Suchergebnisse

Indonesia

Indonesia

This sociolinguistic study investigates the variation in the pronunciation of the variable (āʔ) in the variety of Hatim, north-west Jordan. This variable is studied in relation to five factors: age, gender, education, outside contact and following linguistic environment. Data were collected via informal sociolinguistic interviews. Sixty-four participants (30 males, 34 females) were recorded spontaneously by the researchers (duration=2227 minutes). Two variants for the variable (āʔ) were found in the variety of Hatim: the tradition variant [ā] and the innovative one [āʔ]. The Rbrul analysis of the data shows that only outside contact, gender and following linguistic environment are statistically significant. Put differently, participants with high contact with other speech communities used the innovative variant more than those with low contact. As it is the case in most speech communities, female participants favoured the innovative variant over the traditional one. In relation to the following linguistic environment, it was found that the innovative variant is favoured when it does not occur at utterance boundaries. There appear to be two competing forces in the variety of Hatim, one for the traditional Horani feature (i.e., dropping the final glottal stop) and another for an innovative feature (i.e., keeping the final glottal stop) that happened to coincide with the pronunciation in Modern Standard Arabic. It can safely be argued that the driving force behind this change in progress is not a reversion to Modern Standard Arabic. Rather, it is the present-day social prestige associated with the pronunciation of the final glottal stop that is pushing for this change.

Received: 8 August 2022 / Accepted: 20 October 2022 / Published: 5 November 2022

The issue of diacritical marks in the Samoan orthography has long been a contentious one, and it is almost four decades now since the last serious attempt was made to review and reconcile the competing guidelines for their use. This article is aimed at promoting a better understanding of the function and use of diacritical marks (the glottal stop and the macron) in written Samoan, as the use of diacritics has important educational implications for students in introductory Samoan-language classes and in early reading programs in bilingual classes. It presents the historical context of the use of these symbols, their treatment in educational materials, and the contemporary situation in which inconsistency prevails. Using historical and linguistic analysis, it investigates how the use of diacritics became so variable and why some Samoan-language users do not consider them to be significant symbols. The article argues that diacritics should be used in the Samoan language, particularly for academic settings, and offers recommendations for teachers to assist with the Samoan language–learning classroom. Our key motivation is that the future of the Samoan language relies heavily on its transmission to younger generations, and for this we need an unambiguous, consistent orthography.

Стаття ґрунтується на результатах аналізу робіт зарубіжних і вітчизнянихучених, присвячених вивченню другої іноземної мови. Проведено контрастивний аналіз англійської та німецької мов на фонетичному, орфографічному, лексико-семантичному та граматичному рівнях з метою запобігання інтерференції та створення умов для позитивного переносу при вивченні учнями німецької мови після англійської у загальноосвітніх навчальних закладах. Виділено труднощі фонетичного рівня (вимова, наголос та інтонаційне оформлення висловлювань), орфографії та каліграфії, лексико-семантичні та морфологічно-синтаксичні труднощі, які можуть виникнути в учнів при вивченні німецької мови після англійської. ; Introduction. The article is based on the analysis of foreign and localscientific research in the field of second foreign language learning and teaching. The research suggests that the background language experience can facilitate foreign language acquisition. Purpose. To develop the contrastive analysis of English and German on phonetic, orthographic, lexico-semantic and grammatical levels to prevent the interference and create the conditions for positive transfer in general education school pupils learning German after English. Methods. Foreign and Ukrainian research works dedicated to a range of linguistic peculiarities of Englishand German languages were used to analyze the existing scientific concepts of schoolchildren's mistakes prevention at the above mentioned levels. Results. The difficulties on phonetic (the pronunciation of sounds [w], [ç], [х] and combination of letters: vowel + h, ie; devocalization of the voiced consonants at the end of a word, syllable or before voiceless consonants; aspiration of consonants [p], [t], [k]; glottal stop of German vowels, stress in the compound words and intonation), orthographic/calligraphic (writing nouns in capital letter; joined up spelling ofletters in a word, the right choice of sound-letter equivalents [k] – c / k, [S] – sch), lexico-semantic (the peculiarities of composition; "false friend of a translator"), and morphosyntactical (formation and usage of degrees of comparison; verb tenses, article; prepositions; declension of adjectives; infinitive constructions and modal verbs with infinitive; case government of verbs; word order in sentences) levels are analyzed. Conclusion. Identifying the cases of pupil's mistakes and making some special exercises to prevent this will serve as the basis to avoid this problem.