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摘要： This project explores the sociolinguistic experiences of black American students in predominantly/historically white higher education settings. Through interviews with 30 black undergraduates at two different types of institutions, we show how language is a salient factor in racialization and racism on American college campuses. Both sets of students discussed stereotype threat (being at risk of negative stereotyping based on their language), as well as bifurcated sociolinguistic identities (an outcome of managing their linguistic resources to avoid negative stereotyping). We also find that the nuances of students' racialized experiences with language differ depending on other elements of campus climate: at the small private college, more students described tensions between black students, and stringent expectations for hyper-'academic' language. Student accounts reveal thesociolinguistic laborthey perform in navigating campus environments rife with linguistic racism, showing that campus climate includeslinguistic climate, undergirded by raciolinguistic ideologies.

ISBN: (纸本)9787030678775

关键词： Elementary school pupils   Parents   Language attitudes   Language ideologies   Metapragmatic stereotypes   Cypriot Greek   Standard Modern Greek  

摘要： The ideas, values and stereotypes associated with different linguistic varieties in specific communities that are reflected in people's attitudes toward those varieties and their speakers are acquired through social practices and institutions of replication, such as the institution of family and education. These are contexts where language ideologies are produced and reproduced and, consequently, form and affect peo-ple's language attitudes. This study examines elementary school aged children's and their parents' lan-guage attitudes in the Greek-speaking community in Cyprus. This community is diglossic with Standard Modern Greek (SMG) being the High variety and Cypriot Greek (CG), the native language of the people, being the Low variety. The study examines whether the participants' sex, place of residence, education level, and their perceived ability to use the two varieties affect their attitudes towards the two varieties, the people who use them and their views on the introduction of CG to education. The data are collected via questionnaires and interviews and are analysed both quantitatively and qualitatively. The analysis of the data shows that parents hold more prescriptive ideas about language than the pupils and assign sta-tus and superiority only to speakers of the standard variety. At the same time, females in both groups show a tendency to favour the standard variety and standard language speakers while adult males favour the non-standard variety. Overall, the pupils' language attitudes are positive towards both varieties and those who use them. Unlike their parents, pupils perceive their place of residence (whether it is urban or rural) as a factor that affects the frequency of their use of the two varieties. Data from their language performance at school give credit to their claim. Finally, the pupils seem to value their native language and seek its use at school not only because it is easier for them to understand the lesson, but also be-cause they view

ISBN: (纸本)9787030672193

关键词： Unbalanced probabilistic linguistic term set   Choquet integral operator   Partitioned fuzzy measure   Evidential reasoning theory  

摘要： In group decision-making problems, decision makers prefer to use several linguistic terms to describe their own perception and knowledge, and give their preference intensity of each possible linguistic terms based on their own understanding and interpretation. Due to the nonlinearity of decision maker's cognition, the gaps between adjacent linguistic terms are unbalanced. The unbalanced probabilistic linguistic term set (UPLTS) is proposed to present such situation. To this phenomenon, a resolution framework is constructed to analyze multiple attribute group decision-making problems under unbalanced probabilistic linguistic environment. Firstly, the integration model based on evidential reasoning theory is proposed to aggregate UPLTSs from different groups in view of incomplete probabilistic distributions in UPLTS. Secondly, the transformation function based on proportional 2 tuple is developed to transform UPLTS into probabilistic linguistic term set, making it easier for subsequent analysis and processing. Thirdly, Based on the multiple types of partitioned structure relationship among attributes, partitioned fuzzy measure is developed to globally capture these interactions among attributes. Then the probabilistic linguistic Choquet integral operator with partitioned fuzzy measure is proposed to obtain the comprehensive performances of alternatives. Lastly, the effectiveness and practicability of the proposed method is demonstrated using three numerical examples and comparing with other methods.

