed distinct disparities in the frequency and variety of 'should', dependent on the gender of the MP.
In the study I discuss the epistemic/deontic split, and outline five categories of epistemic meaning where interesting differences can be seen delineated by gender of addressee. For example, the ‘emotional’ category, wherein the ‘should’ refers to an expectation of what the addressee should feel (eg ‘you should feel ashamed’) comprised 39% of all tweets to the female MPs, but only 10% of the tweets to their male counterparts.Alicia Huertas2020-11-20T18:45:00+01:0018:4500:30Ruqaiya Hasanstuts68-406-motivation_and_aptitude_in_second_language_acquisitionhttps://68stuts.bildungs.cafe/events/406.htmlCC-SAfalseMotivation and Aptitude in Second Language AcquisitionA Partial Validation of Energy Conservation TheorytalkenThis presentation reports on a partial validation study on Energy Conservation Theory for SLA (ECT-L2A; Han et al, 2017), by assessing the relationship between motivation/aptitude and linguistic performance of 56 ESL beginning, intermediate or advanced learners. Results are discussed in relation to the theory and the nature of the dataset. Motivation and aptitude have both been long established as key factors contributing to late L2 learners’ differential attainment of the target language (Dornyei & Skehan, 2003). Yet, theoretical attempts to model their role have been few and far between. Energy Conservation Theory of Second Language Acquisition (ECT-L2A; Han, Bao & Wiita, 2017), an interdisciplinary theory juxtaposing a physics perspective and an applied linguistics perspective, conceptualizes individuals’ ultimate attainment as a function of dynamic conversion and transformation of endogenous and exogenous energies throughout the learning process. Motivation, an element of endogenous energy, initially serves as the main driver of learning, grows stronger as learning advances, as a result of its interaction with input traction, an element of environmental energy, but diminishes as learning reaches asymptote. Aptitude, on the other hand, remains constant throughout the learning process. ECT-L2A predicts, inter alia, (1) that beginning L2 learners should show stronger motivation than end-state learners, (2) that developing learners should show higher motivation than that of beginning learners, and (3) that beginning, developing, and end-state learners should exhibit similar profile in aptitude.
These predictions were tested with 56 ESL learners grouped into three proficiency levels: beginner, intermediate, and advanced. Correlation analyses were conducted on learners’ aptitude, motivation, years of study, and performance on a timed grammaticality judgment test. The results showed that: (1) with increase in proficiency and years of study, there was a decrease in motivation; (2) the effect of aptitude diminished as learners made progress towards the target language; (3) combined effect of aptitude and motivation correlated positively with the their L2 attainment, but its effects diminished as the proficiency level of the groups became more advanced. The results are discussed in relation to (1) ECT-L2A, (2) previous studies on motivation and aptitude, and (3) the limitations of the dataset (e.g., low-power). Peter Kim
Motivation and Aptitude: A Partial Validation of ECT-L2A
2020-11-20T19:15:00+01:0019:1500:30Ruqaiya Hasanstuts68-352-teaching_grammar_with_icthttps://68stuts.bildungs.cafe/events/352.htmlCC-SAfalseTeaching grammar with ICTtalkmulIn this presentation I will make a proposal to teach grammar using technology in the foreign language
classroom in an efficient way.To do this, we will exemplify how technology can spark the motivation, activate the higher cognitive processes and streamline the grammar instruction process. Specifically, I will focus on how technology can help to:
○ Highlight the input. The combination of images, examples, diagrams, tables and diagrams
can create “multidimensional configurations to help the student to recognize a set of forms
and resources to signify and communicate” (Castañeda et al. 2014: 83).
○ Guide discovery activities. Learning contexts improved with technology allow teachers to
adopt a more focused role in content exploration tasks (Gomez and Lee’s, 2015).
○ Illustrate, explain and show with images the meaning of grammatical forms (Castañeda
and Alhmoud 2014: 78). Thus, using images helps to clarify the linguistic forms./system/events/logos/000/000/352/large/s200_javier.gonz_lez_lozano.jpg?1605050746Javier González Lozano
Linkedin
2020-11-20T19:45:00+01:0019:4500:30Ruqaiya Hasanstuts68-333-la_configuracion_de_los_intercambios_en_el_entorno_linguistico_de_la_educacion_inicial_un_estudio_con_salas_de_dos_y_tres_anos_de_jardines_maternales_y_de_infantes_de_la_ciudad_de_buenos_aireshttps://68stuts.bildungs.cafe/events/333.htmlCC-SAfalseLa configuración de los intercambios en el entorno lingüístico de la educación inicial. Un estudio con salas de dos y tres años de jardines maternales y de infantes de la Ciudad de Buenos Aires.talkmulEste estudio explora en distintas actividades del jardín maternal y de infantes, la relación entre la configuración del intercambio conversacional - lxs maestrxs le hablan a todxs lxs niñxs, a un grupo pequeño, a un solx niñx - y características cuantitativas y cualitativas del habla de lxs docentes: el volumen de habla, la diversidad léxica, la función pragmática de las emisiones y la contingencia de sus respuestas. Se analizaron seis situaciones videofilmadas en dos jardines maternales y de infantes de la Ciudad de Buenos Aires (Rosemberg, Stein, Migdalek 2003-2014) mediante una estrategia de análisis mixta. Los resultados mostraron que las maestras tendían a emplear un mayor volumen de habla y mayor diversidad léxica al dirigirse a un solx niñx, en segundo lugar al grupo grande y en menor cantidad a grupos pequeños. Además, utilizaban mayor número de directivas al interactuar con un niñx y mayor cantidad de comentarios al interactuar con grupos grandes o pequeños. También mostraron que las maestras eran mayormente contingentes con las emisiones infantiles. En conjunto, los resultados señalan la relevancia de estudiar el habla dirigida a lxs niñxs en los entornos escolares, en tanto este conocimiento puede constituir un insumo para diseñar estrategias que faciliten la transición del hogar al jardín maternal.Las situaciones que se analizan en este estudio forman parte de un corpus mayor conformado por veintidós videofilmaciones de distintas situaciones de aula en dos jardines maternales y de infantes de CABA (Rosemberg, Stein, Migdalek 2003-2014). Para el presente análisis se seleccionaron seis situaciones cuya actividad principal difiere: juego, desayuno, preparación de pan, dibujo, merienda y lectura de cuento. Cada una de estas actividades tuvo una duración de 20 minutos.
Para dar cuenta de las características del discurso de las docentes en los intercambios conversacionales en las salas, el volumen de habla (cantidad de emisiones y cantidad de palabras) la diversidad léxica, la función pragmática de las emisiones y el grado de contingencia de las respuestas a las emisiones infantiles, se empleó una estrategia de análisis que responde a una lógica mixta (Creswell & Plano Clark, 2006). Dicha estrategia combina el análisis cuantitativo de indicadores específicos de volumen de habla con la identificación inductiva y la codificación de categorías relativas a algunas de las dimensiones de análisis, el análisis estadístico de las diferencias que introduce la variable independiente, configuración grupal del intercambio, con un análisis cualitativo que permita la comprensión contextual de algunas de las dimensiones. Para el análisis cuantitativo se utilizaron los programas ELAN (Sloetjes & Wittenburg, 2008) y CLAN (Computerized Language Analysis: MacWhinney, 2000). Por último, se recurrió al método comparativo constante (Glaser y Strauss, 1967; Strauss y Corbin, 1990) para estudiar cualitativamente la contingencia de las emisiones de las maestras durante la dinámica de la configuración grupal de las distintas actividades.
María Ileana IbañezIbañez__M._I.__2020._La_configuración_de_los_intercambios_en_el_entorno_lingüístico_de_la_educación_inicial._.pdffile2020-11-20T20:30:00+01:0020:3001:30Ruqaiya Hasanstuts68-492-open_mic_talking_pointshttps://68stuts.bildungs.cafe/events/492.htmlfalseOpen Mic + Talking PointsShare your passion, test your improv skills!otherenHave a great singing voice, or fancy yourself a bit of a poet? Have a weird skill you'd like to share or boast about? This is the place for you! Share a moment with your fellow participants by showcasing your creative work or amazing skillset here!
After the Open Mic, stay around for an evening chat along with a few rounds of Talking Points and perhaps even other games!
Talking Points is an 8-person party game where each player has to hold a short spontaneous talk on a randomly-selected topic, while another player has full control of the actual slides. It's up to the presenter to deliver a great, convincing talk by thinking on their feet and working with their assistant.
After every game, the players are switched out, but don't worry if you didn't make it into the game: the audience can vote on the performance of each presenter and determine the game's winner!2020-11-20T09:00:00+01:0009:0000:30Clotilde Tambronistuts68-444-die_reprasentativitat_der_frauen_in_zapatistas_erklarungenhttps://68stuts.bildungs.cafe/events/444.htmlCC-SAfalseDie Repräsentativität der Frauen in Zapatistas Erklärungen talkmulDieser Vortrag handelt von der Repräsentativität der Frauen in Zapatistas Erklärungen. Durch eine linguistische Analyse dürfte man einen Blick auf die Weise werfen, in der die Frauen in Texten dargestellt wurden. Nun da ist der Anzahl der Vorschläge für eine inklusive Sprache gestiegen, dürfte man eine Veränderung erschein. Einige wichtige Aspekten von dem Genus-Problem sind eine häufige Anwendung des generischen Maskulinums, eine Unsichtbarkeit der Frauen in Texten und ein androzentrischer Blick. Es wäre hilfreich, zu wissen, wie die spanische Sprache funktioniert, um geeignete Vorschläge für eine inklusive Sprache zu machen. Ariana NeftaliPDF2020-11-20T09:30:00+01:0009:3000:30Clotilde Tambronistuts68-434-conventional_and_creative_metaphors_of_time_in_contemporary_english_prosehttps://68stuts.bildungs.cafe/events/434.htmlCC-SAfalseConventional and creative metaphors of time in contemporary English prosetalkenTime is deeply intertwined with all the aspects of human life. However, the concept itself remains rather elusive as it is difficult to pinpoint. The role of social time is vital: it organizes society and shapes the mind; hence the perception of time drastically differs not only between cultures but also amongst individuals. To describe their temporal experience people often employ expressive means of language, metaphors being one of them. Over the years, a number of primary conceptual metaphorical models of time have emerged that are used to denote different aspects of the temporal experience, e.g. the flow of time, its value, etc. Let's lift the veil of mystery and discover what is time and why NOW is the best time to talk about it.Time is a universal human experience, however, despite much research conducted on the basis of cultural understanding of time, little attention was given to the individual ways of conceptualizing and verbalizing temporal experience. To describe their temporal experience people often employ expressive means of language, metaphors being one of them. Over the years, a number of primary conceptual metaphorical models of time have emerged that are used to denote different aspects of the temporal experience, e.g. the flow of time, its value, etc. However, it is crucial to personify individual experience and the way we transmit it to other people. That is why creative metaphors that reconsider and reimagine the conventions of time have gained popularity. The goal of the research is to explore how individuals engage in the process of linguistic creativity while describing personal temporal experience using creative metaphors. The chosen qualitative method of research is the selection of creative metaphors in contemporary English prose using the Corpus of Contemporary American English (COCA) and research engine Google Scholar.
This research demonstrates that temporal experience is vital and creative metaphors of time are a crucial tool to describe one’s interactions with the concept of time.
Veronika AgamovafileVeronika_Agamova._Creative_and_conventional_metaphors_of_time.pdf2020-11-20T10:00:00+01:0010:0000:30Clotilde Tambronistuts68-386-from_taste_to_emotion_through_conceptual_metaphorhttps://68stuts.bildungs.cafe/events/386.htmlCC-SAfalseFrom taste to emotion through conceptual metaphortalkenWhereas in the late 90s the universal character of some embodied conceptual metaphors was overemphasised, in the last years some authors have claimed that culture plays a crucial role in the motivation of all kinds of conceptual metaphors, including those grounded on universal bodily experiences. In order to shed some light on this issue, we carry out a contrastive analysis of conceptual metaphors with basic tastes as a source domain in Spanish and in English. To this end, we employ a mixed approach, combining data from dictionaries and linguistic corpora. Our analysis reveals that variation is higher at the level of linguistic expression and lower, but still significant, at the conceptual level. Although most taste metaphors are shared by Spanish and English, a few language-specific conceptual metaphors are also found, proving that food culture has an influence on the motivation of conceptual metaphors./system/events/logos/000/000/386/large/lengua.png?1604330951Julio Torres Soler2020-11-20T12:15:00+01:0012:1500:30Clotilde Tambronistuts68-338-dos_filologos_alemanes_en_la_argentina_del_primer_peronismo_fritz_kruger_y_gerhard_moldenhauerhttps://68stuts.bildungs.cafe/events/338.htmlCC-SAfalseDos filólogos alemanes en la Argentina del Primer Peronismo: Fritz Krüger y Gerhard MoldenhauertalkmulEsta contribución presenta el estado actual de mi investigación doctoral en curso que indaga, desde el punto de vista de la historiografía lingüística, en los aportes que Fritz Krüger (1889-1974) y Gerhard Moldenhauer (1900-1980) realizan al campo disciplinar de la filología y la lingüística en la Argentina desde fines de la década del cuarenta y durante las dos décadas siguientes. Ambos se formaron en filología románica, trabajaron para el gobierno alemán como propagandistas culturales en España durante la década del veinte y fueron catedráticos en Hamburgo y en Viena. Luego de perder sus puestos en 1945 por la intervención aliada de sus universidades y debido a su adhesión al nacionalsocialismo, continuaron su tarea académica en la Argentina: Krüger dirigió el Instituto de Lingüística de la Universidad Nacional de Cuyo a partir de 1949 y Moldenhauer el Instituto de Filología de la Universidad Nacional del Litoral desde 1952. En términos globales, sus trayectorias permiten reconstruir el desarrollo de los estudios filológicos y lingüísticos en el país en centros creados con posterioridad al Instituto de Filología de la Universidad de Buenos Aires, así como la historia de las relaciones científicas argentino-alemanas durante el primer peronismo y el posterior período de gobierno dictatorial. Comentaré las hipótesis centrales de mi estudio y presentaré fuentes y materiales de archivo diversos y su abordaje con las herramientas metodológicas de la historiografía lingüística.
Sol Pérez Corti2020-11-20T12:45:00+01:0012:4500:30Clotilde Tambronistuts68-384-el_presente_de_indicativo_espanol_y_la_posterioridad_absolutahttps://68stuts.bildungs.cafe/events/384.htmlCC-SAfalseEl presente de indicativo español y la posterioridad absolutatalkmulMediante el presente prospectivo español no nos referimos exclusivamente al futuro inmediato o cercano. El uso del paradigma depende del carácter de la información presentada por el interlocutor.
El presente de indicativo español y la posterioridad absoluta
El presente de indicativo español es un paradigma que tiene varios usos. Puede declarar tanto los hechos pasados como presentes y futuros. Se considera uno de los recursos para expresar la posterioridad absoluta en español y, en su sentido prospectivo, en algunas ocasiones puede sustituir al futuro simple y la perífrasis ir a + infinitivo. En mi trabajo de fin de máster estudio la alternancia de estos tres recursos e intento observar en qué situaciones comunicativas el hablante utiliza el presente para declarar un hecho futuro.
La ponencia se centra en las situaciones donde presente prospectivo alterna con el futuro simple y con la perífrasis y estudia los casos en los que predomina su uso. Asimismo, señalamos la existencia del presente imperfectivo en checo que también puede servir para referirse al futuro y lo contrastamos con el español.
Adéla SmažíkováAbstractSlides PPTXSlides PDF2020-11-20T15:15:00+01:0015:1500:30Clotilde Tambronistuts68-355-attitudes_and_beliefs_towards_geographical_varieties_of_spanish_similarities_and_differences_between_native_and_non-native_university_studentshttps://68stuts.bildungs.cafe/events/355.htmlCC-SAfalseAttitudes and beliefs towards geographical varieties of Spanish: similarities and differences between native and non-native university students talkenThis paper analyzes the similarities and differences in the perception of the main geographical varieties of Spanish by native and non-native speakers. The data were collected through PRECAVES-XXI, a project for the study of beliefs and attitudes towards Spanish, which consists of an anonymous, online survey, based on matched-guis technique. The survey allows us to study whether the respondents are able to correctly identify the different varieties from the recording and how they value them directly and indirectly. This survey was applied to a sample of 39 university students from philological and non-philological degrees in Slovakia, Czech Republic and Poland. Subsequently, our results were compared to those obtained with native university students published in the monographic issue of the Philology Bulletin entitled Perception of the cultured varieties of Spanish: beliefs and attitudes of young Spanish-speaking university students (2018). After the analysis, we found that foreign students present very similar patterns to native Spanish speakers, especially from the center and north of the Peninsula and to a lesser extent from Andalusia and the Canary Islands, while they differ greatly from Latin American speakers. Despite the fact that this is more of a pilot study that should be extended in the future, the results may be very interesting, especially from the point of view of language policy and the teaching of Spanish as a foreign language.Departamento de lingüística, Universidad de Chile (Ed.). (2018). Percepción de las variedades cultas del español: creencias y actitudes de jóvenes universitarios hispanohablantes. Boletín de Filología de la Universidad de Chile, 53(2). Radka SvetozarovováPDF Presentation: Attitudes and Beliefs_Svetozarovova2020-11-20T15:45:00+01:0015:4500:30Clotilde Tambronistuts68-470-internet_slang_in_sexist_statements_a_comparative_analysis_of_russia_and_the_united_stateshttps://68stuts.bildungs.cafe/events/470.htmlCC-SAfalseInternet slang in sexist statements: a comparative analysis of Russia and the United StatesTerm papertalkenThe study aims to conduct a comparative analysis of sexist statements in Russia and the United States to identify linguistic differences. To achieve the goal it was necessary to, first of all, consider the evolution of Internet slang. Hence, to consider the specifics of sexism in the Internet. Then, analyze sexist statements in Russia and the USA on the materials of the Facebook. Finally, compare the attitude of Russian and American users to sexist statements.
The Theoretical Framework of the study is based on publications devoted to gender studies of Kirsti Cole, Julie Woodzicka, devoted to the study of Internet slang, youth slang, linguistic gender studies, sociocultural studies, as well as studies aimed at studying the problem of sexism in general A. Kuznetzov, M. LaFrance.
The practical part of the term paper includes quantitative analysis of the audience and qualitative analysis of the content of users of the social network Facebook, aimed at identifying sexism in them, as well as a comparative analysis of sexist comments by Russian and American users. For the analysis of sexist comments discourse analysis (Teun Van Dijk) is taken as a basis.
The analysis showed egocentrism among Russian commentators and commonality among American commentators.
The study may be of interest to feminist organizations, media researchers, and representatives of social media support services, for instance, based on such statements on the Internet, one can teach neural networks to indicate comments as "sexism" and therefore restrict access to this content.Of particular interest, when studying the problem of interaction between language and gender, is the study due to the specifics of the speech behavior of men and women. Such features can be identified by studying the differences at language levels: phonetics, morphology, semantics, and syntax. The study considers (is) the time period from 2015 to 2019, it is also important to indicate that the Internet space means the social network Facebook, which is one of the five most visited websites in the world. Facebook's population is 42 percent male and 58 percent female. Moreover, active users of the site are from 25 to 34 years old - 35 percent, from 35 to 44 years old hovers around 32 percent. While the number of users under 24 has the lowest rate, which is 6.1 percent. Consequently, the portrait of a Facebook user is an individual between the ages of 25 and 44, with higher education, a resident of a capital or a large city, who holds a prestigious position or has his own business, and, importantly, has an active life position in the social network, aimed at networking and business. communication, and the expression of their position, for example, civic or social (here: activism). In the course of studying this issue, it was revealed that sexist humor is an example of symbolic violence against a woman. Moreover, it turned out that women often receive comments from men containing insults or threats of violence (rape), using emoji, abbreviation "LOL", as well as similar markers of humor and jokes. It is through these markers that the pressure is supposedly smoothed out and the threat becomes "harmless." Also, I put forward a theory about a kind of "Spiral of Silence", in which a woman who has faced oppression, sexual harassment in her life comes to the Internet to express herself there, she is supported by the same victims, as a consequence, the culprit is punished. One such example is a story accompanied by the hashtag #MeToo, which was partially mentioned and considered in the theoretical part of the study./system/events/logos/000/000/470/large/548493432.jpeg?1603792800Viktoria BogomolovaPresentation2020-11-20T16:15:00+01:0016:1500:30Clotilde Tambronistuts68-346-a_functionalist_approach_to_audio_description_preliminary_results_of_a_contrastive_analysishttps://68stuts.bildungs.cafe/events/346.htmlCC-SAfalseA functionalist approach to audio description: preliminary results of a contrastive analysistalkenThis paper reports on the preliminary stage of a research investigating the verbal strategies for the Spanish and Italian audio descriptions for the blind and visually impaired (AD). The latter are intended as the result of a process of intersemiotic translation (Hernández-Bartolomé & Mendiluce-Cabrera 2004; Orero 2005; Benecke 2007; Bourne & Jiménez Hurtado 2007), since an audiovisual source text is transformed into a prevalently linguistic target version. The analysis will focus on the film Murder on the Orient Express. The selected corpus of scenes will be examined from the multimodal and functionalist perspectives, in order to enquire into the extent to which the AD versions manage to convey the implicit, connotative meaning of the original scenes verbally. In particular, this paper will detail the way in which the narrative components (Bandirali & Terrone 2009) and film techniques (Bordwell, Thompson & Smith 2017; Rondolino & Tomasi 2018) combine to make meaning in the film under discussion. Then, the communicative function associated with each scene will be identified by adopting Bandirali & Terrone’s (2009) theoretical framework. Finally, the describers’ selections and linguistic choices of the target texts will be classified and compared according to the taxonomy of AD techniques (Bardini 2020). The main objective of this research is to devise an alternative model for a ‘functionalist’ type of AD, which stems from the consideration of the audience’s cognitive needs and abilities at the time of producing target scripts.
