A Dynamical Systems Model for Language Change

Formalizing linguists' intuitions of language change as a dynamical system, we quantify the time course of language change including sudden vs. gradual changes in languages. We apply the computer model to the historical loss of Verb Second from Old French to modern French, showing that otherwise adequate grammatical theories can fail our new evolutionary criterion

Режим реального часу в історичних соціолінгвістичних студіях

У статті розглядаються моделі хронометражу мовних змін в історичній соціолінгвістиці. Доводиться, що режим реального часу якнайкраще допомагає простежити перебіг мовних змін, особливо при використанні у якості матеріалу дослідження мовних корпусів, які охоплюють значні відрізки часу. Важливим інструментом опису часового перебігу мовних змін визначається S-подібна крива. (The article analyzes models for timing the process of language change in historical sociolinguistics. It is argued that the real time research is the best way to trace the linguistic change, especially when large language corpora that cover a significant period of time are used. S-shaped curve is discussed as an important tool for describing the time course of linguistic change.

Behavioural clusters and predictors of performance during recovery from stroke

We examined the patterns and variability of recovery post-stroke in multiple behavioral domains. A large cohort of first time stroke patients with heterogeneous lesions was studied prospectively and longitudinally at 1-2 weeks, 3 months and one year post-injury with structural MRI to measure lesion anatomy and in-depth neuropsychological assessment. Impairment was described at all timepoints by a few clusters of correlated deficits. The time course and magnitude of recovery was similar across domains, with change scores largely proportional to the initial deficit and most recovery occurring within the first three months. Damage to specific white matter tracts produced poorer recovery over several domains: attention and superior longitudinal fasciculus II/III, language and posterior arcuate fasciculus, motor and corticospinal tract. Finally, after accounting for the severity of the initial deficit, language and visual memory recovery/outcome was worse with lower education, while the occurrence of multiple deficits negatively impacted attention recovery

History of writing and record keeping

The ultimate cause of much historical, social and cultural change is the gradual accumulation of human knowledge of the environment. Human beings use the materials in their environment to meet their needs and increased human knowledge of the environment enables human needs to be met in a more efficient manner. The human environment includes the human being itself and the human ability to communicate by means of language and to make symbolic representations of the sounds produced by language, allowed the development of writing. Writing developed over time in a necessary and inevitable manner from logographic, to syllabic, to alphabetical systems. This development from simpler word based writing to more complex syllable based systems and then even more complex sound based writing systems was a logical progression from, simple less useful systems, to more complex, but more useful systems. This is an example of how the simplest knowledge is acquired first and more complex knowledge is acquired later. The order of discovery determines the course of human social and cultural history as knowledge of new and more efficient means of meeting human needs, results in new technology, which results in the development of new social and ideological systems. This means human social and cultural history, has to follow a particular course, a course that is determined by the structure of the human environment

Preface: Language Change and the New Millennium

All linguists, at some time in their studies, run headlong into fundamental issues associated with language change, and I could not celebrate the ESJ 12th anniversary without investigating the English Language of the New Millennium. Change in languages over time seems to be an inevitable constant. All languages have undergone and, if not dead, are undergoing change. As Ferdinand de Saussure put it more than a century ago, “the linguistic river never stops flowing” (Course in General Linguistics, 1916:110). The English language has been no exception and continues to be widely discussed from different areas or branches of linguistics, such as generative, historical, variationist or corpus linguistics. There is, however, much that still needs to be investigated

Prakse inkluzivnega poučevanja učencev z disleksijo: spremembe, spodbujene z izobraževanjem v živo, glede samoučinkovitosti v prepričanjih, skrbeh in v stališčih učiteljev tujih jezikov

The survey research reported in this paper aimed to show how foreign language teachers’ (N = 69) self-efficacy beliefs and concerns related to implementing inclusive instructional practices with learners with dyslexia, as well as their attitudes to inclusion in foreign language education, change as a result of the teachers’ participation in an intensive face-to-face course on dyslexia and foreign language teaching. The pre-post comparisons identified a statistically significant improvement in self-efficacy beliefs and attitudes, with large and medium effect sizes, respectively, as well as a decrease in concerns, with a small effect size. Moreover, the perceived level of knowledge of dyslexia reported by course participants after the course increased significantly compared to pre-course knowledge, with a large effect size. The perceptions of knowledge were crucially related to pre-course self-efficacy beliefs and concerns, as well as to post-course self-efficacy beliefs. The impact of several background variables on self-efficacy beliefs, concerns and attitudes was investigated. We found no significant effects of general teaching experience, experience in teaching learners with dyslexia, teaching context (country), full-time employment and level of education on self-efficacy beliefs and attitudes both before and after the course. The initial effect of previous training on self-efficacy beliefs disappeared in the post-course questionnaire. No significant effects of previous training were observed for pre-course and post-course concerns and attitudes. The initial effect of level of education and experience in teaching a foreign language to learners with dyslexia on concerns disappeared in the post-course questionnaire. Teaching context (country) and full-time employment differentiated participants with regard to how concerned they were about implementing inclusive teaching before the course, and these differences persisted after the course. Age differentiated participants in the attitudes to inclusion they held before the course, but this difference disappeared after the course. Finally, teacher trainers differed significantly from other course participants regarding pre-course self-efficacy and post-course concerns, with a small to medium effect size. (DIPF/Orig.

