Syntactic variation and spoken language

2005 ◽  
pp. 81-106 ◽  
Author(s):  
Jenny Cheshire
Keyword(s):  
Spoken Language ◽  
Syntactic Variation

Analyticization and the syntax of the synthetic residue

2018 ◽  
Author(s):  
Chris H. Reintges ◽  
Sonia Cyrino
Keyword(s):  
Word Order ◽  
Morphological Structure ◽  
Spoken Language ◽  
Brazilian Portuguese ◽  
Parameter Change ◽  
Verb Movement ◽  
Syntactic Variation ◽  
Verb Constructions ◽  
Auxiliary Verb ◽  
High Degree

Current understanding of syntactic variation and change relies on the notion of parameters of varying magnitude (micro- and macroparameters). This chapter focuses on the flipside of parameter change, namely the retention and survival of synthetic morphological structure in a context of widespread analyticization. The global effects of synthetic-to-analytic drift are examined in two diachronic scenarios: one in which the process has almost, though not entirely been completed (Coptic Egyptian), and another one in which the process is still under way (Brazilian Portuguese). Coptic has gone very far in abandoning its former synthetic features and thus exhibits a high degree of analyticity. In Brazilian Portuguese, the analyticization process is an advanced state, with synthetically inflected tenses exhibiting a decreasing productivity and gradually being replaced by the corresponding auxiliary verb constructions in the spoken language. The restriction on verb movement is a side effect of ongoing analyticization that affects language’s word order.

scholarly journals Code-switching alone cannot explain intraspeaker syntactic variability: Evidence from a spoken elicitation experiment

2020 ◽  
Vol 43 (3) ◽  
pp. 249-287 ◽  
Author(s):  
Björn Lundquist ◽  
Maud Westendorp ◽  
Bror-Magnus S. Strand
Keyword(s):  
High School ◽  
High School Students ◽  
Spoken Language ◽  
Written Language ◽  
Code Switching ◽  
School Students ◽  
Syntactic Variation ◽  
Empirical Question ◽  
Local Dialect ◽  
Linguistic Input

AbstractWe address the question whether speakers activate different grammars when they encounter linguistic input from different registers, here written standardised language and spoken dialect. This question feeds into the larger theoretical and empirical question if variable syntactic patterns should be modelled as switching between different registers/grammars, or as underspecified mappings from form to meaning within one grammar. We analyse 6000 observations from 26 high school students from Tromsø, comprising more than 20 phonological, morphological, lexical and syntactic variables obtained from two elicited production experiments: one using standardised written language and one using spoken dialect as the elicitation source. The results suggest that most participants directly activate morphophonological forms from the local dialect when encountering standardised orthographic forms, suggesting that they do not treat the written and spoken language as different grammars. Furthermore, the syntactic variation does not track the morphophonological variation, which suggests that code/register-switching alone cannot explain syntactic optionality.

scholarly journals The Icelandic (Pilot) Project in ScanDiaSyn

Nordlyd ◽  
10.7557/12.91 ◽  
2007 ◽  
Vol 34 (1) ◽  
Author(s):  
Höskuldur Thráinsson ◽  
Ásgrímur Angantýsson ◽  
Ásta Svavarsdóttir ◽  
Thórhallur Eythórsson ◽  
Jóhannes Gísli Jónsson
Keyword(s):  
Spontaneous Speech ◽  
Pilot Project ◽  
Spoken Language ◽  
Research Project ◽  
Syntactic Variation ◽  
The Third ◽  
Future Work ◽  
Work Done ◽  
The Way

In this paper we outline the Icelandic research plans in the Scandinavian Dialect Syntax project and explain why we have made these plans the way we have. We begin by reporting on a pilot project that was conducted in Iceland 2004-2005, explain its nature and describe the resulting plans. As will be seen, our research project includes the collection and analysis of spoken language corpora (“spontaneous speech” of different kinds), collection of syntactic material by using different elicitation techniques (including written questionnaires and interviews), and the comparison of this material. The spoken language corpora are listed and described in the second section of the paper. In the third section we describe how our present (and future) work relates to some previous work done on syntactic variation in Icelandic (and Faroese) and offer some thoughts on the nature of syntactic variation in general.

What Do We Want Them To Be When They Grow Up?

