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Topic Review
Kandoora
Kondur or Kandoora (in Template:Lang-ks; in Urdu: کنڈوراہ‎) is the largest village in the Sukhnag River valley, located on the eastern banks of the Sukhnag River. It lies on the Beerwah-to-Doodhpathri road and is 26 kilometres (16 mi) from Srinagar, the largest city and summer capital of the union territory of Jammu and Kashmir, which is the southern portion of the wider Indian-administered Kashmir region. Kandoora is a rural village where agriculture is the main economic activity. The majority of its population is Muslim, and their first language is Koshur (Kashmiri), with other languages in use for particular purposes.
  • 710
  • 10 Nov 2022
Topic Review
Ke'o Language
Kéo is an Austronesian language belonging to the Kéo ethnic group (‘ata Kéo, ‘Kéo people’) that reside in an area southeast of the Ebu Lobo volcano in the south-central part of Nusa Tenggara Timur Province on the island of Flores, eastern Indonesia. Kéo belongs to the Malayo-Polynesian, Central-Eastern Malayo-Polynesian, Bima-Lembata subgroups of the Austronesian language family and there are approximately 40,000 speakers. Kéo is sometimes referred to as Nage-Kéo, the Nage being the name of a neighbouring ethnic group that is generally considered culturally distinct from Kéo, however whether or not the two languages are separate entities is ambivalent. Uncommon to Austronesian languages, Kéo is a highly isolating language that lacks inflectional morphology or clear morphological derivation. Instead it relies more heavily on lexical and syntactic grammatical processes.
  • 418
  • 01 Nov 2022
Topic Review
Kēlen
Kēlen (pronounced [ˈke:.len]) is a constructed language created by Sylvia Sotomayor. It is an attempt to create a truly alien language by violating a key linguistic universal—namely that all human languages have verbs. In Kēlen, relationships between the noun phrases making up the sentence are expressed by one of four relationals. According to Sotomayor, these relationals perform the functions of verbs but lack any of the semantic content. However, the semantic content found in common verbs, such as those that are semantic primes, can also be found in Kēlen's relationals, which calls into question whether Kēlen is technically verbless. Despite its distinctive grammar, Kēlen is an expressive and intelligible language; texts written in Kēlen have been translated into other languages by several people other than the creator of the language. In an interview, Sotomayor states that she aims for Kēlen to be naturalistic apart from its verblessness, and that to achieve this she employs the principle "change one thing and keep everything else the same".
  • 502
  • 24 Nov 2022
Topic Review
Kemi Sami Language
Kemi Sami was a Sami language that was originally spoken in the southernmost district of Finnish Lapland as far south as the Sami siidas around Kuusamo. A complex of local variants which had a distinct identity from other Sami dialects, but existed in a linguistic continuum between Inari Sami and Skolt Sami (some Kemi groups sounded more like Inari, and some more like Skolt, due to geographic proximity). Extinct now for over 100 years, few written examples of Kemi Sami survive. Johannes Schefferus's Lapponia from 1673 contains two yoik poems by the Kemi Sami Olof (Mattsson) Sirma, "Guldnasas" and "Moarsi favrrot". A short vocabulary was written by the Finnish priest Jacob Fellman in 1829 after he visited the villages of Salla (Kuolajärvi until 1936) and Sompio.