Bandirali, L. & Terrone, E. (2009) Il Sistema sceneggiatura. Scrivere e descrivere i film, Torino: Lindau.
Bardini, F. (2020) “Audio description and the translation of film language into words”, Ilha do Desterro, 73(1), pp. 273-295.
Benecke, B. (2007) “Audio description: phenomena of information sequencing”, MuTra 2007 – LSP Translation Scenarios: Conference Proceedings, pp. 1-13, available at http://euroconferences.info/proceedings/2007_Proceedings/2007_Benecke_Bernd.pdf
Bordwell, D., Thompson, K., Smith, J. (2017), Film art: an introduction, 11th Edition, New York: McGraw Hill Education.
Bourne, J. & Jiménez Hurtado, C. (2007) “From the visual to the verbal in two languages: a contrastive analysis of the audio description of The Hours in English and Spanish” in Media for All: Subtitling for the Deaf, Audio Description and Sign Language, eds. J. Díaz Cintas, P. Orero, A. Remael, Amsterdam: Rodopi, pp. 174-187.
Hernández- Bartolomé, A. & Mendiluce-Cabrera, G. (2004) “Audesc: translating images into words for Spanish Visually Impaired People”, Meta, 49 (2), pp. 264-277.
Orero, P. (2005) “Audio description: professional recognition, practice and standards in Spain”, Translation Watch Quarterly, pp. 7-18.
Rondolino, G. & Tomasi, D., (2018) Manuale del film. Linguaggio, racconto, analisi. Terza edizione, Torino, UTET Università.
Laura MarraFunctionalist_approach_to_AD_Laura_Marra.pdf2020-11-20T17:30:00+01:0017:3000:30Clotilde Tambronistuts68-408-usage_of_punctuation_marks_and_among_young_people_in_the_context_of_internet_communicationhttps://68stuts.bildungs.cafe/events/408.htmlCC-SAfalseUsage of Punctuation Marks ")" and "(" among Young People in the Context of Internet CommunicationtalkenOnline-communication does not imply non-verbal way of perceiving the information, therefore sometimes it can be difficult to understand the message in the Internet without gestures, pose and mimicry. Thus, communicators resort to use punctuators for being more understandable for others. The aim of this research project is to analyze usage of the punctuators “)” and “(“ among Russian youth from 18 to 25 years in the Internet communication. The present piece of work introduces an approach of applying content analysis and online opinion poll to reveal research goals. The poll included different types of questions for getting more determined results. The main outcome is the “)” usage ambiguity. It is used with positive connotations as well as with negative ones, while the punctuator “(“ is used only for expressing negative feelings. These results may exert a significant influence on interpreting one’s intentions in online-communication. Moreover, they can be useful for observing changes in usage of punctuation marks./system/events/logos/000/000/408/large/logo.jpg?1603530386Irina ZarubinaNikaSlidesfile2020-11-20T18:00:00+01:0018:0000:30Clotilde Tambronistuts68-432-zwischen_monozentrismus_und_polyzentrismushttps://68stuts.bildungs.cafe/events/432.htmlCC-SAfalseZwischen Monozentrismus und PolyzentrismusEine Untersuchung zum Standardisierungsmodell der spanischen SprachetalkdeDie Standardisierungsprozesse, denen die spanische Sprache unterliegt, gehen mit soziokulturellen und politisch-wirtschaftlichen Kräften einher, die in ständigem Wandel sind und somit das Standardisierungsmodell dieser Sprache zwischen Polyzentrismus und Monozentrismus schwanken lassen. Eine wesentliche Rolle spielt dabei die Akademie der Sprache, die zwar traditionell die Norm Nordspaniens vorschrieb, heute aber das Spanische als polyzentrisch anerkennt. Des Weiteren führt die gegenwärtige Globalisierung zu einem intensiveren kommunikativen Austausch zwischen SprecherInnen aus hispanophonen Ländern. Dieser hat einerseits die Debatte um das polyzentrische Modell geprägt, das als notwendige Voraussetzung eines gemeinsamen Spanischen angesehen wird, andererseits treibt er die Homogenisierung der Standardvarietäten voran.
Im Rahmen meiner Arbeit soll der Einfluss dieser entgegengesetzten Tendenzen auf die Standardisierung des Spanischen systematisch und differenziert untersucht und interpretiert werden. Hierfür wird die Ebene der Morphosyntax anhand einer mehrschrittigen Methode konsequent untersucht: Zunächst werden wichtige grammatikographische Werke des Spanischen analysiert, um die vorgeschriebenen Normen festzustellen. Anschließend wird der tatsächliche Gebrauch dieser Normen in ausgewählten Medien aus verschiedenen Ländern der Hispanophonie überprüft. Zudem wird die Wahrnehmung von SpracherInnen aus drei spanischsprachigen Ländern herangezogen, um herauszufinden, ob sich bei den Sprachgemeinschaften der Befragten ein nationales Normbewusstsein herausgebildet hat.
In diesem Vortrag möchte ich die Problematik um die Standardisierung des Spanischen beleuchten sowie die methodologische Herangehensweise und Hypothesen der Studie darstellen. Clara Comas Valls2020-11-20T18:45:00+01:0018:4500:30Clotilde Tambronistuts68-305-die_kontroverse_um_die_geschlechtsindifferente_referenz_in_der_frankophoniehttps://68stuts.bildungs.cafe/events/305.htmlCC-SAfalseDie Kontroverse um die geschlechtsindifferente Referenz in der FrankophonieEine soziolingusitische Untersuchung zu laienlinguistischen EinstellungendeIch möchte mein Dissertationsvorhaben zur geschlechtsindifferenten Referenz in der Frankophonie vorstellen.Im Rahmen meiner Dissertation führe ich eine soziolinguistische Befragung frankophoner Studierender aus verschiedenen Gebieten durch, um deren Einstellungen zu dem generischen Gebrauch des Maskulinums sowie der nicht sexistischen Formulierung zu eruieren und um zu überprüfen, ob diesbezüglich gebiets- und geschlechtsspezifische Unterschiede bestehen.Lina Rebecca ArnoldAbstract2020-11-20T19:15:00+01:0019:1500:30Clotilde Tambronistuts68-357-people_s_daily_vs_neues_deutschlandhttps://68stuts.bildungs.cafe/events/357.htmlCC-SAfalsePeople's Daily vs Neues DeutschlandFirst step of analysing of the discourse of official party newspapers of Chinese and German Socialist PartiestalkenHave some fun on reading old communist propaganda newspapers from the West and the East!I am here to share the ongoing process of writing my Master Thesis a corpus-driven and trans-lingual analysis about the contextual and temporal change of in the discourse in official party newspapers from the respective state-parties – People’s Daily of Chinese Communist Party and Neues Deutschland of Socialist Unity Party from 1949 – 1989. /system/events/logos/000/000/357/large/Untitled-1.jpg?1602532470SunnyMakfile2020-11-20T19:45:00+01:0019:4500:30Clotilde Tambronistuts68-451-narzisstische_manipulation_eine_aufgabe_der_linguistikhttps://68stuts.bildungs.cafe/events/451.htmlCC-SAfalseNarzisstische Manipulation. Eine Aufgabe der Linguistik!talkdeNach Expert·inn·enschätzung machen körperlich diagnostizierbare Misshandlungen „lediglich“ zehn Prozent aller Kindesmissbrauchsfälle aus, denen 90 Prozent von emotionalem Missbrauch gegenüberstehen. Von einer ähnlichen Relation ist bei (romantischen) Beziehungen zwischen Erwachsenen auszugehen. Die aus pathologischem Narzissmus resultierende psychische Gewalt, die durchweg von Macht und Manipulation bestimmt ist, steht also auch hier dem körperlichen bzw. sexuellen Missbrauch insofern gegenüber, als dass man diesen objektiv leichter feststellen und die Täter·innen zur Verantwortung ziehen kann. Um in dieser Hinsicht mehr Transparenz zu ermöglichen und um überhaupt ein Bewusstsein für die Täterschaft des Narzissten zu schaffen, gilt es mithin, eine genuin kommunikations- und sprachwissenschaftliche Betrachtung forcieren, um zunächst eine Theorie der narzisstischen Manipulation aufzustellen, die in weiteren Schritten empirisch zu meliorieren bzw. in Teilen ggf. zu korrigieren ist.
Auf drei Ansätze, die mir zur Betrachtung dieser Thematik relevant erschienen, möchte ich mich dabei beziehen, wobei gern in der Diskussion erörtert werden kann, wie diese zu gewichten und zueinander ins Verhältnis zu setzen sind. Dabei werde ich illustrieren, wie diese Ansätze genutzt werden können, um von der kommunikativen Oberfläche auf Verwerfungen in sozialen Beziehungen zu schließen:
1. Zunächst soll anhand des Vier-Ohren-Modells Schulz’ von Thun der Begriff der Manipulation als verdeckte Veranlassung auf der kommunikativen Ebene des Appells verstanden werden.
2. Darauf aufbauend möchte ich narzisstische Kommunikation als Verletzung der Grice’schen Konversationsmaximen der Qualität und der Modalität beschreiben.
3. Schließlich wird mithilfe der Doppelbindungstheorie zu erklären sein, wie Narzissten paradoxe Botschaften, sog. Doppelbotschaften, zur Erzeugung und Konsolidierung von emotionaler Abhängigkeit einsetzen.
Dabei soll eine besondere Betrachtung auf narzisstischen Partnerschaften liegen. Für solche zwischenmenschlichen Konstellationen lässt sich herausstreichen, dass sich darin gemäß dem fünften metakommunikativen Axiom von Watzlawick et al. nicht-symmetrische Kommunikationsabläufe ergeben, wobei Symmetrie die soziale Norm bleibt. Die Einhaltung der Konversationsmaximen bleibt auf der Oberfläche erhalten, spiegelt aber nicht die kommunikativen Machtverhältnisse wider.Ronny SteinickePräsentation: Narzisstische Manipulation2020-11-20T20:30:00+01:0020:3001:30Clotilde Tambronistuts68-493-open_michttps://68stuts.bildungs.cafe/events/493.htmlfalseOpen MicShare your passionothermulHave a great singing voice, or fancy yourself a bit of a poet? Have a weird skill you'd like to share or boast about? This is the place for you! Share a moment with your fellow participants by showcasing your creative work or amazing skillset here!
We are still looking for submissions! If you have an idea of something you'd want to share with your peers, send us a quick note at stuts68@stuts.de with the words "Open Mic" in the title, and we'll get back to you within the day!2020-11-20T09:00:00+01:0009:0000:30Odille Morisonstuts68-454-what_language_is_mother_tongue_of_deaf_children_of_hearing_parentshttps://68stuts.bildungs.cafe/events/454.htmlCC-SAfalseWhat Language Is Mother Tongue of Deaf Children of Hearing Parents?talkenMother tongue is a language spoken in a country or by a certain community in which a child was born (Périer, 1992). It is acquired by a child in a natural way, gradually, without realising the effort connected with the very process (Baker, 2010). As regards hearing children, their mother tongue is a language spoken by their parents (Van den Bogaerde & Baker, 2002). However, in the case of the d/Deaf children of hearing parents, their situation seems to be more complex. Establishing proper communication between hearing parents and their d/Deaf children is not easy. Despite the fact that, like every well-developing child, d/Deaf children of hearing parents in their first year of life participate in all multi-sensory interaction with parents (Bouvet, 1996), there is no language that would enable communication between them (Szczepankowski, 1999a). The presentation illuminates upon differences and similarities between the acquisition of sign language by d/Deaf children of hearing parents and the acquisition of the phonic language by hearing children of hearing parents comparing the two processes and stressing the importance of the fact that hearing parents should use the sign language as a main communication means with their d/Deaf children.Krystian Kaminski2020-11-20T09:30:00+01:0009:3000:30Odille Morisonstuts68-308-unanstandige_phraseologie_im_bereich_des_sexuallebens_am_beispiel_an_gewahlten_deutschen_und_polnischen_beispielenhttps://68stuts.bildungs.cafe/events/308.htmlCC-SAfalseUnanständige Phraseologie im Bereich des Sexuallebens am Beispiel an gewählten deutschen und polnischen BeispielentalkdeAleksandra Lidzba
ORCID: 0000-0002-3474-5495
Krystian Suchorab
ORCID: 0000-0003-1831-7973
Universität Wrocław
Das Sexualleben der Menschen wird im Alltag sehr oft, wenn nicht immer tabuisiert. Die Thematisierung dieses Lebensbereichs wird jedoch durch unterschiedliche Sprachmittel ermöglicht, die es einem erlauben, über diese Inhalte doch zu sprechen. Dazu dienen auch phraseologische Einheiten, die im Zentrum unserer Präsentation stehen. Den Ausgangspunkt unserer Präsentation bildet die Definition des Phraseologismus nach Burger (2015: 11): „Erstens bestehen sie [Phraseologismen – K. S.] aus mehr als einem Wort, zweitens sind die Wörter nicht für dieses eine Mal zusammengestellt, sondern es handelt sich um Kombinationen von Wörtern, die uns als Deutschsprechenden genau in dieser Kombination (eventuell mit Varianten) bekannt sind, ähnlich wie wir die deutschen Wörter (als einzelne) kennen“. Darüber hinaus ist es bemerkenswert, dass dank dem Merkmal Idiomatizität (vgl. Fleischer 1982: 30) dieses Tabu besonders verstärkt wird.
Im Zentrum unserer Analyse stehen Phraseologismen, die sich auf das Sexualleben beziehen. Das Untersuchungsmaterial wurde deutschen und polnischen Wörterbüchern entnommen. Der Zweck der Präsentation ist, eine Typologie der thematischen Bereiche zu erstellen, die mit Hilfe der Phraseologismen mit Bezug auf Sexualleben im Deutschen und im Polnischen charakterisiert werden.
Unserer Präsentation steht die folgende Definition des Tabus zu Grunde: „ungeschriebenes Gesetz, das aufgrund bestimmter Anschauungen innerhalb einer Gesellschaft verbietet, bestimmte Dinge zu tun“. (Duden 2015: 1735)
Literatur
Burger, Harald (2015): Phraseologie. Eine Einführung am Beispiel des Deutschen. Berlin: Erich Schmidt Verlag.
Duden (2015): Deutsches Universalwörterbuch. Berlin: Dudenverlag.
Fleischer, Wolfgang (1982): Phraseologie der deutschen Gegenwartssprache. Leipzig: VEB Bibliographisches Institut.Aleksandra KamińskaKrystian Suchorab2020-11-20T10:00:00+01:0010:0000:30Odille Morisonstuts68-469-gender-neutral_content_for_effective_corporate_communicationshttps://68stuts.bildungs.cafe/events/469.htmlCC-SAfalseGender-Neutral Content for Effective Corporate CommunicationstalkenThe work is focused on the field of corporate communications with a special emphasis on gender-neutrality and inclusivity of content. The aim of the paper was to research and formulate the preliminary principles of devising content for diversity-neutral corporate communications and effective achievement of communication goals in both men and women. Therefor method of content analysis was embraced in the research. The output of the work was a four-criteria assessment scale of gender-neutrality of corporate textual information which was tested on several official announcements of worldwide-known corporations.Elena Chuldina2020-11-20T12:15:00+01:0012:1500:30Odille Morisonstuts68-302-from_they_to_ellehttps://68stuts.bildungs.cafe/events/302.htmlCC-SAfalseFrom "they" to "elle"The translation of non-binary pronouns from English into SpanishtalkenThe aim of this presentation is to highlight the importance of non-binary pronouns, both for inclusiveness purposes and for the recognition of non-binary gender identities. A brief history of "singular they" is included as means to point out the differences with the Spanish equivalent, "elle". Then, several translations from different media will be analyzed, showing how different translations have different consequences in the end result. Issues of feminist linguistics will be included, as it is closely related to this topic. To give more context, other languages will also be included in order to show how this debate about the third-person singular personal pronoun appears across different languages. Finally, some "neopronouns" will be presented, as their creation is a consequence of this "pronoun problem"./system/events/logos/000/000/302/large/Portada.png?1605743408Luna Pérez-Abela MaldonadoLuna_Perez_-_From_they_to_elle_ppt.pdf2020-11-20T12:45:00+01:0012:4500:30Odille Morisonstuts68-409-the_discursive_construction_and_performance_of_non-binary_identityhttps://68stuts.bildungs.cafe/events/409.htmlCC-SAfalseThe Discursive Construction and Performance of Non-Binary IdentitytalkenThis study examines the discursive construction and performance of non-binary identities in the context of lived experience narratives. It uses a broad thematic analysis (Bradford et al. 2019) to contextualise and enrich discursive analysis (Corwin 2009) into how participants manipulate the semiotics (Silverstein 2003; Jaffe 2016; Gal 2016) of implicitly and explicitly gendered lexicon (following Zimman 2014; Zimman 2017a). Results show that this allowed participants to legitimise their self-identification by separating identity and embodiment (Zimman 2017a), and to create a non-binary inclusive ideology able to legitimise the experiencing and expression of their identities (Corwin 2009; Darwin 2017). The analysis further revealed how the discursive construction of non-binary identities was informed by the complex interaction of gender, embodiment, and sexuality (Connel 1995; Cameron 1998; Kiesling 2002; Eckert 2011; Zimman 2013). In showing how these identities were related through multiple instances of iconisation and indexicality (Gal 2016; Jaffe 2016), this analysis showed how they are constituted and interrelated in normative gender ideology more broadly (West & Zimmerman 1987, 2009; Butler 1993). Therefore, it is shown that in discursively constructing and performing their non-binary identities, participants engaged with this normative gender ideology and ultimately sought more emphasize individuality and personhood against the restrictions of binary gender. Thus, this study contributes to the literature examining how non-binary identities are discursively constructed and performed, but also offers crucial insights into the constitution of normative gender ideology and its relation to embodiment and sexuality. It concludes that this shows the need for more research within a sociocultural linguistics framework (Bucholtz & Hall 2016), where embodiment and the physical body are seen as central to the production, perception and social interpretation of language.References:
Bradford, Nova J et al. 2019. Creating gender: A thematic analysis of genderqueer narratives. International Journal of Transgenderism 20(2-3). 155–168. DOI: https://doi-org.ezproxy.is.ed.ac.uk/10.1080/15532739.2018.1474516
Bucholtz, Mary & Kira Hall. 2016. Embodied sociolinguistics. In Nikolas Coupland (ed.), Sociolinguistics: Theoretical Debates. 173–197. Cambridge: Cambridge University Press.
Butler, Judith. 1993. Bodies that matter: on the discursive limits of sex. New York: Routledge.
Cameron, Deborah. 1998. Performing Gender Identity: Young Men’s Talk and the Construction of Heterosexual Masculinity. In Jennifer Coates (ed.), Language and gender: A Reader. 270-284. Oxford: Blackwell.
Connel, Robert. 1995. Masculinities. Berkeley, CA: University Press.
Corwin, Anna I. 2009. Language and gender variance: constructing gender beyond the male/female binary. Electronic Journal of Human Sexuality, 12.
