Spoken language

Theoretical and methodological aspects of spoken word order are considered, using Russian data as a basis for discussion. A number of major theoretical and empirical issues are addressed in detail, including the units within which the order is determined, the role of intonation, the syntactic or cognitive categories in which the order is formulated, and syntactic features important for word order that are peculiar to spoken language. Most of the discussion concerns one-unit messages roughly corresponding to simple sentences, but examples of clause ordering corresponding to subordinate sentences are also included. Comparisons with other languages are drawn when appropriate.

This paper investigates the position of the language of conference interpreters along the written-oral cline. The use of demonstratives in a corpus comprising transcriptions of interpretation exams shows how students tend to overexploit those morphological resources in order to ensure consistency and coherence to their texts.

This paper explores the role of gaze in coordinating turn-taking in mixed-initiative conversation and specifically how gaze indicators might be usefully modeled in computational dialogue systems. We analyzed about 20 minutes of videotape of eight dialogues by four pairs of ...

В документе описываются содержательные и технические принципы выполнения вокальной (вербально-просодической) разметки в рамках аннотации мультиканального корпуса «Рассказы и разговоры о грушах». Описана последовательность этапов разметки, поясняются используемые обозначения, охарактеризован процесс конвертации текстовой аннотации в формат ELAN. В приложениях приводятся образцы разметок и список всех транскрипционных обозначений.

La variabilità linguistica è un tema centrale della riflessione linguistica, che ha trovato spazio in una disciplina denominata sociolinguistica. Che cosa vuol dire che una lingua varia? Quali sono i parametri di variazione? Perché le lingue variano? Occuparsi della variabilità linguistica significa prendere in considerazione qualunque elemento di variabilità, sia a livello individuale sia a livello di gruppi di parlanti, oppure occorre porre un limite a ciò che definiamo variazione? Questa introduzione alla variabilità linguistica intende rispondere a tali domande e illustrare in che modo gli studi specialistici si sono occupati della variabilità linguistica. I risultati a cui la sociolinguistica è pervenuta non solo costituiscono un contributo significativo alla conoscenza delle lingue o di una lingua in particolare, ma offrono altresì spunti significativi per la teoria generale delle lingue, risultano apprezzabili anche in ambiti relativi all’acquisizione, all’apprendimento e all’insegnamento delle lingue ed infine sono conoscenze utili anche in ambiti professionali (ad esempio nella traduzione, nel drafting giuridico, ecc.).

[PT] A partir de uma concepção modular da língua, proponho a discursivização, a semanticização e a gramaticalização como processos constitutivos da língua falada. Detendo-me na gramaticalização, examino o comportamento do item mas nos dados do Projeto NURC

[EN] Under the assumption of the modularity of language, I propose discourivization, semanticalization and grammaticalization as constitutive processes of spoken language. Looking into grammaticalizaton, I examine the behavior of the item "mas" in the NURC (Educated Urban Norm) project data.

This paper deals with space deixis in the Baltic languages – Lithuanian and Latvian. The aim of this study is to overview the whole system of spatial deixis in spoken Lithuanian and in spoken Latvian: to present the existing researches on space deixis and to compare them with the data that was obtained by examining deictic expressions in actual speech events (recorded video material). As the most common deictics are deictic adverbs of space, demonstrative pronouns and verbal affixes of motion/verbs of motion, the following objectives have been identified to achieve the aim: 1) To provide the existing researches on space deixis in the Baltic languages: adverbs of space, demonstrative pronouns, deictically marked third-person pronouns, verbal affixes of motion and verbs of motion; 2) To analyse these expressions of space deixis in actual speech events from the perspective of pragmatics; 3) To compare the systems of space deixis in two Baltic languages and to provide a comprehensive space deixis system in the Baltic languages. The current analysis differs due its approach. In the previous researches space deictics is usually discussed by interpreting XX c. fiction texts/endophoric deixis. This study reflects the whole current situation of space deixis in the spoken Lithuanian and Latvian languages, as well as reveals the pragmatic aspect of the discussed demonstratives, which is crucial in the analysis of deictic words.