  • 397
  • 11 Oct 2022
Topic Review
Kukna Language
Kukna is a minority language spoken by the Saraswat Konkani people of Karnataka and in some parts of Kerala.[note 1]
  • 393
  • 21 Nov 2022
Topic Review
Language Acquisition
Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language (in other words, gain the ability to be aware of language and to understand it), as well as to produce and use words and sentences to communicate. Language acquisition involves structures, rules and representation. The capacity to successfully use language requires one to acquire a range of tools including phonology, morphology, syntax, semantics, and an extensive vocabulary. Language can be vocalized as in speech, or manual as in sign. Human language capacity is represented in the brain. Even though human language capacity is finite, one can say and understand an infinite number of sentences, which is based on a syntactic principle called recursion. Evidence suggests that every individual has three recursive mechanisms that allow sentences to go indeterminately. These three mechanisms are: relativization, complementation and coordination. There are two main guiding principles in first-language acquisition: speech perception always precedes speech production and the gradually evolving system by which a child learns a language is built up one step at a time, beginning with the distinction between individual phonemes. Linguists who are interested in child language acquisition for many years question how language is acquired, Lidz et al. states "The question of how these structures are acquired, then, is more properly understood as the question of how a learner takes the surface forms in the input and converts them into abstract linguistic rules and representations." Language acquisition usually refers to first-language acquisition, which studies infants' acquisition of their native language, whether that be spoken language or signed language as a result of prelingual deafness, though it can also refer to bilingual first language acquisition (BFLA), which refers to an infant's simultaneous acquisition of two native languages. This is distinguished from second-language acquisition, which deals with the acquisition (in both children and adults) of additional languages. In addition to speech, reading and writing a language with an entirely different script compounds the complexities of true foreign language literacy. Language acquisition is one of the quintessential human traits, because non-humans do not communicate by using language.
  • 34.5K
  • 18 Nov 2022
Topic Review
Language Attrition
Language attrition is the loss of a first or second language or a portion of that language by either a community or an individual. Language attrition is related to multilingualism and language acquisition. Many factors are at play in learning (acquisition) and unlearning (loss) the first and second languages. This can be a simple reversal of learning. In other cases, the type and speed of attrition depends on the individual, also on his or her age and skill level. For the same second language, attrition has been affected differently depending on what is the dominant first language environment. In many cases, attrition could well be case-by-case. Those language learners motivated to keep their first and second languages may very well maintain it, although to do so will likely involve continuous study, or regular use of both.
  • 2.9K
  • 01 Dec 2022
Topic Review
Language Beliefs of English Teachers in Norway
Language teachers struggle to shift from monolingual ideologies and pedagogical practices, as advocated for in the promotion of multilingualism and inclusive pedagogy. Additionally, the role of English as a multilingua franca pushes English teachers to rethink their beliefs about the language and its use. Even when positive about multilingualism, teachers are often uncertain of how to address the complexities of multilingual ideals due to varying contextual factors and a lack of practical knowledge and skills. As the makeup of learners diversifies, schools and educational authorities must mindfully avoid assumptions of a shared linguistic and cultural background among learners and their families. They must not overlook or downplay the richness of the semiotic and cultural resources all learners bring with them, especially those with multilingual backgrounds.
  • 429
  • 15 Jul 2022
Topic Review
Language Learning Investment in Higher Education
Second language learning investment relates to the willingness and effort of learners to develop language competencies which will give them a good return in terms of personal or professional benefits. Investment relates to a learner’s willingness to learn something which they believe could “give them a good return on that investment”. Qualitative research findings indicate that the construct of investment is complex and interweaves different aspects of language learning, such as motivation, necessity or personal needs, engagement and agency.
  • 445
  • 03 Nov 2023
Topic Review
Lexis
In linguistics, lexis describes the storage of language in our mental Lexicon as prefabricated patterns that can be recalled and sorted into meaningful speech and writing. Recent research in corpus linguistics suggests that the long-held dichotomy between grammar and vocabulary does not exist. Lexis as a concept differs from the traditional paradigm of grammar in that it defines probable language use, not possible language usage. This notion contrasts starkly with the Chomskian proposition of a “Universal Grammar” as the prime mover for language; grammar still plays an integral role in lexis, of course, but it is the result of accumulated lexis, not its generator. In short, the Lexicon is • Formulaic: it relies on partially-fixed expressions and highly probable word combinations • Idiomatic: it follows conventions and patterns for usage • Metaphoric: concepts such as time and money, business and sex, systems and water all share a large portion of the same vocabulary • Grammatical: it uses rules based on sampling of the Lexicon • Register-specific: it uses the same word differently and/or less frequently in different contexts
  • 409
  • 04 Nov 2022
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