Hamburg vl3 presentation
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The VL3 project aims to improve foreign language learning through a virtual assistant. It takes a multidisciplinary approach combining linguistics, second language acquisition, pedagogy, and natural language processing. The VL3 includes a web interface and mobile app to allow language learners to interact with a virtual assistant in the target language. It uses grammars, conversation scenarios and goals, and error feedback to facilitate communicative competence.
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code switching
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This document discusses language varieties and standards. It notes that every language user has an accent or dialect influenced by their region and social group. It also discusses bilingualism, pidgins, and creoles. Pidgins develop for trade but may become creoles if passed to children. When a country is bilingual, language planning includes standardization through elaboration, selection, codification, and acceptance to establish a standard variety used in public life.
Intro. to Linguistics_14 Sociolinguistics
Sociolinguistics is the study of the relationship between language and society. It examines how factors like region, social status, and ethnicity can impact language use between groups and individuals. Code-switching occurs when speakers fluidly switch between two or more languages or language varieties during conversation. Code-mixing is similar but involves integrating elements of other languages into sentences. Sociolinguistic concepts like diglossia, bilingualism, and language interference help explain language variation and use within multilingual communities and societies.
Code switching-reason
The document discusses the history and emergence of code-switching research, defining it as the alternation between two languages used by bilingual speakers. It examines reasons for and functions of code-switching, including to ease communication, convey social and linguistic meanings, emphasize points, and show group identity. Attitudes toward code-switching are also explored, having traditionally been viewed negatively but now seen as a natural part of bilingual communication.
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This document discusses concepts related to multilingualism and language choice, including:
- Vitality of languages and how demographic, social, and institutional factors influence a language's likelihood of continued use.
- Examples of multilingual nations like South Africa (with 11 official languages) and Vanuatu (with Bislama, English, and French).
- Diglossia, where two varieties of a language are used differently in formal vs. informal contexts.
- Code-switching and code-mixing when moving between languages or varieties.
- Passive knowledge of a language through understanding vs. active knowledge of speaking it.
Skills from my degree
Through studying a language degree, one gains linguistic skills for communicating in another language as well as skills in analyzing complex materials, comparing arguments, and composing coherent texts. Learning a language also demonstrates perseverance and attention to detail. Studying abroad teaches cultural awareness and adaptability to new environments. Overall, a language degree provides skills in gathering and interpreting information, developing opinions, and organizing a heavy workload, while also enhancing brain development, creativity, and problem-solving abilities.
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This document discusses various linguistic phenomena that occur in multilingual communities, including bilingualism, code-switching, code-mixing, and borrowings. It provides definitions and examples of each. Bilingualism involves speaking two languages, while code-switching is switching between languages in conversation. Code-mixing involves rapidly switching codes within a single sentence. Borrowings occur when a word is adopted from one language due to no equivalent in the other.
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Multicompetence refers to the coexistence of more than one language in the human brain, as opposed to separate language systems. It describes the compound state of mind containing two grammars. A multicompetence perspective views languages as part of a larger supersystem in the brain rather than as separate entities, allowing crosslinguistic influence to be bidirectional. Under this view, languages are always subject to change influenced by sociolinguistic and psycholinguistic factors, so the idea of an 'end-state' is irrelevant.
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Technological Language Immersion is the total immersion into a second language achieved through machines.
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The document discusses the concept of multicompetence proposed by Cook in 1992 and 2009. Multicompetence refers to the co-existence of more than one language in the human brain, as opposed to separate language systems. It represents the state of having two grammars, versus monocompetence of having one grammar. Main questions are whether multicompetence is a different mental state and whether it is simply adding a defective L1 competence, or if languages form a supersystem in the multilingual mind. The concept suggests languages are always subject to change and influence each other bidirectionally rather than being isolated systems.
Paper nilep vip
This document summarizes and reviews literature on the term "code switching" in sociocultural linguistics. It defines code switching as the practice of selecting or altering linguistic elements to contextualize talk in interaction. This contextualization may relate to local discourse practices or make relevant broader social and identity information beyond the current exchange. The document traces the emergence of code switching studies from early linguistic anthropology works and discusses calls for linguistics to engage more with social and cultural analysis. It positions its discussion within the framework of sociocultural linguistics.
Sociolinguistics
This document discusses language choice and code-switching in multilingual communities. It begins by outlining the goals of the chapter, which are to examine choosing language varieties or codes, the concept of diglossia, and code-switching. An example is provided of Kalala, who speaks several languages in his community, including Shi, Swahili, standard Zairean Swahili, kingwana, and Indoubil, choosing codes based on social factors. Diglossia is defined as two languages or dialects used by a single community for different functions. Code-switching occurs when a speaker alternates between languages or varieties in a single conversation, motivated by social factors and participant identity.
