Neurology of the language
Simin Meykadeh; Werner Sommer; seyed a,mir hossien Batouli
Volume 15, Issue 3 , December 2023
Abstract
Bilingualism are associated with structural adaptations of subcortical regions taking part in controlling multiple languages (Korenar, Treffers-Daller and Pliatsikas, 2023). The thalamus is a paired gray matter structure located near the center of the brain, regulating the information transmission to ...
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Bilingualism are associated with structural adaptations of subcortical regions taking part in controlling multiple languages (Korenar, Treffers-Daller and Pliatsikas, 2023). The thalamus is a paired gray matter structure located near the center of the brain, regulating the information transmission to cortical regions. In a recent fMRI study, the sensitivity of the thalamus to grammatical and ungrammatical stimuli has been shown at whole-brain level in the first language (L1) of bilinguals (Meykadeh et al., 2021). Here, we explore the activation patterns of bilateral thalamus in both L1 and L2 using a ROI-based approach. To do so, the percentage of signal change for grammatical and ungrammatical stimuli in L1 and L2 was extracted as the intensity measure per participant. Thirty-six Turkish-Persian bilinguals (21 women) who had acquired their L2 at the age of 7 were selected. Based on the Bilingual Dominance Scale, there was no significant difference between the proficiency level of participants in L1 (Turkish) and L2 (Persian). Participants carried out an auditory grammaticality judgment task in an alternating language switching paradigm while fMRI images were acquired. ROI-based results confirmed the grammaticality effect only in L1 and the left thalamus. Considering that L1 was the dominant language in our study and gave rise to larger reversed language dominance effects, we suggest that the engagement of the thalamus in L1 is not associated with syntactic processing but instead may exert an overall monitoring and control function for language-specific cortical activities.
Dialectology
Tahereh afshar; Farinoosh Geravand
Volume 13, Issue 2 , February 2022, , Pages 79-110
Abstract
In two or multilingual societies, the contact of two languages in daily social interactions leads to code switching. Various definitions for code switching have been presented. But the most common is: using more than one language in an utterance or interaction. Code switching is investigated from different ...
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In two or multilingual societies, the contact of two languages in daily social interactions leads to code switching. Various definitions for code switching have been presented. But the most common is: using more than one language in an utterance or interaction. Code switching is investigated from different sociological, psychological and structural perspectives. Being formal and standard, as well as social, scientific and cultural validity of Persian language in comparison with local languages affect the speech of speakers of these languages. Laki speakers also code switch to Persian in different contexts for different reasons. The current study investigates code switching among Laki /Persian bilingual speakers based on three sociological factors: age, gender and context. The related code switching data collected from 120 people of bilingual Laki/Persian speakers’ interactions in Koohdasht during 10 sessions of 45-60 minutes were recorded. 3 age groups involved in data collecting process: 7-13, 18-35 and over 50. Data analysis is performed using SPSS software and Chi-square test was used in inferential statistics. The results suggested that age, gender and context influence code switching. So the rate of code switching to Persian occurs more among women and young people and in the formal context.
Mozhgan Habibi; Mahmoud Elyasi; Mohammad Reza Pahlavan Nezhad
Volume 11, Issue 1 , May 2019, , Pages 39-59
Abstract
Extended Abstract
Introduction
As a remarkable topic in sociolinguistics, code-switching is a natural phenomenon among many bilingual communities throughout the world. Van Dulm (2007) describes this phenomenon as the use of two or more languages while making an utterance or a sentence. Azeri Turkish-Persian ...
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Extended Abstract
Introduction
As a remarkable topic in sociolinguistics, code-switching is a natural phenomenon among many bilingual communities throughout the world. Van Dulm (2007) describes this phenomenon as the use of two or more languages while making an utterance or a sentence. Azeri Turkish-Persian speaking bilinguals are one of these big communities which code-switching is a very common practice among them. The present study investigates code-switching and the goals of its occurrence among some of Azeri Turkish-Persian-speaking bilingual teachers in Urmia city. The study takes into consideration such social variables affecting code-switching as age, gender, education level, teaching experience, topic, and setting.
Review of Literature
One of the first studies in the United States of America in this regard is Barker (1947) that examined code-switching process among the Mexico-Americans in Tucson, Arizona. In addition to the analysis of the economic relations, social and geographical networks of the citizens of Tucson, the author saught an answer to the question that why bilingual people use different languages in different places or situations.
One of the most important investigations on code-switching from social perspective was carried out by Bloom and Gumperz (1972). They believed that social events introduced under the title of participants, setting and topic would limit linguistic variables choice. They added in any given social situation, some forms of language are more appropriate than others.
In a study in Ardabil province, northwest Iran, Heidari, Samaei, Latifi and Ruhi (2013), examined some primary school English teachers' views on code-switching process and factors which affect this phenomenon. Results showed that nearly all bilingual teachers agree with using code-switching in the classroom and asserted that repetition and translation have been the most effective factors involved in this process (Heidari et al., 2013). Sadat Giyasian and Rezaie (2014) examined different types of code-witching among Persian-Armenian bilinguals in Tehran. Inter-sentential code-switching was looked through Bloom and Gumperz’ (1972) and intra-sentential code-switching was surveyed through Myers-Scotton model (1993 and 2002). The results showed that, in their daily communications, both situational and metaphorical types of code-switching took place and the intra-sentential code-switching was turned to have a very high amount of frequency.
