Pub Date : 2022-11-01DOI: 10.1215/00031283-10417016
Julia Thomas Swan
{"title":"An Echo of Northwest Voices","authors":"Julia Thomas Swan","doi":"10.1215/00031283-10417016","DOIUrl":"https://doi.org/10.1215/00031283-10417016","url":null,"abstract":"","PeriodicalId":46508,"journal":{"name":"American Speech","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45615757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-03DOI: 10.1215/00031283-10104926
W. Sistrunk
This paper carefully describes African American relative clauses and the range of structures that favor zero subject relatives. Several scholars have suggested that existential sentences and predicate nominatives are not relative clauses. Given the prevalence of existential sentences and predicate nominatives in numerous studies, whether zero subject relatives exist in African American English is questionable. However, this paper avoids the debate to determine whether existential or predicate nominatives involve relativization. Instead, this article looks at other constructions that correlate with zero subject relative in AAE, namely resumption. A thorough examination reveals that relative clauses with these constructions align with typical relative clauses with overt relativizers. The syntax of African American English must compensate for the absence of the relativizer, and it uses two strategies to do so; the first is (1) resumption, and the second is (2) intonation. When zero subject relatives appear bare, relying only on intonation, where rising intonation marks the end of the relative clause and the left edge of the main clause, there is potential for ambiguity. Last, this manuscript shows that the syntax utilizes resumption to avoid parsing errors and resolve structural ambiguities that could potentially result in garden-path sentences.
{"title":"Zero Relative in African American English","authors":"W. Sistrunk","doi":"10.1215/00031283-10104926","DOIUrl":"https://doi.org/10.1215/00031283-10104926","url":null,"abstract":"This paper carefully describes African American relative clauses and the range of structures that favor zero subject relatives. Several scholars have suggested that existential sentences and predicate nominatives are not relative clauses. Given the prevalence of existential sentences and predicate nominatives in numerous studies, whether zero subject relatives exist in African American English is questionable. However, this paper avoids the debate to determine whether existential or predicate nominatives involve relativization. Instead, this article looks at other constructions that correlate with zero subject relative in AAE, namely resumption. A thorough examination reveals that relative clauses with these constructions align with typical relative clauses with overt relativizers. The syntax of African American English must compensate for the absence of the relativizer, and it uses two strategies to do so; the first is (1) resumption, and the second is (2) intonation. When zero subject relatives appear bare, relying only on intonation, where rising intonation marks the end of the relative clause and the left edge of the main clause, there is potential for ambiguity. Last, this manuscript shows that the syntax utilizes resumption to avoid parsing errors and resolve structural ambiguities that could potentially result in garden-path sentences.","PeriodicalId":46508,"journal":{"name":"American Speech","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45085872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-03DOI: 10.1215/00031283-10104904
Gabriela G. Alfaraz, Dennis R. Preston
This research takes a diachronic approach to perceptual dialectology and uses data collected in 2016-2017 to replicate work done in Michigan in 1985-87 (Preston 1996) to examine possible changes in perceptions. The frequency of identification of regions and their spatial distributions were analyzed in 148 newly collected hand-drawn maps. The rates of regional identification in these are generally similar to the earlier ones, with the exception of increases of over 10% for three of the fourteen regions and decreases of more than 10% for two others. GIS analysis of the five most frequently identified regions showed that the South and Northeast are larger in the newer work, while the North, Plains and Mountains, and West are similar to the earlier study. These findings allow questions about the factors that influence change in perceptions over time and address a gap in diachronic studies in perceptual dialectology.