Darwin, Helana. 2017. Doing Gender Beyond the Binary: A Virtual Ethnography. Symbolic Interaction, 40(3). 317–334. DOI: https://doiorg.ezproxy.is.ed.ac.uk/10.1002/symb.316
Eckert, Penelope. 2011. Language and Power in the Preadolescent Heterosexual Market. American Speech, 86(1). 85-97. DOI: https://doiorg.ezproxy.is.ed.ac.uk/10.1215/00031283-1277528
Gal, Susan. 2016. Sociolinguistic Differentiation. In Nikolas Coupland (ed.), Sociolinguistics: Theoretical Debates. 113-135. Cambridge: Cambridge University Press.
Jaffe, Alexandra. 2016. Indexicality, stance, and fields in sociolinguistics. In Nikolas Coupland (ed.), Sociolinguistics: Theoretical Debates. 86-112. Cambridge: Cambridge University Press.
Kiesling, Scott F. 2002. Playing the Straight Man: Displaying and Maintaining Male Heterosexuality in Discourse. In Kathryn Campbell-Kibler, Robert J. Podesva, Sarah J. Roberts, and Andrew Wong (eds.), Language and Sexuality, Contesting Meaning in Theory and Practice. 249-266. Stanford, California: CSLI Publications.
Silverstein, Michael. 2003. Indexical order and the dialectics of sociolinguistic life. Language and Communication, 23(3-4). 193–229. DOI: https://doi.org/10.1016/S0271-5309(03)00013-2
West, Candace & Don H Zimmerman. 1987. Doing Gender. Gender & Society 1(2). 125–151.
West, Candace & Don H Zimmerman. 2009. Accounting for Doing Gender. Gender & Society, 23(1).112–122.
Zimman, Lal. 2013. Hegemonic masculinity and the variability of gay-sounding speech: The perceived sexuality of transgender men. Journal of Language and Sexuality, 2(1).1-39. DOI: https://doi-org.ezproxy.is.ed.ac.uk/10.1075/jls.2.1.01zim
Zimman, Lal. 2014. The Discursive Construction of Sex: Remaking and Reclaiming the Gendered Body in Talk about Genitals among Trans Men. In Lal Zimman, Jenny Davis, and Joshua Raclaw (eds.), Queer Excursions. Chapter 2. Oxford University Press: Oxford Press Scholarship Online. DOI:10.1093/acprof:oso/9780199937295.001.0001
Zimman, Lal (2017a). Trans people's linguistic self-determination and the dialogic nature of identity. In Evan Hazenberg & Miriam Meyerhoff (eds.), (Re)Presenting Trans: Linguistic, Legal, and Everyday Perspectives. 226-248. Wellington, New Zealand: Victoria University Press. http://www.lalzimman.com/papers/Zimman2017RepresentingTrans.pdfAngel Garmpi2020-11-20T15:15:00+01:0015:1501:00Odille Morisonstuts68-430-the_lesser_antillean_orange_a_linguistic_research_trip_across_7_islandshttps://68stuts.bildungs.cafe/events/430.htmlCC-SAfalseThe Lesser Antillean Orange – a Linguistic Research Trip Across 7 IslandsenThe French-based Creole languages of the Lesser Antilles (Caribbean) share a remarkable feature: Unlike all other color designations, they do not borrow the word for the color orange from French. This difference from the French lexifier language is explained considering linguistic characteristics of Creole languages, botanical facts of the orange fruit and the question of how the concept of orange has historically emerged in French, leading to a conclusion about the etymology of the Antillean Creole neologism.
Assumptions about the use of the Antillean Creole word and other loan words for the color orange are verified on the basis of data collected during a six-month research trip in the Lesser Antilles. Observations from interviews with more than 700 participants on seven islands provide insights into dialectal differences and result in the documentation of a commonly used color word which so far has not been mentioned in well-known Lesser Antillean Creole dictionaries.This presentation is also suitable for linguistically interested participants without prior knowledge of creole languages since basic concepts of Creolistics will be explained at the beginning./system/events/logos/000/000/430/large/IMG_20200917_162750_044.jpg?1603673392Benjamin Manthei2020-11-20T16:15:00+01:0016:1500:30Odille Morisonstuts68-342-intensivierung_oder_attenuationhttps://68stuts.bildungs.cafe/events/342.htmlCC-SAfalseIntensivierung oder Attenuation?Typologische Untersuchung zum Effekt der vollen Adjektivreduplikation in den austronesischen SprachentalkdeEine typologische Arbeit, welche die Verteilung der beiden Effekte (Intensivierung und Attenuation) der vollen Adjektivreduplikation in den austronesischen Sprachen untersucht.Diese Arbeit untersuchte die Verteilung von Intensivierung und Attenuation als Effekt der vollen Adjektivreduplikation in der austronesischen Sprachfamilien. Sie gibt Einblick in Theorie zu Reduplikation, die austronesische Sprachfamilie und die Methodik einer quantitativen Bachelorarbeit.
Reduplikation ist ein morphologischer Prozess, bei dem Morpheme oder ganze Wörter wiederholt werden und eine neue Bedeutung erhalten. In den austronesischen Sprachen, welche in Südostasien und im Pazifik gesprochen werden, ist Reduplikation ein häufiges sprachliches Mittel für höchst unterschiedliche Zwecke. So hat die vollständige Reduplika-tion von Adjektiven in der austronesischen Sprachfamilie zwei Funktionen: Sie kann die Bedeutung verstärken (Intensivierung) oder sie kann die Bedeutung dämpfen (Attenuati-on). Wie sind diese zwei doch so gegenteiligen Funktion in der Sprachfamilie verteilt? Ist es ein areales Phänomen, ein genealogisches oder ist die Verteilung zufällig?
Um diese Frage zu beantworten, wurde ein Sample von 48 Sprachen erstellt. Die Parameter (auch Variablen genannt) des Samples sind die geographische Lage der Sprache, die Untergruppe der Sprache und der Effekt der vollen Adjektivreduplikation. Mit dem Fisher Exact Test wurden diese Daten in R ausgewertet und Schlussfolgerungen zur Verteilung gezogen.
Rebecca LanzIntensivierung oder Attenuation?2020-11-20T17:30:00+01:0017:3000:30Odille Morisonstuts68-448-the_representations_of_crucial_cultural_concepts_of_american_and_russian_national_characters_within_modern_academic_discoursehttps://68stuts.bildungs.cafe/events/448.htmlCC-SAfalseThe representations of crucial cultural concepts of American and Russian national characters within modern academic discoursetalkenIn essence, the research is the comparative discourse analysis with the aim to identify crucial cultural concepts American and Russian national character is based on that are reflected in the examples of modern academic discourse. Arina SilinskaiaAbstract Full textPresentation2020-11-20T18:00:00+01:0018:0000:30Odille Morisonstuts68-387-an_empirical_study_of_the_first-coined_lexemes_with_native_combining_formshttps://68stuts.bildungs.cafe/events/387.htmlCC-SAfalseAn empirical study of the first-coined lexemes with native combining formstalkenThis speech will be based on an experiment I conducted for my Master’s thesis. This experiment is about native combining forms. Native combining forms (e.g. info-, -lect or -ware) are word-formation elements that have been relatively little studied. They are parts of a lexeme that attach themselves to other (full or clipped) lexemes. While they are abundant in English, it is difficult to define them as they share some similarities with affixation (Bauer 1983) and blending (Lehrer 1998, Fradin 2005). This study aims at describing the first occurrences of twelve native combining forms with respect to their original lexeme (e.g. cyber- is the native combining form, cybernetics the original lexeme, and cybermedic an occurrence of the combining form) in order to find if they share some resemblance, and whether using combining forms is closer from affixation or from blending. This presentation will have the following structure: an introduction with some background knowledge, a presentation of the methodology and the results, a discussion of the results and a conclusion.
References:
Bauer, L. (1983). English Word-Formation. Cambridge: CUP.
Fradin, B. (2005). Blending. In: P.O. Müller, I. Ohnheiser, S. Olsen, F. Rainer, eds. Word-Formation. An International Handbook of the Languages of Europe. Volume I. Berlin: De Gruyter. 386–413.
Lehrer, A. (1998). Scapes, holics, and thons: The semantics of English combining forms. American Speech, 73(1), 3-28.Audrey Buisine2020-11-20T18:45:00+01:0018:4500:30Odille Morisonstuts68-462-the_focalizing_adverbs_tambem_anche_and_negationhttps://68stuts.bildungs.cafe/events/462.htmlCC-SAfalseThe focalizing adverbs também/anche and negationThe Left Periphery phenomena in Italian and European PortuguesetalkenIn this talk, I will give an analysis of the adverbs "também" and "anche" and their negative counterparts in European Portuguese and Italian to use this analysis to show parallels between different kinds of left peripheries (here on the level of the CP/VP and of DP). European Portuguese (EP) and Italian (It) have both equivalent focalizing additive adverbs: também (1a) and anche (1b).
(1) a. Saramago também escreveu contas […] (CRPC 2012, EP)
Saramago also wrote tales
‘Saramago wrote also tales […].’
b. I due hanno anche comentato il presunto […] PAISÀ 2012, It)
‘The both have also commented the issue […].’
In this talk, I want to speak about their similarities and differences in terms of position, meaning, and negation. Thus, the first question of this talk is: How can one explain these differences and similarities within the phrase structure? Aside from that, I also want to answer the question, if a) these focalizing adverbs can be adjuncts because both elements can be left away without making a sentence ungrammatical in general (see Raposo 2013:1183-1184), or b) if they take their place in a functional phrase like Cinque (1999) suggests for adverbs in general. For this study, I use language material from two corpora of contemporary language, for European Portuguese, it is the Reference Corpus of Contemporary Portuguese: Only Portugal (CRPC 2012) and for Italian, it is the PAISÀ Corpus of Italian Web Texts (PAISÀ 2014). For additional information, I used grammaticality tests with native speakers.
Speaking of the semantics of both elements, it is important to say that they add meaning to a sentence by relating to something that was said before and adding an element to this context (see Rullmann 2013:335). In (2a), também adds the subject Laura to the group of people who wrote a book, i.e. it is not just Kübra, but now also Laura, who wrote a book. Without também there would not be any connection to former authors.
Moreover, they focus an element in the sentences (see Rullmann 2013:335). Depending on the intonation and position of the focalizing adverb, one can focalize different phrases in the sentences (2) (see Raposo 2013:1673-1674).
(2) a. Também a Laura escreveu um livro. (EP, cf. Raposo 2013:1673-1674)
also the Laura wrote a book
‘Also Laura wrote a book (and not just Kübra).’
b. A Laura também escreveu um livro. (EP, cf. Raposo 2013:1673-1674)
the Laura also wrote A book
‘Laura wrote also a book.’
In (2a) também just focalizes the subject of the sentences, i.e. a Laura, while in (2b) it can focalize different parts of the sentences depending on the intonation (Raposo 2013:1673-1674).
Concerning negation (3), in European Portuguese one uses the negator não behind também to negate the following phrase (3a), while in Italian there is a adverb for the negation of anche: neanche (3b). To explain this behavior, Franco et al. (2016) is a useful source, where the Old Italian and Modern Italian focalizing adverb anche and its negation within phrase structure have been analyzed. For their phrase structure model, they use the split Complementizer Phrase (CP) based on Rizzi (1997) and say that it is the specifier of the Focus Phrase where anche takes its place, either in the CP, Nominal Phrase (NP) or Verbal Phrase on the level of vP. Without having an own negated focalizing adverb neanche. Thus, in this talk, it can be explained why the order of elements like também and não is different in EP. Furthermore, we have to take in mind how different word orders of adverb and negation can influence the scope of both.
(3) a. (CRPC 2012, European Portuguese)
Eu também não sei o que se passa na Áustria.
I also not know what happens in the Austria
‘I also don’t know what is happening in Austria.’
b. (PAISÀ 2012, Italian)
Non mi hanno neanche dato i popcorn gratis […].
not me have not even given the popcorn for free
‘They have not even given me the popcorn for free.’
c. (Grammaticality test, Italian)
*Mi hanno anche non dato i popcorn gratis […].
me have also not given the popcorn for free
In this talk, I want to propose two different base generated positions for neanche (in the left periphery of vP) and também (in CP) to explain, a) why neanche needs negative concord with non (2b), i.e. we cannot just use anche non (3c) as in European Portuguese, and b) why the order of elements is different in Italian in comparison to European Portuguese, where we do not see negative concord between também and não (3a).
For answering the question about adjunction or not, further questions have to be considered: Could there be a specific order of adjuncts when a speaker uses more than one in a row? How could the focalizing semantics work with an adjunct?
To put it in a nutshell, even though Italian and European Portuguese are Romance languages, there are differences in the structures concerning adverbs and negation. Additionally, adjunction is a possible explanation for the use of também and anche. Nevertheless, there are still open questions for further research.
References
Cinque, Guglielmo. 1999. Adverbs and functional heads. Oxford: Oxford University Press.
Franco, Irene / Olga Kellert / Guido Mensching / Cecilia Poletto. 2016. “A diachronic study of the (negative) additive anche in Italian”, Caplletra 61, 225-256.
Raposo, Eduardo Buzaglo Paiva/Bacelar do Nascimento, Maria Fernanda /Coelho da Mota, Maria Antónia/Segura, Luísa und Mendes, Amália (eds, 2013), Gramática do Português, 2. Lissabon: Fundação Calouste Gulbenkian.
Rizzi, Luigi. 1982. Issues in Italian Syntax, Dordrecht: Foris.
Rullmann, Hotze 2003. „Additive Particles and Polarity”, Journal of Semantics 20: 329–401.
Corpora
Lyding, Verena / Stemle, Egon / Borghetti, Claudia / Brunello, Marco / Castagnoli, Sara / Dell'Orletta, Felice / Dittmann, Henrik / Lenci, Alessandro / Pirrelli, Vito (2014): "The PAISÀ Corpus of Italian Web Texts" In: Bildhauer, Felix and Schäfer, Roland (eds.), Proceedings of the 9th Web as Corpus Workshop (WaC-9), Association for Computational Linguistics, Gothenburg, Sweden, April 2014. 36-43.
https://www.corpusitaliano.it [Last access 04.07.2020]
Centre of Linguistics of the University of Lisbon (CLUL) (1988-ongoing). „CRPC: Portugal only”. Reference Corpus of Contemporary Portuguese. (version 3.0 CQPWeb 2012) http://alfclul.clul.ul.pt/CQPweb/portugal/ [Last access 04.07.2020].
Martina Gerdts (she/her)2020-11-20T13:15:00+01:0013:1502:20Pāṇini-Caféstuts68-482-leisure_loungehttps://68stuts.bildungs.cafe/events/482.htmlfalseLeisure LoungePleasant chats and party gamesothermulWant to share your impressions of a talk you just attended? Or elaborate on something there wasn't time for in the discussion section? Are all the current talks in German, or do you simply need a short break?
Come by the Leisure Lounge, your all-in-one afternoon stop for discussions and entertainment, open every day from lunch till dinner! Have a chat with the moderator, catch up with a friend, get yourself a breakout room for undisturbed discussions, or simply have some fun by playing games like the Jackbox Party Pack, Skribbl.io, and Codenames!2020-11-20T15:35:00+01:0015:3502:20Pāṇini-Caféstuts68-483-leisure_loungehttps://68stuts.bildungs.cafe/events/483.htmlfalseLeisure LoungePleasant chats and party gamesothermulWant to share your impressions of a talk you just attended? Or elaborate on something there wasn't time for in the discussion section? Are all the current talks in German, or do you simply need a short break?
Come by the Leisure Lounge, your all-in-one afternoon stop for discussions and entertainment, open every day from lunch till dinner! Have a chat with the moderator, catch up with a friend, get yourself a breakout room for undisturbed discussions, or simply have some fun by playing games like the Jackbox Party Pack, Skribbl.io, and Codenames!2020-11-20T17:55:00+01:0017:5502:20Pāṇini-Caféstuts68-484-leisure_loungehttps://68stuts.bildungs.cafe/events/484.htmlfalseLeisure LoungePleasant chats and party gamesothermulWant to share your impressions of a talk you just attended? Or elaborate on something there wasn't time for in the discussion section? Are all the current talks in German, or do you simply need a short break?
Come by the Leisure Lounge, your all-in-one afternoon stop for discussions and entertainment, open every day from lunch till dinner! Have a chat with the moderator, catch up with a friend, get yourself a breakout room for undisturbed discussions, or simply have some fun by playing games like the Jackbox Party Pack, Skribbl.io, and Codenames!2020-11-21T09:00:00+01:0009:0001:30Agathe Laschstuts68-365-einfuhrung_in_die_soziophonetischen_untersuchungsmethodenhttps://68stuts.bildungs.cafe/events/365.htmlCC-SAfalseEinführung in die soziophonetischen Untersuchungsmethodenfür StudisworkshopdeIn diesem Workshop werden grundlegende Konzepte der Soziophonetik sowie Tipps für akustische Aufnahmen vermittelt. Das Ziel ist dabei, dass ihr unterschiedliche Datenerhebungsmethoden kennenlernt und auf wesentliche Punkte beim Schreiben einer empirischen Arbeit auf studentischem Niveau (Hausarbeit, Bachelorarbeit etc.) bewusst werdet. Durch Diskussionen sammeln wir Ideen und konzipieren gemeinsam ein oder mehrere soziophonetische Experimente. Dazu begleitend wird ein Vortrag über den Vergleich der Sprechweisen von DaF-Lehrkräften und Universitätsdozent*innen gegeben (auf <a href="https://talks.stuts.de/de/stuts68/public/events/364">Englisch</a>). Megumi TeradaStuts68_Soziophonetik_Terada2020-11-21T11:00:00+01:0011:0001:00Agathe Laschstuts68-393-keynote_gebardensprachforschung_in_berlin_theorie_und_praxishttps://68stuts.bildungs.cafe/events/393.htmlfalseKeynote: Gebärdensprachforschung in Berlin: Theorie und PraxisKeynotes Agnes Villwock und Christian RathmanntalkdeGebärdensprachforschung spielt eine wichtige Rolle in der Linguistik und den Kognitionswissenschaften. Für taube Kinder ist der frühe Erwerb einer Gebärdensprache wichtige Voraussetzung für eine typische Entwicklung sprachlicher, kognitiver und sozio-emotionaler Prozesse.
In unserem Vortrag stellen wir unterschiedliche Bereiche der Gebärdensprachforschung vor und diskutieren Ergebnisse aus aktuellen Studien. Thematisiert werden dabei unter anderem Ikonizität, kindlicher Erstspracherwerb, Zweitspracherwerb von hörenden Erwachsenen, die (neuronale) Sprachverarbeitung auf verschiedenen Komplexitätsstufen und die Rolle des Cochlea Implantats in der Gebärdensprachforschung.
Abschließend geben wir einen Ausblick auf noch unbeantwortete wichtige Forschungsfragen und legen dabei ein besonderes Augenmerk auf geplante Projekte in Bezug auf die Erforschung der Deutschen Gebärdensprache (DGS) an der Humboldt-Universität zu Berlin.2020-11-21T12:15:00+01:0012:1500:30Agathe Laschstuts68-442-features_of_italiano_neo-standard_a_modern_variant_of_the_italian_literary_norm_in_the_novels_of_southern_italian_writershttps://68stuts.bildungs.cafe/events/442.htmlCC-SAfalseFeatures of «Italiano neo-standard» (a modern variant of the Italian literary norm) in the novels of southern Italian writerstalkenItaliano neo-standard (Berruto, 1987) is a spoken Italian language variety used throughout the country. Being rather distinct from codified grammar, it is closer to a more conversational, informal, and regional linguistic variety. This paper examines the sociolinguistic situation in Italy, the nature, and the origins of the “Italiano neo-standard” phenomenon as well as current tendencies and changes in the language, that is, morphological and syntactic features and innovations in the information structure in two novels of southern Italian writers. The choice of detective novels is based on the abundance of spoken language evidence – conversational discourse.
Our research is motivated by insufficient knowledge of how the neo-standard phenomenon is presented in literary works. When looking for sources, we found works that covered only specific features of the neo-standard in fiction literature (Treccani, 2013) and in newspaper texts (Borreguero, 2014). Our goal was to make a more comprehensive study and cover more features of the modern Italian norm using fiction texts. As an outcome, we collected a mini-corpora of the examples from the novels with the features characteristic of the neo-standard, traced the frequency with which certain features occur in the text, and analyzed the examples that contradict certain features depending on the context.
