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1.
"I've always spoke like this, you see" : preterite-to-participle leveling in American and British Englishes
Alicia Chatten, Kimberley Baxter, Erwanne Mas, Jailyn Peña, Guy Tabachnick, Daniel Duncan, Laurel MacKenzie, 2024, original scientific article

Abstract: Some English verbs use distinct forms for the preterite (i.e., simple past; e.g., I broke the door) and the past participle (e.g., I’ve broken the door). These verbs may variably show use of the preterite form in place of the participle (e.g., I’ve broke the door), which the authors call participle leveling. This article contributes the first detailed variationist study of participle leveling by investigating the phenomenon in perfect constructions using data collected from three corpora of conversational speech: two of American English and one of British English. A striking degree of similarity is found between the three corpora in both the linguistic and the extralinguistic constraints on variation. Constraints on participle leveling include tense of the perfect construction, verb frequency, and phonological similarity between preterite and participle forms. The variable is stable in real time and socially stratified. The article relates the findings to theoretical linguistic treatments of the variation and to questions of its origin and spread in Englishes transatlantically.
Keywords: morphological variation, analogical leveling, American English, British English
Published in RUNG: 08.04.2024; Views: 394; Downloads: 2
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2.
Flipping the on/off switch: change in progress in the prepositional complements of verbs like "base" : lecture at the American Dialect Society, Annual Conference, January 8, 2023
Guy Tabachnick, Laurel MacKenzie, 2023, unpublished conference contribution

Abstract: Traditionally, verbs like base, survive, and capitalize have combined with the preposition on to express a meaning of derivation (based on). Since 2000, the use of off (of) in this construction has rapidly risen in prevalence and acceptability (Curzan, 2013; Behrens, 2014; Janda, 2020). We confirm the relative increase of off in this construction in a corpus of posts from the discussion website Reddit and in two other corpora in both real and apparent time, and find verb-specific effects on rate of off usage.
Keywords: Morpho-Syntactic Variation, prepositions, Reddit corpus, American English
Published in RUNG: 04.03.2024; Views: 411; Downloads: 3
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3.
“I've always spoke(n) like this, you see” : participle leveling in three corpora of English.
Alicia Chatten, Guy Tabachnick, 2019, published scientific conference contribution abstract

Abstract: Some English verbs use distinct forms for the preterite (1) and the past participle (2). These verbs may variably show paradigm leveling, where the preterite form is used in place of the participle (3). (1) I broke the door. (2) I’ve broken the door. (3) I’ve broke the door. We contribute the first detailed variationist study of participle leveling by investigating the phenomenon in three corpora: Switchboard, a corpus of 10-minute telephone conversations between American English speakers (Godfrey & Holliman 1997); the Philadelphia Neighborhood Corpus, a corpus of sociolinguistic interviews with Philadelphians (Labov & Rosenfelder 2011); and the Diachronic Electronic Corpus of Tyneside English, a corpus of sociolinguistic interviews with residents of the North East of England (Corrigan et al. 2012). We find a striking degree of similarity between the three corpora in the constraints on variation. The general picture is of socially-evaluated variation affected by both syntactic and paradigmatic factors.
Keywords: morphosyntax, morphological variation, analogical leveling, American English, British English
Published in RUNG: 04.03.2024; Views: 415; Downloads: 2
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4.
English L2 in Italy : the role of the teacher in acquiring a second language
Greta Mazzaggio, 2016, unpublished conference contribution

Keywords: English, L2, language acquisition
Published in RUNG: 23.09.2021; Views: 1747; Downloads: 0
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5.
L'uso dell'inglese L2 e la correzione degli errori in due lezioni alla scuola media : laurea in lingue e letterature straniere
Greta Mazzaggio, 2012, undergraduate thesis