{"title":"Mapping perceptions diachronically","authors":"Gabriela G. Alfaraz, Dennis R. Preston","doi":"10.1215/00031283-10104904","DOIUrl":"https://doi.org/10.1215/00031283-10104904","url":null,"abstract":"This research takes a diachronic approach to perceptual dialectology and uses data collected in 2016-2017 to replicate work done in Michigan in 1985-87 (Preston 1996) to examine possible changes in perceptions. The frequency of identification of regions and their spatial distributions were analyzed in 148 newly collected hand-drawn maps. The rates of regional identification in these are generally similar to the earlier ones, with the exception of increases of over 10% for three of the fourteen regions and decreases of more than 10% for two others. GIS analysis of the five most frequently identified regions showed that the South and Northeast are larger in the newer work, while the North, Plains and Mountains, and West are similar to the earlier study. These findings allow questions about the factors that influence change in perceptions over time and address a gap in diachronic studies in perceptual dialectology.","PeriodicalId":46508,"journal":{"name":"American Speech","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47511935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-03DOI: 10.1215/00031283-10104915
Jeremy M. Needle, Sali A. Tagliamonte
The loss of /hw/ in English in words like where and wheat is virtually complete in contemporary North American English, though /hw/ has lingered in Ontario, Canada. For vernacular speech from Almonte and Parry Sound, we analyze the decline of /hw/ in apparent time among individuals born from 1880s to the 1950s. We place these observations within the field of language obsolescence and suggest that Parry Sound and Almonte are examples of intermediate isolation, less profound than is typical in studies of dialect loss. Almonte retains /hw/ much longer than Parry Sound; this pattern parallels the greater share of /hw/-ful Scots and Irish speakers in Almonte’s early immigration, and accords with Parry Sound’s increased outside contact due to a rising tourism industry. Both communities uniformly exhibit more /hw/ in content words than function words as the feature recedes, to total absence for speakers born in the 1950s. This pattern corroborates the idea that “even linguistic features on the verge of extinction… will continue to retain diachronic patterns in systematic linguistic conditioning” (Jones & Tagliamonte, 2004).
{"title":"Orderly obsolescence","authors":"Jeremy M. Needle, Sali A. Tagliamonte","doi":"10.1215/00031283-10104915","DOIUrl":"https://doi.org/10.1215/00031283-10104915","url":null,"abstract":"The loss of /hw/ in English in words like where and wheat is virtually complete in contemporary North American English, though /hw/ has lingered in Ontario, Canada. For vernacular speech from Almonte and Parry Sound, we analyze the decline of /hw/ in apparent time among individuals born from 1880s to the 1950s. We place these observations within the field of language obsolescence and suggest that Parry Sound and Almonte are examples of intermediate isolation, less profound than is typical in studies of dialect loss. Almonte retains /hw/ much longer than Parry Sound; this pattern parallels the greater share of /hw/-ful Scots and Irish speakers in Almonte’s early immigration, and accords with Parry Sound’s increased outside contact due to a rising tourism industry. Both communities uniformly exhibit more /hw/ in content words than function words as the feature recedes, to total absence for speakers born in the 1950s. This pattern corroborates the idea that “even linguistic features on the verge of extinction… will continue to retain diachronic patterns in systematic linguistic conditioning” (Jones & Tagliamonte, 2004).","PeriodicalId":46508,"journal":{"name":"American Speech","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48413787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.1215/00031283-10096048
John Considine
{"title":"It’s a Guy Thing","authors":"John Considine","doi":"10.1215/00031283-10096048","DOIUrl":"https://doi.org/10.1215/00031283-10096048","url":null,"abstract":"","PeriodicalId":46508,"journal":{"name":"American Speech","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42353766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-01DOI: 10.1215/00031283-9940629
Maura O’Leary, R. Stockwell
. This paper discusses how to implement ‘Skills-Based Grading’ (SBG) in linguistics, with a university-level course in formal semantics as a case study. Particular focus is given to transitioning to SBG from traditional grading. Regardless, of the grading system, all courses start out from a set of desired learning objectives, with final grades intended to reflect the extent to which these objectives have been achieved. Traditionally, grades are determined by a series of mandatory assessments and tests, for which somewhere between partial and full credit is awarded. In this paper, we illustrate how mastery of learning outcomes can be more directly measured by re-packaging them as “skills”. In SBG, students are given multiple opportunities to demonstrate full mastery of each skill. However, grading is all-or-nothing, with no partial credit awarded. SBG has been shown to improve student learning, encourage effective study, lower student stress, and achieve more equitable outcomes, and has been successfully adapted for linguistics courses in phonology (Zuraw et al. 2019) and semantics (O’Leary & Stockwell 2021). Here, we offer step-by-step instructions for creating an SBG course, covering skill types, skill groupings, opportunities, grading, and assessments. Maura O’Leary is a Ph.D. Candidate Linguistics at Her pedagogical research focuses on equitable and inclusive methods for teaching and evaluation in university-level linguistics courses. Her dissertation provides a formal model of nominal evaluation times at the syntax-semantics interface, part of a larger research program on understudied effects of tense. She additionally conducts fieldwork on the critically endangered Alaskan Dene language Hän, and heads the Hän Revitalization Project. and Phrase Ellipsis: and Competition”.