Öncelikle, bu araştırmamızın çağdaş Türkiye Türkçesinin ve Paris çevresinde konuşulan Fransızcanın standart sözlü dil yapılarını konu aldığını belirtmekle başlayalım. Fransız dilinin sözdizimi « ÖYN » 1 iken, Türkçenin sözdiziminin « (Ö)NY » (özne, nesne, yüklem) olmasından dolayı, sözlü dilde tamamlanmış bir söylem, yapısı fiil ya da isim olabilen bir yüklemle bitecektir. Diğer bir deyişle, nasıl ki yazı dilinde cümlenin son öğesi yüklem ise, konuşma dilinde de, söylemin son unsuru genellikle yüklemdir. Bu açıdan bakıldığında, iki durak arasında kalan ve yüklemle biten diziliş tamamlanmış bir sözce oluşturur. Yazı dilinde olduğu gibi, sözlü dilde de, bir söylemin « tamamlanmış » olarak değerlendirilmesi için, iki temel dilbilgisel unsurun bir arada bulunması gerekir, hatta zorunludur. Özne ve yüklem olan bu unsurların sözlü dildeki karşılığı (tam olmasa da) « konu » ve « yorum »’dur.

Dans les deux types d'interview analyses dans cet articles, l'interview du personnage culturel et l'interview du personnage politique, il s'agit de deux approches opposées, l'une valorisante et l'autre critique, les deux disposant de stratégies discursives bien différentes.

EN
The paper focuses on analyzing the quality of Czech monophthongs. The data for the analysis is mostly taken from the database NAKI (audio recordings of Czechoslovak and later Czech radio news). The probe analyzes and compares two studies of audio recordings that captured the speech patterns of radio and TV news presenters in four decades: (1) Naki1: 1970–1989 a (2) Naki2: 1990–2010. The comparison of data from both studies (Naki1 vs. Naki2) showed that vowel articulation changed within 40 years: Vowels from Dataset Naki1 are characterized by more stable pronunciation, distinction between individual sounds, and the absence of tendencies for approximation in formant ranges. The formant values of this set also match the reference data (Palková, 2014). On the other hand, the vowels of Naki2 confirms the tendencies listed in other recently published papers: formant ranges of the individual sounds are extending and getting closer, or even overlapping. Simultaneously, the data showed a certain difference between short and long vowels. The vowels are classified both qualitatively and statistically, and the results are visualized as graphs (box plots and vowel charts displaying formant ranges as XY points).

CZE
Tento příspěvek se zaměřuje na analýzu kvality českých vokálů (monoftongů). Data pocházejí z tzv. databáze NAKI (zvukový archiv Českého rozhlasu). Studie analyzuje a porovnává dvě sondy zahrnující nahrávky rozhlasových a televizních moderátorů (tzv. řečových vzorů) v období čtyř dekád: (1) Naki1: 1970–1989 a (2) Naki2: 1990–2010. Porovnáním naměřených výsledků z obou sond (Naki1 vs. Naki2) jsme zjistili poměrně zřetelné změny ve výslovnosti samohlásek zkoumaných moderátorů v průběhu sledovaných čtyř dekád. Dataset Naki1 se vyznačuje stabilnější výslovností jednotlivých vokálů, jež jsou zároveň mezi sebou poměrně zřetelně odlišeny a nevykazují tendence ke sbližování formantových polí. Hodnoty formantů korespondují s údaji referenčními (Palková, 2014). Sonda Naki2 naopak potvrzuje tendence evidované i v jiných odborných studiích z minulých let: formantová pole dílčích vokálů se nápadně rozšiřují a vzájemně sbližují, až prolínají. Zároveň data ukázala jistý rozdíl mezi krátkými vs. dlouhými vokály. Výsledky jsou prezentovány formou základních deskriptivněstatistických údajů pro všechny samohlásky, doplněné vizualizacemi a grafy (krabicové grafy, vokalické trojúhelníky – formantová pásma prostřednictvím bodových XY grafů).

Media language on public radio and television functions as a reference point for the rest of
the society and is therefore widely debated. As Tracey (1998) and Bell & Garett (1998)
argued, the policy of public broadcasting services has changed a lot over the past decades
as a result of the increasing commercialization and competition. As a consequence, the
language used on radio and television has become more informal (Beheydt, 1991). This
paper investigated the position of the Flemish public broadcasting company VRT regarding
this international tendency and discussed the use of register variation on the radio. Within
this research, the paper took into account the long history of Standard Dutch and the current
language variation in Flanders. Geeraerts (2001) and De Caluwe (2009) pointed out that the
Flemish informal language tends to drift away from Standard Dutch. The gap between the
dialects and the standard variety is filled by the so-called” tussentaal”, which has positioned
itself as the most common type of language variation in every day contexts.
The case study of this paper performed a discourse analysis of the language used on two
radio stations of the Flemish public broadcasting company VRT. The radio stations involved
were Studio Brussel and Radio 1. The research focused on the informal registers used
during the radio programs and took into account the contextual influence of the audience and
the specific profile of each radio station. The corpus material for this analysis consisted of
two radio programs, one from each radio station, from which I analyzed a two-hour period by
using a list of the most common characteristics of the informal registers in Dutch. The main
goal of this research was to investigate the differences between Radio 1 and Studio Brussel.
The results showed that the anchors of Studio Brussel tended to use more elements of
informal language varieties than the hosts of Radio 1. Only 25 percent of the Radio 1 corpus
material contained one or more elements from informal registers, while 40 percent of the
Studio Brussel corpus material showed informal register variation. This shows that the target
audience and specific profile of each radio station had a clear influence on the language
used in broadcasted episodes.

