From bischoff.st at gmail.com Tue Apr 2 15:41:37 2013 From: bischoff.st at gmail.com (s.t. bischoff) Date: Tue, 2 Apr 2013 11:41:37 -0400 Subject: Past Progressive vs. Past Perf Prog. Usage Message-ID: Hello all, I'm wondering if anyone can direct me to an account of the different uses of the past progressive (1) and past perfective progressive (2). (1) In 1991, I was living in London. (2) In 1991, I had been living in London. In particular, I'm looking for a means of explaining the difference,in usage, to non-native speakers of English. Thanks, Shannon From bischoff.st at gmail.com Tue Apr 2 16:57:59 2013 From: bischoff.st at gmail.com (s.t. bischoff) Date: Tue, 2 Apr 2013 12:57:59 -0400 Subject: Past Progressive vs. Past Perf Prog. Usage In-Reply-To: Message-ID: Sorry all...I meant (2) as *perfect* not *perfective*. On Tue, Apr 2, 2013 at 11:41 AM, s.t. bischoff wrote: > Hello all, > > I'm wondering if anyone can direct me to an account of the different uses > of the past progressive (1) and past perfective progressive (2). > > (1) In 1991, I was living in London. > (2) In 1991, I had been living in London. > > In particular, I'm looking for a means of explaining the difference,in > usage, to non-native speakers of English. > > Thanks, > Shannon > From langconf at bu.edu Wed Apr 3 04:00:14 2013 From: langconf at bu.edu (BUCLD) Date: Wed, 3 Apr 2013 00:00:14 -0400 Subject: BUCLD 38 Call for Papers - Please post Message-ID: Please post the following call for papers. Many thanks, BUCLD organizers -------------------------------------------------------------------------------------------------------------------- THE 38th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT NOVEMBER 1-3, 2013 Keynote Speaker: Elena Lieven, Max Planck Institute for Evolutionary Anthropology / University of Manchester Plenary Speaker: Heather van der Lely, Harvard University Submissions of abstracts for 20-minute talks are now being accepted at: http://www.bu.edu/bucld/abstracts/abstract-submission/ DEADLINE. All submissions must be received by 8:00 PM EST, May 15, 2013. Submissions that present research on any topic in the fields of first and second language acquisition from any theoretical perspectives will be fully considered, including: Bilingualism, Cognition & Language, Creoles & Pidgins, Dialects, Discourse and Narrative, Gesture, Hearing Impairment and Deafness, Input & Interaction, Language Disorders, Linguistic Theory, Neurolinguistics, Pragmatics, Pre-linguistic Development, Reading and Literacy, Signed Languages, Sociolinguistics, and Speech Perception & Production. A suggested format and style for abstracts is available at: http://www.bu.edu/bucld/abstracts/abstract-format/ NEW THIS YEAR: SYMPOSIUM PROPOSALS We are also soliciting proposals for a 90-minute symposium on a common theme on any topic likely to be of broad interest to the conference attendees. The symposium format is open, but has frequently included 2-3 speakers presenting research from differing angles on a common theme. We anticipate including two such symposia in the schedule, one being the Saturday lunchtime symposium, the other closing the conference on Sunday. Proposals should include a list of potential participants and a specification of the format, and should name at least one organizer who will be able to work with the BUCLD organizing committee in setting up the symposium and lining up participants. Submissions can be sent by email to abstract at bu.edu with "Symposium proposal" indicated in the subject line. Please limit symposium proposals to 1000 words or fewer. DEADLINE. Same as for abstracts, 8:00 PM EST, May 15, 2013. Decisions on symposia will be made by June, so that organization can begin, with the goal of having all participants confirmed by July. FURTHER INFORMATION General conference information is available at: http://www.bu.edu/bucld Questions about abstracts and symposia should be sent to abstract at bu.edu Boston University Conference on Language Development 96 Cummington Street, Room 244 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 From marja.nenonen at uef.fi Thu Apr 4 11:26:27 2013 From: marja.nenonen at uef.fi (Marja Nenonen) Date: Thu, 4 Apr 2013 14:26:27 +0300 Subject: SALC IV registration is now open Message-ID: SALC IV Joensuu, Finland, June 12 – 14, 2013. Dear colleagues, We are pleased to announce that registration for The Fourth Conference of the Scandinavian Association for Language and Cognition (SALC IV) is now open. The conference will take place on the Joensuu campus of the University of Eastern Finland (UEF), June 12 – 14, 2013. The conference program and the registration page are found on the conference website at http://www.uef.fi/fi/salc2013. Keynote speakers: Elisabeth Engberg-Pedersen, University of Copenhagen: Forces that shape linguistic structure in sign languages Raymond W. Gibbs Jr, University of California, Santa Cruz: What does metaphor in language reveal about metaphor in thought? Irene Mittelberg, RWTH Aachen University: The exbodied mind: Cognitive-semiotic principles as motivating forces in gesture Anatol Stefanowitsch, Freie Universität Berlin: Quantitative corpus linguistics and the Usage-Based Model: Natural allies or uneasy partners? Emile van der Zee, Lincoln University: Word learning in Canis Familiaris: What does word learning in other species such as the dog tell us about word learning mechanisms in humans? The registration fee for non-members of SALC or FiCLA is 180 € (regular), or 90 € (student). There are reduced fees for SALC/FiCLA members: 150 € (regular), or 60 € (student). The registration fee includes the program pack, coffee/tea and other refreshments, the reception on June 12, and a conference dinner on June 13. Contact: Conference website: http://www.uef.fi/fi/salc2013 Conference mail: salc4 at uef.fi From maarten.lemmens at univ-lille3.fr Thu Apr 4 15:26:53 2013 From: maarten.lemmens at univ-lille3.fr (Maarten Lemmens) Date: Thu, 4 Apr 2013 17:26:53 +0200 Subject: Empirical Methods Spring School, Lille, France, 13 & 14 May 2013 Message-ID: SPRING SCHOOL "Empirical methods in usage-based linguistics" Université Lille 3, France May 13 & 14, 2013 Deadline registration: April 25, 2013 Web page: http://aflico5.sciencesconf.org/ A Spring School on "Empirical methods in usage-based linguistics" will take place on the two days preceding the AFLiCo 5 conference, i.e. on 13-14 May, 2013 (9:00 - 17:00), Université Lille 3. The sessions are in English (but the teachers understand French). The (modest) registration fee is 60€ (regular) or 40€ (students, including PhD students). Included in the fee are the participation in the workshop, pedagogical documents, two lunches and the coffee breaks. Registration and payment (after approval) is to be done on-line here: http://dr18.azur-colloque.cnrs.fr/inscriptions.php?lang=en . Registration is done in two stages: first you must pre-register by completing the form requested after which we validate your pre-registration, based on the available places. You will receive two mails, one which gives you the places available in the workshops and another which confirms your pre-registration with a link to register permanently. Also at this stage you have to choose the workshop you want to attend. If you are having problems registering, you can contact Justin Duquesnoy (justin.duquesnoy at univ-lille3.fr). There will be five workshops in parallel, from which you must choose one: (1) Corpus linguistics: principles and methods (led by Dagmar Divjak, Univ. of Sheffield, UK) (2) Categorical statistics in corpus linguistics with R (led by Dylan Glynn, Univ. of Lund, Sweden) (3) Annotation and analysis of multimodal data using ELAN (led by Mark Tutton, Univ. of Nantes, France) (4) Transcription and analysis of oral data using CLAN (led by Christophe Parisse, Univ. of Paris 10, France) (5) Experimental methods of linguistics research (led by Efstathia Soroli, Univ. of Lille 3) More detailed descriptions of the different workshop can be found on the web pages. The number of places in each workshop is limited to 15, so do not hesitate to register. The workshop on R (workshop 2) is in principle already filled, contact Maarten Lemmens (maarten.lemmens at univ-lille3.fr) should you still be interested in following this workshop. From maarten.lemmens at univ-lille3.fr Fri Apr 5 17:29:52 2013 From: maarten.lemmens at univ-lille3.fr (Maarten Lemmens) Date: Fri, 5 Apr 2013 19:29:52 +0200 Subject: CONF: Last days: AFLiCo 5 "Empirical approaches to multi-modality and to language variation" Message-ID: *Last days for registration* AFLiCo 5 "Empirical approaches to multi-modality and to language variation" Univ. Lille 3, France 