关键词： 功能   语言学   研究   外语教学   教学研究  

ISBN: (纸本)9787206181580

摘要： 本书第一部分：理论篇。综述系统功能能语言学的相关理论。首先介绍系统功能语言学的学科属性和发展历程，其次明晰语言的元功能：概念功能、人际功能以及语篇功能以及与之相关的子系统，及物系统，情态系统，人称系统，主位系统、衔接系统等概念，最后阐述系统功能语言学与话语分析的关系。第二部分：研究篇。为基于功能语言学的话语分析实例研究。首先明确话语与话语分析的理论概念；其次介绍不同类型的话语分析范式；最后是基于系统功能能语言学的理论框架进行话语分析的实例研究。本书的第三部分：教学篇。话语分析对英语教学的启示。首先是话语分析对确定教学目标的参考意义；其次是话语分析对具体的听说读写教学实践的指导。

关键词： cultural and linguistic diversity (CALD)   developmental delay   ID   service access  

摘要： A significant proportion of health- and disability-sector consumers in Australia speak a language other than English (LOTE) at home. Barriers to service access in culturally and linguistically diverse (CALD) populations are acknowledged;however, there is limited data to guide service delivery among care providers. The aims of the present study were to investigate the linguistic diversity of preschool-aged children and families presenting for diagnostic assessment of developmental delay and disability at the Disability Specialist Unit, a multidisciplinary assessment service, and assess whether CALD status was associated with poorer service engagement. Specifically, it was hypothesized that CALD status would be associated with decreased likelihood of receiving intervention (particularly multidisciplinary intervention) and attending center-based care, and an increased likelihood of requiring referral to access available government funding. A retrospective record audit was undertaken of 88 clients seen by the Disability Specialist Unit over a 12-month period to collect information about CALD status (whether a LOTE was spoken at home) and a range of clinically relevant variables including clinical diagnosis/es, age at assessment, involvement with therapies, attendance at center-based child care, and whether a referral to access government funding was required. Differences between CALD and non-CALD groups were explored statistically via odds ratios and independent samples t test. Children from CALD backgrounds were significantly less likely than non-CALD children to be engaged in multidisciplinary therapy at the time of assessment and significantly more likely to require support to access funding than children from non-CALD families. Furthermore, children from CALD backgrounds were significantly more likely to receive a diagnosis of autism spectrum disorder and global developmental delay or ID. These findings suggest that children from CALD backgrounds are disadvantaged c

摘要： For a long time, the accepted explanatory model of language acquisition was the so-called Principles and Parameters framework (P&P). P&P seemingly provides an elegant answer to the central puzzle of generative linguistics: How do children acquire their native language given the limited time and input resources available to them? Yet P&P tells a story that is evolutionarily implausible, and for this reason it has since been abandoned. I argue that this is an unwarranted move, and that it could and should be avoided by reassessing the epistemic status of P&P. In particular, I argue that contrary to extant accounts, P&P ought to be retrospectively construed as a highly idealized (toy) model of language acquisition. The proposed reinterpretation is vindicated, I argue, insofar as it paves the way for a reconciliation of the two central explanatory challenges of modern generative linguistics.

关键词： LIWC   emotion   social psychology   trauma   psycholinguistics  

摘要： This study analyzed thousands of women's online conversations in relation to their miscarriage or abortion experiences, classified as unplanned and planned traumas, respectively. Linguistic Inquiry Word Count text analysis revealed that people experiencing a planned trauma use distancing language patterns in higher frequency and engage in emotion regulation more than those who experienced trauma unexpectedly. On the other hand, planned trauma conversations used more self-focused language and more social-based language. Implications and future directions for trauma research are discussed.

关键词： xu-argument   Iterative continuation task   Errors and self-initiated error corrections   Foreign language learning attitude  

摘要： This longitudinal study investigated the effects of a xu-argument based iterative continuation task (XBICT) on an EFL learner?s processing of different English linguistic items, overall EFL achievement (EFLA), and foreign language learning attitude (FLLA). The treatment material was taken from a novel, divided into 19 parts, which the EFL learner was asked to read and then extend. pre-test and post-test scores, frequencies of the different types of errors and self-initiated error corrections (SC), and observations of the learner behaviors were collected as data for analysis. Results show significant correlations among the different errors and self-initiated error corrections, suggesting that EFL learning is an integrated system, where errors in one linguistic item can be strong indicators of errors elsewhere. Results also show significant improvement in the EFL learner?s processing of past temporal morphemes, overall EFL achievement, and foreign language learning attitude, despite the fact that self-initiated error corrections of spellings are the most frequent while corrections of articles are the least common. These findings suggest that XBICT could be an effective approach in EFL learning but its efficacy could vary with reference to different linguistic items. Some pedagogical implications are discussed. ? 2021 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://***/licenses/by-nc-nd/4.0/).