Key words: Italian language; literary norm; modern variant of a literary norm; «neo-standard»; language variationAigul Iusupova2020-11-21T12:45:00+01:0012:4500:30Agathe Laschstuts68-421-the_ecological_account_of_language_acquisition_exploring_its_theoretical_and_methodological_implicationshttps://68stuts.bildungs.cafe/events/421.htmlCC-SAfalseThe Ecological Account of Language Acquisition: exploring its theoretical and methodological implicationstalken“Targets of acquisition are neither deterministic nor static” (Johnson & White, 2020, p. 3). How do children develop into users of conventional language in a dynamic and socially structured language environment?
Early language development is commonly construed in terms of the symbol-grounding problem and the mapping problem (cf. Harnad, 1990 for the symbol-grounding problem; see Monaghan et al., 2018 for a discussion). On this view, the question is how infants learn that speech sounds carry meaning and how they learn form-to-meaning-mappings under conditions of referential uncertainty (Quine, 1960).
Recent work from developmental psychology (Rączaszek-Leonardi et al., 2018) rejects this perspective, aiming at an ecologically valid account of language acquisition:
They argue that the grounding problem arises form the assumption that linguistic forms are “intrinsically symbolic (i.e., are conventional, arbitrary, and have formal-systemic properties […]” (Rączaszek-Leonardi et al., 2018, p. 40). Instead, on their view, linguistic forms are constraints, i. e., physical realizations, gaining symbolic properties from repeated functionality in dynamic interaction. The problem then is an ungrounding problem: “how do concrete physical events or objects, embedded causally in dynamical interactions, may ever become abstract and symbolic” (Rączaszek-Leonardi et al., 2018, p. 40)?
To make this question accessible for empirical investigation, analyses of the microstructure of social infrastructure are carried out using multimodal data from infant-caretaker interactions. The goal is to show how conventionalization, abstraction and systematicity drive the ungrounding of symbolic forms (Rączaszek-Leonardi et al., 2018, pp. 58–67).
Theoretical/methodological implications as well as possible applications will be discussed.Harnad, S. (1990). The symbol grounding problem. Physica D: Nonlinear Phenomena, 42(1–3), 335–46.
Johnson, E. K., & White, K. S. (2020). Developmental sociolinguistics: Children’s acquisition of language variation. WIREs Cognitive Science, 11(1), e1515. https://doi.org/10.1002/wcs.1515
Monaghan, P., Kalashnikova, M., & Mattock, K. (2018). Intrinsic and extrinsic cues to word learning. In G. Westermann & N. Mani (Eds.), Early Word Learning (pp. 30–43). Routledge. https://doi.org/10.4324/9781315730974-3
Quine, W. V. O. (1960). Word and Object. MIT Press.
Rączaszek-Leonardi, J., Nomikou, I., Rohlfing, K. J., & Deacon, T. W. (2018). Language Development From an Ecological Perspective: Ecologically Valid Ways to Abstract Symbols. Ecological Psychology, 30(1), 39–73. https://doi.org/10.1080/10407413.2017.1410387
Leonie Regina TwenteAn Ecological Account of Language Acquisition: exploring theoretical and methodological implications2020-11-21T13:15:00+01:0013:1500:45Agathe Laschstuts68-476-mittagspause_lunch_breakhttps://68stuts.bildungs.cafe/events/476.htmlfalseMittagspause / Lunch BreakMovie Midday: Technique CritiqueothermulYou've picked up some food, but don't wanna eat alone? Want to kick back and chat with your fellow participants over some lunch and a movie? Then come by this here videobooth, where we will be showing linguistics-themed videos every lunch break!
We start showing the videos at 13:30, so you can still grab a snack and see the whole thing!2020-11-21T14:00:00+01:0014:0001:00Agathe Laschstuts68-397-keynote_corpora_methods_and_tools_for_german_linguisticshttps://68stuts.bildungs.cafe/events/397.htmlfalseKeynote: Corpora, methods and tools for (German) linguisticsMarc Kupietz KeynotetalkenThe talk will give an overview over the basic principles and recent developments of the empirical fundamentals for German (corpus) linguistics that have been developed and made available at the Leibniz-Institute for the German Language (IDS), already since the late 1960s. I will begin with an introduction to the German Reference Corpus DeReKo, discussing its design principles, development considerations and characteristics. Then I will present the tools we offer for querying and analyzing DeReKo, showing useful functionalities of the open-source platform KorAP and demonstrating practically the use of it’s recently published client libraries for R and Python. Finally, I will report on recent work in distributional syntax and semantics to gain new insights into language use from very large corpora, demonstrating also some publicly available tools. The talk will focus on German, but will use English examples where possible.2020-11-21T15:15:00+01:0015:1502:00Agathe Laschstuts68-316-latex_for_linguists_-_a_beginners_guidehttps://68stuts.bildungs.cafe/events/316.htmlCC-SAfalseLaTeX for linguists - a beginners' guideworkshopenTired of relabelling all of your 150 examples manually every time you open your thesis document? Want to do it the right way and create your very own beautiful tables and examples? Then hop on and join our workshop!
In this beginners' workshop, we will cover the basics of setting up your document to write a term paper or thesis in LaTeX. Obviously, this includes a proper title page and tables of contents, figures and all your beautiful tables. We will look at sectioning, type setting, creating different types of lists and including symbols in your text. We will also introduce you to the perks of citing and creating automatic lists of references with LaTeX.
Since all linguists need to present results at some point, we will be focusing on tables in this workshop - combining rows and columns, following specific scientific writing standards (APA, MLA...), and captioning and labelling your tables for further reference in the text.
Finally, we will make some time for topics specific to your research. Do you work with glossed examples from diverse languages or need to create syntax trees in your term papers? Then we will have a look at what LaTeX has to offer for your specific needs.
At the end of the workshop, we will provide you with a template for writing term papers and theses, which contains everything covered in the workshop and which you can adjust to your own needs and your teachers' requirements. Prepare yourself: Get yourself a (free) overleaf account, following the link on the right.
If you use this link, Sebastian gets extra stuff on Overleaf. Just so you know ;-)
We are also adding a handout document for you to work in. Once you have created an account on Overleaf, you can access the document via the link on the right. To edit the document, create your own copy and edit away. If you can't figure out how to do this, you can contact us by email or at the start of the workshop. /system/events/logos/000/000/316/large/Latex_qtree_simple_tree.png?1605622091Annika SchiefnerSebastian BuchczykNehir Aygül
Get a free overleaf account here
Handout (read only, create copy to edit)
Template (read only, create copy to edit)
2020-11-21T18:00:00+01:0018:0000:10Agathe Laschstuts68-323-the_heheo_is_that_even_a_thinghttps://68stuts.bildungs.cafe/events/323.htmlCC-SAfalseThe heheo: is that even a thing?A sociolinguistic approach from Loja (Andalusia)lightning_talkenThe heheo is the sporadic and lexically conditioned substitution of the /s/ and/or /θ/ sounds by /h/ at the beginning of a word or syllable. It constitutes a phonetic feature of the Andalusian dialect (Spanish).
This sociolinguistic study was conducted through an online survey aimed to a wide range of Spanish speakers from the town of Loja (Andalusia).
Thanks to this survey, it was concluded that: (1) The language attitudes towards the heheo can be easily distinguished depending on whether the speaker is a user of heheo or not; finding that this phenomenon is notably more stigmatized among speakers that do not use this feature. (2) A certain level of linguistic awareness exists among the users of heheo since they are aware of the use of this phonetic feature; although a majority of them do not know the specific term that describes it. (3) A certain level of linguistic identity exists among the users of heheo as they strongly identify their accent with their cultural values and roots.
This study can be of an interest to a diverse population: ranging from academics due to the terminological chaos around this phenomenon, to students of linguistics as this phenomenon actually constitutes a research gap. And of course, actual users of heheo, because of their low level of linguistic awareness concerning this stigmatized phenomenon.
The goal of this study is to provide new information about this research gap in order to contribute to a deeper understanding of the heterogeneity of the Andalusian dialect./system/events/logos/000/000/323/large/loja3.jpg?1604001450Eva Aguilera Parejo
La variación fonética en andaluz: el heheo. Un estudio sociolingüístico
La variación fonética en andaluz: el heheo. Un estudio sociolingüísticofile2020-11-21T18:10:00+01:0018:1000:10Agathe Laschstuts68-411-embedded_clauses_in_the_acquisition_of_spanish_as_l2_by_english_and_german_native_speakershttps://68stuts.bildungs.cafe/events/411.htmlCC-SAfalseEmbedded Clauses in the acquisition of Spanish as L2 by English and German native speakerslightning_talkenThis is a work in progress, which shows the influence of German and English grammar rules on the use or omission of the complementizer 'que' in Spanish, by German L1 and English L1 students during their acquisition of Spanish L2.Astrid AchuryConference-_Embedded_Clauses_in_the_acquisition_of_Spanish_as_L2_by_English_and_German_native_speakers-_Astrid_Achury.pdf2020-11-21T18:20:00+01:0018:2000:10Agathe Laschstuts68-383-i_ve_done_it_yesterday_the_present_perfect_and_past_temporal_adverbshttps://68stuts.bildungs.cafe/events/383.htmlCC-SAfalseI've Done it Yesterday: The Present Perfect and Past Temporal Adverbs Evidence from American, British and Australian Acceptability Judgements lightning_talkenThe Present Perfect is often considered a "puzzle" (Klein 1992; Skala 2018). Funded by "Freunde der Uni", my MA thesis adds the newest piece to what is already a multicolored picture. The piece of interest is that the Present Perfect can license a definite past temporal adverb.
(1) I've done it yesterday!
This licensing contravenes grammatical norms (Klein 1992; Kortmann 1991) and scholars have been less than generous, judging that the cooccurrence is "looked on as a mistake" (Gachelin 1990: 225) or an "afterthought" (Quirk et al 1985: 195). However, a growing body of
work on Australian English (Ritz 2010), British English (Walker 2017) and American English (Skala 2018) suggests the Present Perfect is grammaticalizing: how quickly and how much needs to be established.
I am in the process of data collection and will analyze 100 online acceptability judgements by American, British, and Australian native speakers regarding such cooccurrences. I have identified five environments to be tested. Two are relative clauses (reference identifying and justification patterns); the others: the position of the adverbial clause (fronted or canonical); whether the adverb is
recent or remote in time; and as a narrative tense.
Numerous corpus- and introspection-based studies have been written on this phenomenon (Klein 1992; Ritz 2010). This is the first of regarding acceptability judgments. Too often one reads that "something is happening to the present perfect" (Trudgill 1978:13); too little is this supported by quantitively-driven science. Daniel Prince2020-11-21T18:45:00+01:0018:4500:30Agathe Laschstuts68-453-a_cross-linguistic_analysis_of_semantic_features_of_italian_poi_camuno_po_and_german_dochhttps://68stuts.bildungs.cafe/events/453.htmlCC-SAfalseA cross-linguistic analysis of semantic features of Italian poi; Camuno po; and German dochtalkenThe status of modal particles as a grammatical class and their properties have been investigated for a number of languages, in particular, Germanic. Abraham (2016) claims that modal particles and other discourse markers differ in their semantic and syntactic properties and that they are not found in Romance languages. In this paper I challenge this assumption by discussing new data from Italian and Camuno, a Gallo Romance variety spoken in the Northern Italy. In particular, I discuss some of the properties of Italian poi and Camuno po in comparison to the widely studied case of German doch.
Like other modal particles, Krifka (2013) observes that the German _doch_ requires a “propositional discourse referent” to be interpreted. The particle can have a variety of meanings which share a basic contrastive value: it presupposes the incompatibility of two propositions part of the common ground, i.e., it rejects a proposition considered to be true by the addressee or by the speaker at some point in the past. According to Lindner (1991), the particle indicates that a proposition in not under discussion at the utterance time. _Doch_ is used to express the speaker’s assumption that the addressee is not aware of a certain event (Karagjosova, 2003). _Doch_ is purely contrastive in that the speaker rejects a proposition on the base of the shared common ground and the truth values are not evaluated epistemically.
Similarly, Italian _poi_ requires a common background shared by speaker and addressee (3a). This common ground oftentimes consists of a conversation (as pointed out in Cardinaletti (2015)), but not necessarily. The appropriate context for the felicitous reading of _poi_ as a particle consists of a time _t_ in which an event _e_ may or may not occur, at the utterance time _t’_, _e_ either took place or not. In other word, the poi-proposition is uttered to inform the addressee about the realization of _e_ in declarative sentences; or to inquire about it in interrogative structures. The wh-structure is not biased in the set of its alternative since no evaluation nor (special) presupposition are involved. The only assumptions that the speaker makes are that: (i) _e_ either occurred or not at a point in time preceding _t’_; i.e., either _p_ or _¬p_ is true, the _e_ cannot happen after _t’_; and (ii) the addressee knows if _e_ occurred, or does not. No epistemic evaluation nor negotiation of the truth value of the proposition is active. According to Abraham (2016), this is expected by non-particle adverbial elements. Nevertheless, a scalar reading is active when poi is employed in exclamative structures where, given the appropriate distributional features (discussed below), the temporal reading is ruled out.
_poi_ provides an additional epistemic evaluation of the proposition: it is responsible for a ranking of the possible states of affair based on likelihood. In other word, the speaker not only consider the event as the most logically maximally likely, but they also consider it to be the only possible one, given the information in the background that they share with the addressee, and seek for confirmation of their evaluation.
In Camuno, an Eastern Lombard dialect spoken in the north of Italy, a proposition _p_ is evaluated against a common ground on a scale based on likelihood. Depending on the sentence type, either _p_ (declaratives) or _¬p_ (interrogative) is the most likely proposition to be true.
Exclamatives have the same reading of their Italian counterpart: the use of _poi_ implies that the speaker is not sure about the truth values of _p_ which, like its Italian counterpart, are proposed to be negotiated with the addressee.
Please, see the complete abstract for data and examples.
Matteo Fiorini
Researchgate profile
Formatted AbstractPresentation's Slide2020-11-21T19:15:00+01:0019:1500:30Agathe Laschstuts68-399-anaphor_backward_binding_in_germanhttps://68stuts.bildungs.cafe/events/399.htmlCC-SAfalseAnaphor backward binding in GermantalkenIt has long been observed that in many languages, experiencer objects can bind into the subject, thus seemingly violating Binding Condition A:
Pictures of [each other]i annoy [the politicians]i .
(Pesetsky 1987)
Since Belletti and Rizzi’s (1988) influential analysis, such cases of backward binding are widely assumed to be evidence for the fact that experiencer objects are generated in a position higher than the subject, thus c-commanding the anaphor as required by Condition A.
So far, there has been consensus in the literature that German does not allow for backward binding. I will present new experimental evidence challenging this view: Speakers judge sentences involving a) anaphors embedded in subject position and b) antecedents in object position as significantly more acceptable if those sentences contain EO psych verbs, offering evidence that backward binding is indeed possible in German.
However, if backward-bound anaphors are in fact locally bound, this raises the question why such sentences in German are of only intermediate acceptability and are rejected by a subset of speakers. I discuss the hypothesis that backward binding might incur additional processing costs, compare backward binding and backward coreference and propose some directions future psycholinguistic research might take.
Literature
Belletti, Adriana, and Luigi Rizzi. 1988. Psych-Verbs and θ-Theory. Natural language and linguistic theory 6(3): 291–352.
Pesetsky, David. 1987. Binding Problem with Experiencer Verbs. Linguistic Inquiry 18(1): 126–140.Eva Neu2020-11-21T19:45:00+01:0019:4500:30Agathe Laschstuts68-449-a_typological_approach_to_the_alignments_of_argument_indexes_in_the_amazonhttps://68stuts.bildungs.cafe/events/449.htmlCC-SAfalseA typological approach to the alignments of argument indexes in the AmazontalkenThe purpose of this talk is to present the research I am currently conducting on the alignment of argument indexes in five unrelated Amazonian languages: yagua, wampis, urarina, yanesha and shipibo-konibo. The work will organize the languages typologically according to the alignment functions of the bound person forms. C.M.B. UgarteAbstract.docx2020-11-21T20:30:00+01:0020:3000:45Agathe Laschstuts68-497-closing_sessionhttps://68stuts.bildungs.cafe/events/497.htmlfalseClosing SessionAbschlussplenumtalkmulAbschlussplenum mit anschließender Feedbackrunde.
Closing session with following feedback session.2020-11-21T21:30:00+01:0021:3001:30Agathe Laschstuts68-494-words_of_warcrafthttps://68stuts.bildungs.cafe/events/494.htmlfalseWords of WarcraftA podium for linguistic debatesotherenLinguistics is not monolithic. It's a multifaceted science with countless fields of research and tons of competing views on the most fundamental aspects of linguistic theory and practice.
Do we have innate capacities for language learning, or is it strictly usage-based? How do humans process language and what does that tell us about the structure of the lexicon? Does your language impact your conceptual view of the world, or is it the other way round? Does the study of language come with ethical challenges? Is language strictly modular, or more fluid and laden with intersections? These questions and many more are open for moderated discussion here!
If you find yourself having strong feelings on some of these topics, come by to make your point of view heard! If you don't, come by for a unique opportunity to learn about the questions and conundrums that are (still) relevant to the linguistic community today!2020-11-21T12:15:00+01:0012:1500:30Ruqaiya Hasanstuts68-310-prosodic_patterns_in_ramari_hatohobeihttps://68stuts.bildungs.cafe/events/310.htmlCC-SAfalseProsodic Patterns in Ramari Hatohobei enThis talk presents an analysis of the prosodic patterns in Ramari Hatohobei, or Tobian, a severely endangered Micronesian language. The primary aim is to present the prosodic patterns of Ramari Hatohobei based on data from the Endangered Languages Archive collection, “Documenting Ramari Hatohobei, the Tobian language, a severely endangered Micronesian language”. Another aim is to show the extent to which such data could be useful for linguistic description and in particular to the field of phonology and phonetics. Spectrograms have been extracted using Praat from conversations, descriptions and stories and the ToBI conventions have been used for the analysis of prosodic patterns. Furthermore, the curators and speakers have been consulted in order to investigate particular hypotheses. This talk could be informative for descriptive linguists, phonologists, computational linguists, prosody theoreticians and people interested in endangered languages in general./system/events/logos/000/000/310/large/b54070_e521b8c187d847faaf752670fcc3e1ca_mv2_d_2500_1663_s_2.jpg?1599758010Vasiliki VitaPowerpoint2020-11-21T12:45:00+01:0012:4500:30Ruqaiya Hasanstuts68-445-r-palatalisierung_im_niederlausitzischenhttps://68stuts.bildungs.cafe/events/445.htmlCC-SAfalseR-Palatalisierung im NiederlausitzischentalkdeIm Dialekt der Niederlausitz (im Süden von Brandenburg) gibt es einen ungewöhnlichen phonologischen Prozess: /r/ wird vor velaren Plosiven scheinbar palatalisiert. Dieser Prozess ist in mehrerlei Hinsicht typologisch auffällig. Einerseits ist der Kontext für eine Palatalisierung ungewöhnlich. Zweitens sind rhotische Laute typologisch betrachtet selten von Palatalisierung betroffen. In meiner Bachelorarbeit habe ich die phonetischen Eigenschaften von /r/ im Niederlausitzer Dialekt mit seinem Gegenstück im Hochdeutschen anhand eines akustischen Experiments verglichen. Die Ergebnisse sprechen deutlich für die Existenz eines Palatalisierungsprozesses. Gleichzeitig sind die phonetischen Merkmale nicht so ausgeprägt wie in anderen Sprachen mit palatalisierten Lauten, wie etwa dem Sorbischen. Die Realisierung scheint auch von externen Faktoren, wie dem Alter des Sprechers, sowie morphologischen Bedingungen (Morphemgrenzen) abhängig zu sein. Ein Vergleich mit Daten zu anderen Dialekten aus dem REDE-Korpus deutet darauf hin, dass der Palatalisierungsprozess nicht nur auf die Niederlausitzer Mundart beschränkt ist. Es könnte sich also um ein areal feature handeln.Marc Hausdorf2020-11-21T13:15:00+01:0013:1500:40Ruqaiya Hasanstuts68-328-offenes_lesen_-_marchenstundehttps://68stuts.bildungs.cafe/events/328.htmlCC-SAfalseOffenes Lesen - MärchenstundeLet's read together in our funniest voices/accents!othermul[English below]
Wir wollen zusammen Texte auf verschiedene Weisen (vor-)lesen, z.B. in Regionalsprache, mit ungewöhnlichen Stimmen oder auf verschiedenen Sprachen. Die Texte waren anfangs Märchen, aber bei vergangenen StuTSen haben wir auch Theatherstücke, Comics oder Texte aus älteren Sprachstufen gelesen. Alle sind herzlich willkommen Texte mitzubringen, mitzulesen und ihr individuelles sprachliches Repertoire einzubringen. Alle, die lieber zuhören möchten, sind natürlich genauso willkommen.
