Collaborative IRES Track 1: Experimental Linguistics in the Caribbean: Examining the nature, processing and acquisition of Haitian Creole

IRES 协作轨道 1：加勒比地区的实验语言学：检查海地克里奥尔语的性质、处理和习得

• 批准号: 1952501
• 负责人: Isabelle Barriere
• 金额: $ 20.67万
• 依托单位: MOLLOY UNIVERSITY
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1952501&HistoricalAwards=false
• 关键词: Collaborative; IRES; Track; Experimental; Linguistics

U.S. students, including students from underrepresented groups, do not enroll in STEM-related careers in the numbers the U.S. needs, even though STEM career opportunities are quickly growing. This includes speech-language-hearing-communication sciences and computational linguistics. High school students associate the study of language with literature and therefore the Arts; however, the scientific study of language—linguistics—involves STEM-related skills from the development of models grounded in logical arguments to the development and testing of hypotheses and the use of research strategies that involve technologies, data collection, quantitative analyses and interpretations to support the confirmation/rejection of hypotheses or models (Denam et al., 2018). The use of such linguistic knowledge may pave the way for students, especially speakers of languages other than English, to gain STEM-based skills and familiarity with STEM-related professional and research fields. The IRES award, “Experimental Linguistics in the Caribbean,” will train a diverse group of U.S. students enrolled in communication science, cognitive science, education, linguistics and psychology programs to conduct STEM-based experimental language science projects focused on the nature and learnability of Haitian Creole. Students will participate in a rigorous seven-week program of research involving six modules that they can subsequently transfer to other cultural and linguistic contexts in the course of their academic and professional journey. Experimental linguistics emerging from the development of models in cognitive sciences and technological advances has expanded our understanding of language acquisition and processing. The program will train sixteen U.S. students, at least half from groups underrepresented in STEM, to conduct rigorous experimental protocols on the nature, processing and acquisition of Haitian Creole in a non-Western socio-cultural context, thanks to collaboration with the faculty and students in Linguistics at the State University of Haiti. The project will address the shortcomings of previous exclusively theoretically-based research and empirically investigate three main areas in Haitian Creole, namely: (i) Phonological Perception and Production in Adults and Children; (ii) Morphophonology and Morphosyntax: Nature, Processing and Acquisition; (iii) Contexts of Acquisition, Learning and Use of Haitian Creole/L1 and French/English/Spanish/L2/3/4. The program will contribute to the field in three distinct ways: (i) outcomes of student research projects will provide shared data and contribute to the resolution of theoretical debates; (ii) the establishment of experimental linguistic research in a complex sociolinguistic context that characterizes many developing countries will provide a model for future programs in other non-Western countries; (iii) it will equip students from diverse cultural, ethnic, and linguistic backgrounds under-represented in Higher Education with academic, interpersonal and collaborative skills required to become successful in their academic and professional careers. The aim is to foster a new generation of researchers and practitioners who will perceive their minority status as a professional asset and who will continue to use transferable general and field-specific STEM-based skills to work with and on under-represented ethnic, cultural and linguistic minorities. This IRES Track I award is cofunded by the Linguistics Program in the Division of Behavioral and Cognitive Sciences, Directorate for Social, Behavioral and Economic Sciences.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

美国学生，包括来自代表性不足群体的学生，没有按照美国需要的数量报名参加STEM相关的职业，尽管STEM的职业机会正在迅速增长。这包括语言-听力-交流科学和计算语言学。高中生将学习语言与文学联系在一起，因此也与艺术联系在一起；然而，语言的科学研究涉及stem相关技能，从基于逻辑论证的模型的开发到假设的开发和测试，以及使用涉及技术、数据收集、定量分析和解释的研究策略，以支持假设或模型的确认/拒绝（Denam等人，2018）。使用这些语言知识可以为学生，特别是非英语语言的学生，获得基于stem的技能和熟悉stem相关的专业和研究领域铺平道路。IRES奖“加勒比地区的实验语言学”将培训一群就读于传播科学、认知科学、教育、语言学和心理学专业的美国学生，以开展以stem为基础的实验语言科学项目，重点研究海地克里奥尔语的性质和可学习性。学生将参加为期七周的严格研究项目，包括六个模块，他们可以在学术和职业生涯中将这些模块转移到其他文化和语言环境中。从认知科学模型的发展和技术进步中出现的实验语言学扩展了我们对语言习得和加工的理解。该项目将培训16名美国学生，其中至少一半来自STEM中代表性不足的群体，通过与海地州立大学语言学专业的教师和学生合作，对非西方社会文化背景下海地克里奥尔语的性质、处理和获取进行严格的实验协议。该项目将解决以前完全以理论为基础的研究的缺点，并对海地克里奥尔语的三个主要领域进行实证调查，即：(i)成人和儿童的语音感知和产生；形态音素和形态句法：性质、加工和获取；（iii）海地克里奥尔语/L1和法语/英语/西班牙语/L2/3/4的习得、学习和使用背景。该计划将以三种不同的方式为该领域做出贡献：(i)学生研究项目的成果将提供共享数据并有助于解决理论辩论；（ii）在许多发展中国家复杂的社会语言学背景下建立实验语言学研究将为其他非西方国家的未来项目提供一个模式；（三）它将使高等教育中缺乏代表性的来自不同文化、种族和语言背景的学生具备在学术和职业生涯中取得成功所需的学术、人际交往和协作技能。其目的是培养新一代的研究人员和实践者，他们将把自己的少数民族地位视为一种专业资产，并将继续使用可转移的一般和特定领域的stem技能，与代表性不足的种族、文化和语言少数群体一起工作。这个IRES Track I奖是由社会，行为和经济科学理事会行为和认知科学部语言学项目共同资助的。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

A multidimensional perspective on the acquisition of subject-verb dependencies by Haitian-Creole speaking children: Insights from comprehension and production

海地克里奥尔语儿童习得主谓依赖关系的多维视角：来自理解和生产的见解

• DOI: 10.1075/jpcl.22001.bar
• 发表时间: 2023
• 期刊: Journal of Pidgin and Creole Languages
• 影响因子: 0.7
• 作者: Barrière, Isabelle;Joseph, Blandine;Aharodnik, Katsiaryna;Kresh, Sarah;Fleurio, Guetjens Prince;Legendre, Géraldine;Nazzi, Thierry
• 通讯作者: Nazzi, Thierry