15-17 May 2013 http://aflico5.sciencesconf.org/ Plenary Speakers: Dagmar DIVJAK (Université de Sheffield, UK) Colette GRINEVALD (UNIV. LYON & UMR DDL, LYON, France) Irene MITTELBERG (University Aachen [RWTH], Germany) Gary MORGAN (City University, London, UK) Martin HILPERT (Université de Neuchâtel, Switserland) Last three days for registration for the conference "Empirical Approaches to Multi-modality and to Language Variation (AFLiCo 5)", which will take place from 15 to 17 May 2013 at the University of Lille, France. Registration closes April 8, 2013. A Spring School on "Empirical methods in usage-based linguistics" will take place on the two days preceding the conference, i.e. 13-14 May, 2013. There will be five workshops in parallel: corpus-linguistics, categorical statistics in corpus linguistics using R, using ELAN, using CLAN, psycholinguistic experiments. The school is open to anyone wishing to learn about one of these methods. Deadline for registration for Spring school: *April 25, 2013* Procedure: see the special page on the AFLiCo 5 website. *Registration AFLiCo 5: information and procedure* To register, you need to create an account on this platform: http://aflico5.sciencesconf.org/ If you already have an account (e.g., if you have submitted an abstract to this conference or to another one on SciencesConf.org) you can use that one. Registration fees: non-members 170€ (regular) or 100€ (student); AFLiCo members 130€ (regular) or 80€ (student). Registration closes on April 8, 2013. Basic conference fee covers plenary lectures, use of conference rooms, conference bag, name tag, book of abstracts and coffee breaks. *Lunches* The registration module allows you to pre-order lunches for any or all three conference dates (Wednesday, May 15, Thursday, May 16 and Friday, May 17). A lunch costs 8 euro and includes a deli sandwich, a drink and a healthy dessert. *Conference dinner* The conference dinner will take place on Thursday evening in an exquisite restaurant located in a historic site in "Old Lille" (http://www.lilleremparts.fr/en/index.php). The price of 48€ includes an aperitif and amuse-bouche, a starter, a main course, a dessert and coffee or tea, as well as wine and water. There is a vegetarian option. *Excursion to LaM* On Thursday afternoon at around 4 p.m., before the conference dinner, there will be a guided visit to the LaM, the newly refurbished and extended Lille Metropolitan Museum of modern art, contemporary art and art brut in Villeneuve d’Ascq (http://www.musee-lam.fr/gb/). The price is 10€ (not including transport to the museum from the conference site: from the Pont de Bois metro station, take bus 41 to L.A.M.). *T-shirt* For only 12 euro, you can buy a conference souvenir T-shirt (S/M/L/XL), containing the logo, the title and the date of the conference. *Transport* We advise you to buy a booklet of 10 metro tickets upon arrival, which would cover the trips to and from the city centre to the university for the whole conference, including the bus ticket for the excursion to museum. We are looking forward to seeing you in May in Lille! Maarten Lemmens, Annie Risler, Dany Amiot, and Bert Cappelle From jrubba at calpoly.edu Fri Apr 5 18:29:31 2013 From: jrubba at calpoly.edu (Johanna Rubba) Date: Fri, 5 Apr 2013 11:29:31 -0700 Subject: Gloss of Hopi lyrics? Message-ID: Hello, all, I'm a little embarrassed to make this request, as it seems a little shallow, but I am hoping to find a linguist of Hopi who can give me a morpheme-by-morpheme gloss and idiomatic translation of some Hopi lyrics to a short song, the Three Prophecies, from the film Koyaanisqatsi. It was very difficult to find a transliteration of the lyrics (I wound up getting them from a producer in the UK!). Translations into English are all over the web, but I don't know how trustworthy they are. I would like to have this for personal reasons, as I find the song very meaningful, but I might also use it in my linguistics classes. Songs "humanize" these "exotic" languages for my students, and it's also often easier to hear the sounds when the vowels are lengthened on long notes. Please write to me individually, and I'll send you the transliteration. Best, Johanna Dr. Johanna Rubba, Professor, Linguistics Linguistics Minor Advisor English Department Cal Poly State University, San Luis Obispo Tel. 805.756.2184 Dept. Tel 805.756.2596 E-mail: jrubba at calpoly.edu URL: http://cla.calpoly.edu/~jrubba ******************************************* "Justice is what love looks like in public." - Cornel West From john at research.haifa.ac.il Sun Apr 7 10:17:34 2013 From: john at research.haifa.ac.il (john) Date: Sun, 7 Apr 2013 13:17:34 +0300 Subject: Gloss of Hopi lyrics? In-Reply-To: <848B533F-CC90-494A-AA4D-2D348EE44CD0@calpoly.edu> Message-ID: Hi Johanna, To tell the truth, if you get a Hopi-English dictionary and you're willing to invest some time, not even so much, you can get a pretty good idea of the meaning by just doing the analysis yourself (you're a linguist, after all), and a morpheme-by-morpheme gloss is easy in terms of identifying the morphemes. Hopi morphology is simple and transparent and Hopi syntax isn't hard at all. The real problem in Hopi is that there are a good number of very common discourse particles whose function is to put it mildly difficult to figure out (I would say that I've never seen a language where this is such a problem), and to be honest I doubt you will be able to get a very good idea of their meaning in context no matter what you do--non-native speaking linguists won't understand their usage and native speakers won't be able to explain it. Good luck, John On 05.04.2013 21:29, Johanna Rubba wrote: > Hello, all, > > I'm a little embarrassed to make this request, as it seems a little shallow, but I am hoping to find a linguist of Hopi who can give me a morpheme-by-morpheme gloss and idiomatic translation of some Hopi lyrics to a short song, the Three Prophecies, from the film Koyaanisqatsi. > > It was very difficult to find a transliteration of the lyrics (I wound up getting them from a producer in the UK!). Translations into English are all over the web, but I don't know how trustworthy they are. > > I would like to have this for personal reasons, as I find the song very meaningful, but I might also use it in my linguistics classes. Songs "humanize" these "exotic" languages for my students, and it's also often easier to hear the sounds when the vowels are lengthened on long notes. > > Please write to me individually, and I'll send you the transliteration. > > Best, > Johanna > > Dr. Johanna Rubba, Professor, Linguistics > Linguistics Minor Advisor > English Department > Cal Poly State University, San Luis Obispo > Tel. 805.756.2184 > Dept. Tel 805.756.2596 > E-mail: jrubba at calpoly.edu > URL: http://cla.calpoly.edu/~jrubba > ******************************************* > "Justice is what love looks like in public." > - Cornel West From benjamin.lyngfelt at svenska.gu.se Fri Apr 12 14:17:56 2013 From: benjamin.lyngfelt at svenska.gu.se (Benjamin Lyngfelt) Date: Fri, 12 Apr 2013 14:17:56 +0000 Subject: Professor in Second language research, University of Gothenburg Message-ID: Professor in Second language research Type of employment: Permanent post Extent: 100 % Location: Department of Swedish, Göteborg First day of employment: As soon as possible Reference number: PER 2013/28 The Department of Swedish language is currently accepting applications for the position of professor in second language research. The new professor will lead and develop research and education within the discipline of second language studies. This position is currently the only professorship in this field in Sweden. Subject area Second language research Specific subject description Second language research Job assignments The professor is expected to initiate and lead projects and postgraduate education in the field of second language research at the department. This implies not only carrying out one´s own research, but assuming a leadership role for on-going and future research in this field at the department. The position also includes supervision of students on the advanced and postgraduate level, as well as teaching on all levels. The new professor will be expected to represent the University in a number of research and development networks and the position may also entail a certain amount of administration. The new professor will furthermore be expected to develop contacts and collaboration within the University and partners outside it. The professor may for example be called upon to provide consultation and direction in planning and development of the education of young people and