In the past, this event mainly took place in German, focusing on reading texts in different German regional languages or unusual voices, however, speakers of any language are more than welcome to join and possibly contribute. You may contribute by bringing texts, reading something out yourselves, or by being a listener. /system/events/logos/000/000/328/large/Badger-Sleep-Products-Category.png?1601887174Jorina Fenner2020-11-21T14:00:00+01:0014:0001:00Ruqaiya Hasanstuts68-502-keynote_computational_linguistics_from_language_tasks_to_language_gameshttps://68stuts.bildungs.cafe/events/502.htmlfalseKeynote: Computational Linguistics: From Language Tasks to Language GamesKeynote David SchlangenKeynoteenComputational Linguistics is a field that shares concerns with many other disciplines that take language as their object: considerations about computability of structures with theoretical linguistics, questions of processing with psycholinguistics, and implementational problems with Natural Language Processing (NLP) as a part of applied computer science. In this "meta-disciplinary" talk, I argue that Computational Linguistics (CL) can carve out as its genuine, own object the simulation of language use by linguistic agents. I will describe what the current practices of CL are and how they relate to those of linguistics proper and those of the field of NLP. I will argue that this approach of studying language in the form of decontextualised "language tasks" does not scale to the study of linguistic agents. I will argue for the augmentation of language task datasets with language environments, and show some initial work in this direction from our group and others.Asynchron!
Short Bio:
David Schlangen is professor of the "Foundations of Computational Linguistics" at the University of Potsdam, Germany. His research focuses on language use in interaction, both from theoretical and empirical perspectives, as well as with a view on building improved and more natural human/computer and human/robot interfaces. He is co-author of over 150 technical papers, and recipient of several best paper awards in recent years. Before coming to Potsdam in 2019, he was a professor of Applied Computational Linguistics at Bielefeld University and associated with the Cluster of Excellence "Cognitive Interaction Technology". He holds a PhD in Cognitive Science and Informatics from the University of Edinburgh, Scotland.2020-11-21T15:15:00+01:0015:1500:30Ruqaiya Hasanstuts68-414-spiele_und_teamgeist_oral_peer_feedback_in_the_world_language_classroom_in_the_u_shttps://68stuts.bildungs.cafe/events/414.htmlfalseSpiele und Teamgeist: Oral Peer Feedback in the World Language Classroom in the U.S. workshopenAt a university in the U.S. a space was created where beginning and intermediate level German language learners could provide each other oral feedback in a more relaxed setting, namely during an in-class test review game. Therein it was evident how the game proved to be a catalyst for students to create a sense of Teamgeist (team spirit) with one another in the classroom. Students also began to push each other to prepare more for future test review games and thereby more students were better prepared for the correlating tests. The game I created for my students will be broken down and demonstrated and participants in the audience will then be able to play the game against each other during this brief workshop. This workshop will be beneficial for those teaching German as a second/foreign language. brian.mcdermott@uga.eduBrian McDermott2020-11-21T15:45:00+01:0015:4500:30Ruqaiya Hasanstuts68-374-the_role_of_face_in_a_chinese_primary_school_online_classroomhttps://68stuts.bildungs.cafe/events/374.htmlCC-SAfalseThe Role of Face in a Chinese Primary School Online Classroomtalken This study reports on a micro-ethnographic investigation into a chat group of an online classroom in China and aims to provide a rich account of the digital interaction. The data derive from 37 days of digital fieldwork in a chat group of a sixth-grade Chinese class and are the result of fieldwork that consisted of participant observation and field notes collected in an ethnographic log. Informant interviews were conducted to triangulate the data. Three dimensions were found to shape the interactions in the group: the concept of “face”, the use of emojis, and the participation framework. These were closely intertwined. The participation framework of the chat group was intricate as the real identity of the students was hidden behind usernames and could refer to the students themselves, but also to their parents or other caregivers, which resulted into extensive facework by the teacher. To save the students’/parents’ face, as well as her own face, the teacher used both involvement and independence strategies. Emojis emerged as an independence strategy, which served to not only save but also to boost students’/parents’ face, and to convey the teacher’s own emotions. It is proposed that the study may help improve online classroom communication by fostering awareness of the strategies that can be employed in this setting to boost and save participants’ face.Jiahui Li2020-11-21T16:30:00+01:0016:3000:30Ruqaiya Hasanstuts68-478-il_fenomeno_the_berlin_wall_l_architetto_-_zur_bedeutung_von_rhetorischen_stilmitteln_fur_spitznamen_und_namensappositionen_im_professionellen_fussballhttps://68stuts.bildungs.cafe/events/478.htmlfalseIl Fenomeno, The Berlin Wall, l’architetto - Zur Bedeutung von rhetorischen Stilmitteln für Spitznamen und Namensappositionen im professionellen Fußball talkdeIl Fenomeno, The Berlin Wall, L‘architetto – Spitznamen und Namensappositionen im professionellen Fußball sind von Kreativität und Vielseitigkeit geprägt. Diese werden vor allem von Fankreisen und Medienportalen kreiert und genutzt, um den Status und die Fremdwahrnehmung eines Spielers auf-oder abzuwerten. Im Vortrag sollen anhand von 25 Spitznamennamen und Namensappositionen zwei Fragestellungen untersucht werden. Die erste Fragestellung thematisiert, aus welchen inhaltlichen Kategorien diese Namen gebildet werden. Diese Kategorien werden von der Spielweise eines Fußballers bis hin zur Physiognomie als Konstruktionsgrundlage reichen. Im Rahmen der zweiten Fragestellung sollen die rhetorisch-stilistischen Hintergründe dieser Namen analysiert werden: Welche rhetorischen Stilmittel liegen jeweiligen Namen zu Grunde und warum? Lassen sich Stilmittel im Allgemeinen nach auf- oder abwertend klassifizieren?
Ausgehend von diesen sprachlichen Untersuchungen wird sich zeigen, dass so manche topoi, die in konventionellen gesellschaftlichen Abläufen eine pejorative oder geradezu beleidigende Konnotation hervorrufen, in der Welt des Fußballs eine ganz eigene Wirkung entfalten.
N. N. N.2020-11-21T17:00:00+01:0017:0000:30Ruqaiya Hasanstuts68-351-zum_beitrag_der_mehrsprachigkeit_zum_interkulturellen_-und_landeskundlichen_lernerfolg_bei_algerischen_daf-studentenhttps://68stuts.bildungs.cafe/events/351.htmlCC-SAfalseZum Beitrag der Mehrsprachigkeit zum interkulturellen -und landeskundlichen Lernerfolg bei algerischen DaF-StudententalkdeJede Person hat eine Gabe vom Gott zu sprechen, auszudrücken, und zu kommunizieren, sie kann auch andere Sprachen lernen, studieren und beherrschen, je nach dem Bedarf, denn die Sprache ist das umfassendste Ausdrucksmittel des Menschen.
Die Beherrschung einer bestimmten Fremdsprache ermöglicht nicht nur einem neuen Wortschatz und grammatischen Regeln zu erwerben und sich mit dieser Sprache tief auseinandersetzen zu können, sondern auch fremde Leute und Kulturen kennenzulernen. Aus diesem Grund gewann das Erlernen von Fremdsprachen mit der Globalisierung und dem Techniken Fortschritt von Tag zu Tag an Gewicht.
Denn die algerischen Deutschstudierenden oft mit Sprachschwierigkeiten konfrontiert sind und vor echten Hindernissen stehen, die sie hemmen, z.B. die Lernstoffe gut zu verstehen oder ihr Lernerfolg zu erreichen, kommt die Verbindung zwischen Sprachen bzw. Mehrsprachigkeit als eine der größten Herausforderungen zum Einsatz, um diese Defizite zu überwinden. Ein wichtiges Ziel dieser vorliegenden Arbeit ist ein Versuch, den Gebrauch der Mehrsprachigkeit für den Erfolg der Germanisten zu analysieren, welche Rolle die deutsche Sprache bei der Integration in die Gesellschaft spielt und welche Vorteile Mehrsprachigkeit einem Lerner bringt und wie man diese Vorteile im Fremdsprachenunterricht nutzen kann, ob sie den Deutschunterricht verbessern und fördern können und inwiefern unterstützen diese Sprachen die Germanisten ?
Folgende Schrittweise lassen sich für die Bearbeitung meines Themas durchsetzen:
Der erste Teil umfasst sowohl die wichtigsten Positionen und Definitionen der Begriffe, die für diese Problematik nützlich sind wie: Sprache, Muttersprache, Fremdsprache und Mehrsprachigkeit als auch die Bedingungen, worin die Mehrsprachigkeit im DaF- Unterricht integriert werden soll.
Der zweite Teil befasst sich mit dem Gebrauch und der Rolle der Mehrsprachigkeit im DaF- Unterricht, anhand von ausgewählten analysierten Dialogen zwischen den Unterrichtspartnern in DaF- Klassen an der Universität Algier.
An letzter Stelle kommt die Schlussfolgerung als Zusammenfassung des Geübten.
Schlüsselwörter:
Sprache, Muttersprache, Fremdsprache, Mehrsprachigkeit, Integrationsbedingungen und Sprachgebrauch
Im Rahmen des Fremdsprachenunterrichts werden viele Sprachen je nach des Bedarfs und der Notwendigkeit verwendet, also während des deutschen Unterrichtsverlaufs ist der Gebrauch der Mehrsprachigkeit sowohl bei den Lehrern als auch bei den Studierenden deutlich spürbar, sie wechseln von einer Sprache in die andere, die auch von großer Bedeutung geworden ist. Die
Mehrsprachigkeit stellt eine wichtige Ressource, eine Sprach- und Kulturkompetenz in unserer globalisierten Gesellschaft dar, die sowohl für den Einzelnen als auch für die Gesellschaft von Bedeutung ist.
Außerdem ist die Mehrsprachigkeit ein wichtiger Weg, um andere Kulturen zu verstehen. die heute immer wichtiger wird, denn Sprachkenntnisse erleichtern das Arbeiten, ermöglichen das Studieren und Reisen und eröffnen Berufschancen in anderen
Ländern.
Mehrsprachigkeit ist ein Phänomen, das heutzutage den größten Teil der Weltbevölkerung betrifft. So gibt es wenige Individuen, die nur eine Sprache sprechen und kaum eine Gesellschaft, in der nur eine Sprache gesprochen wird. Dieses Phänomen existiert in unserer globalisierten Welt aufgrund der Multikulturalität, der
geographischen Mobilität, wie des Kontakts mit anderen Menschen und Nationen.
Algerien ist dafür ein gutes Beispiel. Es ist eine mehrsprachige Gesellschaft, in der Arabisch als offizielle Sprache gilt. Eine große Anzahl an Individuen hat dort eine andere Muttersprache als Arabisch, und zwar Tamzight, bzw. Berberisch.
Algerien ist ein nordafrikanisches, maghrebinisches, arabisches, mazighisches Land und gilt auch als mehrsprachiges multikulturelles Land. Die Menschen sind mit dem Phänomen Sprachpluralismus im Alltag bestens mit den vier Sprachen (Algerisch, Arabisch, Französisch und Berberisch) vertraut, die im Alltag benutzt werden.
Die Leute befinden sich innerhalb der Gesellschaft und werden als Sprachträger
genannt.
Mehrsprachigkeit ist in der algerischen pädagogischen Umgebung, bzw. Schulen und Universitäten ziemlich ein neues gesellschaftliches Phänomen und ein viel diskutiertes Thema, das in den letzten Jahren neu betrachtet und behandelt wird. Im Fremdsprachenunterricht sollte Mehrsprachigkeit sehr gut genutzt werden können, was heute nicht der Fall ist. Ein Blick auf die Literatur zeigt, dass es viele Autoren gibt, die über das Thema Mehrsprachigkeit geschrieben haben, wie die Autoren formulieren:„Vielleicht sprechen Sie zwar „nur“ eine Fremdsprache, beherrschen aber in Ihrer Muttersprache neben der allgemeinen Hochsprache auch Ihren Heimatdialekt. Auch dies können wir Mehrsprachigkeit nennen.“ HUFEISEN/NEUNER (1998: 18)MESSAOUDI Farouk2020-11-21T18:00:00+01:0018:0000:10Ruqaiya Hasanstuts68-407-moving_a_psycholinguistic_research_online_during_the_pandemichttps://68stuts.bildungs.cafe/events/407.htmlCC-SAfalseMoving A Psycholinguistic Research Online during the PandemicExploring L2 Sentence Processing Strategies of Late Learners and Heritage Speakerslightning_talkenThis presentation reports a transition process of a psycholinguistic study focusing on sentence processing in English as a second language. A five-minute short talk is proposed in the form of a presentation with electronic PPT slides. Before the year 2020, an online experiment through internet connection is not a favorite method for language processing research in psycholinguistics. People prefer to apply in-person methodologies such as eye-tracking for behavioral data collection. However, the COVID-19 pandemic has brought many risks for human behavior research.
This study is originally designed to use an eye-tracking method to test the Shallow Structure Hypothesis which predicts a gradient difference in sentence processing strategies between native speakers and late L2 learners. The purpose is to explore how late and early bilinguals differ in terms of processing syntactic structures in L2 complex sentences. Due to the Pandemic, an online method replaces the previously proposed methodology. The presentation suggests remote data collection could be an alternative method of in-person experiments if the software device can realize proper functions for testing the rationale in the previous design of an eye-tracking experiment.Yubin Xing
Poster: call for participants
Website of Pavlovia
Website of Psychopy
Website of jsPsych
Youtube tutorial(psychopy)
Workshop of jsPsych (Youtube)
Moving A Psycholinguistic Research Online during the PandemicPPT slides2020-11-21T18:10:00+01:0018:1000:10Ruqaiya Hasanstuts68-457-benefits_of_l2_acquisition_in_early_childhood_educationhttps://68stuts.bildungs.cafe/events/457.htmlCC-SAfalseBenefits of L2 acquisition in early childhood educationa neuropedagogical perspectivelightning_talkenThe article aims to identify and analyze through the Neuropedagogy and Neurolinguistics studies, the benefits of learning a second language (English) in Early Childhood. It was necessary to understand the stages of Human Development, as well as how the CNS (central nervous system) works and the acquisition of mother language (L1) and second language (L2) on the brain. Define what is bilingual education and regular English teaching with a different workload, also, name and elicit the different English language teaching approaches which are better applied in kindergarten, and punctuate the contribution of Neuroscience and Neuropedagogy as pedagogical tools for second language acquisition by bibliographic research
Keywords: neuropedagogy; neuroscience; linguistics; neurolinguistics; bilingualism; ECC/system/events/logos/000/000/457/large/2020-11-21_%284%29.png?1605993283Maria Izabel Carneiro da CunhaPDF presentationFundamentos da Neurociência, Neuropedagogia e Neurolinguística no processo de aquisição da Primeira e Segunda Línguas - os benefícios da aquisição da língua inglesa na primeira infância2020-11-21T18:20:00+01:0018:2000:10Ruqaiya Hasanstuts68-412-ein_sich_wandelndes_lexikonhttps://68stuts.bildungs.cafe/events/412.htmlCC-SAfalseEin (sich) wandelndes LexikonSyntagmatisch-paradigmatischer Übergang bei serbischen DaF-Lernernlightning_talkdeDas Ziel dieser Arbeit ist es, das Vorhandensein des syntagmatisch-paradigmatischen Übergangs (eng. syntagmatic-paradigmatic shift) bei serbischen DaF-Lernern zu beleuchten. Durch frühere Untersuchungen wurde festgestellt, dass sich mit der Stärkung der Sprachkompetenz beim Spracherwerb der Kinder, sowie beim Fremdsprachenlernen der Erwachsenen die Struktuierung des mentalen Lexikons ändert, d. h. dass Lexemen innerhalb des Lexikons hauptsächlich durch paradigmatische lexikalische Relationen miteinander verbunden werden (Wolter 2001: 43–44). Bei Fremdsprachenlernern auf einem niedrigeren Sprachniveau wurde festgestellt, dass die Lexemen aus der Fremdsprache stark mit den Lexemen aus der Muttersprache verbunden sind (Gabryś-Barker 2005: 69).
Zu diesem Zweck wird ein mehrsprachiger freier Assoziationstest verwendet, der aus drei Teilen besteht: 1) Die Stimuli und die erwarteten Assoziationen auf Serbisch; 2) Die Stimuli auf Serbisch, die Assoziationen auf Deutsch; 3) Die Stimuli und die Assoziationen auf Deutsch. Die zwei Gruppen der Befragten setzen sich aus serbischen DaF-Lernern zusammen, und zwar: eine Gruppe auf einem niedrigeren (B1) und die andere auf einem höheren Sprachniveau (C1).
Die Stimuli und Assoziationen auf Deutsch bei den Befragten auf dem B1 Niveau sollten deutlich weniger durch paradigmatische Relationen miteinander verbunden sein als bei den Befragten auf dem C1 Niveau, sowie im Vergleich zu den Stimuli und Assoziationen auf Serbisch. Auf dem Testteil mit den Stimuli auf Serbisch und den Assoziationen auf Deutsch sind unter den Assoziationen zum größeren Teil Übersetzungen der Stimuli zu erwarten.
Schlüsselwörter: Psycholinguistik, das mentale Lexikon, syntagmatisch-paradigmatischer Übergang, Assoziationstest
Literaturverzeichnis
Gabryś-Barker D. 2005. Aspects of Multilingual Storage, Processing and Retrieval. Katowice: Wydawnictwo Uniwersytetu Śląskiego
Wolter B. 2001. Comparing the L1 and L2 Mental Lexicon: A Depth of Individual Word Knowledge Model. In Studies in Second Language Acquisition Vol. 23, No 1: 41–69. Cambridge: Cambridge University PressMilica RajkovićAntragEin_(sich)_wandelndes_Lexikon.pdf2020-11-21T18:45:00+01:0018:4500:30Ruqaiya Hasanstuts68-304-unraveling_conversations_in_neurotypical-_neurodivergent_dyads_a_study_of_repair_in_interactional_loopshttps://68stuts.bildungs.cafe/events/304.htmlCC-SAfalseUNRAVELING CONVERSATIONS IN NEUROTYPICAL- NEURODIVERGENT DYADS: A STUDY OF REPAIR IN INTERACTIONAL LOOPStalken
This study investigates the patterns of repair in conversations between children with autism and their family members/speech therapists. This study, by keeping in view the characteristics of autism, defines such children as neurodivergents and their co-interlocutors are named as neurotypicals. The central argument of the thesis is that communication breakdowns, which occur during neurotypicals-neurodivergents conversations, are repaired in distinctive ways and this calls for the need of a unique methodology for carrying out such sort of studies. The data for the present study are gathered through audio-recording conversations between neurotypicals and neurodivergents. The data are recorded in both home and clinical settings. The collected data is analyzed by methods of conversation analysis. The results of the study show that children who suffer from autism have impairment in social communication and interaction. The neurotypicals when indulge in conversation with such children seem to repair this impairment by (may be unconsciously) constructing conversation interactional loops. The study introduces different categories of loop each of which reciprocates to the amount of exertion required to repair it. Finally, the study concludes that this new proposed methodology can help in improving our current level of understanding regarding the mechanism of repair, which occurs during conversations involving atypical population.This dissertation investigates the patterns of repair in conversations between children with autism and their family members/speech therapists. It is carried out by getting insights from the methodology of conversation analysis. It aims to show the ways communication breakdowns are repaired during children’s (suffering from autism) conversations with other people. This study, by keeping in view the characteristics of autism, defines such children as neurodivergents and their co-interlocutors are named as neurotypicals. The central argument of the thesis is that communication breakdowns, which occur during neurotypicals-neurodivergents conversations, are repaired in distinctive ways and this calls for the need of a unique methodology for carrying out such sort of studies. The data for the present study are gathered through audio-recording conversations between neurotypicals and neurodivergents. The data are recorded in both home and clinical settings. The collected data show that children who suffer from autism have impairment in social communication and interaction. The neurotypicals when indulge in conversation with such children seem to repair this impairment (may be unconsciously) by constructing conversation interactional loops. This act on the part of neurotypicals may be compared to the way engineers enable machines to communicate with humans. In both cases, every single conversation interactional loop comprises four different processes namely listen, understand, process and respond. The neurotypicals employ multiple strategies to construct a particular loop. The deployment of a particular type of strategy depends upon the competence of the neurotypicals, theme of the talk, the child’s linguistic ability, and behavioral issues faced by the child. The study highlights the need for shifting focus from turns to loops while exploring patterns of repair in any study involving the neurodivergent population. Moreover, the study introduces different categories of the loop each of which reciprocates to the amount of exertion required to repair it. Finally, the study concludes that the proposed methodology can help in improving our current level of understanding regarding the mechanism of repair, which occurs during conversations involving atypical population.