Abstract: In our globalized and multi-cultural society, communicating between different nationalities becomes more and more important. Language remains a paramount aspect of cultural dialogue and English as lingua franca is the undisputed medium of communication, taught everywhere at an early age. In Italy English is taught since elementary school, sometimes even in kindergarten, when children’s linguistic abilities are stronger; however, teachers usually fail to make the most out of such abilities, as their lessons are primarily in Italian and the use of English is limited to some words or expressions targeted by exercises. With such an input, the children’s progress is likely to be limited. My experiment attempts to assess the interaction student-teacher in terms of use of L2 in class by means of a comparative analysis of two middle-school lessons taught by the same teacher to different age groups. Moreover, teacher’s correction techniques will be assessed in the light of frameworks established by scholars in this field, where the positive value of errors in the development of children interlanguage emerges with clarity. Since feedback is an essential part of education, special attention was paid to the teacher’s behavior in dealing with student’s mistakes. Two entire lessons were recorded and transcribed, counting the numbers of words and turns uttered respectively by students and the teacher. When collected and analyzed, such data exhibited both similarities and differences between classes. On the teacher’s side, both lessons revealed that she adopts a rather conservative style of teaching, with limited interaction. As a result, the lessons are to be considered teacher-oriented, for the distribution of turns and the amount of words exchanged; conducted along the textbook’s lines, they offer very limited room for creative language production. Moreover, the teacher’s tendency to steadily correct the students, with the only exception of pronunciation errors, impairs student’s communicative fluency at large. However, a certain progress may be observed between the 1st and 3rd class in both the increased command of English and the number of errors, decreased by almost 50%. In both cases, though, the production of English sentences is creative only for a minimal part, as English is often read and lessons are mostly based on the correction of homework and written exercises. In conclusion, the experiment offers data that confirm several assumptions of contemporary linguistics, particularly in the field of Second Language Acquisition and Error Analysis.
Keywords: Second Language Acquisition, Error Analysis, Italian, English as L2
Published in RUNG: 22.09.2021; Views: 2010; Downloads: 0
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6.
Uso dell'inglese L2 e correzione degli errori : corpus di due lezioni alla scuola secondaria di primo grado
Greta Mazzaggio, 2016, original scientific article

Abstract: L’obiettivo di questo studio è quello di portare nuovi dati al sempre vivo dibattito riguardante l’analisi degli errori durante la produzione linguistica in una lingua diversa da quella materna. Sono state analizzate con metodo contrastivo due lezioni svolte dalla medesima docente in due classi alla scuola secondaria di primo grado (qui per brevità scuola media): una lezione con alunni del primo anno e una con alunni del terzo anno. Si sono studiate le percentuali del parlato, sia dal punto di vista delle differenze docente-discente, sia da quello delle differenze prima-terza. Si sono cercate, inoltre, conferme delle teorie che vedono i docenti spesso intenti a correggere eccessivamente i discenti, a discapito della fluenza comunicativa.
Keywords: second language, foreign language, english as a second language, acquisition, errors
Published in RUNG: 20.09.2021; Views: 1945; Downloads: 50
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7.
The Undiscovered Self
Milena Kovačević, 2020, professional article

Keywords: D. H. Lawrence, Carl Gustav Jung, Viktor Žmegač, English novel
Published in RUNG: 10.01.2021; Views: 2546; Downloads: 0
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8.
William Shakespeare, Romeo and Juliet (learning chain)
Zoran Božič, William Shakespeare, 2019, other educational material

Abstract: Didactic presentation of the famous tragedy by William Shakespeare.
Keywords: english literature, rennaissance, tragedy, didactics, learning chain
Published in RUNG: 16.10.2019; Views: 3613; Downloads: 122
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9.
William Shakespeare, Hamlet (learning chain)
Zoran Božič, William Shakespeare, 2019, other educational material

Abstract: Didactic presentation of the famous tragedy by William Shakespeare.
Keywords: english literature, rennaissance, dramatics, didactics, learning chain
Published in RUNG: 16.10.2019; Views: 3934; Downloads: 117
.pdf Full text (800,44 KB)

10.
Does Grammatical Structure Accelerate Number Word Learning? Evidence from Learners of Dual and Non-Dual Dialects of Slovenian
Franc Marušič, Rok Žaucer, Vesna Plesničar, Tina Razboršek, Jessica Sullivan, David Barner, 2016, original scientific article

Abstract: How does linguistic structure affect children’s acquisition of early number word meanings? Previous studies have tested this question by comparing how children learning languages with different grammatical representations of number learn the meanings of labels for small numbers, like 1, 2, and 3. For example, children who acquire a language with singular-plural marking, like English, are faster to learn the word for 1 than children learning a language that lacks the singular-plural distinction, perhaps because the word for 1 is always used in singular contexts, highlighting its meaning. These studies are problematic, however, because reported differences in number word learning may be due to unmeasured cross-cultural differences rather than specific linguistic differences. To address this problem, we investigated number word learning in four groups of children from a single culture who spoke different dialects of the same language that differed chiefly with respect to how they grammatically mark number. We found that learning a dialect which features “dual” morphology (marking of pairs) accelerated children’s acquisition of the number word two relative to learning a “non-dual” dialect of the same language.
Keywords: števila, številke, slovnično število, dvojina, narečja, usvajanje, učenje, slovenščina, angleščina, numbers, grammatical number, dual, dialects, acquisition, learning, Slovenian, English
Published in RUNG: 10.08.2016; Views: 5115; Downloads: 244
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