adults in Swedish as a second language. The department has a lively research environment, currently hosting several externally funded projects in the field of second language research. These projects are in many cases interdisciplinaty and involve national, Nordic and Europeans partners; a few projects have partners in other parts of the world as well. The field of Swedish as a second language is one of five selected research profiles for the department; the other four profiles are lexicology and lexicography, grammar, text research, and language technology. Several research projects in Swedish as a second language involve the other departmental profiles as well. In 1997, the Institute for Swedish as a second language was established at the department, a centre for both linguistic and didactic research within the field of Swedish as a second language. Education at the undergraduate (BA), advanced (MA) and postgraduate (PhD) level is offered in the discipline of Swedish as a second language; this has been the case as regards undergraduate eduction since the 1980´s and postgraduate since the late 1990´s. The department also conducts extensive in-service training of teachers of Swedish as a second language. Eligibility The qualifications for academic positions are given in Chapter 4, Section 3 - 4 of the Higher Education Ordinance. To be eligible for employment as a professor, the applicant must have demonstrated scientific and teaching ability. Assessment For this position, strong emphasis will be placed on documented scientific and teaching ability, with the greatest priority being given to scientific ability. The assessment process will give consideration both to teaching ability and to scientific ability. As to scientific ability, special consideration will be given to recent research, as well as to the ability to initiate and conduct research, to lead research groups, and to successfully conduct graduate training. Current publications in international journals (including submitted or accepted manuscripts), attention from the research community and proven ability to obtain external funding are particularly valued. Assessment of teaching abilities will take account of experience of planning, implementation, and assessment of teaching, as well as of supervision and examination, in particular at the advanced and doctoral level. Management skills and administrative experience, together with experience of co-operation with the surrounding society - in particular educational institutions and management, are also of benefit. If the new professor does not already have a working knowledge of Swedish, (Danish or Norwegian), she/he is expected to learn Swedish so that she/he can supervise graduate students and participate fully in research and other departmental activities in the language. For further information please contact Lena Rogström, Head of Department +46-31-786 4869 lena.rogstroem at svenska.gu.se www.svenska.gu.se Closing date 2013-05-06 Appointment Procedure Please apply online. Complementary documents, such as publications/books should be sent to the following address: University of Gothenburg Department of Swedish Lundgrensgatan 5 412 56 Gothenburg Sweden Reference number should be clearly stated when sending complementary documents. http://www.gu.se/english/about_the_university/announcements-in-the-job-application-portal/?languageId=100001&contentId=-1&disableRedirect=true&returnUrl=http%3A%2F%2Fwww.gu.se%2Fomuniversitetet%2Faktuellt%2Fledigaanstallningar%2F%3Fid%3D19144%26Dnr%3D527794%26Type%3DS&id=19144&Dnr=527794&Type=S From john at research.haifa.ac.il Wed Apr 17 12:27:07 2013 From: john at research.haifa.ac.il (john) Date: Wed, 17 Apr 2013 15:27:07 +0300 Subject: Status of Native American languages In-Reply-To: <515D9BBD.20400@univ-lille3.fr> Message-ID: Dear Funknetters, I have a student who is writing a seminar paper on the sociolinguistic status of Native American languages in the United States, number of active speakers, uses in schools, revival projects, etc. Could any of you answer email questions from her about this for some languages, giving references, etc.? Thanks, John From rjl at ehop.com Sun Apr 21 19:57:34 2013 From: rjl at ehop.com (=?UTF-8?Q?Ren=C3=A9-Joseph_Lavie?=) Date: Sun, 21 Apr 2013 21:57:34 +0200 Subject: Speech that is not segmented into sentences Message-ID: Dear Funknetters, I am looking for authentic examples of speech that is not segmented into sentences. Should not be sequences of short phrases separated by prosodic pauses of hesitations. Should not be speech with clear sentence structure and just lacking the full stops (like e.g. ancient Latin writing practice). Should be comparatively long stretches of continuous speech in which even an elaborate analysis fails at deciding where the sentence boundaries should be placed. I remember, when a child, an aunt of mine, who only had a fragmentary education; she tended to speak like that and I found it strange, but I was not in a position to collect any bit of her speech at that time. I miss her today. Who can help? European languages could do: English, French, Spanish, Italian, Latin. I could cope with German too, less easily. I could also do with Inuktitut, Japanese or Swahili though with greater toil in the latter. Any idea? Any spot where that kind of resource is to be found? Thanks for your help. -- René-Joseph Lavie MoDyCo (Université Paris Ouest Nanterre la Défense et CNRS) rjl at ehop.com http://rjl.ehop.com 33 (0)9 8065 6722 ---- 33 (0)6 0818 6973 From bischoff.st at gmail.com Mon Apr 22 18:34:52 2013 From: bischoff.st at gmail.com (s.t. bischoff) Date: Mon, 22 Apr 2013 14:34:52 -0400 Subject: language attitudes query Message-ID: Hello all, I'd like to collect data on the role that English plays in student decisions to attend universities where the primary language of instruction, and the community, is not English, but where English plays an important role (e.g. some courses may be taught in English, English textbooks may be used, or the university promotes itself as offering degrees in English along with the community language). I have looked at a number of different "language attitude" surveys for ideas, but was curious if anyone has done or seen research of this particular nature. Thanks, Shannon From john at research.haifa.ac.il Mon Apr 22 20:19:36 2013 From: john at research.haifa.ac.il (john) Date: Mon, 22 Apr 2013 23:19:36 +0300 Subject: language attitudes query In-Reply-To: Message-ID: This isn't exactly the same thing, but in Israel it's very clear that Arabic-speaking students have a strong tendency to study in English departments because the language of instruction is English and this means that they won't have to compete with native speakers of Hebrew in Hebrew-medium classes. John On 22.04.2013 21:34, s.t. bischoff wrote: > Hello all, > > I'd like to collect data on the role that English plays in student > decisions to attend universities where the primary language of instruction, > and the community, is not English, but where English plays an important > role (e.g. some courses may be taught in English, English textbooks may be > used, or the university promotes itself as offering degrees in English > along with the community language). I have looked at a number of different > "language attitude" surveys for ideas, but was curious if anyone has done > or seen research of this particular nature. > > Thanks, > Shannon From busylinguist at gmail.com Tue Apr 23 00:42:09 2013 From: busylinguist at gmail.com (carey benom) Date: Tue, 23 Apr 2013 09:42:09 +0900 Subject: language attitudes query In-Reply-To: <21257f4f53ce9b1b45343524a195bcc3@research.haifa.ac.il> Message-ID: This also may not be precisely what you are talking about, but I teach the Japanese linguistics component of an English-based MA program in Japanese humanities in Japan. All core courses are taught in English, but students with sufficient Japanese ability take their elective courses in Japanese. Many of our students are non-native English speakers, hoping to polish their academic English and improve their (classical and modern) Japanese while obtaining the MA. Others already have mastered English and modern Japanese and simply choose the program for the academics (though none so far have truly mastered the reading of classical forms of Japanese). The chance to study in English plays a large role in the decision to attend the program for most of them - usually because they recognize the importance of English in the world of academia, and want to continue in a PhD program in an English-speaking country. Some are intellectually ready to study for the MA, and have control of English, but lack the Japanese