LINGUIST List 10.322

Mon Mar 1 1999

Qs: UG/L2, Ambisyllabicity, Hist of English Text

Editor for this issue: Karen Milligan <karenlinguistlist.org>



We'd like to remind readers that the responses to queries are usually best posted to the individual asking the question. That individual is then strongly encouraged to post a summary to the list. This policy was instituted to help control the huge volume of mail on LINGUIST; so we would appreciate your cooperating with it whenever it seems appropriate.

Directory

  • Thomas Dinsmore, Universal Grammar and Second Language Acquisition
  • Alain Content, Ambisyllabicity across languages
  • Linda Stump Rashidi, History of English Pedagogy

    Message 1: Universal Grammar and Second Language Acquisition

     Date: Sun, 28 Feb 1999 20:14:23 -0500
    From: Thomas Dinsmore <Thomas.H.DinsmoreUC.Edu>
    Subject: Universal Grammar and Second Language Acquisition


    Dear Linguistlist Subscribers,

    I am a doctoral candidate at the University of Cincinnati (Cincinnati, Ohio) in the TESL program. For my dissertation, I am attempting to do a quantitative research synthesis (meta-analysis) of empirical studies that use Universal Grammar (principles and parameters) as a theoretical base. That is, studies that test for the evidence of access to Universal Grammar when learning a second language (such as Flynn 1987, Thomas 1989 and 1991, and Hirakawa 1990). I am writing to ask you for help in finding such studies. I have done numerous searches on ERIC, and the results have not been to my satisfaction. I do not want to risk missing any studies, so any information you could provide would be greatly appreciated.

    Sincerely,

    Thomas H. Dinsmore dinsmothemail.uc.edu

    Message 2: Ambisyllabicity across languages

     Date: Mon, 1 Mar 1999 17:01:36 +0100
    From: Alain Content <acontentulb.ac.be>
    Subject: Ambisyllabicity across languages


    Dear Linguists,

    In the course of a psycholinguistic study on syllabic segmentation in French, we observed a relatively large proportion of responses which may be qualified as "ambisyllabic"; for instance, "baron" syllabified as bar-ron; A survey of recent literature indicated similar findings for various languages, e.g. Dutch, Arabic, German, Finnish, among others.

    We would like to know whether phonological analyses of syllabification in French, Dutch, German, Arabic, and Finnish appeal to the notion of ambisyllabicity and if so, what phonological facts are invoked to support such descriptions.

    We will be happy to summarize responses for the list. Thanks in advance.

    ALAIN CONTENT - ULB LAPSE CP191 - Ave F Roosevelt 50 B-1050 Bruxelles TEL (322) 650.42.27 - FAX (322) 650.22.09 - acontentulb.ac.be

    Message 3: History of English Pedagogy

     Date: Mon, 1 Mar 1999 16:28:21 GMT
    From: Linda Stump Rashidi <L.Rashidialakhawayn.ma>
    Subject: History of English Pedagogy


    Dear LinguistList-ers:

    Next Fall I will be teaching History of the English Language for the first time. My students will be general education students, mostly English Ed majors. I am looking for some suggestions on texts that you have used and liked--or used and not liked. Is there anything more recent than the good old standby of Pyles? I would also be most grateful for any ideas on how to make this course interesting and engaging. Any unusual approaches? Thanks.

    Linda Rashidi

    ************************************************** Linda Stump Rashidi, Ph.D. Undergraduate Coordinator, SHSS Al Akhawayn University Box 1885 Ifrane 53000 Morocco office: (212) 586-2475 home: (212) 586-2295 fax: (212) 556-7140 e-mail: L.Rashidialakhawayn.ma **************************************************