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The study investigates the contribution of tactile and auditory feedback in the adaptation of /s/ towards a palatal prosthesis. Five speakers were recorded via electromagnetic articulography, at first without the prosthesis, then with the prosthesis and auditory feedback masked, and finally with the prosthesis and auditory feedback available. Tongue position, jaw position and acoustic centre of gravity of productions of the sound were measured. The results show that the initial adaptation attempts without auditory feedback are dependent on the prosthesis type and directed towards reaching the original tongue palate contact pattern. Speakers with a prosthesis which retracted the alveolar ridge retracted the tongue. Speakers with a prosthesis which did not change the place of the alveolar ridge did not retract the tongue. All speakers lowered the jaw. In a second adaptation step with auditory feedback available speakers reorganised tongue and jaw movements in order to produce more subtle acoustic characteristics of the sound such as the high amplitude noise which is typical for sibilants.
Die vorliegende Arbeit diente der Gewinnung neuer Erkenntnisse über die historische Entwicklung und Typisierung von Fragesätzen. Die Analyse basiert auf Materialien verschiedener indogermanischer Sprachen (Griechisch, Armenisch, Gotisch, Altkirchenslavisch, Altrussisch) sowie einer außerindogermanischen kaukasischen Sprache (Altgeorgisch). Primär wurden Bibeltexte aus dem Alten und Neuen Testament anhand von Faksimileausgaben und elektronischen Textcorpora untersucht. Die Arbeit demonstrierte anhand von über 540 Beispielen, welche Kriterien, graphische oder grammatische Mittel, Fragewortstellung oder Satzgliederfolge, in den überlieferten Texten für die Entschlüsselung von Fragesätzen hilfreich waren. Für jede betrachtete Sprache wurde eine möglichst ausführliche Klassifikation der Hauptfragesatztypen vorgelegt. Ferner gehörte zum Untersuchungsobjekt der Arbeit die in den Fragesätzen implizierte Antworterwartung. Für die weitere Analyse dieser Erscheinung wurden die Fragesätze aufgrund ihrer formalen Kennzeichen für Antworterwartung und Bedeutung eingeteilt. Anhand des übereinzelsprachlichen Vergleiches war es möglich, die spezifischen interrogativen Charakteristika aufzuzeigen, die in den einzelnen Sprachen für die jeweiligen schriftlich fixierten Perioden typisch waren. Wenn relevant, wurden auch Daten aus jüngeren Sprachstufen herangezogen. Die zum Schluss vorgestellte Gegenüberstellung von indogermanischen und kaukasischen Sprachen war erforderlich, um nicht nur genetisch bedingte sprachspezifische Charakteristika von Fragesätzen aufzuzeigen, sondern auch allgemeinsprachliche spezifische Merkmale zu eruieren.
Leksičke funkcije kao pokazatelji značenjskih odnosa u kolokacijskim svezama hrvatskoga jezika
(2008)
U radu se na primjerima kolokacijskih sveza hrvatskoga jezika analiziraju leksičke funkcije koje je unutar svojega teorijskoga modela značenje – tekst razradio Igor Meljčuk. Na uzorku od desetak leksičkih funkcija koje predstavljaju opće značenjske modele primjenjive u svim jezicima opisuju se značenjski odnosi na osnovi kojih nastaju kolokacijske sveze, dakle, jezične jedinice koje po svojoj strukturi nadilaze razinu jedne riječi, tj. leksema.
Our study is concerned with the identification of ‘difficult’ structure s in the acquisition of a foreign language, which will shed light on theoretical considerations of L2 processing. We argue that – compared to simple vocabulary items or abstract syntactic patterns – structures that contain lexical material as well as categorial variables are especially difficult to acquire. The difficulty level for particular patterns is shown to depend on surface invariability but not on the syntactic categories within which target patterns are embedded. As an example we study the distribution of certain structures which are underused by L2 German learners.
This paper describes a number of verbal argument marking patterns found in the world's languages and provides HPSG analyses for them. In addition to commonly-occurring variations of morphosyntactic alignment (e.g. nominative-accusative, ergative-absolutive), this paper also presents analyses of more complex phenomena, including ergativity splits, Austronesian-style focus-case systems, and direct-inverse systems and their interaction with case.
Either in the realm of the mother tongue debating, or in the problematization of the second language classroom, the matters related to the assessment conduct and to the linguistic behavior of both teachers and students should not be underestimated or even left aside. Linguistic diversity is broadly present in the school context, and it is imperative not to overlook the way this reality is considered and the linguistic policies which are present and necessary. Whereas the assessment process is an integral part of the formation of the student’s identity, it is relevant to consider the theoretical concept of this process as well as the practice current in the school context. This paper gathers definitions on the assessment conduct and linguistic behavior, highlighting the role played by the teacher in classroom routine aiming at the flexibility of the process, as well as the appreciation of the pupil’s linguistic individuality.