ability to do so in a typical Japanese MA program, and plan to improve their Japanese ability and go on to a PhD program in Japanese. Carey Carey Benom / ベノム ケリー 准教授 人文科学府, IMAP 広人文学コース 九州大学 / Kyushu University (092) 642-4346 busylinguist at gmail.com On Tue, Apr 23, 2013 at 5:19 AM, john wrote: > > > This isn't exactly the same thing, but in Israel it's very clear > that Arabic-speaking students have a > > strong tendency to study in > English departments because the language of instruction is English > > and > this means that they won't have to compete with native speakers of > Hebrew in Hebrew-medium > > classes. > > John > > On 22.04.2013 21:34, s.t. > bischoff wrote: > > > Hello all, > > > > I'd like to collect data on the role > that English plays in student > > decisions to attend universities where > the primary language of instruction, > > and the community, is not > English, but where English plays an important > > role (e.g. some courses > may be taught in English, English textbooks may be > > used, or the > university promotes itself as offering degrees in English > > along with > the community language). I have looked at a number of different > > > "language attitude" surveys for ideas, but was curious if anyone has > done > > or seen research of this particular nature. > > > > Thanks, > > > Shannon > > > From w.hollmann at lancaster.ac.uk Wed Apr 24 11:32:20 2013 From: w.hollmann at lancaster.ac.uk (Hollmann, Willem) Date: Wed, 24 Apr 2013 11:32:20 +0000 Subject: 5th UK Cognitive Linguistics Conference Message-ID: 5th UK Cognitive Linguistics Conference 29-31 July 2014, Lancaster University The 5th UK Cognitive Linguistics Conference (UK-CLC5) will be hosted by Lancaster University. Confirmed plenary speakers are: * Daniel Casasanto (The New School, New York) * Alan Cienki (Vrije Universiteit Amsterdam) * William Croft (University of New Mexico) * Adele Goldberg (Princeton University) * Stefan Gries (University of California, Santa Barbara) * Elena Semino (Lancaster University) The conference aims to cover a broad range of research concerned with language and cognition. We will be especially interested in promoting strongly empirical work. To this end, we will also be looking to organise (some of) the papers into thematic sessions, with our plenary speakers acting as discussants. The themes will be: * embodiment * gesture * typology and constructional analyses of the languages of the world * acquisition * corpora and statistical methods * metaphor and discourse Information about the conference can be found at http://www.lancs.ac.uk/fass/events/uk-clc5/index.htm, which will be updated as more details become available. The first call for papers will follow soon. Willem Hollmann (on behalf of the Organising Committee and UK-CLA) ************************************** Dr Willem Hollmann Dept of Linguistics and English Language Lancaster University Lancaster LA1 4YL +44 (0)1524 94644 http://www.ling.lancs.ac.uk/profiles/willem-hollmann ************************************** From okb at umail.ucsb.edu Thu Apr 25 04:45:12 2013 From: okb at umail.ucsb.edu (Brendan Barnwell) Date: Wed, 24 Apr 2013 21:45:12 -0700 Subject: CLaW workshop proposals due May 1 Message-ID: This is a reminder that proposals for pre-conference workshops at the 2013 Cognition and Language Workshop (CLaW) are due May 1. Workshops should be self-contained instructional sessions providing a practical introduction to specific methodological and/or analytical techniques of use in research on language and cognition. For more information see the website at http://www.linguistics.ucsb.edu/claw/call.html . Abstracts for conference talks (as opposed to instructional workshops) are due June 30 and information is available at the same website. -- Brendan Barnwell "Do not follow where the path may lead. Go, instead, where there is no path, and leave a trail." --author unknown From bischoff.st at gmail.com Mon Apr 29 15:53:28 2013 From: bischoff.st at gmail.com (s.t. bischoff) Date: Mon, 29 Apr 2013 11:53:28 -0400 Subject: NSF Funding: In the news Message-ID: Thought this might be of interest to some... http://news.sciencemag.org/scienceinsider/2013/04/us-lawmaker-proposes-new-criteri-1.html U.S. Lawmaker Proposes New Criteria for Choosing NSF Grants by Jeffrey Mervis on 28 April 201 The new chairman of the House science committee has drafted a bill that, in effect, would replace peer review at the National Science Foundation (NSF) with a set of funding criteria chosen by Congress. For good measure, it would also set in motion a process to determine whether the same criteria should be adopted by every other federal science agency. The legislation, being worked up by Representative Lamar Smith (R-TX), represents the latest-and bluntest-attack on NSF by congressional Republicans seeking to halt what they believe is frivolous and wasteful research being funded in the social sciences. Last month Senator Tom Coburn (R-OK) successfully attached language to a 2013 spending bill that prohibits NSF from funding any political science research for the rest of the fiscal year unless its director certifies that it pertains to economic development or national security. Smith's draft bill, called the "High Quality Research Act," would apply similar language to NSF's entire research portfolio across all the disciplines it supports. *Science*Insider has obtained a copy of the legislation, labeled "Discussion Draft" and dated 18 April, which has begun to circulate among members of Congress and science lobbyists. In effect, the proposed bill would force NSF to adopt three criteria in judging every grant. Specifically, the draft would require the NSF director to post on NSF's website, prior to any award, a declaration that certifies the research is: 1) "…in the interests of the United States to advance the national health, prosperity, or welfare, and to secure the national defense by promoting the progress of science; 2) "… the finest quality, is groundbreaking, and answers questions or solves problems that are of utmost importance to society at large; and 3) "…not duplicative of other research projects being funded by the Foundation or other Federal science agencies." NSF's current guidelines ask reviewers to consider the "intellectual merit" of a proposed research project as well as its "broader impacts" on the scientific community and society. Two weeks ago, Republicans on the science committee took to task both John Holdren, the president's science advisor, and Cora Marrett, the acting NSF director, during hearings on President Obama's proposed 2014 science budget . They read the titles of several grants, questioned the value of the research, and asked both administration officials to defend NSF's decision to fund the work. On Thursday Smith sent a letter to Marrett asking for more information on five recent NSF grants. In particular, he requested copies of the comments from each reviewer, as well as the notes of the NSF program officer managing the awards. In his letter, a copy of which ScienceInsider obtained, Smith wrote: "I have concerns regarding some grants approved by the Foundation and how closely they adhere to NSF's 'intellectual merit' guideline." Today, Smith told *Science*Insider in a statement that "the proposals about which I have requested further information do not seem to meet the high standards of most NSF funded projects." Smith's request to NSF didn't sit well with the top Democrat on the science committee, Representative Eddie Bernice Johnson (D-TX). On Friday she sent a blistering missive to Smith questioning his judgment and his motives. "In the history of this committee, no chairman has ever put themselves forward as an expert in the science that underlies specific grant proposals funded by NSF," Johnson wrote in a letter obtained by ScienceInsider. "I have never seen a chairman decide to go after specific grants simply because the chairman does not believe them to be of high value." In her letter, Johnson warns Smith that "the moment you compromise both the merit review process and the basic research mission of NSF is the moment you undo everything that has enabled NSF to contribute so profoundly to our national health, prosperity, and welfare." She asks him to "withdraw" his letter and offers to work with him "to identify a less destructive, but more effective, effort" to make sure NSF is meeting that mission. Smith's bill would require NSF's oversight body, the National Science Board, to monitor the director's actions and issue a report in a year. It also asks Holdren's office to tell Congress how the principles laid down in the legislation "may be implemented in other Federal science agencies." From