{"title":"Implementing Skills-Based Grading in a Linguistics Course","authors":"Maura O’Leary, R. Stockwell","doi":"10.1215/00031283-9940629","DOIUrl":"https://doi.org/10.1215/00031283-9940629","url":null,"abstract":". This paper discusses how to implement ‘Skills-Based Grading’ (SBG) in linguistics, with a university-level course in formal semantics as a case study. Particular focus is given to transitioning to SBG from traditional grading. Regardless, of the grading system, all courses start out from a set of desired learning objectives, with final grades intended to reflect the extent to which these objectives have been achieved. Traditionally, grades are determined by a series of mandatory assessments and tests, for which somewhere between partial and full credit is awarded. In this paper, we illustrate how mastery of learning outcomes can be more directly measured by re-packaging them as “skills”. In SBG, students are given multiple opportunities to demonstrate full mastery of each skill. However, grading is all-or-nothing, with no partial credit awarded. SBG has been shown to improve student learning, encourage effective study, lower student stress, and achieve more equitable outcomes, and has been successfully adapted for linguistics courses in phonology (Zuraw et al. 2019) and semantics (O’Leary & Stockwell 2021). Here, we offer step-by-step instructions for creating an SBG course, covering skill types, skill groupings, opportunities, grading, and assessments. Maura O’Leary is a Ph.D. Candidate Linguistics at Her pedagogical research focuses on equitable and inclusive methods for teaching and evaluation in university-level linguistics courses. Her dissertation provides a formal model of nominal evaluation times at the syntax-semantics interface, part of a larger research program on understudied effects of tense. She additionally conducts fieldwork on the critically endangered Alaskan Dene language Hän, and heads the Hän Revitalization Project. and Phrase Ellipsis: and Competition”.","PeriodicalId":46508,"journal":{"name":"American Speech","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46618681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-01DOI: 10.1215/00031283-9940616
Hannah A. Franz, A. Hudley, Angela Rowell, Sierra J. Johnson, Marie Tano, Michelle N. P. Grue
{"title":"Black Students’ Linguistic Agency: An Evidence-Based Guide for Instructors and Students","authors":"Hannah A. Franz, A. Hudley, Angela Rowell, Sierra J. Johnson, Marie Tano, Michelle N. P. Grue","doi":"10.1215/00031283-9940616","DOIUrl":"https://doi.org/10.1215/00031283-9940616","url":null,"abstract":"","PeriodicalId":46508,"journal":{"name":"American Speech","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44125759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-01DOI: 10.1215/00031283-9940577
Rebecca Roeder
{"title":"Language and Life in Appalachia","authors":"Rebecca Roeder","doi":"10.1215/00031283-9940577","DOIUrl":"https://doi.org/10.1215/00031283-9940577","url":null,"abstract":"","PeriodicalId":46508,"journal":{"name":"American Speech","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43434736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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