В главе рассматриваются явления, отклоняющиеся от преобладающего в устном дискурсе стандарта вида «одна элементарная дискурсивная единица = одна клауза» в сторону большей синтаксической сложности. Отдельные разделы посвящены конструкциям с сериализациями, глагольным редупликациям, грамматикализации матричных предикатов — в частности, в эпистемических конструкциях. Разделы 7.3 и 7.4 преимущественно написаны В. Л. Цукановой, разделы 7.7 и 7.8 — А. О. Литвиненко.

Tampere kieliyhteisön käsittelee Tampereen monikielisyyttä ennen ja nyt. Vaikka Tamperetta on usein pidetty varsin suomenkielisenä kaupunkina, Hämeen sydämessä on vuosien saatossa puhuttu myös muita kieliä. Tamperelaisen kieliyhteisön monikielisyys liittyy ennen kaikkea kaupungin teolliseen historiaan; teollisuuden myötä kaupunkiin saapui teollisuusasiantuntijoita muun muassa Ruotsista, Saksasta ja Englannista. Kirja kuvaa suomen kielen eri muotojen ja suomenkielisen kadunnimistön lisäksi kolmen vanhan kielivähemmistön – ruotsin-, venäjän- ja saksankielisen – vaikutusta Tampereella. Lisäksi kirjassa annetaan kuva vuonna 1779 perustetun sisämaakaupungin muista kielistä ja siitä, miltä Tampereen kielikartta näyttää 2000-luvulla. Kirja on suunnattu kaikille monikielisyydestä kiinnostuneille, ja se soveltuu kaikille, jotka haluavat tietää lisää Tampereen kielellisestä monimuotoisuudesta.

Диссертационное исследование посвящено анализу того, как в устной речи реализуются сложные синтаксические структуры, привычные лингвистам по изучению нормативного письменного языка, прежде всего — сложноподчиненные конструкции. В центре внимания — взаимодействие синтаксических и просодических факторов, обеспечивающих существование такого рода единиц как сравнительно устойчивого класса и обусловливающих их поведение в устном русском монологическом дискурсе. На материале корпуса «Рассказы о сновидениях» решаются следующие задачи: (1) предлагаются критерии выделения полипредикативных конструкций в устной речи как класса; (2) формулируются принципы деления полипредикативных конструкций на элементарные дискурсивные единицы; (3) анализируется просодическая структура сложноподчиненных конструкций и ряда менее жестких комплексов.

... I had no specific theme in my mind. Thus, with an open-ended theme of ‘crossover’, ‘translation’ and ‘institutions’, I started contacting prospective contributors. The collection of essays, poetry and book reviews that were finally submitted offer a deep critical insight into some very important themes of contemporary times.

CONTENTS
Editorial by Yogesh Snehi

Research Articles

B.R. Ambedkar and the Ideas of Constitutionalism and Constitutional Democracy
UJJWAL KUMAR SINGH & ANUPAMA ROY

Language of Home and Language of Literary Expression: A Discourse
RAHMATH TARIKERE (translated by Shakira Jabeen B.)

Pursuing the Elusive Goal of Systemic Change in School Education
C.N. SUBRAMANIAM (with Arvind Sardana, Anjali Noronha and Rashmi Paliwal)

The Nationalism Debate and India’s Northeast Experience
UDAYON MISRA

Muktibodh- Hope, Resistance and Dystopia
VAIBHAV SINGH

South East Asian Relations: India and Vietnam
ANURADHA BHATTACHARJEE

The Persistence of Memory: Building Archives of ‘Institutional Memory’
RANJANI PRASAD