bischoff.st at gmail.com Tue Apr 2 15:41:37 2013 From: bischoff.st at gmail.com (s.t. bischoff) Date: Tue, 2 Apr 2013 11:41:37 -0400 Subject: Past Progressive vs. Past Perf Prog. Usage Message-ID: Hello all, I'm wondering if anyone can direct me to an account of the different uses of the past progressive (1) and past perfective progressive (2). (1) In 1991, I was living in London. (2) In 1991, I had been living in London. In particular, I'm looking for a means of explaining the difference,in usage, to non-native speakers of English. Thanks, Shannon From bischoff.st at gmail.com Tue Apr 2 16:57:59 2013 From: bischoff.st at gmail.com (s.t. bischoff) Date: Tue, 2 Apr 2013 12:57:59 -0400 Subject: Past Progressive vs. Past Perf Prog. Usage In-Reply-To: Message-ID: Sorry all...I meant (2) as *perfect* not *perfective*. On Tue, Apr 2, 2013 at 11:41 AM, s.t. bischoff wrote: > Hello all, > > I'm wondering if anyone can direct me to an account of the different uses > of the past progressive (1) and past perfective progressive (2). > > (1) In 1991, I was living in London. > (2) In 1991, I had been living in London. > > In particular, I'm looking for a means of explaining the difference,in > usage, to non-native speakers of English. > > Thanks, > Shannon > From langconf at bu.edu Wed Apr 3 04:00:14 2013 From: langconf at bu.edu (BUCLD) Date: Wed, 3 Apr 2013 00:00:14 -0400 Subject: BUCLD 38 Call for Papers - Please post Message-ID: Please post the following call for papers. Many thanks, BUCLD organizers -------------------------------------------------------------------------------------------------------------------- THE 38th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT NOVEMBER 1-3, 2013 Keynote Speaker: Elena Lieven, Max Planck Institute for Evolutionary Anthropology / University of Manchester Plenary Speaker: Heather van der Lely, Harvard University Submissions of abstracts for 20-minute talks are now being accepted at: http://www.bu.edu/bucld/abstracts/abstract-submission/ DEADLINE. All submissions must be received by 8:00 PM EST, May 15, 2013. Submissions that present research on any topic in the fields of first and second language acquisition from any theoretical perspectives will be fully considered, including: Bilingualism, Cognition & Language, Creoles & Pidgins, Dialects, Discourse and Narrative, Gesture, Hearing Impairment and Deafness, Input & Interaction, Language Disorders, Linguistic Theory, Neurolinguistics, Pragmatics, Pre-linguistic Development, Reading and Literacy, Signed Languages, Sociolinguistics, and Speech Perception & Production. A suggested format and style for abstracts is available at: http://www.bu.edu/bucld/abstracts/abstract-format/ NEW THIS YEAR: SYMPOSIUM PROPOSALS We are also soliciting proposals for a 90-minute symposium on a common theme on any topic likely to be of broad interest to the conference attendees. The symposium format is open, but has frequently included 2-3 speakers presenting research from differing angles on a common theme. We anticipate including two such symposia in the schedule, one being the Saturday lunchtime symposium, the other closing the conference on Sunday. Proposals should include a list of potential participants and a specification of the format, and should name at least one organizer who will be able to work with the BUCLD organizing committee in setting up the symposium and lining up participants. Submissions can be sent by email to abstract at bu.edu with "Symposium proposal" indicated in the subject line. Please limit symposium proposals to 1000 words or fewer. DEADLINE. Same as for abstracts, 8:00 PM EST, May 15, 2013. Decisions on symposia will be made by June, so that organization can begin, with the goal of having all participants confirmed by July. FURTHER INFORMATION General conference information is available at: http://www.bu.edu/bucld Questions about abstracts and symposia should be sent to abstract at bu.edu Boston University Conference on Language Development 96 Cummington Street, Room 244 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 From marja.nenonen at uef.fi Thu Apr 4 11:26:27 2013 From: marja.nenonen at uef.fi (Marja Nenonen) Date: Thu, 4 Apr 2013 14:26:27 +0300 Subject: SALC IV registration is now open Message-ID: SALC IV Joensuu, Finland, June 12 ? 14, 2013. Dear colleagues, We are pleased to announce that registration for The Fourth Conference of the Scandinavian Association for Language and Cognition (SALC IV) is now open. The conference will take place on the Joensuu campus of the University of Eastern Finland (UEF), June 12 ? 14, 2013. The conference program and the registration page are found on the conference website at http://www.uef.fi/fi/salc2013. Keynote speakers: Elisabeth Engberg-Pedersen, University of Copenhagen: Forces that shape linguistic structure in sign languages Raymond W. Gibbs Jr, University of California, Santa Cruz: What does metaphor in language reveal about metaphor in thought? Irene Mittelberg, RWTH Aachen University: The exbodied mind: Cognitive-semiotic principles as motivating forces in gesture Anatol Stefanowitsch, Freie Universit?t Berlin: Quantitative corpus linguistics and the Usage-Based Model: Natural allies or uneasy partners? Emile van der Zee, Lincoln University: Word learning in Canis Familiaris: What does word learning in other species such as the dog tell us about word learning mechanisms in humans? The registration fee for non-members of SALC or FiCLA is 180 ? (regular), or 90 ? (student). There are reduced fees for SALC/FiCLA members: 150 ? (regular), or 60 ? (student). The registration fee includes the program pack, coffee/tea and other refreshments, the reception on June 12, and a conference dinner on June 13. Contact: Conference website: http://www.uef.fi/fi/salc2013 Conference mail: salc4 at uef.fi From maarten.lemmens at univ-lille3.fr Thu Apr 4 15:26:53 2013 From: maarten.lemmens at univ-lille3.fr (Maarten Lemmens) Date: Thu, 4 Apr 2013 17:26:53 +0200 Subject: Empirical Methods Spring School, Lille, France, 13 & 14 May 2013 Message-ID: SPRING SCHOOL "Empirical methods in usage-based linguistics" Universit? Lille 3, France May 13 & 14, 2013 Deadline registration: April 25, 2013 Web page: http://aflico5.sciencesconf.org/ A Spring School on "Empirical methods in usage-based linguistics" will take place on the two days preceding the AFLiCo 5 conference, i.e. on 13-14 May, 2013 (9:00 - 17:00), Universit? Lille 3. The sessions are in English (but the teachers understand French). The (modest) registration fee is 60? (regular) or 40? (students, including PhD students). Included in the fee are the participation in the workshop, pedagogical documents, two lunches and the coffee breaks. Registration and payment (after approval) is to be done on-line here: http://dr18.azur-colloque.cnrs.fr/inscriptions.php?lang=en . Registration is done in two stages: first you must pre-register by completing the form requested after which we validate your pre-registration, based on the available places. You will receive two mails, one which gives you the places available in the workshops and another which confirms your pre-registration with a link to register permanently. Also at this stage you have to choose the workshop you want to attend. If you are having problems registering, you can contact Justin Duquesnoy (justin.duquesnoy at univ-lille3.fr). There will be five workshops in parallel, from which you must choose one: (1) Corpus linguistics: principles and methods (led by Dagmar Divjak, Univ. of Sheffield, UK) (2) Categorical statistics in corpus linguistics with R (led by Dylan Glynn, Univ. of Lund, Sweden) (3) Annotation and analysis of multimodal data using ELAN (led by Mark Tutton, Univ. of Nantes, France) (4) Transcription and analysis of oral data using CLAN (led by Christophe Parisse, Univ. of Paris 10, France) (5) Experimental methods of linguistics research (led by Efstathia Soroli, Univ. of Lille 3) More detailed descriptions of the different workshop can be found on the web pages. The number of places in each workshop is limited to 15, so do not hesitate to register. The workshop on R (workshop 2) is in principle already filled, contact Maarten Lemmens (maarten.lemmens at univ-lille3.fr) should you still be interested in following this workshop. From maarten.lemmens at univ-lille3.fr Fri Apr 5 17:29:52 2013 From: maarten.lemmens at univ-lille3.fr (Maarten Lemmens) Date: Fri, 5 Apr 2013 19:29:52 +0200 Subject: CONF: Last days: AFLiCo 5 "Empirical approaches to multi-modality and to language variation" Message-ID: *Last days for registration* AFLiCo 5 "Empirical approaches to multi-modality and to language variation" Univ. Lille 3, France 15-17 May 2013 http://aflico5.sciencesconf.org/ Plenary Speakers: Dagmar DIVJAK (Universit? de Sheffield, UK) Colette GRINEVALD (UNIV. LYON & UMR DDL, LYON, France) Irene MITTELBERG (University Aachen [RWTH], Germany) Gary MORGAN (City University, London, UK) Martin HILPERT (Universit? de Neuch?tel, Switserland) Last three days for registration for the conference "Empirical Approaches to Multi-modality and to Language Variation (AFLiCo 5)", which will take place from 15 to 17 May 2013 at the University of Lille, France. Registration closes April 8, 2013. A Spring School on "Empirical methods in usage-based linguistics" will take place on the two days preceding the conference, i.e. 13-14 May, 2013. There will be five workshops in parallel: corpus-linguistics, categorical statistics in corpus linguistics using R, using ELAN, using CLAN, psycholinguistic experiments. The school is open to anyone wishing to learn about one of these methods. Deadline for registration for Spring school: *April 25, 2013* Procedure: see the special page on the AFLiCo 5 website. *Registration AFLiCo 5: information and procedure* To register, you need to create an account on this platform: http://aflico5.sciencesconf.org/ If you already have an account (e.g., if you have submitted an abstract to this conference or to another one on SciencesConf.org) you can use that one. Registration fees: non-members 170? (regular) or 100? (student); AFLiCo members 130? (regular) or 80? (student). Registration closes on April 8, 2013. Basic conference fee covers plenary lectures, use of conference rooms, conference bag, name tag, book of abstracts and coffee breaks. *Lunches* The registration module allows you to pre-order lunches for any or all three conference dates (Wednesday, May 15, Thursday, May 16 and Friday, May 17). A lunch costs 8 euro and includes a deli sandwich, a drink and a healthy dessert. *Conference dinner* The conference dinner will take place on Thursday evening in an exquisite restaurant located in a historic site in "Old Lille" (http://www.lilleremparts.fr/en/index.php). The price of 48? includes an aperitif and amuse-bouche, a starter, a main course, a dessert and coffee or tea, as well as wine and water. There is a vegetarian option. *Excursion to LaM* On Thursday afternoon at around 4 p.m., before the conference dinner, there will be a guided visit to the LaM, the newly refurbished and extended Lille Metropolitan Museum of modern art, contemporary art and art brut in Villeneuve d?Ascq (http://www.musee-lam.fr/gb/). The price is 10? (not including transport to the museum from the conference site: from the Pont de Bois metro station, take bus 41 to L.A.M.). *T-shirt* For only 12 euro, you can buy a conference souvenir T-shirt (S/M/L/XL), containing the logo, the title and the date of the conference. *Transport* We advise you to buy a booklet of 10 metro tickets upon arrival, which would cover the trips to and from the city centre to the university for the whole conference, including the bus ticket for the excursion to museum. We are looking forward to seeing you in May in Lille! Maarten Lemmens, Annie Risler, Dany Amiot, and Bert Cappelle From jrubba at calpoly.edu Fri Apr 5 18:29:31 2013 From: jrubba at calpoly.edu (Johanna Rubba) Date: Fri, 5 Apr 2013 11:29:31 -0700 Subject: Gloss of Hopi lyrics? Message-ID: Hello, all, I'm a little embarrassed to make this request, as it seems a little shallow, but I am hoping to find a linguist of Hopi who can give me a morpheme-by-morpheme gloss and idiomatic translation of some Hopi lyrics to a short song, the Three Prophecies, from the film Koyaanisqatsi. It was very difficult to find a transliteration of the lyrics (I wound up getting them from a producer in the UK!). Translations into English are all over the web, but I don't know how trustworthy they are. I would like to have this for personal reasons, as I find the song very meaningful, but I might also use it in my linguistics classes. Songs "humanize" these "exotic" languages for my students, and it's also often easier to hear the sounds when the vowels are lengthened on long notes. Please write to me individually, and I'll send you the transliteration. Best, Johanna Dr. Johanna Rubba, Professor, Linguistics Linguistics Minor Advisor English Department Cal Poly State University, San Luis Obispo Tel. 805.756.2184 Dept. Tel 805.756.2596 E-mail: jrubba at calpoly.edu URL: http://cla.calpoly.edu/~jrubba ******************************************* "Justice is what love looks like in public." - Cornel West From john at research.haifa.ac.il Sun Apr 7 10:17:34 2013 From: john at research.haifa.ac.il (john) Date: Sun, 7 Apr 2013 13:17:34 +0300 Subject: Gloss of Hopi lyrics? In-Reply-To: <848B533F-CC90-494A-AA4D-2D348EE44CD0@calpoly.edu> Message-ID: Hi Johanna, To tell the truth, if you get a Hopi-English dictionary and you're willing to invest some time, not even so much, you can get a pretty good idea of the meaning by just doing the analysis yourself (you're a linguist, after all), and a morpheme-by-morpheme gloss is easy in terms of identifying the morphemes. Hopi morphology is simple and transparent and Hopi syntax isn't hard at all. The real problem in Hopi is that there are a good number of very common discourse particles whose function is to put it mildly difficult to figure out (I would say that I've never seen a language where this is such a problem), and to be honest I doubt you will be able to get a very good idea of their meaning in context no matter what you do--non-native speaking linguists won't understand their usage and native speakers won't be able to explain it. Good luck, John On 05.04.2013 21:29, Johanna Rubba wrote: > Hello, all, > > I'm a little embarrassed to make this request, as it seems a little shallow, but I am hoping to find a linguist of Hopi who can give me a morpheme-by-morpheme gloss and idiomatic translation of some Hopi lyrics to a short song, the Three Prophecies, from the film Koyaanisqatsi. > > It was very difficult to find a transliteration of the lyrics (I wound up getting them from a producer in the UK!). Translations into English are all over the web, but I don't know how trustworthy they are. > > I would like to have this for personal reasons, as I find the song very meaningful, but I might also use it in my linguistics classes. Songs "humanize" these "exotic" languages for my students, and it's also often easier to hear the sounds when the vowels are lengthened on long notes. > > Please write to me individually, and I'll send you the transliteration. > > Best, > Johanna > > Dr. Johanna Rubba, Professor, Linguistics > Linguistics Minor Advisor > English Department > Cal Poly State University, San Luis Obispo > Tel. 805.756.2184 > Dept. Tel 805.756.2596 > E-mail: jrubba at calpoly.edu > URL: http://cla.calpoly.edu/~jrubba > ******************************************* > "Justice is what love looks like in public." > - Cornel West From benjamin.lyngfelt at svenska.gu.se Fri Apr 12 14:17:56 2013 From: benjamin.lyngfelt at svenska.gu.se (Benjamin Lyngfelt) Date: Fri, 12 Apr 2013 14:17:56 +0000 Subject: Professor in Second language research, University of Gothenburg Message-ID: Professor in Second language research Type of employment: Permanent post Extent: 100 % Location: Department of Swedish, G?teborg First day of employment: As soon as possible Reference number: PER 2013/28 The Department of Swedish language is currently accepting applications for the position of professor in second language research. The new professor will lead and develop research and education within the discipline of second language studies. This position is currently the only professorship in this field in Sweden. Subject area Second language research Specific subject description Second language research Job assignments The professor is expected to initiate and lead projects and postgraduate education in the field of second language research at the department. This implies not only carrying out one?s own research, but assuming a leadership role for on-going and future research in this field at the department. The position also includes supervision of students on the advanced and postgraduate level, as well as teaching on all levels. The new professor will be expected to represent the University in a number of research and development networks and the position may also entail a certain amount of administration. The new professor will furthermore be expected to develop contacts and collaboration within the University and partners outside it. The professor may for example be called upon to provide consultation and direction in planning and development of the education of young people and