Creole language
From Wikipedia, the free encyclopedia
A creole language, or simply a creole, is a stable language that originates from a mixture of various languages. The lexicon of a creole usually consists of words clearly borrowed from the parent languages, except for phonetic and semantic shifts. On the other hand, the grammar often has original features and may differ substantially from those of the parent languages.
A creole is believed to arise when a pidgin, which was developed by adults for use as a second language, becomes the native and primary language of their children — a process known as nativization. The pidgin-creole life cycle was studied by Hall in the 1960s.
Some linguists have claimed that creoles share more grammatical similarities with each other than with the languages they phylogenetically derive from. However, there is no widely accepted theory that would account for those perceived similarities. Moreover, no grammatical feature has been shown to be specific to creoles.
Many of the creoles known today arose in the last 500 years, as a result of the worldwide expansion in European maritime power and trade in the Age of discovery which led to extensive European colonial empires and an intense slave trade. Like most non-official and minority languages, creoles have generally been regarded as degenerate variants or dialects of their parent languages. Because of that prejudice, many of the creoles that arose in the European colonies have become extinct. However, political and intellectual changes in recent decades have improved the status of creoles, both as living languages and as object of linguistic study. Some creoles have even been granted the status of official or semi-official languages.
Linguists now recognize that creole formation is a universal phenomenon, not limited to the European colonial period, and an important aspect of language evolution.
terça-feira, 29 de setembro de 2009
RESEARCH !! Anderson Maia
Pidgin
From Wikipedia, the free encyclopedia
This article is about simplified languages. For the instant messaging client, see Pidgin (software).
Not to be confused with Pigeon.
A pidgin (pronounced /ˈpɪdʒən/) language is a simplified language that develops as a means of communication between two or more groups that do not have a language in common, in situations such as trade, or where both groups speak languages different to the language of the country in which they reside (but there is no common language between the groups). A 'pidgin' language is, fundamentally, a simplified means of linguistic communication, as is constructed impromptu, or by convention, between groups of people. A 'pidgin' language is not the native language of any speech community, but is instead learnt as a second language. A 'Pidgin' language may be built from words, sounds, or body language from multiple other languages / cultures. 'Pidgin' languages usually have low prestige with respect to other languages.
Not all simplified or "broken" forms of a language (patois) are 'pidgin'. Each 'pidgin' language has its own norms of usage which must be learned to speak the 'pidgin' language well.
Contents
Common traits among pidgin languages
Since a 'pidgin' language strives to be a simple and effective form of communication, the grammar and phonology are usually as simple as possible, and usually consist of:
• Uncomplicated clausal structure (e.g., no embedded clauses, etc)
• Reduction or elimination of syllable codas
• Reduction of consonant clusters or breaking them with epenthesis
• Basic vowels, such as /a/ /e/ /i/ /o/ /u/
• No tones, such as those found in West African and Asian languages
• Use of separate words to indicate tense, usually preceding the verb
• Use of reduplication to represent plurals, superlatives, and other parts of speech that represent the concept being increased
• A lack of morphophonemic variation
Pidgin development
The creation of a pidgin usually requires:
• Prolonged, regular contact between the different language communities
• A need to communicate between them
• An absence of (or absence of widespread proficiency in) a widespread, accessible interlanguage
From Wikipedia, the free encyclopedia
This article is about simplified languages. For the instant messaging client, see Pidgin (software).
Not to be confused with Pigeon.
A pidgin (pronounced /ˈpɪdʒən/) language is a simplified language that develops as a means of communication between two or more groups that do not have a language in common, in situations such as trade, or where both groups speak languages different to the language of the country in which they reside (but there is no common language between the groups). A 'pidgin' language is, fundamentally, a simplified means of linguistic communication, as is constructed impromptu, or by convention, between groups of people. A 'pidgin' language is not the native language of any speech community, but is instead learnt as a second language. A 'Pidgin' language may be built from words, sounds, or body language from multiple other languages / cultures. 'Pidgin' languages usually have low prestige with respect to other languages.
Not all simplified or "broken" forms of a language (patois) are 'pidgin'. Each 'pidgin' language has its own norms of usage which must be learned to speak the 'pidgin' language well.