Poetry in Translation

Mrityunjay: Poems from the Hindi
SHAD NAVED

Nighat Sahiba: The Brave New Voice in Kashmiri Poetry
NIYATI BHAT

Rajesh Joshi: Poetry, Purpose and People
SHIVANI CHOPRA

Book Reviews

Making of the Maithili Movement
PAPIA SEN GUPTA

Fiction to Film
SAMI AHMAD KHAN

No Touching, No Spitting, No Praying
KANIKA SINGH

Modern Times
GAGAN PREET SINGH

Untouchability in Colonial Punjab
JAGDISH LAL DAWAR

Sedition in Liberal Democracies
LALLAN SINGH BAGHEL

Indigenous Imaginaries
VIVEK SACHDEVA

The paper focuses on the issue of spoken language and colloquialness present in Slovak linguistics for half a century. The first attempts to differentiate these two highly synonymous terms occurred in the Slovak linguistics around the 1950s and 1960s, but the colloquial style was not the focal point in the Slovak linguistics in that time. Its position has changed when a number of polemics emerged among the linguists. The paper diachronically compares and analyses different views on the issue of spoken language, colloquialism, colloquial style and other linguistic phenomena accompanying this issue.

Multimodality is the natural condition of human communication, thanks to which the human beings
build social meaningful messages. The use of a unique channel and code seems to be an exception
rather than the norm in human communication.
Grammelot is an extreme manifestation of the ability to use different channels and codes to transmit a
meaning which actualizes only in performance. The essay presents a communicative analysis of three examples
of grammelot performed by different authors/performers: Hynkel’s speech at the military meeting
in the movie The Great Dictator by Charlie Chaplin and two theatrical performances, La fame dello Zanni
in Mistero Buffo by Dario Fo and the Neapolitan grammelot in A me gli occhi, please by Gigi Proietti.
We propose here an analysis which considers the different elements naturally composing the puzzle of
communication (verbal production, gestures, body movements, face expressions and situational context).
The different authors combine them to produce the impression of a real language through invented
sounds, words and expressions in very different ways. The result is a sort of identikit of the three performances,
which reveals a very sophisticated use of communicative devices, depending on the linguistic
and sociolinguistic features the authors associate to grammelot.

Das Schreckbild vom passiven Zuschauer, der hilflos am Tropf der Fernsehberieselung hängt und kommunikativ verkümmert, ist weit verbreitet. Was wirklich vor dem Fernseher passiert, vor allem wie, worüber und wozu Zuschauer bei der gemeinsamen Rezeption sprechen, wurde jedoch bisher kaum erforscht. Dieses Buch gibt erstmals systematisch Einblick in die Vielfalt der Muster, Themen und Funktionen der spontanen Zuschauerkommunikation, durch die wir uns das Gesehene und Erlebte für unsere jeweilige Lebenswelt aneignen. Auf einer breiten Basis authentischer Daten und detaillierter Fallanalysen wird beschrieben, wie eigenständig, differenziert und produktiv wir mit den Inhalten des Massenmediums (?) Fernsehen umgehen (können). Jenseits aller Wirkungsannahmen zeigt sich somit: Was Fernsehen „ist“ und „macht“, ist nicht zuletzt eine Frage seiner kommunikativen Aneignung.

Aus dem Inhalt:

Grundlagen: Der sprachwissenschaftliche Handlungs- und Kommunikationsbegriff – Fernsehen als kommunikativer Prozess – Zum Begriff der (kommunikativen) Fernsehaneignung –Forschungsstand zur qualitativen Rezeptionsforschung – Methodologie der Gesprächsanalyse – Das kommunikative Repertoire von Fernsehzuschauern – Themen und Themenbehandlung in der Zuschauerkommunikation – Analyse komplexer Fallbeispiele (Eltern-Kind-Kommunikation, Rezeption von Nachrichten und Werbespots) – Makrofunktionen der Zuschauerkommunikation