Key Words: Autism, Conversation analysis, Repair, Conversation, Interactional loops
/system/events/logos/000/000/304/large/ucp_logo.jpg?1599198815irfan2020-11-21T19:15:00+01:0019:1500:30Ruqaiya Hasanstuts68-372-comparing_patterns_of_use_of_relative_clauses_in_l2_and_l3_acquisitionhttps://68stuts.bildungs.cafe/events/372.htmlCC-SAfalseComparing Patterns of Use of Relative Clauses in L2 and L3 AcquisitionenIt has been argued that investigating third language (L3) acquisition “provides essential new insights about the language learning process that neither the study of first language (L1) nor second language (L2) acquisition alone can provide” (Flynn, Foley, and Vinnitskaya 2004:3). The present study investigates whether the learner’s first language (L1) maintains its privileged role in subsequent language acquisition, or whether other languages known by the learner have a stronger bearing on L3 acquisition. The study, in particular, focuses on the patterns of use of English relative clauses (RCs) by two groups of English learners: adult Persian monolinguals, and adult bilinguals whose L1 is Azerbaijani (also known as Azeri) and whose L2 is Persian. The present study provides a detailed description of the syntactic structure of RCs in the following three languages: Azerbaijani, English, and Persian, and it explores the extent to which L1 and/or L2 transfer affect(s) the use and formation of RCs in L3. Resumptive pronouns, which are not allowed in Standard English, are expected to be transferred from Persian as L1 and L2 to English. Golpar Bahar2020-11-21T19:45:00+01:0019:4500:30Ruqaiya Hasanstuts68-315-the_emergence_of_language-related_episodes_and_perceived_usefulness_of_l2-l2_learner_and_ns-learner_telecollaborationhttps://68stuts.bildungs.cafe/events/315.htmlCC-SAfalseThe Emergence of Language-Related Episodes and Perceived Usefulness of L2-L2 Learner and NS-Learner TelecollaborationtalkenThe Interaction Hypothesis (Long, 1996) asserts that communication in the target language is fundamental for language development and second language processes and the findings of numerous research works support these notions. This study investigates the role of interlocutor, either a second language (L2) peer or trained native speaker (NS), on the emergence of language-related episodes (LREs), defined as sites in which language learning is likely to occur given that the learner is pushed to consciously reflect on their language knowledge, and the perceived usefulness of each telecollaborative interaction type for L2 learners. Using a counterbalanced design, 24 L2 learners of Spanish completed two 30-minute conversations, one with an L2 peer on Zoom and the other with a NS on Talk Abroad. In total, thirty-six conversations were transcribed and the LREs were tallied and described in terms of linguistic focus, resolution, and accuracy. Data also comes from the participants’ responses to two post-conversation questionnaires. The findings revealed that although the total number of LREs were similar for both groups, NS-learner dyads resolved significantly more LREs and these resolutions were significantly more target-like than those of the L2-L2 learner dyads. Furthermore, quantitative and qualitative analyses showed that the NS-learner interaction was perceived as more useful for language learning as the NS was deemed to be a competent resource from whom they could access new linguistic information whereas the peer was considered to be a helpful conversationalist that could aid the learner in perfecting already known linguistic information. The Interaction Hypothesis (Long, 1996) asserts that communication in the target language is fundamental for language development and second language processes and the findings of numerous research works support these notions. During interaction, learners may modify their output to be better understood and also may inquire about the linguistic forms that they or their interlocutor use. These instances of explicit attention to language are identified as language-related episodes (LREs), first defined by Swain and Lapkin (1998), and are of particular interest as they may be sites in which learning is likely to occur given that the learner is pushed to consciously reflect on their language knowledge (Leeser, 2004). This study investigates the role of interlocutor, either a second language (L2) peer or trained native speaker (NS), on the emergence of LREs and the perceived usefulness of each telecollaborative interaction type for L2 learners.
Using a counterbalanced design, 24 L2 learners of Spanish completed two 30-minute conversations, one with an L2 peer on Zoom and the other with a NS on Talk Abroad. In total, thirty-six conversations were transcribed and the LREs were tallied and described in terms of linguistic focus, resolution, and accuracy. Data also comes from the participants’ responses to two post-conversation questionnaires. The findings revealed no significant differences in total number of LREs produced between each dyad type and no significant differences in number of LREs in each linguistic focus category (lexical, morphosyntactic, or orthographic), suggesting that the interlocutor does not substantially affect the amount of negotiation or the linguistic focus of LREs in each interaction. However, NS-learner dyads resolved significantly more LREs than L2-L2 dyads, who were more likely to leave LREs unresolved. Furthermore, resolutions in the NS-learner dyads were significantly more target-like than those of the L2-L2 learner dyads, indicating that the inclusion of a NS increases the likelihood of accurate outcomes of the negotiation sequences. Furthermore, quantitative and qualitative analyses showed that the NS-learner interaction was perceived as more useful for language learning as the NS was deemed to be a competent resource from whom they could access new linguistic information whereas the peer was considered to be a helpful conversationalist that could aid the learner in perfecting already known linguistic information. The implications of the findings are explained in terms of the Interaction Approach and pedagogical recommendations are provided.Lauren Hetrovicz2020-11-21T21:30:00+01:0021:3001:30Ruqaiya Hasanstuts68-495-canvas_kerfufflehttps://68stuts.bildungs.cafe/events/495.htmlfalseCanvas KerfuffleLinguistics-themed doodle arenaotherenJoin us for a game of Skribbl.io! Test your knowledge and creative chops by drawing and guessing terms from various fields of linguistics, from "acronym" to "Zapotec"!
Players get switched out every game, so don't worry if you couldn't make it into one right off the bat. And you can still watch the others flail helplessly as they try to come up with a graphical representation for something like "Bayesian analysis"!2020-11-21T09:00:00+01:0009:0000:50Clotilde Tambronistuts68-344-philosophische_gesprachsfuhrung_als_schlussel_zur_selbstkompetenzhttps://68stuts.bildungs.cafe/events/344.htmlCC-SAfalsePhilosophische Gesprächsführung als Schlüssel zur SelbstkompetenzLASS UNS REDEN! "Was bedeutet Glück?"workshopdeIm Rahmen meiner Diplomarbeit habe ich abgehaltene philosophische Gespräche auf deren Effektivität für die Ausbildung von Selbstkompetenz untersucht. Ich konnte zeigen, dass und auf welche Weise die Methode der sokratischen Gesprächsführung dazu beitragen kann, eigenständiges Denken und Handeln zu fördern und damit einen wesentlichen Beitrag zur Ausbildung von Selbstkompetenz zu leisten. Deshalb kann dieser Workshop vor allem für LehramtsstudentInnen interessant sein, da sich die Methode für alle Unterrichtsfächer anwenden lässt.Im Rahmen meiner Diplomarbeit habe ich abgehaltene philosophische Gespräche auf deren Effektivität für die Ausbildung von Selbstkompetenz untersucht. Ich konnte zeigen, dass und auf welche Weise die Methode der sokratischen Gesprächsführung dazu beitragen kann, eigenständiges Denken und Handeln zu fördern und damit einen wesentlichen Beitrag zur Ausbildung von Selbstkompetenz zu leisten.
Im Workshop werde ich zuerst einige Eckpunkte der sokratischen Gesprächsführung erläutern. Anschließend möchte ich mit euch ein solches Gespräch aktiv führen - in Form eines virtuellen ,,philosophischen Cafés".
Das Thema unserer Diskussion lautet "Was bedeutet Glück?".
Du musst dafür kein Wissen mitbringen. Deine eigenen Erfahrungen und Meinungen zählen.
Es wird eine Videokonfernz sein. Wenn du möchtest, kann deine Kamera aber auch ausgeschaltet bleiben und wir hören dich nur über das Mikrofon. Auch stille ZuhörerInnen sind willkommen.
Die Gesprächsatmosphäre soll angenehm und locker sein. Deshalb schnapp dir am besten einen Kaffee (oder was du sonst gerne trinkst) und ein Stück Kuchen während des Workshops.
Danach werde ich über die von uns angewendete Methode sprechen und euch verdeutlichen, an welchen Stellen unseres Gespräches die essentiellen ,,sokratischen Eckpfeiler" der Methode erfüllt wurden und was wir alle daraus für den Alltag mitnehmen können."
Danke vielmals! :) Anne-Sophie RongeAbstract_68stuts.pdfPPP2020-11-21T10:00:00+01:0010:0000:30Clotilde Tambronistuts68-389-vorstellung_der_german_society_for_computational_linguistics_gsclhttps://68stuts.bildungs.cafe/events/389.htmlCC-SAfalseVorstellung der German Society for Computational Linguistics (GSCL)Neu ab 2021: Kostenlose Mitgliedschaft für Studierende. GSCL Tutorial Talks.otherdeDie Gesellschaft für Sprachtechnologie und Computerlinguistik e.V. (GSCL) ist der wissenschaftliche Fachverband in den deutschsprachigen Ländern und Regionen für maschinelle Sprachverarbeitung in Forschung, Lehre und Beruf. Sie ist aktiv um Verbindungen zwischen Hochschulen und Industrie bemüht und unterstützt die Zusammenarbeit mit Nachbardisziplinen wie z.B. Linguistik und Semiotik, Informatik und Mathematik, Psychologie und Kognitionswissenschaft, Informations- und Dokumentationswissenschaft und unterhält Kontakte zu den entsprechenden Fachverbänden.
In diesem Beitrag werden die Aktivitäten der GSCL kurz beschrieben. Ab 2021 können Studierende kostenlos Mitglied werden und vom deutschlandweiten Netzwerk profitieren. Im interaktiven Teil würde ich gerne Euer Feedback zu unseren neuen virtuellen Talk Series "GSCL Research Talks" und "GSCL Tutorial Talks" einholen und außerdem Eure Ideen aufnehmen, was Ihr Euch als Studierende von einer Mitgliedschaft erwünscht. Ich freue mich auf einen interessanten Austausch!Despite being a German society, a number of our events (talks, the KONVENS conference, ...) are actually in English. Hence, if you are interested, simply join and I will spontaneously give the presentation in English or switch between languages if necessary!/system/events/logos/000/000/389/large/logo-gscl-2-en.png?1603307829Annemarie Friedrich
GSCL Webseite
Slides2020-11-21T11:00:00+01:0011:0001:00Clotilde Tambronistuts68-395-keynote_computational_linguistics_from_language_tasks_to_language_gameshttps://68stuts.bildungs.cafe/events/395.htmlfalseKeynote: Computational Linguistics: From Language Tasks to Language GamesKeynote David SchlangentalkenComputational Linguistics is a field that shares concerns with many other disciplines that take language as their object: considerations about computability of structures with theoretical linguistics, questions of processing with psycholinguistics, and implementational problems with Natural Language Processing (NLP) as a part of applied computer science. In this "meta-disciplinary" talk, I argue that Computational Linguistics (CL) can carve out as its genuine, own object the simulation of language use by linguistic agents. I will describe what the current practices of CL are and how they relate to those of linguistics proper and those of the field of NLP. I will argue that this approach of studying language in the form of decontextualised "language tasks" does not scale to the study of linguistic agents. I will argue for the augmentation of language task datasets with language environments, and show some initial work in this direction from our group and others.Asynchron! Please post any questions to the talk here:
https://etherpad.hu-berlin.de/ep/p/g.BM5gyxBKvpFOYuj8$Fragen_Schlangen
Short Bio:
David Schlangen is professor of the "Foundations of Computational Linguistics" at the University of Potsdam, Germany. His research focuses on language use in interaction, both from theoretical and empirical perspectives, as well as with a view on building improved and more natural human/computer and human/robot interfaces. He is co-author of over 150 technical papers, and recipient of several best paper awards in recent years. Before coming to Potsdam in 2019, he was a professor of Applied Computational Linguistics at Bielefeld University and associated with the Cluster of Excellence "Cognitive Interaction Technology". He holds a PhD in Cognitive Science and Informatics from the University of Edinburgh, Scotland.2020-11-21T12:15:00+01:0012:1500:30Clotilde Tambronistuts68-456-multimodal_meaning-making_in_social_distancing_times_an_analysis_of_the_video_conferencing_tool_zoom_as_a_digital_classroomhttps://68stuts.bildungs.cafe/events/456.htmlCC-SAfalseMultimodal meaning-making in social distancing times: an analysis of the video conferencing tool 'Zoom' as a digital classroom talkenSeveral digital alternatives have been proposed for the teaching and learning of English as a foreign language (EFL) in the current scenario of social distancing. The video conferencing tool Zoom has particularly caught the eyes of educators for allowing synchronous communication in addition to providing tools that try to simulate resources found in the classroom. Based on theories of multimodality (Kress, 2010) and multiliteracy in digital media (Cope & Kalantzis, 2012), the authors of this work understand that the virtual and physical environments share similar opportunities for exploring modes. However, even if considered that the modes explored in each context (virtual and face-to-face) are the same and meaning-making can occur effectively, some features that are intrisic to the genre 'online class' can reflect badly on the interaction between the participants. In this sense, this work aims at analyzing the feasibility of Zoom to replace in person classes, taking into account the unique nature of teacher-student interaction in the classroom. Furthermore, it examines how the resources available on Zoom can be explored in teaching and learning contexts, and whether they effectively emulate and/or resignify how interaction and mediation are given in person. To analyze this, the authors examined and cataloged the tools currently available on Zoom and, thereafter, those that had the purpose of emulating practices that occur in the genre “class” (Costa, 2013; Marcuschi, 2008) were analyzed for their modes and possible correspondence with components present in the face-to-face interaction. The most current findings of this work show that Zoom allows educators to resignify - through the usage of specific resources - the need for a dynamic and interactive space within virtual education.
REFERENCES:
• BAKHTIN, M. Estética da criação verbal. São Paulo: Martins Fontes, 2000.
• COPE, B; KALANTZIS, M. Literacies. New York: Cambridge University Press, 2012.
• COSTA, M. A. M. C. Code-switching em salas de aula de língua inglesa. 2013. 128 f. Dissertação (Mestrado) - Curso de Linguística, Universidade Federal de Pernambuco, Recife, 2013.
• HYMES, D. Models of the Interaction of Language and Social Life. In:
GUMPERZ, J; HYMES, D. (Orgs.) Directions in Sociolinguistics: The Ethnography of Communication. Holt, Rinehart and Winston, Inc, 1972. p. 54 - 70.
• KRESS, G. Multimodality: a social semiotic approach to contemporary communication. New York: Routledge, 2010.
• MARCUSCHI, L. A. Gêneros textuais: definição e funcionalidade. In: DIONÍSIO, A. P.; MACHADO, A. R.; BEZERRA, M. A. (Orgs.). Gêneros textuais & ensino. Rio de Janeiro: Lucerna, 2002. p. 19-36.
• ZAVAM, Aurea. Transmutação: criação e inovação nos gêneros do discurso. Linguagem em (dis)curso, Tubarão, v.12, n.1, p.251-271, abr. 2012. Disponível em: https://www.scielo.br/pdf/ld/v12n1/v12n1a12.pdf. Acessed in: 05 set. 2020.
/system/events/logos/000/000/456/large/first-day-of-zoom.jpg?1605789802Camila MedeirosLucas Cruz2020-11-21T12:45:00+01:0012:4500:30Clotilde Tambronistuts68-429-assessing_the_viability_of_foreign_language_acquisition_through_a_mixed-language_novelhttps://68stuts.bildungs.cafe/events/429.htmlCC-SAfalseAssessing the Viability of Foreign Language Acquisition Through a Mixed-Language NoveltalkenResearch in vocabulary acquisition has shown that people are able to acquire nonsense words in texts by using contextual clues. Can this method also be applied to real foreign language vocabulary? This study investigated this question by including Spanish vocabulary in an English language novel. Participants who had never studied Spanish read the novel, and their post-test scores showed successful acquisition of Spanish vocabulary compared to control participants who did not read the novel. This finding has important implications for second-language instruction.This study investigated the feasibility of incidental learning of second-language (L2) vocabulary and grammar for adults with no prior training. Adult English speakers with no training in Spanish read an English-language novel (29,000 words) including Spanish words. These words were gradually introduced, replacing the most frequent English lexical types (e.g. ‘cat’, ‘the’) in the novel. They were introduced without translation or explanation, but their meanings were retrievable through context. Spanish grammatical patterns (e.g. adjective following a noun) were also gradually introduced. The experimental group (n=27) and a control group that did not read the text (n=9) were given a post-test on lexical recall and grammatical construction. The post-test score of the experimental group (x̄=57%) was significantly higher than the score of the control group (x̄=22%). In other words, the experimental group successfully acquired both Spanish vocabulary and grammatical patterns through incidental exposure, as compared to the control group with no exposure. Additionally, results suggest that there may be an optimal L2 vocabulary density for successful incidental learning. Results have implications for acquisition of L2 vocabulary and language pedagogy. They demonstrate that incidental learning is a viable method for vocabulary and even syntactic acquisition for adults with no prior training. Further, this study and its methodology can be utilized to produce concrete instructional materials for L2 learning in the classroom.Irene Williams2020-11-21T15:15:00+01:0015:1500:30Clotilde Tambronistuts68-350-die_poetische_relevanz_des_platzhalter-es_in_heines_buch_der_liederhttps://68stuts.bildungs.cafe/events/350.htmlCC-SAfalseDie poetische Relevanz des Platzhalter-es in Heines Buch der LiederotherdeDas Platzhalter-es - ein kleines Wort, das unter keinen Umständen unterschätzt werden sollte. Es lässt sich die Frage stellen, inwiefern der Platzhalter in der Dichtersprache zum Einsatz kommt und welche Funktionen er hier erfüllt. Anhand einer empirisch qualitativen Analyse soll die poetische Relevanz des Platzhalter-es in Heines Buch der Lieder aufgezeigt werden. "Es zwitscherten die Vögelein
Viel muntre Liebesmelodeien."
Dieser Beleg aus Heines Gedichtband Buch der Lieder lässt bereits auf das breite Funktionsspektrum des Platzhalter-es (Abk.: PH-es) schließen. Seine poetische Relevanz zeigt sich insbesondere anhand der Einhaltung eines regelmäßigen Metrums, einer regelmäßigen Kadenz, der Reimbildung sowie der Entstehung kontrastiver Stilmittel - relevante textsortenspezifische Funktionen also, die anhand des Vortrags im Detail und anhand konkreter Beispiele aufgezeigt werden sollen. /system/events/logos/000/000/350/large/IMG.png?1602345291Abstract_68_StuTS_Heine_und_das_PH-es_Nau-Bingel.docx2020-11-21T15:45:00+01:0015:4500:30Clotilde Tambronistuts68-416-strategies_and_tactics_employed_in_representing_protest_movements_in_contemporary_english-language_print_mediahttps://68stuts.bildungs.cafe/events/416.htmlCC-SAfalseStrategies and tactics employed in representing protest movements in contemporary English-language print mediatalkenProtest movements have become one of the most common and efficient forms of social activism in the last decades. Information about protests mainly becomes available through the Mass Media, which view protests from diverse perspectives and have the power to shape the public perception of this activity. The aim of this research is to explore and compare the language that the contemporary English-language media use to represent protest movements as well as to identify some key manipulative strategies and tactics employed in protest representation. Specifically, the study focuses on the examination of the news coverage of the Yellow Vests movement in France, which was largely presented as ‘chaotic’ and ‘faceless’, which compromised and discredited the protesters’ agenda. The research is carried out within the theoretical framework of Critical Discourse Analysis, including the approaches proposed by Christopher Hart and Norman Fairclough, and is mainly aimed at revealing the ideological bias behind news texts.Anastasia GrigoryevaPresentation2020-11-21T16:30:00+01:0016:3000:30Clotilde Tambronistuts68-418-cross-cultural_organizational_conflicts_and_ways_of_their_resolution_elaboration_of_coursera_online_course_materialshttps://68stuts.bildungs.cafe/events/418.htmlCC-SAfalseCross-cultural Organizational Conflicts and Ways of their Resolution (Elaboration of Coursera Online Course Materials)talkenCross-cultural communication is one of the essential skills in the globalizing world. It is especially true in the business world where entrepreneurs face representatives of other cultures. However, conflicts also take place during important events and meetings. Therefore, it is significant to investigate how these conflicts emerge and how they might be resolved. In this work, the problem of cultural diversity in organizations as a source of cross-cultural conflicts is considered. The purpose of the study was to elaborate materials for an online course which aims at helping entrepreneurs to cope with cross-cultural organizational conflicts. To reach the assigned aim the researcher has analyzed relevant literature to develop a comprehensive online course. The study might be used for managing the online course at the Coursera platform to increase entrepreneurs’ cultural awareness. Moreover, the current study can be used as a blended course for bachelor students majoring in cross-cultural communication studies.
