Adult learning and language simplification

Languages spoken in larger populations are relatively simple. A possible explanation for this is that languages with a greater number of speakers tend to also be those with higher proportions of non-native speakers, who may simplify language during learning. We assess this explanation for the negative correlation between population size and linguistic complexity in three experiments, using artificial language learning techniques to investigate both the simplifications made by individual adult learners and the potential for such simplifications to influence group-level language characteristics. In Experiment 1, we show that individual adult learners trained on a morphologically complex miniature language simplify its morphology. In Experiment 2, we explore how these simplifications may then propagate through subsequent learning. We use the languages produced by the participants of Experiment 1 as the input for a second set of learners, manipulating (a) the proportion of their input which is simplified and (b) the number of speakers they receive their input from. We find, contrary to expectations, that mixing the input from multiple speakers nullifies the simplifications introduced by individuals in Experiment 1; simplifications at the individual level do not result in simplification of the population’s language. In Experiment 3, we focus on language use as a mechanism for simplification, exploring the consequences of the interaction between individuals differing in their linguistic competence (as native and non-native speakers might). We find that speakers who acquire a more complex language than their partner simplify their language during interaction. We ultimately conclude that adult learning can result in languages spoken by more people having simpler morphology, but that idiosyncratic simplifications by non-natives do not offer a complete explanation in themselves; accommodation - by comparatively competent non-natives to less competent speakers, or by native speakers to non-natives - may be a key linking mechanism

Acquisition of English Wh Questions by Native Haitian Creole Speakers: Evidence for a Rule Governed Interlanguage

The study uses the concept of Inter-language to investigate the process of language acquisition of fourteen adult Haitian Creole speakers learning English as a second language. The research is focused upon the acquisition of predicate based and embedded lffi questions. An analysis of the data is presented that suggests that the subjects are using two learning strategies: over generalization and simplification. There is also data patterning that indicates that the introduction of the negative into a question is a significant factor in the subjects\u27 inter-languages. The findings from the research tend to emphasize the utility of approaching language acquisition from the perspective of a rule governed inter-language. Suggestions are made as to how the results of this study can be exploited in the language classroom

Diagnosing Contact Processes from their Outcomes: The Importance of Life Stages

This paper addresses the questions, Do bilingually induced and shift-induced change have different outcomes? If they do, can these differences assist us in reconstructing the prehistoric past, specifically the linguistic prehistory of the (smallscale neolithic) societies of Melanesia. A key to better interpreting differences in the outputs of contact-induced change is to understand how such change in smallscale societies actually occurs. I argue that it is important to know the life-stage loci of change. I suggest that language shift has two life-stage loci, one in early childhood, where evidence of shift, if any, is restricted to specialist lexicon, and one in adulthood. Adult language shift appears to have been rare in Melanesia. I also suggest that bilingually induced change, which entails the syntactic restructuring of one’s heritage language on the model of a second language, takes place among preadolescent children–a claim which is supported by various kinds of evidence. This understanding helps us in turn to interpret the outcomes of contact-induced change and to infer prehistoric events, since adult second-language learning typically leads to simplification, whilst childhood language learning may lead to an increase in complexity

'Children are just lingual': The development of phonology in British Sign Language (BSL)

This paper explores three universal tendencies in spoken language acquisition: consonant and vowel harmony, cluster reduction and systemic simplification, using a corpus of 1018 signs from a single child exposed to British Sign Language from birth. Child signs were recorded from naturalistic deaf parent-deaf child interaction between the ages of 19-24 months. Child errors were analysed by handshape, movement and location segments, as well as the accurate production of prosodic features, using an autosegmental phonology approach. Unadult like forms at this age were observed with 41% of handshapes, 45% of movements and 25% of locations. There were 47% of signs produced with unadult like prosodic features. Analysis of the results concludes that early child signing broadly follows proposed universal tendencies in language acquisition

Creating a new town koine : children and language change in Milton Keynes.

Koineization – the development of a new, mixed variety following dialect contact – has well-documented outcomes. However, there have been few studies of the phenomenon actually in progress. This article describes the development of a new variety in the English New Town of Milton Keynes, designated in 1967. The article is structured around eight “principles” that relate the process of koineization to its outcomes. Recordings were made of 48 Milton Keynes-born children in three age groups (4, 8, and 12), the principal caregiver of each child, and several elderly locally born residents. Quantitative analysis of ten phonetic variables suggests that substantial but not complete focusing occurs in the child generation. The lack of linguistic continuity in the New Town is demonstrated, and the time scale of koineization there is discussed. Finally, it is shown that demography and the social-network characteristics of individuals are crucial to the outcomes of koineization

Repositioning of special schools within a specialist, personalised educational marketplace - the need for a representative principle

This paper considers how notions of inclusive education as defined in the United Nations Educational, Scientific and Cultural Organization (UNESCO) Salamanca Agreement (1994) have become dissipated, and can be developed and reframed to encourage their progress. It analyses the discourse within a range of academic, legal and media texts, exploring how this dissipation has taken place within the UK. Using data from 78 specialist school websites it contextualises this change in the use of the terms and ideas of inclusion with the rise of two other constructs, the 'specialist school' and 'personalisation'. It identifies the need for a precisely defined representative principle to theorise the type of school which inclusion aims to achieve, which cannot be subsumed by segregated providers. It suggests that this principle should not focus on the individual, but draw upon a liberal/democratic view of social justice, underlining inclusive education's role in removing social barriers that prevent equity, access and participation for all

Explicitness and ellipsis as features of conversational style in British English and Ecuadorian Spanish

In this article I examine differences in conversational style between British English and Ecuadorian Spanish which can be the source of communication conflict among speakers of these two languages in telephone conversations, and, presumably in other types of interaction. I look at the language of mediated and non-mediated telephone conversations and examine one feature that interacts with indirectness, i.e., the degree of explicitness participants employ to realize similar acts or moves in the two languages. In non-mediated telephone interactions both British English and Ecuadorian Spanish speakers appear to display a preference for the use of explicitness in formulating various telephone management moves. On the other hand, in mediated interactions, while the British appear to favour explicitness, Ecuadorians in the present study, make use of elliptical forms. The latter, however, tend to be accompanied by deference markers. Differences in the use of explicit and elliptical utterances are interpreted as reflecting that, in certain types of interactions, Ecuadorians favour a style that can be characterized as fast and deferential, but possibly rather abrupt to the English, whereas the latter appear to favour a less hurried style which emphasizes the expression of consideration rather than deference

Large-scale Hierarchical Alignment for Data-driven Text Rewriting

We propose a simple unsupervised method for extracting pseudo-parallel monolingual sentence pairs from comparable corpora representative of two different text styles, such as news articles and scientific papers. Our approach does not require a seed parallel corpus, but instead relies solely on hierarchical search over pre-trained embeddings of documents and sentences. We demonstrate the effectiveness of our method through automatic and extrinsic evaluation on text simplification from the normal to the Simple Wikipedia. We show that pseudo-parallel sentences extracted with our method not only supplement existing parallel data, but can even lead to competitive performance on their own.Comment: RANLP 201

Eliminating unpredictable variation through iterated learning

Human languages may be shaped not only by the (individual psychological) processes of language acquisition, but also by population-level processes arising from repeated language learning and use. One prevalent feature of natural languages is that they avoid unpredictable variation. The current work explores whether linguistic predictability might result from a process of iterated learning in simple diffusion chains of adults. An iterated artificial language learning methodology was used, in which participants were organised into diffusion chains: the first individual in each chain was exposed to an artificial language which exhibited unpredictability in plural marking, and subsequent learners were exposed to the language produced by the previous learner in their chain. Diffusion chains, but not isolate learners, were found to cumulatively increase predictability of plural marking by lexicalising the choice of plural marker. This suggests that such gradual, cumulative population-level processes offer a possible explanation for regularity in language

Effects of hanyu pinyin on pronunciation in learners of Chinese as a foreign language

This paper provides evidence that the hanyu pinyin representation of the phonology of Chinese affects the production of Chinese phonology in instructed learners of Chinese as a Foreign Language. Pinyin generally has a one-to-one correspondence between graphemes and phonemes, but its transcription of some Chinese rimes does not represent the main vowel. As a consequence, learners of Chinese as a Foreign Language have non-target-like phonological representations of Chinese rimes, which in turn lead to non-target-like pronunciations. A hanzi reading-aloud task was used to elicit syllables containing the three rimes /iou/, /uei/ and /uən/ from final-year CFL students. Results show that learners often delete the vowels that are not represented in the pinyin transcription, but they produce the same vowels in the same rimes when the pinyin transcription represents them. It is concluded that the pinyin orthographic input interacts with the phonological input in shaping the phonological representations and pronunciation of Chinese syllables in intermediate as well as beginner CFL learners. Language teachers should therefore be aware of the effects of the pinyin orthography