The spoken language research laboratories (SLRL) at the University of Oregon

2020 ◽  
Vol 148 (4) ◽  
pp. 2746-2746
Author(s):  
Melissa M. Baese-Berk ◽  
Kaori Idemaru ◽  
Vsevolod Kapatsinski ◽  
Tyler Kendall ◽  
Charlotte Vaughn ◽  
...  
Keyword(s):  
Spoken Language ◽  
Language Research ◽  
The University

scholarly journals Katowicka szkoła socjolingwistyki. Od mikroobserwacji do ujęć dyskursywno-komunikacyjnych

2020 ◽  
Vol 34 ◽  
Author(s):  
Aldona Skudrzyk ◽  
Jacek Warchala
Keyword(s):  
Research Method ◽  
Spoken Language ◽  
Theoretical Issue ◽  
Everyday Language ◽  
Language Research ◽  
The Status ◽  
Younger Generation ◽  
Main Ideas ◽  
The University

The article presents main ideas which originated and have been developed in the sociolinguistic school at the University of Silesia. The school was born in the 1970s and its origins are associated with the name of Władysław Lubaś, the true founder of the Silesian sociolinguistics. The article presents the issue of the socalled sociolinguistic breakthrough and Lubaś’s own theoretical conceptions which were taken up and further developed by his followers. It also discusses the status of sociolinguistics as a research method, specificity of the language in Silesian cities and of spoken language research, the issue of vernacular as a language of identity, the problem of Silesian bilingualism, theoretical issue of diglossia and, finally, research on everyday language and on the language of Silesian younger generation.

The notation of signed texts

2001 ◽  
Vol 4 (1-2) ◽  
pp. 29-45 ◽  
Author(s):  
Elena Antinoro Pizzuto ◽  
Paola Pietrandrea
Keyword(s):  
General Problem ◽  
Spoken Language ◽  
Signed Languages ◽  
Signed Language ◽  
Language Research ◽  
Primary Means ◽  
Future Work

This paper focuses on some of the major methodological and theoretical problems raised by the fact that there are currently no appropriate notation tools for analyzing and describing signed language texts. We propose to approach these problems taking into account the fact that all signed languages are at present languages without a written tradition. We describe and discuss examples of the gloss-based notation that is currently most widely used in the analysis of signed texts. We briefly consider the somewhat paradoxical problem posed by the difficulty of applying the notation developed for individual signs to signs connected in texts, and the more general problem of clearly identifying and characterizing the constituent units of signed texts. We then compare the use of glosses in signed and spoken language research, and we examine the major pitfalls we see in the use of glosses as a primary means to explore and describe the structure of signed languages. On this basis, we try to specify as explicitly as possible what can or cannot be learned about the structure of signed languages using a gloss-based notation, and to provide some indications for future work that may aim to overcome the limitations of this notation.

scholarly journals Brazil, France, Belgium and Other Francophone Countries: Research Relations and Knowledge Building in Journalism

2019 ◽  
Vol 15 (2) ◽  
pp. 280-287
Author(s):  
Zélia Leal Adghirni
Keyword(s):  
Knowledge Building ◽  
French Language ◽  
Joint Research ◽  
Ongoing Research ◽  
Journalism Studies ◽  
Language Research ◽  
University Of Laval ◽  
Teachers And Students ◽  
La Red ◽  
The University

This article describes the creation of the Journalism Studies Network (REJ) between the University of Brasilia and the University of Rennes 1 (Lannion), to which other French-language research centers such as the University of Laval, Quebec, and more recently the Free University of Brussels also joined. Joint research started in 2000 and is still active today in international cooperation involving dozens of teachers and students from different institutions. Periodic meetings are held at different institutions and countries to present and discuss topics related to ongoing research, from epistemological issues to comparative reports on field research.O artigo a seguir trata de remontar às origens da criação da Rede de estudos sobre jornalismo – REJ, entre a Universidade de Brasília e a Universidade de Rennes 1 (Lannion) ao qual vieram se agregar outros centros de pesquisa em língua francesa tais como a Universidade de Laval, Quebec, e mais recentemente a Universidade Livre de Bruxelas. As pesquisas conjuntas, iniciadas a partir de 2000, se mantêm ativas atualmente dentro de um contexto de cooperação internacional que envolve dezenas de professores e alunos de diferentes instituições. Encontros periódicos são realizados em diferentes instituições e países a fim de apresentar e debater temas relativos a pesquisas em andamento, desde questões epistemológicas até relatos comparativos sobre pesquisas de campo.El siguiente artículo se remonta a los orígenes de la creación de la Red de Estudios de Periodismo – REJ ­–, entre la Universidad de Brasilia y la Universidad de Rennes 1 (Lannion), a la que se agregaron otros centros de investigación en lengua francesa como la Universidad Laval, Quebec, y más recientemente la Universidad Libre de Bruselas. La investigación conjunta iniciada desde 2000 sigue activa en la actualidad en un contexto de cooperación internacional que involucra a docenas de profesores y estudiantes de diferentes instituciones. Se realizan reuniones periódicas en diferentes instituciones y países para presentar y discutir temas relacionados con la investigación en curso, desde cuestiones epistemológicas hasta informes comparativos sobre investigación de campo.

scholarly journals Academic language as an object of teaching foreign languages to philology students

2021 ◽  
Vol 5 (S4) ◽  
pp. 657-676
Author(s):  
Oksana V. Asadchykh ◽  
Liudmyla H. Smovzhenko ◽  
Iryna V. Kindras ◽  
Ihor I. Romanov ◽  
Tetiana S. Pereloma
Keyword(s):  
Foreign Language ◽  
Academic Language ◽  
Spoken Language ◽  
Foreign Languages ◽  
Practical Significance ◽  
Visual Images ◽  
New Methods ◽  
Language Research ◽  
Intercultural Exchange ◽  
Knowledge Communication

In the modern socio-educational environment, which is developed through intercultural exchange and the implementation of new methods of spreading knowledge, communication in the student environment is based on the exchange of visual images and philological units. For students of the philological direction, communication with foreign language communicants is determined by the possibility of improving the function of conversation, perception of cultural characteristics and obtaining new images. Of relevance is the perception of not only spoken language by students, but also of the academically correct lexical group. The novelty of the study is determined by the fact that academic language is often perceived as a kind of anachronism, as something insufficient to expand linguistic competence. The study proves that the readiness of students to implement the provisions of academic language is possible not only culturally, but is also achievable by pedagogical methods. The study demonstrates that the implementation of the extended learning format is achieved through the techniques of linguistic learning. The practical significance of the study is that the perception of academic language will allow students of the philological direction to implement their skills in various social spheres, which may require historical language research and be predominantly fundamental.

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