Language Log

In this age of typing on computers and other digital devices, when we daily input thousands upon thousands of words, we are often amazed at the number and types of mistakes we make.  Many of them are simple and straightforward, as when our fingers stumblingly hit the wrong keys by sheer accident.  People who type on phones warn their correspondents about the likelihood that their messages are prone to contain such errors because they include some such warning at the bottom: 

Please forgive spelling / grammatical errors; typed on glass // sent from my phone.

"Rules for teaching grammar in schools", The Economist 3/12/2022 ("It may not make children better writers. But it is valuable all the same"):

Absence of evidence is not, as the saying goes, the same thing as evidence of absence. But if you continue looking for something intently, and keep failing to find it, you can be forgiven for starting to worry. And so it is with the vexed—and in Britain, highly politicised—subject of explicit grammar teaching in schools, and its link or otherwise with improved writing ability.

Another study, in this case a large randomised controlled trial, has recently been added to the expansive literature on the subject. Like nearly all its predecessors, it found that teaching kids how to label the bits and pieces in a sentence does not make them better writers.

[…]

In retrospect it scarcely seems surprising that learning to underline a modal verb, such as “can”, “should” and “may”, does little to help students use them effectively in their own writing. These words are anyway grasped by tiny children without the need to know what they are called. This may tempt the conclusion that the teaching of grammar should be shelved altogether. But there are reasons to reform it rather than scrap it.

Understanding of language is part of a wider education in what makes human beings human.

Since these are on subjects that are of interest to many of us, I'm calling them to your attention.

From Mattia Cartolano:

The INSCRIBE project is hiring!

Two post-doc positions are now available:

1. Evolution of Graphic Codes: The Origins of the Chinese Script
2. Undeciphered Aegean Scripts: New perspectives in Computational Linguistics

Deadline for applications: Sunday 27 March 2022
If you want to find out more, write to s.ferrara@unibo.it

I traditionally start my phonetics courses with an "over-under bet", about how much randomly-selected audio we need to listen to (and look at), before we find a systematic, interesting, and essentially unstudied phenomenon. In the case of English, I generally offer 20 seconds as the threshold value — for less well-studied languages like French or Chinese, the threshold might be 10 seconds. For understudied languages, 3 seconds.

This came up a few weeks ago in my corpus phonetics course, and so we took a look at the most recent Fresh Air podcast at that point: "With a nod to 'Lolita,' 'Vladímír' makes a sly statement about sex and power", 2/22/2022.

Here's the first bit of the show (a little less than 12 seconds):

This is Fresh Air.
Our book critic Maureen Corrigan says
Julia May Jonas's new first novel,
called Vladímír,
should spark a lot of heated discussions
on today's campuses.

And the first interesting-and-unstudied phenomenon turns up after about 6.2 seconds:

We've just been through the problems of standard language versus the vernaculars in Arabic (see "Selected readings" below).  Now we're going to look at a photograph, a caption, a book review, and a letter to the editor that encompass these contentious issues in spades — but for Chinese.  Here's the photograph:

Susan Blum, Lies That Bind:  Chinese Truth, Other Truths (Rowman, 2007), p. 130:

…Though language was viewed as having pragmatic consequences in the past, during revolutionary China and especially during the Cultural Revolution the social effects of language were consciously emphasized, as an entire propaganda department took over the government. All words and communication were politically charged, and people had to become completely conscious of the effects of their utterances, knowing they would be scrutinized. At the same time, a premium was placed on the spontaneous eruption of profound feelings of revolutionary ardor. This forced many people to pursue a path of performance, of masking feelings they could scarcely acknowledge to themselves.

[This is a guest post by Jichang Lulu.]

Recent discussion of that most Taiwanese expletive, 潲 siâu ‘semen’ (“Hokkien in Sino-Japanese script”), made me think of a favourite item. Although Mandarin 㞞 sóng has the same literal meaning, in my experience that’s less familiar to some speakers than nouns that contain it, e.g. 㞞包 sóngbāo (literally ‘bag of semen’), roughly ‘weakling’.

Again, to refresh our collective memory and to provide the context for the present post and the other posts in this series, I repeat the following questions:

1. Is there such a thing as "Classical Arabic"?  If there is, how do we describe / define it?

2. What is "Standard Arabic"?

3. What is Quranic Arabic?  How different is it from Standard Arabic?

4. How many vernacular Arabic languages are there?  Egyptian? Syrian?  Lebanese?  Are they quite different from Standard Arabic?  Are they mutually intelligible?  Do they customarily have written forms and a flourishing literature?

—

You may also wish to revisit the introduction with which the first post in the series began.

Heather Sharkey offered the following eye-opening response:

You have opened a can of worms! Or many cans of worms!

Today's xkcd:

For Arabic diglossia references, see the works of Mohamed Maamouri, e.g., here, here, here, here, here, here, and here (pdf).

To refresh our collective memory and to provide the context for the present post and the other posts in this series, I repeat the following questions:

1. Is there such a thing as "Classical Arabic"?  If there is, how do we describe / define it?

2. What is "Standard Arabic"?

3. What is Quranic Arabic?  How different is it from Standard Arabic?

4. How many vernacular Arabic languages are there?  Egyptian? Syrian?  Lebanese?  Are they quite different from Standard Arabic?  Are they mutually intelligible?  Do they customarily have written forms and a flourishing literature?

—

You may also wish to revisit the introduction with which the first post in the series began.  It was followed by a lively, informative discussion in the comments.

Devin Stewart offered the following illuminating response:

Terrence Scott Kaufman was born on June 12, 1937, in Portland, Oregon, and died on March 3, 2022. He earned his B.A. at the University of Chicago in 1959, began his decades-long fieldwork career in 1960, and earned his Ph.D. degree in 1963 at the University of California, Berkeley. His Ph.D. dissertation was a grammar of Tzeltal. He taught at The Ohio State University (1963-1964) and at Berkeley (1964-1970), and then spent the rest of his teaching career at the University of Pittsburgh (1971-2011). He was a valued mentor to the many students he trained at Pitt and in his MesoAmerican documentation projects, and a dear friend to many of the rest of us. As his old friend Lyle Campbell put it recently, Terry was truly "astonishing in the breadth and depth of his knowledge of seemingly everything, of his seemingly superhuman ability as a fieldworker, picking up instantly on the most subtle of things, getting more documentation done in a week's fieldwork on a language than most others could achieve in years of effort".

From an ebay listing for a "job lot" of used computer keyboards: