LINGUIST List 7.1186

Sat Aug 24 1996

Qs: Software, Schemata, Linguists' dates, Dialect in L2 class

Editor for this issue: Ann Dizdar <dizdartam2000.tamu.edu>


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Directory

  1. "Rafal Zuchowski", Software
  2. "R.Y.L. TANG", Q: Schemata through lexical cues
  3. "Larry Trask", Q: linguists' dates
  4. Rebecca Larche Moreton, Dialects in the foreign language classroom

Message 1: Software

Date: Wed, 21 Aug 1996 10:04:51 EST
From: "Rafal Zuchowski" <ZRAFALifa.amu.edu.pl>
Subject: Software
Would anybody be aware of software capable of phonetically
transcribing running text in English?
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Message 2: Q: Schemata through lexical cues

Date: Wed, 21 Aug 1996 17:40:13 +0800
From: "R.Y.L. TANG" <h9290030hkusua.hku.hk>
Subject: Q: Schemata through lexical cues


Hello everybody,

I am doing some tests to prove that certain cognitive schemata I
posited exist in social members' minds by giving my subjects groups of
words which act as cues for evocation of the schemata (I asked them to
verbally construct stories or episodes using those words). Does anyone
of you know of any previous works that used a similar approach to the
issue of 'use of schemata in the production of discourse'?

Thank you for your help.

Regards,

Raymond Yin-loong TANG
Author of "Occult/Supernatural English" (HK: Juxian Guan Ltd., 1994)
	 "English for the Workplace" (HK: World Publishing, 1995)
____________________________________________________________________
PhD candidate | Columnist | Research Assistant
Department of English | writing articles | Dept. of Chinese and
University of Hong Kong | on the Engl. lang.| Bilingual Studies
Pokfulam Road | for the newspaper | Hong Kong Polytechnic
Hong Kong | "Ta Kung Pao" | University
			| | Hung Hom, Kowloon
- ------------------------------------------------------------------
E-mail: h9290030hkusub.hku.hk OR hkuxa.hku.hk OR hkuxb.hku.hk
Home Page: http://hkusub.hku.hk:8000/~h9290030/raymond.html


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Message 3: Q: linguists' dates

Date: Wed, 21 Aug 1996 14:54:40 BST
From: "Larry Trask" <larrytcogs.susx.ac.uk>
Subject: Q: linguists' dates
I've been commissioned by a British academic publisher to write an
introductory dictionary of linguistics for students, and we want to
include a number of brief biographical entries. For most of the names
under consideration, I've been able to find dates, but there are some
exceptions, mostly contemporary figures. Below is a list of people
currently being considered for inclusion for whom I can find no dates.
If anyone can provide me with a year of birth (and, where relevant, a
year of death) for any of these, I'd be very grateful. Please note,
though, that, because of space limitations, I can't guarantee that all
these people will make it into the finished book. Please reply to me
directly. Here are the names:

ALLEN, W. Sidney
ANDERSON, Stephen
ARONOFF, Mark
BARWISE, Jon
BELLUGI, Ursula
BRESNAN, Joan
CAVALLI-SFORZA, Luigi Luca
COROMINAS, Juan
COWGILL, Warren
GAZZANIGA, Michael
HAAS, Mary
HAMP, Eric
HAUGEN, Einar
HOUSEHOLDER, Fred
JACKENDOFF, Ray
KATZ, Jerrold
KIPARSKY, Paul
LIEBERMAN, Philip
LYONS, John
PINKER, Steven
POKORNY, Julius
SEARLE, John
VISSER, F. Th.
WATKINS, Calvert

Larry Trask
COGS
University of Sussex
Brighton BN1 9QH
England

larrytcogs.susx.ac.uk
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Message 4: Dialects in the foreign language classroom

Date: Wed, 21 Aug 1996 11:19:02 CDT
From: Rebecca Larche Moreton <mlrlmsunset.backbone.olemiss.edu>
Subject: Dialects in the foreign language classroom
Fellow linguists and/or FL teachers:

I would be interested to hear from persons who, in the course of
teaching the standard form of a foreign language, have also introduced
students to dialect forms of the same language; in particular, I am
looking for regional French varieties, for example, Cajun or New
England French, and for French Creoles, in majority-English-speaking
areas of North America.

Describe your situation and tell me wht you did: type of community
linguistically ; level of students (elementary or high school,
university; beginners, intermediate, advanced, teacher-trainees,
etc.); context in which material introduced; purpose for which
introduced; materials used (teacher-made, published,films or
videos,etc.); did you invite native s peaker(s) to visit the class,
send students out into a community to tape-record, etc.?

How were your efforts received, by the students, by
the school, by the community, by other language teachers? What did you
find were the results of explicitly relating the non-standard variety to
the textbook standard? Have you continued to make your students aware of
the connection? Would you do something differently another time?

Please forward this request to others you know who may have introduced
dialects into their language teaching, or to lists concerning language
teaching.

Reply directly to me, and I will summarize for the List if the answers
warrant it.

Thanks in advance for your help.

Rebecca Larche Moreton
301 South Ninth Street
Oxford, MS 38655

601-234-4404

<mlrlmolemiss.edu> OR <rebelingmailhost.tcs.tulane.edu>
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