adults in Swedish as a second language. The department has a lively research environment, currently hosting several externally funded projects in the field of second language research. These projects are in many cases interdisciplinaty and involve national, Nordic and Europeans partners; a few projects have partners in other parts of the world as well. The field of Swedish as a second language is one of five selected research profiles for the department; the other four profiles are lexicology and lexicography, grammar, text research, and language technology. Several research projects in Swedish as a second language involve the other departmental profiles as well. In 1997, the Institute for Swedish as a second language was established at the department, a centre for both linguistic and didactic research within the field of Swedish as a second language. Education at the undergraduate (BA), advanced (MA) and postgraduate (PhD) level is offered in the discipline of Swedish as a second language; this has been the case as regards undergraduate eduction since the 1980?s and postgraduate since the late 1990?s. The department also conducts extensive in-service training of teachers of Swedish as a second language. Eligibility The qualifications for academic positions are given in Chapter 4, Section 3 - 4 of the Higher Education Ordinance. To be eligible for employment as a professor, the applicant must have demonstrated scientific and teaching ability. Assessment For this position, strong emphasis will be placed on documented scientific and teaching ability, with the greatest priority being given to scientific ability. The assessment process will give consideration both to teaching ability and to scientific ability. As to scientific ability, special consideration will be given to recent research, as well as to the ability to initiate and conduct research, to lead research groups, and to successfully conduct graduate training. Current publications in international journals (including submitted or accepted manuscripts), attention from the research community and proven ability to obtain external funding are particularly valued. Assessment of teaching abilities will take account of experience of planning, implementation, and assessment of teaching, as well as of supervision and examination, in particular at the advanced and doctoral level. Management skills and administrative experience, together with experience of co-operation with the surrounding society - in particular educational institutions and management, are also of benefit. If the new professor does not already have a working knowledge of Swedish, (Danish or Norwegian), she/he is expected to learn Swedish so that she/he can supervise graduate students and participate fully in research and other departmental activities in the language. For further information please contact Lena Rogstr?m, Head of Department +46-31-786 4869 lena.rogstroem at svenska.gu.se www.svenska.gu.se Closing date 2013-05-06 Appointment Procedure Please apply online. Complementary documents, such as publications/books should be sent to the following address: University of Gothenburg Department of Swedish Lundgrensgatan 5 412 56 Gothenburg Sweden Reference number should be clearly stated when sending complementary documents. http://www.gu.se/english/about_the_university/announcements-in-the-job-application-portal/?languageId=100001&contentId=-1&disableRedirect=true&returnUrl=http%3A%2F%2Fwww.gu.se%2Fomuniversitetet%2Faktuellt%2Fledigaanstallningar%2F%3Fid%3D19144%26Dnr%3D527794%26Type%3DS&id=19144&Dnr=527794&Type=S From john at research.haifa.ac.il Wed Apr 17 12:27:07 2013 From: john at research.haifa.ac.il (john) Date: Wed, 17 Apr 2013 15:27:07 +0300 Subject: Status of Native American languages In-Reply-To: <515D9BBD.20400@univ-lille3.fr> Message-ID: Dear Funknetters, I have a student who is writing a seminar paper on the sociolinguistic status of Native American languages in the United States, number of active speakers, uses in schools, revival projects, etc. Could any of you answer email questions from her about this for some languages, giving references, etc.? Thanks, John From rjl at ehop.com Sun Apr 21 19:57:34 2013 From: rjl at ehop.com (=?UTF-8?Q?Ren=C3=A9-Joseph_Lavie?=) Date: Sun, 21 Apr 2013 21:57:34 +0200 Subject: Speech that is not segmented into sentences Message-ID: Dear Funknetters, I am looking for authentic examples of speech that is not segmented into sentences. Should not be sequences of short phrases separated by prosodic pauses of hesitations. Should not be speech with clear sentence structure and just lacking the full stops (like e.g. ancient Latin writing practice). Should be comparatively long stretches of continuous speech in which even an elaborate analysis fails at deciding where the sentence boundaries should be placed. I remember, when a child, an aunt of mine, who only had a fragmentary education; she tended to speak like that and I found it strange, but I was not in a position to collect any bit of her speech at that time. I miss her today. Who can help? European languages could do: English, French, Spanish, Italian, Latin. I could cope with German too, less easily. I could also do with Inuktitut, Japanese or Swahili though with greater toil in the latter. Any idea? Any spot where that kind of resource is to be found? Thanks for your help. -- Ren?-Joseph Lavie MoDyCo (Universit? Paris Ouest Nanterre la D?fense et CNRS) rjl at ehop.com http://rjl.ehop.com 33 (0)9 8065 6722 ---- 33 (0)6 0818 6973 From bischoff.st at gmail.com Mon Apr 22 18:34:52 2013 From: bischoff.st at gmail.com (s.t. bischoff) Date: Mon, 22 Apr 2013 14:34:52 -0400 Subject: language attitudes query Message-ID: Hello all, I'd like to collect data on the role that English plays in student decisions to attend universities where the primary language of instruction, and the community, is not English, but where English plays an important role (e.g. some courses may be taught in English, English textbooks may be used, or the university promotes itself as offering degrees in English along with the community language). I have looked at a number of different "language attitude" surveys for ideas, but was curious if anyone has done or seen research of this particular nature. Thanks, Shannon From john at research.haifa.ac.il Mon Apr 22 20:19:36 2013 From: john at research.haifa.ac.il (john) Date: Mon, 22 Apr 2013 23:19:36 +0300 Subject: language attitudes query In-Reply-To: Message-ID: This isn't exactly the same thing, but in Israel it's very clear that Arabic-speaking students have a strong tendency to study in English departments because the language of instruction is English and this means that they won't have to compete with native speakers of Hebrew in Hebrew-medium classes. John On 22.04.2013 21:34, s.t. bischoff wrote: > Hello all, > > I'd like to collect data on the role that English plays in student > decisions to attend universities where the primary language of instruction, > and the community, is not English, but where English plays an important > role (e.g. some courses may be taught in English, English textbooks may be > used, or the university promotes itself as offering degrees in English > along with the community language). I have looked at a number of different > "language attitude" surveys for ideas, but was curious if anyone has done > or seen research of this particular nature. > > Thanks, > Shannon From busylinguist at gmail.com Tue Apr 23 00:42:09 2013 From: busylinguist at gmail.com (carey benom) Date: Tue, 23 Apr 2013 09:42:09 +0900 Subject: language attitudes query In-Reply-To: <21257f4f53ce9b1b45343524a195bcc3@research.haifa.ac.il> Message-ID: This also may not be precisely what you are talking about, but I teach the Japanese linguistics component of an English-based MA program in Japanese humanities in Japan. All core courses are taught in English, but students with sufficient Japanese ability take their elective courses in Japanese. Many of our students are non-native English speakers, hoping to polish their academic English and improve their (classical and modern) Japanese while obtaining the MA. Others already have mastered English and modern Japanese and simply choose the program for the academics (though none so far have truly mastered the reading of classical forms of Japanese). The chance to study in English plays a large role in the decision to attend the program for most of them - usually because they recognize the importance of English in the world of academia, and want to continue in a PhD program in an English-speaking country. Some are intellectually ready to study for the MA, and have control of English, but lack the Japanese