Keywords: cross-cultural communication, conflict resolution, organizational communication, online education, CourseraElizaveta KryukovaCross-cultural Organizational Conflicts and Ways of their Resolution (Elaboration of Coursera Online Course Materials) presentation2020-11-21T17:00:00+01:0017:0000:30Clotilde Tambronistuts68-440-characteristics_of_voice_and_way_of_speaking_of_patients_with_spasmodic_dysphonia_adductor_typehttps://68stuts.bildungs.cafe/events/440.htmlCC-SAfalseCharacteristics of voice and way of speaking of patients with spasmodic dysphonia, adductor typetalkenSpasmodic dysphonia is a rare disorder that can affect anyone: one to four people in 100.000 are affected, more women than men. The onset is normally between 30 and 50 years of age. The adductor type is the most frequent form of dysphonia.
Due to the lack of information about this condition there are not many experts that can identify spasmodic dysphonia. Patients wait an average of 4,43 years (53,21 months) and visit an average of 3,95 doctors until the patient receives correct diagnosis and treatment.
The goal of this work is to bring valuable information about the disorder from a speech analysis point of view, as no such study is known.
For the research speech recordings of patients were obtained from the data base of the Phoniatrics Department of Charité Universitätsmedizin Berlin and healthy participants were also recorded. These two groups were analysed with help of the software program Praat and then compared.
No study of the position of spasms was found in the literature. This research has revealed that patients produce longer glottal stops than healthy participants, which could point out the place of the spams. Patients have higher Jitter and Shimmer results and a smaller value of Harmonics-to-Noise Ratio.
One of the new measurement concepts which was implemented for a more accurate analysis of patients’ way of speaking is phonation time, the total speaking time without speaking breaks, glottal stops and hold phase of plosives. The relation between the patients’ phonation time and the total speaking time is higher than that of healthy participants.
Liliana Ifrim2020-11-21T18:00:00+01:0018:0000:10Clotilde Tambronistuts68-343-sources_of_foreign_language_listening_anxiety_in_learners_of_german_as_foreign_languagehttps://68stuts.bildungs.cafe/events/343.htmlCC-SAfalseSources of foreign language listening anxiety in learners of German as foreign languagelightning_talkenCompared to the research done on foreign language speaking anxiety, little is known about foreign language listening anxiety (FLLA). Especially little research has been done on FLLA in students, studying German as foreign language (FL), as most of the research looks into learners of English. Since listening is a highly anxiety-provoking activity, it is hypothesised that by using strategies while listening to a FL, this anxiety can be reduced.
The present study looks into the sources of FLLA among different proficiency-level learners of German as FL. In this research project, university students are interviewed about their feelings related to the receptive skill of listening. The participants come from three proficiency levels – beginner, intermediate, and advanced. In the interview, special focus take the aspects of the language, which make students most anxious, and the situations, in which students feel most stressed when listening to German. In order to gain even further understanding of this aspect of language learning and to recognise what can be done to reduce FLLA, students are also asked about their anxiety-reducing strategies.
Since this is a work in progress, no definitive conclusions have been reached yet. Nevertheless, it is hypothesised that students from higher proficiency levels would have lower levels of FLLA than students, who are still at a lower proficiency level. The findings will contribute to our understanding of FLLA, and will be beneficial to both language learners and language teachers.Yoana DanchevaSources of Listening Anxiety in Learners of German2020-11-21T18:10:00+01:0018:1000:10Clotilde Tambronistuts68-354-prostitution_and_abolitionismhttps://68stuts.bildungs.cafe/events/354.htmlCC-SAfalseProstitution and abolitionismwhich subject demands legal protection and welcoming the Pastoral in the sexual trade of the end of the 20th century?lightning_talkenIn this work my aim is to explore the methodological and analytical tools of Discourse Analysis based on the writings of Michel Pêcheux and Eni Orlandi in this area of knowledge. I study gender and sexuality in the Brazilian Social Formation and in my master's work I focus specifically on the meanings attributable to female prostitution. For this presentation, I will use as analysis material the book “The cry of millions of slaves: the complicity of silence” published by Dom José Maria Pires in 1983 that gathers fifteen testimonies collected, edited and titled by priest in collaboration with a team of eleven authorities religious about the reality of Brazilian prostitution at this time, marked by strong international abolitionist movements and national conferences to combat sexual exploitation and human trafficking. I am interested in the ways of naming the victims of this situation, paying attention to their race / color, class / social status, marital status, age, moral and legal condition related to the subjects who prostitute themselves. I will work on the synonymy relations based on the notion of paraphrastic family and paraphrase proposed by such an episteme. The results for victim of prostitution outline a white woman, married, honest and offended in opposition to the poor, alone, young, sinful, delinquent, rebel, virgin, under eighteen and over fourteen years old. The unspoken still point to old and wealthy women as opposed to women of color (black, mixed race and indigenous), that make opposites "person" and "prostitute"; “human” and “slave(s)”./system/events/logos/000/000/354/large/o_grito.jpg?1602441056MFernandaMoreiraSTUTS_68-REV_(1).pdf2020-11-21T18:20:00+01:0018:2000:10Clotilde Tambronistuts68-473-mixed_gender_talk_in_the_uk_house_of_commonshttps://68stuts.bildungs.cafe/events/473.htmlfalse'Mixed Gender Talk' in the UK House of Commonslightning_talkenAs a historically male-dominated institution centred around debate and confrontation, it is of no great surprise that the linguistic norms in the UK House of Commons are of a competitive and adversarial nature.
Simultaneously, the "feminization of the media" (Walsh 2001: 22-23) has given discourse about the private, and rapport between public figures and their viewers greater importance, which also requires politicians to employ more collaborative and supportive strategies of communication. As a result, male and female politicians are expected to make use of a variety of different discursive strategies that have previously been marked either 'female' or 'male'.
Drawing upon recent sociolinguistic research, I examine how female and male MPs of the UK House of Commons both use a mixture of linguistic strategies that have previously been coded either masculine or feminine, and how the concept of "Communities of Practice" (Eckert & McConnell-Ginet 1992) can offer an alternative view to the notion of gendered speech styles.
In the context of this research, we will discuss whether 'mixed gender talk' is an adequate term to describe this mixture of linguistic behaviours, or if there are alternative terms that allow us to distance ourselves from the notion of a gender binary. Amaya Gandy2020-11-21T18:45:00+01:0018:4500:30Clotilde Tambronistuts68-317-how_the_radical_influences_a_chinese_character_s_phoneticityhttps://68stuts.bildungs.cafe/events/317.htmlCC-SAfalseHow the Radical Influences a Chinese Character's PhoneticityOr: How to Read Chinese Charaters More Easilylightning_talkdeIn my Bachelor's thesis, I analyzed how the semantic indicators of a Chinese character influence its pronunciation.
After giving a short introduction to the studies of Chinese characters, I will explain my paper's topic more thoroughly, following an explanation of the methods I used to get my results.
At the end of my talk, I will present those results and give some outlook on what context these studies can be useful.
Then, I invite you to an open discussion on this matter.With my Bachelor's thesis, I want to address not only students and teachers of the Chinese language but those who were too shy to get involved because of the - seemingly - difficult characters.
In my work, I ask whether the character that indicates the meaning (radical) in combination with the articulatory character (phonetic) influences the pronunciation of the character composed of these two components. These compound characters are commonly referred to as SP characters. They make up approx. 80% of the Chinese character set, so that an examination of these makes perfect sense.
In order to be able to answer the thesis' titling question, I compared the articulation of "phonetics in their pure form" (PiR) with the articulation of SP characters, which consist of the PiR and the radical 女 (nü, woman).
As an example: The word for horse 马 (PiR) is pronounced mă, but the word for mother 妈 is pronounced mā (SP character).
The reasoning behind the titling question is as follows: If regular changes can be found in the tonal and articulatory comparison between PiR and SP characters, these rules can be used to learn to read Chinese characters.
In my work, I used a corpus of 64 pairs of characters that I sorted in a table according to the number of strokes in the SP graphemes. This first grouping serves as a further criterion for the tonal and articulatory comparison.
Then I made a first comparison of the sinograph pairs. For this purpose, the initial and final of the respective syllables were compared while also considering the tones. This means that the couples can be assigned to four groups based on Wolfgang Schmidt's “Introduction to Chinese Writing and Drawing”.
In a final comparison, the tonal changes from PiR to SP characters are examined.
From this the following results can finally be presented: As the number of lines in an SP character increases, it is extremely likely that the tone has not changed from PiR to SP character. In connection with this, the vowels as sound carriers hardly change, but the consonants cannot be classified into any clear regularities./system/events/logos/000/000/317/large/Siegel_Universitaet_Trier_blau.jpg?1600868622Christina GigonSignifika_Tablle_-_Tabellenblatt1.pdfHow_the_Radical_Influences_a_Chinese_Character’s_Phoneticity_(1).pdf2020-11-21T19:15:00+01:0019:1500:30Clotilde Tambronistuts68-314-frame-analyse_als_diskursanalyse_am_beispiel_von_fluchtling_gefluchtete_r_und_migrant_inhttps://68stuts.bildungs.cafe/events/314.htmlCC-SAfalseFrame-Analyse als Diskursanalyse am Beispiel von 'Flüchtling', 'Geflüchtete_r' und 'Migrant_in'deMeine hier vorgestellte Masterarbeit nimmt einen kognitiv-linguistischen Zugang, um öffentlich-politischen Sprachgebrauch zu analysieren und diskursiv ausgehandeltes Wissen deutlich zu machen. Sie bestand aus einer diskurs- bzw. frame-semantischen Analyse der Bezeichnungen „Flüchtling“, „Geflüchtete(r)“ und „Migrant(in)“. Es werden Methode und Ergebnisse vorgestellt. Die lexikalische Analyse entfällt aus Zeitgründen leider.
Steht der Ausdruck „Geflüchtete(r)“ in einem engen konzeptuellen wie sprachlichen Verhältnis zu dem zwar nicht unproblematisierbaren, jedoch zukunftsorientierten sowie konstruktiven Themenkomplex der Integration, kennzeichnen „Flüchtling“ eine stärkere Passivität der Bezeichneten sowie, in Verbindung dazu, der Umgang politischer Akteur_innen mit den Bezeichneten. „Migrant(in)“ gleicht sich hinsichtlich des kognitiv-semantischen wie epistemischen Gehalts und auch quantitativ stark an „Flüchtling“ an. Der Nutzen von Frames als Analyseinstrumente als auch Veranschaulichungsmodelle von Wissen wird insofern dargelegt, als an sprachlichen Beispielen deutlich wird: Frames sind zu betrachten als gebrauchs- und erfahrungsbasierte Netzwerke, deren epistemischer Gehalt aus der Interaktion mit der Welt und Wahrnehmung der Welt durch die Sprachteilhaber_innen emergiert. Die Ergebnisse werden alsdann im Lichte eines sozial-konstruktivistischen Paradigmas reflektiert. Die vorgestellte Arbeit stellt deshalb nicht zuletzt auch eine kritische Untersuchung der öffentlichen, diskursiven Aushandlung der sog. Flüchtlingskrise dar.Falls im Vorhinein Interesse an Frame-Semantik als Diskurssemantik besteht: Alexander Ziem "Frames und sprachliches Wissen - Kognitive Aspekte der semantischen Kompetenz" (2008) und Dietrich Busse "Frame-Semantik - Ein Kompendium" (2012) sind gut lesbare Monografien zum Einstieg, aber auch zur Vertiefung.Phillip Alexander Neumair2020-11-21T19:45:00+01:0019:4500:30Clotilde Tambronistuts68-322-dialect_contact_in_the_city_of_santos_a_study_of_portuguese_immigrants_personal_lettershttps://68stuts.bildungs.cafe/events/322.htmlCC-SAfalseDIALECT CONTACT IN THE CITY OF SANTOS: A STUDY OF PORTUGUESE IMMIGRANTS’ PERSONAL LETTERStalkenThe city of Santos (Brazil) stands out as the only documented locality in the state of São Paulo where the variation between the pronouns “tu” and “você” (similar to the French “tu” and “vous”) is documented (MODESTO, 2006). Interactions between the Brazilian and the Portuguese immigrants in former times may be responsible for such a linguistic result, as Santos registered almost half of its population composed of immigrants circa 1900 (FRUTUOSO, 2004). In 130 personal letters (from 1890 to 1920) from Portuguese immigrants in Brazil (Museum of Immigration of São Paulo, 2019), the pronoun “tu” is widely used whenever interlocutors present symmetry of power in their social interactions (i. e. a conversation between siblings). "Power and solidarity" are related to interlocutors’ pronoun choice in a conversation (BROWN and GILMAN, 1960). Traits of “solidarity” were observed in the linguistic contact of the Brazilian and the Portuguese in Santos (circa 1900), supported by the demography and social practices of a community (RAVINDRANATH, 2015; DODSWORTH, 2017) and its urban mobility (BRITAIN, 2013) as significant variables in the process of linguistic variation in contact situations. Mello (2007) shows that the urban expansion of Santos concentrated the immigrant workers in its central area and, as pointed out by Maram (1979), Santos had one of the first Labor Unions in the country at the time, being Portuguese immigrants the majority of its leaders and members. These factors converge to a "solidary" scenario in Santos, which would favor the spreading of the "tu" variant.Victor CarreaoAbstractPresentation slides2020-11-21T21:30:00+01:0021:3000:30Clotilde Tambronistuts68-496-dance_dojohttps://68stuts.bildungs.cafe/events/496.htmlfalseDance DojoTribal fusion in 30 minutesworkshopmulHave you always wanted to expand your moveset? Looking for something to bust next time you're on the dance floor? Join Valentina, a veritable student of dance, in this short workshop on the key moves of tribal fusion!2020-11-21T09:00:00+01:0009:0001:00Odille Morisonstuts68-363-a_model-theoretic_approach_for_greenberg_s_universal_20https://68stuts.bildungs.cafe/events/363.htmlCC-SAfalseA Model-Theoretic Approach for Greenberg’s Universal 20?talkenAlthough there are several ways to account for the typological data available concerning J.H. Greenberg’s Universal 20, in my MA thesis I tried to sketch a single broader frame to account for all the various insights given by previous researches. What I came up with was an explanation of the data that is ascribable to a few principles: first, the interaction within the nominal domain of two Final-Over-Final-Constraints (one being the original one posited by T. Biberauer, A. Holmberg, M. Sheehan and I. Roberts and the other one being postulated by me); second, a strict ban on two linear orderings: [Numeral Demonstrative Noun] and [Adjective Numeral Noun].
By pushing forward the inquiry on a metatheoretic syntactic level, there are two aspects that I find highly interesting: first, G.K. Pullum’s way of conceiving the term “formalization” overlaps with what K. Hengeveld proposed back in 1999. Second, the original Final-Over-Final syntactic principle is no longer regarded as a “Constraint” by its authors, but rather as a “Condition” applied to a Minimalist framework; hence, Minimalism is departing from its original Generative-Enumerative state, getting (again) towards a hybridization with a Model-Theoretic Approach (see works by S. Müller, G.K. Pullum and B.C. Scholz). However, instead of fostering this process, one could simply ask: is a pure Model-Theoretic Approach the best way to describe the Final-Over-Final-Constraint and to account for my way of explaining U20?The talk focuses on a theoretical topic, but it unavoidably involves typological considerations as well.Emanuele Bernardi2020-11-21T10:00:00+01:0010:0000:30Odille Morisonstuts68-330-wh-questions_in_child_romanianhttps://68stuts.bildungs.cafe/events/330.htmlCC-SAfalseWH-questions in child Romanian A generativist perspective on the acquisition of wh-questions in Romanian talkenDuring the research for my BA paper, titled "Wh-questions in child Romanian", I realised how little literature was written on this subject. I was able to find many articles on the acquisition of wh-questions in several Romance languages, but not so many on the acquisition of this structure in Romanian. This is why I decided to conduct my own corpus analysis and compare the results I got with the already established results in other languages. The results I will present regard the pattern of acquisition, the particularities and the errors made by children when acquiring wh-questions in Romanian.My talk will be based on the third chapter of my BA paper. Below, I attach its summary:
The third chapter represents the practical part of the paper; it approaches the acquisition of wh-questions. I analyse the acquisition of this syntactic structure comparatively in English and in Romanian. The first section addresses the way in which English-speaking children acquire wh-questions; this section focuses on the pattern of acquisition and on the errors made by children. In the second section, I focus on the acquisition of wh-questions in Romanian. This chapter includes an analysis of a longitudinal corpus provided in the CHILDES database, and it presents the pattern of acquisition, the particularities and the errors found. In the first section I explain the process of acquisition for wh-questions in English. I cite some studies that present the most common errors made by English children acquiring this structure, such as the lack of inversion in why-questions and the addition of a second wh-word in long-distance questions. I note that these constructions are the standard form in languages such as Italian and German; this observation supports the generativist theory, which states that child language can differ from the language spoken by adults in the same linguistic community only in ways that adult languages can differ from each other. In the second section of the last chapter, to parallel these findings with empirical data from child Romanian, I analyse a longitudinal corpus and I present the conclusions regarding the pattern of acquisition, the particularities and the errors made when acquiring wh-questions in Romanian. The results generated by the analysis of the corpus met the expectation that children acquiring Romanian wh-questions would follow the pattern of acquisition presented in the second chaper, and that they would not commit mistakes which violate Universal Grammar.Roxana ChiritoiuSTUTS_Chiritoiu-converted.pdffile2020-11-21T12:15:00+01:0012:1500:30Odille Morisonstuts68-420-interacting_factors_in_grammaticalization_source_usage_in_context_paradigmhttps://68stuts.bildungs.cafe/events/420.htmlCC-SAfalseInteracting Factors in Grammaticalization: Source, Usage in Context, ParadigmtalkenIn my talk I want to investigate the interaction of three factors in grammaticalization and semantic change that are sometimes seen as mutually exclusive: source determination, usage in context and paradigm integration. The aim is to offer a first outlook at what an integrated approach including all of these factors could look like and how it helps us accounting for already attested phenomena in grammaticalization.Nadine DietrichInteracting Factors in Grammaticalization: Source, Usage in Context, Paradigm2020-11-21T12:45:00+01:0012:4500:30Odille Morisonstuts68-433-concessive_connectors_as_discourse_markers_the_case_of_although_and_obwohlhttps://68stuts.bildungs.cafe/events/433.htmlCC-SAfalseConcessive connectors as discourse markers: The case of although and obwohltalkenBoth the English although and the German obwohl are most typically known for their function as concessive connectors found at the onset of a clause.
In the past few decades, discourse markers have become “a growth industry in linguistics” (Fraser, 1999, p. 932), and studying their textual functions, both well-known and emergent, interacts with the established theory and brings new insights.
While investigating final though from a grammaticalization perspective, Barth-Weingarten and Couper-Kuhlen (2002) detected a textual function of although, not as prominent as in though, and related to a “restriction or correction with respect to a chunk of prior discourse” (Barth-Weingarten/Couper-Kuhlen, 2002, p. 352). They claim this observation can be made for German obwohl as well, and indeed, Günther (1999) notes an emergent use of obwohl as a discourse marker to initiate a correction in what had been said before.
Auer (2005) remarks on the increase in syntactic and semantic distance between propositions linked with a discourse-marking obwohl. There is no pattern of concession to speak of, as the scope of the discourse marker is broadened beyond the clause(s).
