The coding of aspectual values in periphrastic constructions across signed languages
Figures
![acabar 'finish' (31) (Narr03(JMS)1) LSC like/as school finish p after september come [no]-neg 'The school was over and later, in September, he didn't show up'](https://www.researchgate.net/profile/Maria-Josep-Jarque/publication/365468892/figure/fig3/AS:11431281198386412@1697297162118/acabar-finish-31-Narr03JMS1-LSC-like-as-school-finish-p-after-september-come_Q320.jpg)
![terminar LSC terminar is used as a lexical item, as a gram, see (37), or as a discourse marker signaling the end of the story. There is no occurrence of fi 'end' in the corpus. However, we have seen it used by adult native signers in participant observation expressing completive meanings. It is also used with a discourse marker function as a formulaic expression at the end of stories by deaf children in a bilingual school. (37) (EMS 00:38:16 MS) LSC [do.homework terminate_amp]-top [finish]-q pro.1 rs<< [no] g:come [say ix.words.in.the.book]>>role: mother to son p [say word g:let's go] 'When they're done with their homework, does it mean that's all? No. It is when (I say) Come here! What is written here? What is this word?'](https://www.researchgate.net/profile/Maria-Josep-Jarque/publication/365468892/figure/fig4/AS:11431281198351045@1697297162346/terminar-LSC-terminar-is-used-as-a-lexical-item-as-a-gram-see-37-or-as-a-discourse_Q320.jpg)
Figures - uploaded by Maria Josep Jarque
Author content
All figure content in this area was uploaded by Maria Josep Jarque
Content may be subject to copyright.
The initial contact with an accessible language occurs, for Brazilian deaf students, often in the school environment, when they encounter other deaf children and with adult interlocutors who are fluent in Brazilian Sign Language (LIBRAS). This late access can cause a certain delay in language acquisition and development. Thus, bilingual education for the deaf place’s teachers in the face of the challenge of how to evaluate LIBRAS in the school context. In view of the educational proposals, there are still few instruments that contribute to assessing deaf students’ knowledge in LIBRAS. Therefore, the objective of this study is, through an illustrated instrument for investigating signaled narratives, to contribute to the evaluation of LIBRAS and to the pedagogical work of teachers who work in bilingual education for the deaf. The instrument for evaluating narrative texts proves to be quite sensitive to detect the linguistic development of signaled narrative discourses, intrinsically contributing to the observation of communicative functions/needs.
KEYWORDS
Special Education; Bilingual education of the deaf; Assessment instrument; Signed narratives; School context
Pre-print. Publicado en Martínez Sánchez, F. (2000) Apuntes de Lingüística de la lengua de signos española, pp. 69-131, Confederación Nacional de Sordos Española (CNSE), Madrid. Resumen A partir del libro Rodríguez González, M. A., (1992) Lenguaje de signos (Confederación nacional de sordos de España/Fundación ONCE, Madrid), el primer trabajo sobre la descripción de la LSE en España, los autores de este trabajo (personas sordas y lingüistas) continúan el trabajo de Rodríguez González con la descripción básica de otros aspectos gramaticales: creación de palabras, categorías gramaticales (número, género, aspecto) y clasificadores. 1. MORFOLOGÍA Y CREACIÓN DE PALABRAS 1.1. Definición de morfema y tipos de morfemas En la descripción de una lengua de signos, al igual que en una lengua oral, después de la descripción de las unidades mínimas (los parámetros) nos enfrentamos con el siguiente nivel de estructuración lingüística. Este segundo nivel lo constituye el análisis de las unidades mínimas con significado, los morfemas, de cuyo estudio se ocupa la disciplina lingüística denominada Morfología. A su vez, los morfemas pueden formar por sí solos o bien en combinación de varios de ellos otra de las unidades básicas de las lenguas humanas, las palabras; la disciplina que las estudia se conoce como Lexicología. Los morfemas de las lenguas pueden clasificarse en varios tipos:
This is first book about Turkish Sign Language grammar*. As one of the outputs of extensive fieldwork and a corpus study, this book convincingly shows that Turkish Sign Language, Türk İşaret Dili (TİD), is a national sign language used by the Deaf community across Turkey. This book also shows that TİD is not a signed version of Turkish. TİD is not derived from another sign language, either. TİD is a natural language and emerged naturally as did other natural signed and spoken languages. TİD has unique grammar and, thus, is a different
language from Turkish or other signed languages. TİD is used in the daily lives
of the Deaf community across Turkey, in theatre, sports, the arts, and so on. As
detected in natural languages, there are regional variations with respect to some
lexical items in TİD but its grammar is the same across Turkey. Therefore, this
book suggests that TİD should be used in every domain of life, including education,
health services, and legal services.