2010 ◽  
Vol 20 (1) ◽  
pp. 27-31
Author(s):  
Lyn Robertson
Keyword(s):  
Hearing Loss ◽  
Social Development ◽  
Young Women ◽  
Hearing Aids ◽  
Test Scores ◽  
Spoken Language ◽  
Language Therapy ◽  
Profound Hearing Loss ◽  
Children With Hearing Loss ◽  
Learning To Listen

Abstract Learning to listen and speak are well-established preludes for reading, writing, and succeeding in mainstream educational settings. Intangibles beyond the ubiquitous test scores that typically serve as markers for progress in children with hearing loss are embedded in descriptions of the educational and social development of four young women. All were diagnosed with severe-to-profound or profound hearing loss as toddlers, and all were fitted with hearing aids and given listening and spoken language therapy. Compiling stories across the life span provides insights into what we can be doing in the lives of young children with hearing loss.

Red Flags: Barriers to Listening and Spoken Language in Children with Hearing Loss

2014 ◽  
Vol 24 (1) ◽  
pp. 11-18
Author(s):  
Andrea Bell ◽  
K. Todd Houston
Keyword(s):  
Hearing Loss ◽  
Early Diagnosis ◽  
Skill Acquisition ◽  
Dynamic Process ◽  
Spoken Language ◽  
Red Flags ◽  
Careful Monitoring ◽  
Auditory Development ◽  
Children With Hearing Loss ◽  
Family Centered

To ensure optimal auditory development for the acquisition of spoken language, children with hearing loss require early diagnosis, effective ongoing audiological management, well fit and maintained hearing technology, and appropriate family-centered early intervention. When these elements are in place, children with hearing loss can achieve developmental and communicative outcomes that are comparable to their hearing peers. However, for these outcomes to occur, clinicians—early interventionists, speech-language pathologists, and pediatric audiologists—must participate in a dynamic process that requires careful monitoring of countless variables that could impact the child's skill acquisition. This paper addresses some of these variables or “red flags,” which often are indicators of both minor and major issues that clinicians may encounter when delivering services to young children with hearing loss and their families.

Research on Reading: What SLPs Want (or Need) to Know

2009 ◽  
Vol 10 (2) ◽  
pp. 65-68 ◽  
Author(s):  
Judy Montgomery
Keyword(s):  
Spoken Language ◽  
Cognitive Skill ◽  
Language Intervention ◽  
Reading Teachers ◽  
Successful Therapy ◽  
Speech Language Pathologists ◽  
Reading Research ◽  
Reading And Writing ◽  
Language Problems

Abstract As increasing numbers of speech language pathologists (SLPs) have embraced their burgeoning roles in written as well as spoken language intervention, they have recognized that there is much to be gained from the research in reading. While some SLPs reportedly fear they will “morph” into reading teachers, many more are confidently aware that SLPs who work with adult clients routinely use reading as one of their rehabilitation modalities. Reading functions as both a tool to reach language in adults, and as a measure of successful therapy. This advanced cognitive skill can serve the same purpose for children. Language is the foundational support to reading. Consequently spoken language problems are often predictors of reading and writing challenges that may be ahead for the student (Juel & Deffes, 2004; Moats, 2001; Wallach, 2004). A targeted review of reading research may assist the SLP to appreciate the language/reading interface.

Understanding the Communication Needs of Culturally and Linguistically Diverse Students Who Are Deafblind

2017 ◽  
Vol 2 (12) ◽  
pp. 81-88
Author(s):  
Sandy K. Bowen ◽  
Silvia M. Correa-Torres
Keyword(s):  
Sign Language ◽  
Augmentative And Alternative Communication ◽  
Linguistically Diverse ◽  
Spoken Language ◽  
Culturally And Linguistically Diverse ◽  
Alternative Communication ◽  
Linguistically Diverse Students ◽  
The Past ◽  
Communication Needs ◽  
Different Cultures

America's population is more diverse than ever before. The prevalence of students who are culturally and/or linguistically diverse (CLD) has been steadily increasing over the past decade. The changes in America's demographics require teachers who provide services to students with deafblindness to have an increased awareness of different cultures and diversity in today's classrooms, particularly regarding communication choices. Children who are deafblind may use spoken language with appropriate amplification, sign language or modified sign language, and/or some form of augmentative and alternative communication (AAC).

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