ability to do so in a typical Japanese MA program, and plan to improve their Japanese ability and go on to a PhD program in Japanese. Carey Carey Benom / ??? ??? ??? ?????, IMAP ??????? ???? / Kyushu University (092) 642-4346 busylinguist at gmail.com On Tue, Apr 23, 2013 at 5:19 AM, john wrote: > > > This isn't exactly the same thing, but in Israel it's very clear > that Arabic-speaking students have a > > strong tendency to study in > English departments because the language of instruction is English > > and > this means that they won't have to compete with native speakers of > Hebrew in Hebrew-medium > > classes. > > John > > On 22.04.2013 21:34, s.t. > bischoff wrote: > > > Hello all, > > > > I'd like to collect data on the role > that English plays in student > > decisions to attend universities where > the primary language of instruction, > > and the community, is not > English, but where English plays an important > > role (e.g. some courses > may be taught in English, English textbooks may be > > used, or the > university promotes itself as offering degrees in English > > along with > the community language). I have looked at a number of different > > > "language attitude" surveys for ideas, but was curious if anyone has > done > > or seen research of this particular nature. > > > > Thanks, > > > Shannon > > > From w.hollmann at lancaster.ac.uk Wed Apr 24 11:32:20 2013 From: w.hollmann at lancaster.ac.uk (Hollmann, Willem) Date: Wed, 24 Apr 2013 11:32:20 +0000 Subject: 5th UK Cognitive Linguistics Conference Message-ID: 5th UK Cognitive Linguistics Conference 29-31 July 2014, Lancaster University The 5th UK Cognitive Linguistics Conference (UK-CLC5) will be hosted by Lancaster University. Confirmed plenary speakers are: * Daniel Casasanto (The New School, New York) * Alan Cienki (Vrije Universiteit Amsterdam) * William Croft (University of New Mexico) * Adele Goldberg (Princeton University) * Stefan Gries (University of California, Santa Barbara) * Elena Semino (Lancaster University) The conference aims to cover a broad range of research concerned with language and cognition. We will be especially interested in promoting strongly empirical work. To this end, we will also be looking to organise (some of) the papers into thematic sessions, with our plenary speakers acting as discussants. The themes will be: * embodiment * gesture * typology and constructional analyses of the languages of the world * acquisition * corpora and statistical methods * metaphor and discourse Information about the conference can be found at http://www.lancs.ac.uk/fass/events/uk-clc5/index.htm, which will be updated as more details become available. The first call for papers will follow soon. Willem Hollmann (on behalf of the Organising Committee and UK-CLA) ************************************** Dr Willem Hollmann Dept of Linguistics and English Language Lancaster University Lancaster LA1 4YL +44 (0)1524 94644 http://www.ling.lancs.ac.uk/profiles/willem-hollmann ************************************** From okb at umail.ucsb.edu Thu Apr 25 04:45:12 2013 From: okb at umail.ucsb.edu (Brendan Barnwell) Date: Wed, 24 Apr 2013 21:45:12 -0700 Subject: CLaW workshop proposals due May 1 Message-ID: This is a reminder that proposals for pre-conference workshops at the 2013 Cognition and Language Workshop (CLaW) are due May 1. Workshops should be self-contained instructional sessions providing a practical introduction to specific methodological and/or analytical techniques of use in research on language and cognition. For more information see the website at http://www.linguistics.ucsb.edu/claw/call.html . Abstracts for conference talks (as opposed to instructional workshops) are due June 30 and information is available at the same website. -- Brendan Barnwell "Do not follow where the path may lead. Go, instead, where there is no path, and leave a trail." --author unknown From bischoff.st at gmail.com Mon Apr 29 15:53:28 2013 From: bischoff.st at gmail.com (s.t. bischoff) Date: Mon, 29 Apr 2013 11:53:28 -0400 Subject: NSF Funding: In the news Message-ID: Thought this might be of interest to some... http://news.sciencemag.org/scienceinsider/2013/04/us-lawmaker-proposes-new-criteri-1.html U.S. Lawmaker Proposes New Criteria for Choosing NSF Grants by Jeffrey Mervis on 28 April 201 The new chairman of the House science committee has drafted a bill that, in effect, would replace peer review at the National Science Foundation (NSF) with a set of funding criteria chosen by Congress. For good measure, it would also set in motion a process to determine whether the same criteria should be adopted by every other federal science agency. The legislation, being worked up by Representative Lamar Smith (R-TX), represents the latest-and bluntest-attack on NSF by congressional Republicans seeking to halt what they believe is frivolous and wasteful research being funded in the social sciences. Last month Senator Tom Coburn (R-OK) successfully attached language to a 2013 spending bill that prohibits NSF from funding any political science research for the rest of the fiscal year unless its director certifies that it pertains to economic development or national security. Smith's draft bill, called the "High Quality Research Act," would apply similar language to NSF's entire research portfolio across all the disciplines it supports. *Science*Insider has obtained a copy of the legislation, labeled "Discussion Draft" and dated 18 April, which has begun to circulate among members of Congress and science lobbyists. In effect, the proposed bill would force NSF to adopt three criteria in judging every grant. Specifically, the draft would require the NSF director to post on NSF's website, prior to any award, a declaration that certifies the research is: 1) "?in the interests of the United States to advance the national health, prosperity, or welfare, and to secure the national defense by promoting the progress of science; 2) "? the finest quality, is groundbreaking, and answers questions or solves problems that are of utmost importance to society at large; and 3) "?not duplicative of other research projects being funded by the Foundation or other Federal science agencies." NSF's current guidelines ask reviewers to consider the "intellectual merit" of a proposed research project as well as its "broader impacts" on the scientific community and society. Two weeks ago, Republicans on the science committee took to task both John Holdren, the president's science advisor, and Cora Marrett, the acting NSF director, during hearings on President Obama's proposed 2014 science budget . They read the titles of several grants, questioned the value of the research, and asked both administration officials to defend NSF's decision to fund the work. On Thursday Smith sent a letter to Marrett asking for more information on five recent NSF grants. In particular, he requested copies of the comments from each reviewer, as well as the notes of the NSF program officer managing the awards. In his letter, a copy of which ScienceInsider obtained, Smith wrote: "I have concerns regarding some grants approved by the Foundation and how closely they adhere to NSF's 'intellectual merit' guideline." Today, Smith told *Science*Insider in a statement that "the proposals about which I have requested further information do not seem to meet the high standards of most NSF funded projects." Smith's request to NSF didn't sit well with the top Democrat on the science committee, Representative Eddie Bernice Johnson (D-TX). On Friday she sent a blistering missive to Smith questioning his judgment and his motives. "In the history of this committee, no chairman has ever put themselves forward as an expert in the science that underlies specific grant proposals funded by NSF," Johnson wrote in a letter obtained by ScienceInsider. "I have never seen a chairman decide to go after specific grants simply because the chairman does not believe them to be of high value." In her letter, Johnson warns Smith that "the moment you compromise both the merit review process and the basic research mission of NSF is the moment you undo everything that has enabled NSF to contribute so profoundly to our national health, prosperity, and welfare." She asks him to "withdraw" his letter and offers to work with him "to identify a less destructive, but more effective, effort" to make sure NSF is meeting that mission. Smith's bill would require NSF's oversight body, the National Science Board, to monitor the director's actions and issue a report in a year. It also asks Holdren's office to tell Congress how the principles laid down in the legislation "may be implemented in other Federal science agencies."