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This document discusses the author's experience researching multilingually in complex contexts. It is presented as a series of narratives that describe encountering linguistic incompetence and becoming aware of complexities. The author describes learning languages without resources in contexts like detention centers, conflict zones, and with her mother. She found value in the humility, empathy and observational skills that come from linguistic incompetence. Overall, the document reflects on developing research methods and giving voice to marginalized communities through multilingual and arts-based approaches.
Reflection
The document reflects on three assignments related to language topics. It summarizes that Assignment 1 faced time constraints and a lack of free educational software. Assignment 2 had few researchers studying politeness and written forms can exclude expression. Assignment 3 struggled with a lack of sources and information overload. Overall, the reflection notes time limitations and limited sources as challenges, as well as a lack of technical skills.
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This document discusses language use in Sub-Saharan Africa. It notes that the region is highly multilingual with over a thousand languages spoken. While colonial powers established some European languages, indigenous African languages are increasingly taking on official status. Most Africans are multilingual, switching between local, national, and international languages depending on context. Some languages like Swahili have emerged as lingua francas across multiple countries. Effective localization requires understanding these complex language environments and dynamics.
Linguistics relativity
The document discusses the Sapir-Whorf hypothesis of linguistic relativity, which proposes that the language we speak influences our thoughts and worldview. It provides a brief history of the hypothesis and its developers, Edward Sapir and Benjamin Lee Whorf. Examples are given of how aspects like verb tenses, social relationships, and word order are structured differently across languages and thus shape perspectives in culturally unique ways. The implementation of linguistic relativity in language teaching and issues with translation between languages with differing thought patterns are also examined.
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Sociolinguistics - Chapter Two - Language choice in multilingual communities
Sociolinguistics - Chapter Two - Language choice in multilingual communities
From fluency to linguistic incompetence: Humble reflections on multilingual r...
From fluency to linguistic incompetence: Humble reflections on multilingual r...
Multilingualism and language choice in sub saharan africa
Multilingualism and language choice in sub saharan africa
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- The Indian cloud market is growing rapidly across SaaS, PaaS, and IaaS segments, with IaaS expected to generate the most revenue by 2016. Private cloud is also expected to dominate over public cloud.
- The current size of the Indian IaaS market is $47.2 million in 2012, accounting for 5.1% of the Asia market and 0.5% globally. The market is forecast to grow at 150% annually through 2013.
- Major drivers for cloud adoption in India include competitive pricing compared to public cloud options abroad
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Hamburg vl3 presentation
- 1. The VL3 A Project at the Crossroads between Linguistics and Computer Science Camelia Nunez Antonio Jimenez-Mavillard
- 2. The Idea IMPROVED CHATTING IN COMMUNICATIVE VIRTUAL THE TARGET COMPETENCE FOR ENVIRONMENT LANGUAGE LANGUAGE LEARNERS
- 3. Why? solve a real problem in the area of foreign language learning: lack of opportunity for language learners to interact (native) speakers of the target language.
- 4. How? Second Language Linguistics Acquisition MULTIDISCIPLINARY APPROACH Natural Language Pedagogy Processing
- 5. Starting Point: Linguistics Language Syntax Phonology Morphology Semantics Pragmatics
- 6. Starting Point: SLA Language Acquisition Input Interaction theories Automaticity
- 7. Starting Point: Pedagogy Language Teaching and Learning Linguistic Competence vs. Communicative Competence Limited opportunities for interaction in the TL
- 8. Starting Point: NLP Natural language and computers Natural language understanding Natural language generation Dialogue systems
- 9. The VL3 Virtual Assistant (Web Interface) VL3 Engine Lexicon Grammar(s) Conversation Scenarios Conversation Goals Error Feedback Mobile Application
- 10. The VL3 Web Interface
- 11. The VL3 Users Profiles Teacher/Researcher Student/Learner
- 12. The VL3 Engine Technological platform for the VL3 requirements Grammar Processor Dialogue Manager Response Generator
- 13. The VL3 Lexicon Database with over 1,200,000 annotated words in Spanish
- 14. The VL3 Grammar(s) How is “¡Buenos días!” interpreted by… S = ADJ + NOUN a) … a linguist? b) … a computer scientist?
- 15. The VL3 Conversation Scenarios
- 16. The VL3 Conversation Goals Goals Category Expected Greetings and leavetakings at least one leave taking Expressions of courtesy at least one courtesy expression Identifying yourself and others saying name Saying where you are from and asking where saying where he/she is from others are from Country list at least one country Question words asking where someone is from asking someone their name “yo” form (soy) The present tense of the verb ser. “él” form (es) “tú” form (eres) Reflexivity verb “llamarse” (1st and 2nd person) Expressions of courtesy at least one courtesy expression
- 17. Error Feedback from the VL3
- 18. The VL3 App
- 19. Thank you! Camelia Nunez Antonio Jimenez-Mavillard contact@cultureplex.ca