Contents
Common traits among pidgin languages
Since a 'pidgin' language strives to be a simple and effective form of communication, the grammar and phonology are usually as simple as possible, and usually consist of:
• Uncomplicated clausal structure (e.g., no embedded clauses, etc)
• Reduction or elimination of syllable codas
• Reduction of consonant clusters or breaking them with epenthesis
• Basic vowels, such as /a/ /e/ /i/ /o/ /u/
• No tones, such as those found in West African and Asian languages
• Use of separate words to indicate tense, usually preceding the verb
• Use of reduplication to represent plurals, superlatives, and other parts of speech that represent the concept being increased
• A lack of morphophonemic variation
Pidgin development
The creation of a pidgin usually requires:
• Prolonged, regular contact between the different language communities
• A need to communicate between them
• An absence of (or absence of widespread proficiency in) a widespread, accessible interlanguage
sexta-feira, 25 de setembro de 2009
sergio
GRAMMAR TRANSLATION
Memorization
Reading, Writing, Translations, Grammar rules
L1is very important
Language as a code
Latin Greek (normative
DIRECT METHOD
Communicating
No translation
Question and answer dialogues
L1 is not allowed
Problem with adults acquisition
AUDIOLINGUAL METHOD
No L1
Behaviorist
Mechanical
Rarely used nowadays
Students are conditioned to respond correct
COMMUNICATIVE APPROACH
Students interact with speakers of second language
Approaches
Background
The language is created by the individual, often
MY CONCEPTIONS
Games and discussion
Dialogues
Reading
Students talking more in English than in Portuguese
Memorization
Reading, Writing, Translations, Grammar rules
L1is very important
Language as a code
Latin Greek (normative
DIRECT METHOD
Communicating
No translation
Question and answer dialogues
L1 is not allowed
Problem with adults acquisition
AUDIOLINGUAL METHOD
No L1
Behaviorist
Mechanical
Rarely used nowadays
Students are conditioned to respond correct
COMMUNICATIVE APPROACH
Students interact with speakers of second language
Approaches
Background
The language is created by the individual, often
MY CONCEPTIONS
Games and discussion
Dialogues
Reading
Students talking more in English than in Portuguese
Sergio ( Task types)
Task Types
Comparison: finding similarities and differences
can compare two text or images very similar, based on these two texts we can begin the task with the students comparing their work with others or for the group
Examples
Compare the list of possible icons that may have different with your partner. The image or text has something in common? Tell each other what you thought differently. Finally, combine your ideas, tell their story for another couple of pictures and listen to them. Compare stories - make a list of the main similarities and differences.
You will now have noticed that many of these tasks to achieve the same themes as in previous assignments. It is possible to construct "a set of tasks on the same subject, each one resulting from the last. This is an excellent way to build student's confidence - once they are familiar with the basic vocabulary for the topic, then they can make a number of recycling activities in the language issue and its use for different purposes in a set of tasks.
Shares personal experiences and tell stories
Activities where students are asked to report their personal experiences and tell stories that are valuable because the students an opportunity to speak for longer and a more sustainable way. And that is something we often do in real life.
Comparison: finding similarities and differences
can compare two text or images very similar, based on these two texts we can begin the task with the students comparing their work with others or for the group
Examples
Compare the list of possible icons that may have different with your partner. The image or text has something in common? Tell each other what you thought differently. Finally, combine your ideas, tell their story for another couple of pictures and listen to them. Compare stories - make a list of the main similarities and differences.
You will now have noticed that many of these tasks to achieve the same themes as in previous assignments. It is possible to construct "a set of tasks on the same subject, each one resulting from the last. This is an excellent way to build student's confidence - once they are familiar with the basic vocabulary for the topic, then they can make a number of recycling activities in the language issue and its use for different purposes in a set of tasks.
Shares personal experiences and tell stories
Activities where students are asked to report their personal experiences and tell stories that are valuable because the students an opportunity to speak for longer and a more sustainable way. And that is something we often do in real life.
Sergio (metodo x metodologia)
Methodology x Method
METHODOLOGY
It is common to find the word methodology in place method and vice versa. This widespread use is the result of misinterpretation that they have the same meaning, it is not so. The methodology is the study of a particular state of knowledge, to address certain problems. She does not seek solutions, but helps in the choice of ways to find them, integrating the acquired knowledge about the methods in operation in different disciplines and philosophical.
The methodology leads all the development of the method that will be used to solve a particular problem, the first question is whether the methods are all under the same plan at the same level of abstraction and complexity.
METHODS
The actual methods evolve as the problems evolve forever. What might be considered a method in a specific time of life, the history of mankind, of a particular civilization or culture, can fall into the habit and another time not longer be considered as such.
One method is for a particular category of problems. Each problem is accompanied by specific data that distinguishes it from any other problem of this or another category. When a method is used to solve a particular problem, it should not be considered an exterior light that brightens a single route to follow, but should be seen as an exterior light that indicates different ways, leaving the field open to intuition, initiative, freedom.
The method provides, simply, the most of opportunities, chances of success in a particular operation. He is the antithesis of habit, repetition.