This goal of this paper is a quantitative investigation of this emergent use of although and obwohl, and a comparison between the two languages and what this development means. Spoken English and German corpora (from TalkBank.org and the FOLK corpus respectively) are searched for tokens of although and obwohl with a concessive and discourse-marking function, so a quantitative comparison can be made between the functions.
Since this work is done within the framework of grammaticalization theory, the quantitative analysis is followed by a discussion of how this process fits into the existing theory.
The principles from grammaticalization theory that set up the theoretical framework for this work are clines (Hopper and Traugott), scope broadening (Tabor and Traugott), phonetic and prosodic weight (Barth-Weingarten/Couper-Kuhlen) and others. They will be elaborated on as part of the quantitative analysis.Viktorija BlazheskaConcessive connectors as discourse markers: The case of although and obwohl2020-11-21T15:15:00+01:0015:1501:00Odille Morisonstuts68-472-linguistics_students_in_europehttps://68stuts.bildungs.cafe/events/472.htmlfalseLinguistics Students in EuropeAssociations, Communities, Efforts enThe StuTS community has grown significantly over the past years in both Germany and neighbouring countries. In this conversation, we will explore the efforts of linguistics associations in other European countries and the ways to collaborate with each other. In this group interview, we will get to know representatives from France, the Netherlands, the United Kingdom, and Germany, who are all working on the promotion of linguistics in their respective communities. Furthermore, we will talk about the current initiative to found the International Association of Linguistics Students (IALS) which aims to bind national efforts together and serve as a global institution of representing students’ and early career researcher’ interests. We will explore the commonalities and differences between the regional entities in representing this target group and discuss some points with regards to IALS future mission, a discussion that you are invited to add your opinion to.
We will start the event with a moderated presentation of the attendants, discuss the importance of international association between students pointing to the different associations’ activities (ULAB, FNAEL, TWIST, JS) and then transition to an open discussion about the goals and mission of the IALS.
Tobias2020-11-21T16:30:00+01:0016:3000:30Odille Morisonstuts68-471-language_and_praxis_in_the_brain_an_embodied_approach_to_syntactic_competencehttps://68stuts.bildungs.cafe/events/471.htmlfalseLanguage and praxis in the brain: an embodied approach to syntactic competencetalkenSyntactic ability (that is, the capacity for productive combinatorial use of syntagmatic units) is considered by many frameworks to be the hallmark of linguistic ability in humans. Much of the neurocognitive literature in the last decades has addressed the localization and hypothesized on the computational underpinnings for syntax in the human brain (Friederici et al., 2017; Martins et al., 2019). However, within this research, syntax has often been conceptualized as (and therefore assumed to be) a separate function. This translates as assuming a specialized brain network, uniquely designed for the purpose of syntactic tasks. This theoretical framework also often implies that syntax is likely to have emerged as an exclusively human evolutionary trait, which should appear reflected in cortical specialization.
Embodied approaches in the neuroscience of language have taken a critical view at this posture (Pulvermüller & Fadiga, 2010), claiming that syntactic ability is not to be thought of as a purely independent cognitive function in the brain. Rather, data has been piling up (Iriki & Taoka, 2012; Stout & Chaminade, 2012; Roby-Brami et al., 2011) in the direction of possible shared neuronal ressources between the so-called praxic system (fine motor function planning and execution) and syntactic computations in the human brain. Moreover, within this line of hypotheses, evolutionary models have been put forward to account for the overlap in cortical localization responsible for the planning and execution for these two functions.
This talk outlines a novel research proposal within the embodied hypothesis framework, which we are currently developing at the DDL laboratory (Lyon, France) under the supervision of Alice Roy. More specifically, I take on the understudied issue of the link between motor causal schemas and causative structures in syntax, as a window to account for the apparent neural reuse observed between praxic tasks, in particular tool use, and syntactic abilities.María Eugenia Arthuis Blanco2020-11-21T18:00:00+01:0018:0000:10Odille Morisonstuts68-405-the_corpus-based_glossary_as_an_essential_tool_for_the_translation_of_legal_documentshttps://68stuts.bildungs.cafe/events/405.htmlCC-SAfalseThe corpus-based glossary as an essential tool for the translation of legal documentslightning_talkenThe translation of legal documents has become an all-important pursuit in the current international arena. Its main target is to link cultures and societies that have been so far distant. This paper is aimed at presenting a bilingual glossary (English-Spanish) of legal terms for university students dealing with the subject Translation & Interpreting. To elaborate this glossary, a 450-text corpus consisting of acts, bills and proclamations taken from the websites of the White House and the US Congress was compiled. This corpus was then processed by means of a corpus analysis software called AntConc. The aforementioned glossary is conceived out of the students´ need of having at their disposal different bilingual reference sources in order to carry out their activities on translation of official documents with greater efficiency; given the complexity of this type of documents and its corresponding terminology, students show difficulties in the translation from English into Spanish of these texts. The bilingual glossary will be a consultation tool for Law professionals and those studying English for Specific Purposes. It will also improve the lexical competence of Translation & Interpreting students.
The methodology of the research belongs to a qualitative paradigm since it follows an inductive approach, that is, a certain pattern or linguistic phenomenon is analyzed on the basis of collected data. For the creation of the bilingual glossary of legal terms, the stages proposed by Vargas (2005) for the elaboration of any terminological product were followed. According to Cabré's criteria (1992), this glossary is synchronic, systematic and multilingual. Dayron2020-11-21T18:10:00+01:0018:1000:10Odille Morisonstuts68-427-anti-agreement_effect_in_the_speech_of_arabic-dominant_heritage_speakers_of_tashelhiyt_berberhttps://68stuts.bildungs.cafe/events/427.htmlCC-SAfalseAnti-Agreement Effect in the speech of Arabic-dominant heritage speakers of Tashelhiyt BerberInvestigation of agreement overmarking in novel dyad of morphologically complex languages spoken by unbalanced bilingualslightning_talkenHeritage language (HL) speakers are recessive bilinguals dominant in the majority language (ML) of their society. In the majority of ML-HL dyads explored so far in the literature, it has been observed that HLs undergo morphosyntactic simplification. In some cases this is attributable to the ML being morphologically simpler than the HL; in fact, research has virtually always been done with English as the ML (Scontras & Putnam 2020). We investigate a novel language dyad: heritage Tashelhiyt Berber and dominant Moroccan Arabic. In this dyad, both languages show comparable complexity which make it harder to predict the effects or direction of simplification. We compare these languages with respect to the anti-agreement effect (AAE), a phenomenon productive in Berber but absent in Arabic. Under AAE, subject-verb agreement is suppressed whenever the subject undergoes A-bar movement, for instance, in subject relative clauses (Ouhalla 1993), which are the focus of our study. HL speakers are known to overmark structures that are not immediately analyzable (Polinsky, 2008:173-181). Our hypothesis was that the opaque morphology instantiated by the AAE forms would be overtly overmarked. Production data include narratives based on a silent cartoon and relative clauses elicited in a picture-disambiguation task (25 HLs, 11 native Tashelhiyt controls). In terms of AAE, 7 HL speakers overmarked agreement, supporting the initial hypothesis. Eighteen HL speakers were comparable to baseline Berber controls both on the fluency and AAE fronts. We suggest that in equally complex dyads, frequency and length of exposure might influence dominance effects. This is a short talk about the findings of my 2019 research project where I involved a group of participants from the University Hassan II of Casablanca, Morocco. The ages of the HS group ranged from 19 to 55 years, whereas the control group ranged from 20 to 42 years of age. What the control group members had in common was that they had moved to Casablanca from the Berber-dominant southern region of Morocco when they were around 18 years of age. Thanks to a metadata questionnaire that the participants had filled prior to taking part in the data collection, it was possible to have an overview of the length and regularity of exposure of the participants to Berber. The language background questionnaire was adapted from a similar questionnaire found in Albirini et al, 2013, a study that provided insight into the design of the present one. The subsequent metadata made it possible to observe a correlation between the amount of exposure to the heritage language and the native-like performance of 72% of the heritage speakers in both the spontaneous narrative and in the AAE marking task. /system/events/logos/000/000/427/large/UMD_Logo.png?1603663387Imane Bou-Saboun
Institutional Website
Presentation Slides2020-11-21T18:20:00+01:0018:2000:10Odille Morisonstuts68-358-los_inicios_de_la_gramatica_escolar_en_la_argentina_1863-1922https://68stuts.bildungs.cafe/events/358.htmlCC-SAfalseLos inicios de la gramática escolar en la Argentina (1863-1922)lightning_talkmulEn este encuentro nos proponemos presentar los aspectos generales, objetivos y proyecciones del proyecto de investigación grupal “Los inicios de la gramática escolar en la Argentina (1863-1922)”, financiado por la Universidad de Buenos Aires; y continuación a su vez del proyecto “La configuración de la gramática escolar argentina (1863-1922)”, financiado por el Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) entre 2011 y 2016. El interés fundamental de esta investigación consiste en abordar el modo en que las diferentes corrientes contemporáneas de la lingüística son incorporadas y reformuladas en los manuales escolares publicados en la Argentina entre 1817 y 1922; es decir, desde la fecha en que se publican las primeras gramáticas destinadas a la enseñanza de la lengua nacional, con posterioridad a la Independencia (Arnoux 2012, García Folgado 2010), hasta el momento en que se consolida la emergencia de un campo científico autónomo para los estudios lingüísticos en la Argentina como consecuencia de la fundación del Instituto de Filología de la Universidad de Buenos Aires (Toscano y García 2009, 2013).
Nuestra propuesta puede sintetizarse en tres objetivos generales: elaborar y publicar un catálogo controlado de gramáticas escolares de libre acceso para la comunidad científica, la Biblioteca de la gramática escolar argentina (BIGEA); contribuir al estudio de la historiografía de la gramaticografía didáctica en la Argentina, a partir de la construcción y establecimiento del corpus de las gramáticas escolares publicadas entre el siglo XIX y principios del XX; y examinar la gramática escolar del período como un espacio de recepción, reelaboración y transmisión de la producción teórico-científica de las diferentes corrientes lingüísticas vigentes y, al mismo tiempo, como una plataforma activa y generadora de un ámbito de reflexión y debate que permite hacer progresar los estudios gramaticales y lingüísticos en el país. A partir de estos objetivos, el proyecto ha avanzado sobre la hipótesis de que las gramáticas publicadas en la Argentina para la enseñanza de la lengua nacional en el periodo que va de 1817 a 1922 constituyen un insumo fundamental para el desarrollo y la circulación de las ideas lingüísticas, durante la etapa previa a la profesionalización de esta disciplina.
Carla De Natale2020-11-21T18:45:00+01:0018:4500:30Odille Morisonstuts68-403-kongruierende_nebensatzeinleitungen_in_kontinentalwestgermanischen_varietatenhttps://68stuts.bildungs.cafe/events/403.htmlCC-SAfalseKongruierende Nebensatzeinleitungen in kontinentalwestgermanischen VarietätentalkdeUnsere Vorstellung von Sprache ist oft von traditioneller Grammatikbeschreibung geprägt. Damit einher gehen auch Kompromisse, die zugunsten einer einheitlichen Kategorienbildung getroffen werden. Ein solcher „Kompromiss“ zeigt sich bei der Einordnung einiger Wortarten als „nicht-flektierbar“. Aus dieser Kategorisierung scheint beinahe zwangsläufig Erstaunen zu folgen, wenn solche Elemente im Sprachgebrauch dann doch flektieren bzw. kongruieren. In meinem Vortrag geht es um genau so einen Fall: kongruierende Nebensatzeinleitungen (NSE) in kontinentalwestgermantischen Varietäten. Diese NSE kongruieren mit dem Subjekt und Verb des Nebensatzes, vgl. I frog mi, wanns es in Korl besuchen werdts. ‚Ich frage mich, wann-s.2.Pl. ihr den Karl besuchen werdet-ts.2Pl.‘ (Allensteig – Fingerhuth & Lenz: 2020). Mithilfe eines aus Belegen aus der Sekundärliteratur zum Thema zusammengestellten Korpus habe ich dieses Phänomen in meiner Masterarbeit kontrastiv beschrieben.
Der Vergleich der kongruierenden NSE über die verschiedenen Varietäten hinweg, zeigt, dass es sich hierbei keineswegs um ein besonders homogenes Phänomen handelt, sondern die Art der Kongruenz viel eher ein Kontinuum zwischen einfachen Enklisen einerseits und Flexiven andererseits aufspannt. Besonders interessant ist hierbei, dass dieses Kontinuum keine geografische Variation widerspiegelt, sondern viel eher eine innerhalb verschiedener Personen- und Numerus-Slots (in bairischen Varietäten sind die NSE in der 2. Person Singular und Plural mit Markern versehen, die deckungsgleich mit der Verbalendung sind, in der 1. Plural größtenteils mit solchen, die mit dem klitischen Pronomen übereinstimmen). In meinem Vortrag werden die synchronen Beschreibungen der jeweiligen Kongruenzmarker und die sich daraus zeigenden Grenzen von Kategorien (wie bspw. „Flexiv“ oder „Klise“) im Zentrum stehen.
Fingerhuth, Matthias & Alexandra N. Lenz (2020): Variation and dynamics of “complementizer agreement” in German: Analyses from the Austrian language area. Linguistic Variation (online first articles).
Julia Renkwitz2020-11-21T19:15:00+01:0019:1500:30Odille Morisonstuts68-426-konjunktivverwendung_und_strategien_der_redewiedergabe_in_den_olmutzer_prozessaktenhttps://68stuts.bildungs.cafe/events/426.htmlCC-SAfalseKonjunktivverwendung und Strategien der Redewiedergabe in den Olmützer ProzessaktentalkdeProzessakte aus älteren Sprachstufen des Deutschen wecken in den letzten Jahren immer mehr Aufmerksamkeit und wurden bereits Untersuchungsgegenstand zahlreicher sich mit unterschiedlichen Erscheinungen befassender Studien und Projekte. Das liegt v. a. in der spezifischen Entstehungsbedingungen dieser Textsorte, die sich an der Schnittstelle zwischen Mündlichkeit und Schriftlichkeit bewegt. Aus diesem Grund werden Prozessakte oft unter dem Aspekt der Redewiedergabe betrachtet. Eine der Erscheinungen, die bei der Untersuchung der Redewiedergabe, sowohl im Falle der Prozessakte (v. a. Hexenverhörprotokolle) als auch anderer Textsorten, untersucht wird, stellt die Konjunktivverwendung dar (vgl. Guchmann/Semenjuk 1981, Wilke 2006). Sie bildet auch den Untersuchungsgegenstand in diesem Beitrag, der sich mit der Konjunktivverwendung in der Olmützer Stadtkanzlei des 16. Jh., die außerhalb des zentralen deutschen Sprachraums liegt, beschäftigt.
Der geplante Beitrag fasst die Ergebnisse der Seminararbeit zusammen, die im Sommersemester 2020 entstand, und befasst sich mit einem kleinen Teil des in der geplanten Dissertation analysierten Korpus. Im ersten Teil des Beitrags werden in Anlehnung an Wilke (2006) zwei Faktoren, die die Wahl zwischen Konjunktiv I und II in den untersuchten Texten beeinflussen konnten, einer Analyse unterzogen. Es wird die Korrelation zwischen der Konjunktivform und der Einbettung der Redewiedergabe sowie dem in den Einträgen herrschenden Tempus untersucht. Da der Konjunktiv häufig nach einer Redeeinleitung zum Einsatz kommt, wird im zweiten Teil des Beitrags auf das Vorkommen und syntaktische Regularitäten der Redeeinleitung sowie auf die Verwendung der Redeeinleitungsverben eingegangen.
Eva Janečková2020-11-21T19:45:00+01:0019:4500:30Odille Morisonstuts68-461-fremdheit_in_der_schrift_historische_mehrschriftigkeit_in_den_regensburgischen_diarienhttps://68stuts.bildungs.cafe/events/461.htmlCC-SAfalseFremdheit in der Schrift? Historische Mehrschriftigkeit in den Regensburgischen DiarientalkdeRegensburg, von 1663 bis 1806 die Stadt des Immerwährenden Reichstages, gilt zur Zeit des Heiligen Römischen Reich Deutscher Nation als bedeutender Knotenpunkt Europas. Reisende, die sich damals in der Stadt aufhalten, sind gut dokumentiert. So hält das „Regensburgische Diarium“, ein ab 1760 wöchentlich erscheinendes Intelligenzblatt, nicht nur Reisedaten und -zweck fest, sondern auch die Herkunft und Namen der Reisenden. In den Ausgaben der Regensburgischen Diarien wird neben der „gebrochenen“ Schrift, Fraktur, für fremdsprachliche Passagen die Schrift Antiqua verwendet. Bei den Namen ausländischer Reisender finden sich jedoch beide Schriftarten. Was bedeutet eine Schreibung in Antiqua oder in Fraktur?
Die vorliegende diachrone Untersuchung beschäftigt sich mit den Mustern hinter der Verwendung von Antiqua bzw. Fraktur bei als ausländisch gekennzeichneten Personennamen. Um herauszufinden, ob eine Verwendung von Antiqua mit einer Wahrnehmung der Person als „fremd“ (geographisch, kulturell, in Bezug auf die Sprachfamilie des Namens) einhergeht, wurden Reisende betrachtet, die von außerhalb des Heiligen Römischen Reiches nach Regensburg kamen. Insgesamt wurden zehn Ausgaben der Regensburgischen Diarien untersucht, die zur Zeit des Immerwährenden Reichstages im Abstand von je fünf Jahren erschienen sind (1760 – 1805). Auch wenn die durchgeführte Studie aufgrund des gewählten Korpus keine eindeutige Antwort erlaubt, bietet das untersuchte Material vielfältige Möglichkeiten für weitere Forschungsvorhaben im Bereich Mehrsprachigkeit und Mehrschriftigkeit im historischen Kontext. /system/events/logos/000/000/461/large/Regensburisches_Diarium.png?1605958785Anna CijevschiPPP_Historische Mehrschriftigkeit_Anna Cijevschifile2020-11-21T13:15:00+01:0013:1502:20Pāṇini-Caféstuts68-485-leisure_loungehttps://68stuts.bildungs.cafe/events/485.htmlfalseLeisure LoungePleasant chats and party gamesothermulWant to share your impressions of a talk you just attended? Or elaborate on something there wasn't time for in the discussion section? Are all the current talks in German, or do you simply need a short break?
Come by the Leisure Lounge, your all-in-one afternoon stop for discussions and entertainment, open every day from lunch till dinner! Have a chat with the moderator, catch up with a friend, get yourself a breakout room for undisturbed discussions, or simply have some fun by playing games like the Jackbox Party Pack, Skribbl.io, and Codenames!2020-11-21T15:35:00+01:0015:3502:20Pāṇini-Caféstuts68-486-leisure_loungehttps://68stuts.bildungs.cafe/events/486.htmlfalseLeisure LoungePleasant chats and party gamesothermulWant to share your impressions of a talk you just attended? Or elaborate on something there wasn't time for in the discussion section? Are all the current talks in German, or do you simply need a short break?
Come by the Leisure Lounge, your all-in-one afternoon stop for discussions and entertainment, open every day from lunch till dinner! Have a chat with the moderator, catch up with a friend, get yourself a breakout room for undisturbed discussions, or simply have some fun by playing games like the Jackbox Party Pack, Skribbl.io, and Codenames!2020-11-21T17:55:00+01:0017:5502:20Pāṇini-Caféstuts68-487-leisure_loungehttps://68stuts.bildungs.cafe/events/487.htmlfalseLeisure LoungePleasant chats and party gamesothermulWant to share your impressions of a talk you just attended? Or elaborate on something there wasn't time for in the discussion section? Are all the current talks in German, or do you simply need a short break?
Come by the Leisure Lounge, your all-in-one afternoon stop for discussions and entertainment, open every day from lunch till dinner! Have a chat with the moderator, catch up with a friend, get yourself a breakout room for undisturbed discussions, or simply have some fun by playing games like the Jackbox Party Pack, Skribbl.io, and Codenames!2020-11-22T15:00:00+01:0015:0002:30Agathe Laschstuts68-501-farewell_brunchhttps://68stuts.bildungs.cafe/events/501.htmlfalseFarewell BrunchOne final shindigothermulCan't get enough of the StuTS social scene? Want to talk about your (or someone else's) project some more? Forgot to exchange contact info with someone you got to know? This symbolic farewell brunch emulates the last day of the physical StuTS and offers the last in-house opportunity to connect with your fellow participants. Party games are an option, too!