The effect of microteaching lesson study on the beliefs of EFL student teachers

Microteaching lesson study, that is a variation of lesson study applied by student teachers in microteaching course, provides the environment for EFL student teachers to collaborate, engage, and reflect on their ideas, beliefs, and teaching experiences. Such condition is a fertile ground that enables the student teachers' beliefs of language learning to change. Recent studies show that some education programs have changed the beliefs of student teachers. However, no studies have discussed the changes of beliefs of English as a Foreign Language (EFL) student teachers experienced in microteaching lesson study. This present study aims to investigate the effect of microteaching lesson study on EFL student teachers’ beliefs. The data were collected using a questionnaire on Beliefs About Language Learning Inventory (BALLI) adapted from Horwitz administered before and after microteaching lesson study. The participants were the EFL student teachers enrolling in a microteaching lesson study class at Universitas Muria Kudus. The study reveals that the beliefs of EFL student teachers did not change significantly after they experienced microteaching lesson study. Time seems to be one of the most influential factors in hindering the changes of beliefs of the EFL student teachers. Therefore, this study suggests that EFL student teachers be given more time to practise teaching in the microteaching course

Markers of Discourse Structure in Child-Directed Speech

Although the language we encounter is typically embedded in rich discourse contexts, existing models of sentence processing focus largely on phenomena that occur sentence internally. Here we analyze a video corpus of child-caregiver interactions with the aim of characterizing how discourse structure is reflected in child-directed speech and in children’s and caregivers ’ behavior. We use topic continuity as a measure of discourse structure, examining how caregivers introduce and discuss objects across sentences. We develop a variant on a Hidden Markov Model to identify coherent discourses, taking into account speakers ’ intended referent and the time delays between utterances. Using the discourses found by this model, we analyze how the lexical, syntactic, and social properties of caregiver-child interaction change over the course of a sequence of topically-related utterances. Our findings suggest that cues used to signal topicality in adult discourse are also available in child-directed speech and that children’s responses reflect joint attention in communication

Historical Evolution of Shia Urdu Majalis in Pakistan

Shia majalis is a broad term which encompasses variety of religious gatherings adorned with diversity of speech acts. In Pakistan, Shia majalis are performed into different lingual and cultural backgrounds. Urdu majalis surpass the rest of lingual expressions in the popularity and number of performances. This paper, after describing the language based ontological and epistemological differences in the performance of majalis, argues that a remarkable change has been occurred in the composition and commencement of Urdu Shia Majalis over a period of time. It intends to bring the language in majalis discourse by analytically explaining the historical evolution of Urdu majalis. It maintains that Urdu majalis have gone through existential changes over the course of time. These changes can be periodically categorized in the reformatory, polemical and excommunicative trends in Urdu majalis in an evolutionary manner. During this course both genre and language are reflecting the surrounding social process. Argument is verified by analyzing the transitional behavior of structural components of majalis which include content, space and personalities</p

Modeling the dynamics of language change: logistic regression, Piotrowski's law, and a handful of examples in Polish

The study discusses modeling diachronic processes by logistic regression. The phenomenon of nonlinear changes in language was first observed by Raimund Piotrowski (hence labelled as Piotrowski's law), even if actual linguistic evidence usually speaks against using the notion of a "law" in this context. In our study, we apply logistic regression models to 9 changes which occurred between 15th and 18th century in the Polish language. The attested course of the majority of these changes closely follow the expected values, which proves that the language change might indeed resemble a nonlinear phase change scenario. We also extend the original Piotrowski's approach by proposing polynomial logistic regression for these cases which can hardly be described by its standard version. Also, we propose to consider individual language change cases jointly, in order to inspect their possible collinearity or, more likely, their different dynamics in the function of time. Last but not least, we evaluate our results by testing the influence of the subcorpus size on the model's goodness-of-fit