This book is based on fieldwork and a corpus study which was conducted
in six months in the second half of 2015. During this time, team members were
trained, pilot studies were conducted, the study was planned, fieldwork was
conducted, analyses were made, and the book was written and published. For
the fieldwork, the data were collected in one-quarter of Turkish cities (a total of
26 cities) across Turkey. In each city, at least four native Deaf signers (a total
of 113 native Deaf individuals [age range 12-65]) participated in this study. The
data consisted primarily of natural conversations and narrations of picture books
and short films. During data collection, hearing nonsigners were not present. The
corpus consisted of 800,000 words / signs obtained from 6,240 minute-long
video recordings from the fieldwork. One-quarter of this corpus was transcribed
by native Deaf team members using ELAN. After that, the writing process of this
book began. To our knowledge, this project has been the most extensive grammar
project on sign languages worldwide.
Accomplishing this task within a very short period of time would have
been impossible without the contributions of the Deaf participants and the research
team members. This project was supported by the Turkish Ministry of
Family and Societal Policies, Directorate General for Person with Disabilities and
Elderly Services. The academic team consisted of four consultants and three
researchers. Each of these team members was an expert in sign language research.
One of them was native Deaf signer, while three of them were hearing signers.
The team members conducting fieldwork, analysis, and technical support
consisted of eight native Deaf signers who had previous experience in research
projects on TİD. We first and foremost thank the Republic of Turkish Ministry of
Family and Social Policies, Directorate General for Person with Disabilities and
Elderly Services for its support and the Deaf individuals for their participation.
Without them, it would have been impossible to complete such a project.
This book reconstructs what the earliest grammars might have been and shows how they could have led to the languages of modern humankind. Like other biological phenomena, language cannot be fully understood without reference to its evolution, whether proven or hypothesized," wrote Talmy Givón in 2002. As the languages spoken 8,000 years ago were typologically much the same as they are today and as no direct evidence exists for languages before then, evolutionary linguists are at a disadvantage compared to their counterparts in biology. Bernd Heine and Tania Kuteva seek to overcome this obstacle by combining grammaticalization theory, one of the main methods of historical linguistics, with work in animal communication and human evolution. The questions they address include: do the modern languages derive from one ancestral language or from more than one? What was the structure of language like when it first evolved? And how did the properties associated with modern human languages arise, in particular syntax and the recursive use of language structures? The authors proceed on the assumption that if language evolution is the result of language change then the reconstruction of the former can be explored by deploying the processes involved in the latter. Their measured arguments and crystal-clear exposition will appeal to all those interested in the evolution of language, from advanced undergraduates to linguists, cognitive scientists, human biologists, and archaeologists.
Offering a new perspective on auxiliaries in particular and language structure in general, this study argues that language cannot be explained satisfactorily with reference to linguistic variables alone; what is required in addition are extra-linguistic parameters relating to how we perceive the world around us, and how we utilize the linguistic resources available to us to conceptualize our experiences, and to communicate successfully. Rather than a closed, self-contained system, language is an entity that is constantly shaped by such external factors as cognitive forces, pragmatic manipulation, history, etc. These factors are responsible for the emergence of chain-like linguistic structures, and auxiliaries are typical examples of such structures, which Heine describes as grammaticalization chains. A limited number of concrete event schemas are discussed and these schemas are shown to be responsible for much of the linguistic diversity that auxiliary constructions exhibit in the languages of the world.
This book presents research on grammaticalization, the process by which lexical items acquire grammatical function, grammatical items get additional functions, and grammars are created. Scholars from around the world introduce and discuss the core theoretical and methodological bases of grammaticalization, report on work in the field, and point to promising directions for new research. They represent every relevant theoretical perspective and approach. Research on grammaticalization and its role in linguistic change encompasses work on languages from every major linguistic family. Its results offer insights for all theoretical frameworks, including generative, construction, and cognitive grammar, and relates to work in fields such as phonology, sociolinguistics, and language acquisition. The book provides a full, critical assessment of every aspect of this research. It is divided into five parts, of which the first two are devoted to theory and method, the third and fourth to work in linguistic domains, classes, and categories, and the fifth to case studies of grammaticalization in a range of languages.