Concerning different types of code-switch, Bloom and Gumperz (1972) believe that in metaphorical switching, speakers use two languages at the same time which occurs through topic switch and the speakers change their codes to achieve specific effects.
And finally, examining different purposes of code-switching, Baker and García (1993) mentioned 13 basic types of purposes in making use of code-switching. Záňová (2011) enumerated some purposes of code-switching, i.e. putting emphasis on a particular point, reinforcement of request, clarification of a point-repetition, social distance-solidarity, quotinɡ, communicatinɡ common identity, excludinɡ people from a conversation, includinɡ people in a conversation, chanɡing attitude, arousinɡ attention, addressinɡ oneself, hedɡinɡ, expressinɡ opposition, topic chanɡe, showinɡ respect, no equivalence, introduction of certain topics, and substitution a word in one language.
The present study is based on Bloom and Gumperz’ (1972), Gumperz’ (1982) and Baker's (2001) theoretical frameworks.
Method
Studies carried out on code-switching have been mostly conducted among the students' communications and interactions at school or university classes but not among the university or high school teachers. On the other hand, most of the classifications are done to clarify inter-sentential or intra-sentential nature of an existing code-switching phenomenon, but this study is to search the case among the teachers and the use of different type of classification.
To carry out the study, relevant data on code-switching, produced by the teachers were collected through direct observation of their linguistic behaviour. The data were recorded and were later transcribed and analysed. To determine the function of social factors on code-switching, a researcher-made questionnaire was completed by 336 male and female Azeri Turkish-Persian-speaking bilingual teachers. Depending on the type of variables, tests as ne sample t-test, Independent t-test, Anova, Kalmogorov –Smiranov, Levene, and Structural equation modelling were used.
Results and Discussion
Descriptive results showed that 15 factors were involved in teachers’ code-switching occurrence and that the participants used situational, metaphorical, conversational, situational - metaphorical, situational - conversational and metaphorical-conver sational code - switching at school offices, teachers’ council meetings, and in service course sessions, while talking about educational and non-educational topics. The results of quantitative research also showed that there was no significant difference among code-switching according to the social factors mentioned above except for the in-service course sessions setting. In addition, the teachers preferred to switch from Persian to Azeri Turkish language in these settings and not vice versa.
Conclusion
Contrary to Bloom and Gumper'z framework, which had a clear boundary between different types of code-switching, the study showed that the difference between metaphorical and situational code-switching is in fact unclear and is not simple. There may also be more than one purpose for code-switching in a single conversation and overlapping among the goals. On the other hand, it seems that there is a direct relationship between code-switching and the goals. Also, in Urmia, the social factors mentioned above do not have a significant difference in the code-switching of teachers. Perhaps the reason for this is that Urmia is a Turkish-speaking city, and the teachers only need to speak Persian just in the classroom in teaching hours. On the other hand, they tend to keep their mother tongue.
The results of this study can be regarded as a guideline for other research projects in bilingual or multilingual regions of the country. The following recommendations can be useful for those interested in conducting research in this field:
Other bilingual and multilingual educational regions should be explored in amount of using their code-switching as well;
Other descriptive features such as culture, identity, language, accent, etc., and their impact on the amount of the occurrence of code-switching should be investigated as well to determine the kinds of relationship with this generally happen phenomenon.
Ali Fayyazi; Rahman Sahragard; Belghis Rovshan; Bahman Zandy
Volume 6, Issue 10 , July 2014, , Pages 69-96
Abstract
Presenting a brief description of bilingualism and its correlation with cognitive development and 3rd language learning, the present research primarily aims to compare the knowledge of English vocabulary and grammar in a sample of monolingual and bilingual high school students (fourth graders) of Fars ...
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Presenting a brief description of bilingualism and its correlation with cognitive development and 3rd language learning, the present research primarily aims to compare the knowledge of English vocabulary and grammar in a sample of monolingual and bilingual high school students (fourth graders) of Fars and Khuzestan provinces in Iran. To fulfill this objective, 448 monolingual and bilingual students were selected from among 67031 students in the 2012-2013 academic year. They were given a proficiency test, and the results were analyzed through SPSS computer program. The findings revealed that contrary to a considerable number of researches, bilingualism here is not significantly correlated with the students' knowledge of English vocabulary and grammar. In other words, monolingual participants outperformed their bilingual counterparts in the test. Based on the results of the study, it is suggested that further researchshould be conducted in these bilingual communities to explore the hidden factors associated with lower or weaker performance of bilinguals in learning English language.
Amir Karimipour; Mahmoud Elyasi
Volume 4, Issue 7 , September 2013
Abstract
Bilinguals make up a high proportion of the world population. However, these speakers are facing miscellaneous language learning difficulties throughout the world. The situation would be exacerbated when the communicative role of language is considered. In other words, bilinguals usually feel discouraged ...
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Bilinguals make up a high proportion of the world population. However, these speakers are facing miscellaneous language learning difficulties throughout the world. The situation would be exacerbated when the communicative role of language is considered. In other words, bilinguals usually feel discouraged once they are involved in a conversation in their second language with others. In this study, some communicative aspects of Kurdish-Persian-speaking students will be analyzed through assessing their narrative production by means of narrating a wordless picture book known as The Frog Story. Results show that these students face various difficulties in narrating the events in the story in Persian. It would also be worth mentioning that many of these problems remain unsolved for some years. These shortcomings might be attributed to the bilingual education system employed in the Iranian educational system, known as the "Submersion Method".
