Journey of words: Manuscript to Mind

文字之旅：手稿到心灵

• 批准号: AH/S011323/1
• 负责人: Aditi Lahiri
• 金额: $ 69.5万
• 依托单位: University of Oxford
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2019
• 资助国家: 英国
• 起止时间: 2019 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=AH%2FS011323%2F1
• 关键词: Journey; words; Manuscript; Mind

The vocabulary of any language comes from different sources as words are frequently borrowed, especially in situations of language contact. English, for example, shares many words with French as a large number of Romance borrowings entered the English language after the Norman Conquest in 1066. However, other languages, such as Dutch and German, have also borrowed substantial numbers of Romance words. When a word is borrowed, its pronunciation is adapted to fit the phonological system of the new language (e.g. 'beef' from Old French 'boef'). This results in instances where the same word is borrowed into different languages but is pronounced differently. In this project, we are investigating the stress patterns of Romance loans in Dutch, English, and German. Some of these loans are pronounced in the same way in all three languages (e.g. 'vendétta') while others show certain differences particularly in vowel quality and stress (e.g. 'crócodile' (E), 'krokod'il' (D), 'Krokod'il' (G)). The project consists of two distinct strands: (i) a historical theoretical study in order to create both a diachronic timeline of borrowings and a synchronic description of patterns of phonological adaptation into the three host languages(ii) a psycholinguistic investigation concerned with the processing of items which differ in their stress patterns across the languages in Dutch and German second-language (L2) learners of English. The historical investigation is concerned with charting the borrowing of Romance loans into Dutch, English, and German and investigating the resulting stress patterns as well as the changes borrowed items may have introduced in the pronunciation systems of the individual languages. While studies on loanwords exist, there is no comprehensive study which provides an overview of borrowings across languages. We will be working with the Oxford English Dictionary (OED) on this part of the project and our findings will be used to add to the information currently available in the OED. The OED does have information on cross-linguistic correspondences but it is not consistent and focuses mostly on inherited words. There are many instances where the information we are planning to gather can only be obtained by consulting several different sources. In the psycholinguistic part of the project, which is, at least in part, based on the historical findings, we are concerned with investigating the effects of divergent pronunciation patterns (e.g. stress and vowel changes) on the language processing of learners of English who have Dutch or German as a native language. Our aim is to ascertain whether words which are pronounced differently in English compared to a learner's native language require greater effort in processing than those where the pronunciation patterns are largely similar. If this is the case, particular focus on these forms in teaching and providing systematic rules (where they exist) to explain the differences may facilitate learning and processing.The overall results obtained from this project will be used to create a digital resource (website/app) which explains the correspondences and differences in pronunciation (going beyond stress patterns of Romance loans) between Dutch, English and German to assist English language learners. When this information is available, it is often presented in highly specialist terms and thus is not intelligible to teachers and learners without historical linguistic knowledge. As all three languages are West Germanic and show a large degree of overlap, there are a number of rule-based historical changes which explain variation that may, at first glance, seem idiosyncratic. If these rules can be simplified and explained in such a way that they can be used in language learning and teaching, this may facilitate a more rapid progression and allow students to apply these rules not just to words they have already learned but also to new material they encounter.

任何语言的词汇都有不同的来源，因为词汇经常被借用，特别是在语言接触的情况下。例如，英语与法语有许多共同的词汇，因为在1066年诺曼征服之后，大量的罗曼语借用进入了英语。然而，其他语言，如荷兰语和德语，也借用了大量的罗曼语词汇。当一个词被借用时，它的发音会被调整以适应新语言的语音系统（例如，“beef”来自古法语“boef”）。这导致了同一个词被借用到不同的语言中，但发音不同的情况。在这个项目中，我们正在调查荷兰语、英语和德语的浪漫贷款的压力模式。其中一些贷款在三种语言中的发音相同（例如"étta“），而另一些则在元音质量和重音方面表现出一定的差异（例如”cró“（E），”krokod“il”（D），“Krokod”il“（G））。该项目包括两个不同的股：（一）历史的理论研究，以创建一个历时的时间轴的借款和共时的描述模式的语音适应到三个主机语言（ii）的心理语言学调查有关的项目的处理不同的重音模式在荷兰和德国的第二语言（L2）的英语学习者的语言。历史调查是关于图表的借用浪漫贷款到荷兰语，英语和德语和调查由此产生的压力模式，以及变化借用项目可能已经介绍了个别语言的发音系统。虽然有关于外来词的研究，但没有全面的研究提供跨语言的借用的概述。我们将与牛津英语词典（OED）合作完成这部分项目，我们的研究结果将被用于补充OED目前提供的信息。《牛津英语词典》确实有关于跨语言对应的信息，但它并不一致，而且主要集中在继承词上。在许多情况下，我们计划收集的信息只能通过咨询几个不同的来源获得。在该项目的心理语言学部分，这是，至少在一定程度上，基于历史的发现，我们关注的是调查不同的发音模式（如重音和元音变化）的语言处理的英语学习者的荷兰语或德语作为母语的影响。我们的目的是确定是否在英语发音不同的单词相比，学习者的母语需要更大的努力，在处理比那些发音模式很大程度上是相似的。如果是这样的话，在教学中特别注重这些形式，并提供系统的规则（如果存在）解释差异可能有助于学习和处理。从该项目获得的总体结果将用于创建数字资源（网站/应用程序），解释发音的对应和差异（超越浪漫贷款的压力模式）荷兰语、英语和德语之间的对话，以帮助英语学习者。当这些信息可用时，它往往是以高度专业的术语呈现的，因此对于没有历史语言知识的教师和学习者来说是不可理解的。由于这三种语言都是西日耳曼语，并且表现出很大程度的重叠，因此有一些基于规则的历史变化可以解释这些变化，乍一看，这些变化似乎是特殊的。如果这些规则可以简化，并解释为这样一种方式，他们可以在语言学习和教学中使用，这可能会促进更快的进展，并允许学生将这些规则不仅适用于他们已经学会的单词，而且还适用于他们遇到的新材料。

项目成果

The role of metrical stress differences in learner word recognition

韵律重音差异在学习者单词识别中的作用

• 发表时间: 2021
• 作者: Fritz I