An Analysis of the Differences Between Sentence Pattern in English Language and Sigulai Language

This study focuses on analyzing and contrasting sentence pattern in both English and Sigulai languages. The study intends to find out the differences in sentence pattern between English and Sigulai language and how the sentence pattern of two languages are different. This research was conducted by employing the qualitative method by using Theoretical Linguistics research method. The research used judgment/purposive sampling in choosing the target samples. The target samples were two Simeulue students studying in Banda Aceh who come from Salang regency in Simeulue and speak Sigulai in their daily life. The findings show that differences in sentence pattern between English and Sigulai happen in verbal and nominal sentence. Moreover, based on the analysis, it can be concluded that Sigulai language has non-configurational sentence pattern as many other Austronesian languages

“SCORES FOR A PARTICULAR CHEMICAL ORCHESTRA”: THE ‘COMMEDIA’ AND THE MATTER OF SOUND IN OSIP MANDELSTAM’S ‘CONVERSATION ABOUT DANTE’

This paper discusses the implications of the wide-ranging use of sound in Osip Mandelstam’s 1933 essay “Conversation about Dante,” a landmark in the twentieth-century reception of Dante. With a special focus on the sound mo-tives incorporated in Mandelstam’s description of the Commedia, the Con-versation is analyzed as a study in the receptiveness of the reader, as it is acti-vated by the poetic speech of Dante in a call-and-response relation. At the same time, the paper explores issues of individuation, as reading through sound brings the reader back to his or her historicity and presentness, and of trans-formation, as the mutability of sounds brings about an experience of poetry as an ongoing metamorphosis. In this perspective, the vernacularization of poetry in the Commedia is conceived of by Mandelstam as the rediscovery of the aesthetical and ethical potential of our bodily, local, and contingent existence

(An) estimation of the work of Robert Frost ..

Typewritten sheets in cover. Thesis (M.A.)--Boston University This item was digitized by the Internet Archive. Bibliography: p. 53-55

Volume 62, Number 08 (August 1944)

Mind\u27s Ear Why Music Study Is a Priceless Investment Keep Jazz Within Its Limits! (interview with Paul Whiteman) Greatest Show On Earth Grew Out of Music (interview with Mrs. Charles Ringling) Vital Use of Drudgery Building Character Through Music Music in the Chinese Theater Coöperative Pupil\u27s Recital Plan Which Succeeded Protect your Precious Musical Instruments If Parents Had Had Their Way Musical Ideas Come First Practice With Your Brains! Technic of the Month—Prelude in F-sharp Major, Op. 28, No. 13, by Frédéric Chopinhttps://digitalcommons.gardner-webb.edu/etude/1213/thumbnail.jp

An exploratory study : the transitional approach to teach reading to bilingual first-grade children.

This study explored the consummations of The Transitional Approach to Reading with Puerto Rican native language emergent and second language early emergent readers enrolled in a Transitional Bilingual Education Program of a public school system in Central Massachusetts. The objective of this study was to put forth a paradigm for a new reading approach, The Transitional Approach , in a Bilingual first-grade class. The intent was to enhance their initiation into English reading. The principal goal was to transfer native language vocabulary whose definitions are the same in both languages (from one language to another) allowing reading comprehension to be achieved. The students were taught to manipulate transference in order to reach word comprehension in the second language. The vocabulary learned in native language reading, Spanish, will be transferred from Spanish to English. The study inquired as to whether these students, at the culmination of five months, showed growth in vocabulary attainment in Spanish, in English, and in Spanish and English on the post-approach assessments. No hypothesis was tested. The study was exploratory and descriptive in nature. The following tasks were accomplished: (1) Accumulation of Transfer Word Vocabulary from the entirety of the first-grade curricula: Spanish, Science, Social Studies, Culture, Mathematics, Language Arts, Reading, and English as a Second Language (a total of 235). (2) Assessment in Spanish, first, then in English of 78 Transfer Vocabulary Words: Yes/No Match, Pre-Test; and Yes/No Read and Match, Post-Test. (3) Observations made prior to, during, and after the implementation of the approach. Fourteen children were chosen to participate in The Transitional Approach to Reading . The research revealed that the students increased their native and second language transfer word vocabularies and initiated second language beginning reading. The Transitional Approach played an important role in the formulation of the child\u27s vocabulary development, reading comprehension, and overall reading development. Knowledge of vocabulary, word meaning, plays an essential part in the first-grade reading curriculum and accounts for about half of reading comprehension

The Oxford Democrat : Vol. 70. No.48 - December 01, 1903

https://digitalmaine.com/oxford_democrat/1568/thumbnail.jp

Physical mechanisms may be as important as brain mechanisms in evolution of speech [Commentary on Ackerman, Hage, & Ziegler. Brain Mechanisms of acoustic communication in humans and nonhuman primates: an evolutionary perspective]

We present two arguments why physical adaptations for vocalization may be as important as neural adaptations. First, fine control over vocalization is not easy for physical reasons, and modern humans may be exceptional. Second, we present an example of a gorilla that shows rudimentary voluntary control over vocalization, indicating that some neural control is already shared with great apes

Brain mechanisms of acoustic communication in humans and nonhuman primates: An evolutionary perspective

Any account of “what is special about the human brain” (Passingham 2008) must specify the neural basis of our unique ability to produce speech and delineate how these remarkable motor capabilities could have emerged in our hominin ancestors. Clinical data suggest that the basal ganglia provide a platform for the integration of primate-general mechanisms of acoustic communication with the faculty of articulate speech in humans. Furthermore, neurobiological and paleoanthropological data point at a two-stage model of the phylogenetic evolution of this crucial prerequisite of spoken language: (i) monosynaptic refinement of the projections of motor cortex to the brainstem nuclei that steer laryngeal muscles, presumably, as part of a “phylogenetic trend” associated with increasing brain size during hominin evolution; (ii) subsequent vocal-laryngeal elaboration of cortico-basal ganglia circuitries, driven by human-specific FOXP2 mutations.;>This concept implies vocal continuity of spoken language evolution at the motor level, elucidating the deep entrenchment of articulate speech into a “nonverbal matrix” (Ingold 1994), which is not accounted for by gestural-origin theories. Moreover, it provides a solution to the question for the adaptive value of the “first word” (Bickerton 2009) since even the earliest and most simple verbal utterances must have increased the versatility of vocal displays afforded by the preceding elaboration of monosynaptic corticobulbar tracts, giving rise to enhanced social cooperation and prestige. At the ontogenetic level, the proposed model assumes age-dependent interactions between the basal ganglia and their cortical targets, similar to vocal learning in some songbirds. In this view, the emergence of articulate speech builds on the “renaissance” of an ancient organizational principle and, hence, may represent an example of “evolutionary tinkering” (Jacob 1977)

Experiencing Shakespeare : essays on text, classroom, and performance

Includes index.Bibliography: pages 166-202."This is a collection of free-standing essays on Shakespeare. About half of them appear in scattered publications, some of them not readily accessible. The essays date from 1975 to 1985, and, in presenting them chronologically and (with minor exceptions) as originally worded, it is my purpose to expose some vectors in a critic's developing approaches to and assessments of Shakespearean criticism over the past decade. To me this is in part an exposure of mistakes and vulnerabilities (perhaps not wholly atypical ones) as well as, I hope, an exposure of insights and growth."Digitized at the University of Missouri--Columbia MU Libraries Digitization Lab in 2012. Digitized at 600 dpi with Zeutschel, OS 15000 scanner. Access copy, available in MOspace, is 400 dpi, grayscale