La communication orale a longtemps été négligée dans la didactique du français. Aux cours des dernières années, la didactique de l'oral J s'est beaucoup développée (Plessis-Bélair, Lafontaine et Bergeron, 2007). D'importantes avancées ont été réalisées, entre autres en Suisse par les recherches de Dolz et Schneuwly (1998) et au Québec par l'élaboration d'un modèle didactique de la production orale par Lafontaine (2001), ce qui a permis de démontrer que l'oral s'apprend et s'enseigne. Malgré ces progrès significatifs en enseignement de l'oral, un malaise persiste toujours auprès des enseignants. En effet, plusieurs d'entre eux éprouvent un sentiment d'insécurité face à l'enseignement de l'oral, et ce, en grande partie en raison de l'évaluation de l'oral (Lafontaine et Préfontaine, 2007).
La présente recherche, de type qualitatif/interprétatif et exploratoire, se veut une incursion dans le domaine peu exploré qu'est l'évaluation de l'oral, plus précisément, l'évaluation de la communication orale par les pairs. Le premier objectif de cette recherche est de décrire les pratiques d'enseignement et d'évaluation de l'oral du point de vue d'élèves de troisième secondaire. Le second objectif est de décrire les effets de l'évaluation par les pairs sur les pratiques d'expression orale d'élèves de troisième secondaire.
Pour réaliser notre expérimentation, nous avons mis en œuvre une séquence d'enseignement de l'oral (Lafontaine, 2007) qui a servi de base pour faire de l'évaluation par les pairs. Les méthodes retenues pour la saisie des données pendant l'expérimentation étaient le questionnaire, l'entrevue semi-dirigée à l'aide de questionnaires d'entrevues et l'observation de présentations orales à l'aide de grilles d'observation.
L'analyse des données nous a permis de constater, du point de vue des élèves, que les pratiques d'enseignement et d'évaluation de l'oral en classe de français sont très limitées et peu fréquentes. L'analyse des données nous a également permis de constater les effets positifs de l'évaluation par les pairs lors d'évaluations d'exposés oraux. Nous avons pu remarquer qu'en enseignant l'oral aux élèves, qu'en formant ces derniers à évaluer leurs pairs et qu'en leur faisant faire de l'évaluation par les pairs lors d'ateliers formatifs et lors de pratiques, ils améliorent leurs performances à l'oral. Nous avons également pu apprendre, lors des entrevues, que les élèves disent avoir fait des apprentissages grâce à l'évaluation par les pairs et que selon eux, il est plus efficace d'aider un pair que d'être aidé par ce dernier.
Oral communication has long been neglected in the didactics of the French language. During the course of the last few years, the didactic method of the oral communication has greatly developed (Plessis-Bélair, Lafontaine and Bergeron, 2007). Important advances have been realised, notably in Switzerland by researches conducted by Dolz and Schneuwly (1998) and in Quebec by the elaboration of didactic model of oral production by Lafontaine (2001). These demonstrated that the oral communication can be taught and learnt. Despite these significant progresses in the teaching methods, uneasiness still persists around teachers. In fact, a lot of these teachers are insecure with regards to teaching oral communication, and this, mostly because of the evaluation of the oral work (Lafontaine and Préfontaine, 2007).
The present qualitative/interpretative and exploratory research aims to be an incursion in the lesser known domain of the evaluation of the oral work. More precisely, the peer review of the oral communication. The first objective of this work is to describe the current teaching practices and evaluation of oral communication from the point of view of students in the ninth grade (third level of high school in the Quebec teaching system). The second objective is to describe the effects of peer review on the oral expression of students in the ninth grade.
In order to achieve this experimentation, we have developed a sequence of teachings of oral communication (Lafontaine, 2007) which served as a basis to proceed with peer review. The selected methods used to generate data during the experimentation were the questionnaire, the semi-directed interview assisted with interview questionnaire and the observations of oral presentations assisted with the observation grid.
The data analysis allowed us to realize, from the student's point of view, that the teaching methods and evaluations of oral presentations in the french classes are very limited and infrequent. The analysis also revealed the positive effects of peer review during the evaluation of oral presentations. We noticed that by teaching the oral communication to the students, by training them to evaluate and rate their peers during formative activities and their practices, the students improve their own performances at the oral communication. We have also realized during interviews that the students claimed to have made improvements due to peer review and that, according to them, it is more efficient to help a peer than to be helped.

Despite the increasing interest in textual structure and the specific use of linguistic means in narratives, the concept of Narration has so far not been an issue of theoretical concern within linguistics and has been rather used than defined or problematized. In this respect, the chapter aims at a closer look at the concept of Narration itself. Starting point is the basic assumption that the analysis of Free Indirect Discourse (FID) – a phenomenon which seems to be restricted to Narration only – will offer insights with respect to characteristics of the underlying narrative structure when read “against the grain”. In this regard, the alignment of formal approaches of context shift and cognitive approaches of perspectivization leads to the conclusion that the narratological differentiation between narrator and character can be seen as a projection of the grammatical differentiation between speaker vs. observer, which is reflected on the different linguistic levels in a recursive manner. In consequence, it is argued that it is the complex unfolding of different layers of discourse that allows for poly-perspectival resp. metarepresentational effects on the textual macro-structure and hence constitutes a core characteristic of Narration. Against this background, the proposed model is not only able to align micro- and macro-structural accounts of Narration, but also allows for a new perspective on the specific use of grammatical means in narrative discourse mode. In this respect, it will become clear that Narration does indeed matter for linguistics.