METHODOLOGY
It is common to find the word methodology in place method and vice versa. This widespread use is the result of misinterpretation that they have the same meaning, it is not so. The methodology is the study of a particular state of knowledge, to address certain problems. She does not seek solutions, but helps in the choice of ways to find them, integrating the acquired knowledge about the methods in operation in different disciplines and philosophical.
The methodology leads all the development of the method that will be used to solve a particular problem, the first question is whether the methods are all under the same plan at the same level of abstraction and complexity.
METHODS
The actual methods evolve as the problems evolve forever. What might be considered a method in a specific time of life, the history of mankind, of a particular civilization or culture, can fall into the habit and another time not longer be considered as such.
One method is for a particular category of problems. Each problem is accompanied by specific data that distinguishes it from any other problem of this or another category. When a method is used to solve a particular problem, it should not be considered an exterior light that brightens a single route to follow, but should be seen as an exterior light that indicates different ways, leaving the field open to intuition, initiative, freedom.
The method provides, simply, the most of opportunities, chances of success in a particular operation. He is the antithesis of habit, repetition.
Journal (sergio)
27.08
It's easy to criticize someone or something else in class today I see how important it highlights the criticism as a full year of criticism that is read through a letter and a newspaper job.
01.09
We discussed various methodologies such as translation, grammar, teaching methodologies in general. Finally several types of methodologies that we discuss in the classroom, developing and finally, the strengths and weaknesses of each method.
03.09
Discussion involving the same issue addressed in the previous class, where the different teaching methodologies, and had to write and not only give opinions.
08.09
We read L2 grammar addressing some issues in q we had to open our mind, very good information.
10.09
We analyzed all the methodologies, and reviews, so we add a
It's easy to criticize someone or something else in class today I see how important it highlights the criticism as a full year of criticism that is read through a letter and a newspaper job.
01.09
We discussed various methodologies such as translation, grammar, teaching methodologies in general. Finally several types of methodologies that we discuss in the classroom, developing and finally, the strengths and weaknesses of each method.
03.09
Discussion involving the same issue addressed in the previous class, where the different teaching methodologies, and had to write and not only give opinions.
08.09
We read L2 grammar addressing some issues in q we had to open our mind, very good information.
10.09
We analyzed all the methodologies, and reviews, so we add a
domingo, 13 de setembro de 2009
Method table ! (Anderson Maia)
Grammar translation
1. Memorization
2. Rearing and Writing
3. Translation grammar rule
4. L1 is very important
5. Nowadays still popular
6. Language as a code
7. Latin Greek (normative)
Direct method
1. No translation
2. Question and answer dialogue
3. L1 is not allowed
4. Problems with adults acquisition
5. Learn as a child
6. Native-like
Audio-lingual method
1. Used in 1950 based on linguistic and psychological theory
2. Main goal is develop native like speaking ability in its learning
3. Students are conditioned to respond correctly and quickly
4. Rarely used today
5. Mechanical
6. No L1
7. Behaviorist
COMMUNICATIVE APPROACH
Students interact with speakers of second language
Approaches
Background
The language is created by the individual, often
What I believe
What I believe is to learn L2, students have to focus and work on each skill separately:
When the focus is on reading skill, students have to read it silently ,cause if they read it loudly
They pay attention more on the pronunciation than the text itself. So they crossover 2 skills and both are screwed. It get students into an addiction. If you ask student what was the text about, they will probably not know it. For the another skills the process is the same if you addict students to listen to something reading along, probably they`ll be lost in a real situation of using listening skill. Because they don`t have anything to read along.
1. Memorization
2. Rearing and Writing
3. Translation grammar rule
4. L1 is very important
5. Nowadays still popular
6. Language as a code
7. Latin Greek (normative)
Direct method
1. No translation
2. Question and answer dialogue
3. L1 is not allowed
4. Problems with adults acquisition
5. Learn as a child
6. Native-like
Audio-lingual method
1. Used in 1950 based on linguistic and psychological theory
2. Main goal is develop native like speaking ability in its learning
3. Students are conditioned to respond correctly and quickly
4. Rarely used today
5. Mechanical
6. No L1
7. Behaviorist
COMMUNICATIVE APPROACH
Students interact with speakers of second language
Approaches
Background
The language is created by the individual, often
What I believe
What I believe is to learn L2, students have to focus and work on each skill separately:
When the focus is on reading skill, students have to read it silently ,cause if they read it loudly
They pay attention more on the pronunciation than the text itself. So they crossover 2 skills and both are screwed. It get students into an addiction. If you ask student what was the text about, they will probably not know it. For the another skills the process is the same if you addict students to listen to something reading along, probably they`ll be lost in a real situation of using listening skill. Because they don`t have anything to read along.
Assinar:
Postagens (Atom)
