language

Jun 12

Twitter Weekly Updates for 2010-06-12

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Jun 10

Language or Dialect: The War of Similarities

Foreign Language Dialects 225x300 Language or Dialect: The War of SimilaritiesAccording to ethnologue.org, there are 6,909 languages in the world, from Mandarin Chinese, with 870 million speakers, to moribund languages with one or two aged speakers.  What counts as a language though?  Let’s see some examples:

Let’s say that “language” is the standard language of a country.  This would mean that Romani, the language of the gypsies, that has more or less 1.5 million speakers, is not a language.  Neither is Kurdish, with 16 to 35 million speakers.  Let’s also take a look at the Balkan languages: in the former Yugoslavia, Serbo-Croatian was one of the standard languages, as Serbian and Croatian differ from each other as much as American English differs from British English.  In the same area today we find Serbian and Croatian–two languages.  What happened?  We realize that once new countries were established, former dialects became standard languages.  Hence, “language” cannot mean “standard language,” since what qualifies as a dialect or as standard language depends on geographical and political changes and factors, and not just on the grammar or the vocabulary of the dialect.

Another example like the one of Yugoslavia is Danish and Norwegian.  Both languages are standard languages but they are almost identical regarding grammar and vocabulary.  And so a Dane and a Norwegian can talk to each other, each speaking their own language, and be mutually understood.  The reason is that Norway was under Danish occupation for centuries and at that time Norwegian was just a dialect of Danish.

The opposite situation is happening in China: there are many dialects in China and those with the most speakers are Mandarin and Cantonese Chinese.  However, these two dialects have deep differences in grammar and in vocabulary.  The differences are like those we have between Romance languages, like Spanish, Portuguese, Italian, French, etc., which are called “languages.”  So again, grammatical and lexical differences do not constitute the characteristics that would differentiate a dialect from a language.  Talking about the Romance languages, it is obvious that there are many common elements in grammar and vocabulary, but based on these attributes, couldn’t one say that they are dialects of Latin?

There are many, many examples like these: think about the Arabic dialects, some of which are mutually unintelligible, or Venetian, spoken in Venice, which is cognate with Italian but quite distinct from the standard language.  Or Sicilian

We see then that there are languages that could be dialects of other languages and dialects that could be languages.  So, what is the difference between a dialect and a language after all?

The answer can be what the Yiddish linguist Max Weireich said, “Language is a dialect with an army and navy” or simply “… a dialect supported by influential people.”  When a community wants to become independent from another community, as it happened in Denmark and Norway, they make their dialect a language.  When they do not want to become independent and their dialect has some sort of similarity with the standard language, then they say that they speak a dialect of the standard.

Can you think of a good example of what is a language or dialect?  Please share by writing a comment.

Jun 05

Twitter Weekly Updates for 2010-06-05

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May 29

Twitter Weekly Updates for 2010-05-29

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May 22

Twitter Weekly Updates for 2010-05-22

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May 20

Practice Makes Perfect

Practice Practice Makes PerfectThis week I will keep with my current trend of analyzing the Mango language learning approach from different second language learning (SLA) perspectives, theories, and hypotheses.  In this blog I will adopt the skill acquisition theory of SLA, specifically McLaughlin’s (1987, 1990) information-processing model and Anderson’s (1983, 1985) Active Control of Thought (ACT) model and see how and whether Mango Languages takes in to account this theory of SLA.

The skill acquisition theory of SLA views language learning as similar to learning other skills (i.e., math, driving a car, etc.). This means that it requires practice. It is through practice that the information being learned moves from short-term memory (STM), where it begins, to long-term memory (LTM), where it is said to be stored once learned. Second language (L2) input is initially stored in STM. According to McLaughlin’s information-processing model, the initial input is retrieved from STM for production by what he refers to as “controlled processing.” This simply means that learner must make a controlled effort to retrieve the information, i.e., vocabulary, grammar, sounds, etc., from their STM in order to produce the desired response. According to this model, repeated activation of this ‘knowledge’ in the STM moves it to LTM where it becomes available for rapid retrieval with minimally controlled effort by the language learner. McLaughlin calls this shift from controlled to automatic processing, automatization.

The process of automatization is also important in Anderson’s ACT model. According to Anderson, it is through automitization that declarative knowledge, i.e., knowledge that something is the case, shifts to become procedural knowledge, i.e., knowledge of how to do something. To understand the difference between declarative and procedural knowledge, imagine you are learning to drive a car. For example, you will be told that if the engine is revving too much that you need to change to a higher gear. You will also be told how to change gears. This knowledge of the indicators that it is time to shift to a higher gear and knowing theoretically how you should do this is an example of declarative knowledge. However, when it is time to actually perform this task the student driver will most certainly not perform well, at least not their first time. That is, simply knowing what to do does not necessarily mean that you will know how to do it successfully. In order for a skill to be automatic, or proceduralized, you must go through the declarative stage before acquiring the procedural knowledge needed to perform the task successfully. However, for any of you that remember driver’s ed or have teenagers currently taking driver’s ed. (God help us! I’m one of this bunch!), you know that while learning you have to practice, practice, practice. That’s the idea behind McLaughlin and Anderson’s models. Practice is the key! Therefore, declarative knowledge of the L2 is necessary but not sufficient for successful language acquisition.

Mango Languages recognizes this and applies the skill acquisition theory to our language learning software. The Mango system is programmed to request output from the student on newly presented vocabulary and phrases, as well as perform automatically generated quizzes throughout the course at certain spaced intervals in order to implement the concept of automatization through repeated activation of material. The student is also able to repeat any slide, lesson, chapter and, even entire course, any number of times.

So, what do you think? Are you willing to hand your car over to a 16 year old who has only read the operator’s manual? Or, do you agree with McLaughlin and Anderson that practice makes perfect? Or at least almost perfect?!

May 15

Twitter Weekly Updates for 2010-05-15

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May 14

Hurlburt Field Airforce Base Library Goes Mango

We love it when our libraries get really Mango crazy. Here is an example of the fun Mango day they planned for their Military Base.  They use our online language learning software for pre-deployment.

May 01

Twitter Weekly Updates for 2010-05-01

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Apr 24

Twitter Weekly Updates for 2010-04-24

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