Atnaujinkite slapukų nuostatas

Understanding Linguistic Fieldwork [Kietas viršelis]

(Unviersity of Sydney, Australia), (University of Melbourne, Australia), (University of Queensland, Australia)
  • Formatas: Hardback, 348 pages, aukštis x plotis: 234x156 mm, weight: 635 g, 16 Tables, black and white; 23 Line drawings, black and white; 22 Halftones, black and white; 45 Illustrations, black and white
  • Serija: Understanding Language
  • Išleidimo metai: 29-Mar-2018
  • Leidėjas: Routledge
  • ISBN-10: 0415786126
  • ISBN-13: 9780415786126
Kitos knygos pagal šią temą:
Understanding Linguistic FieldworkDidesnis paveikslėlis
  • Formatas: Hardback, 348 pages, aukštis x plotis: 234x156 mm, weight: 635 g, 16 Tables, black and white; 23 Line drawings, black and white; 22 Halftones, black and white; 45 Illustrations, black and white
  • Serija: Understanding Language
  • Išleidimo metai: 29-Mar-2018
  • Leidėjas: Routledge
  • ISBN-10: 0415786126
  • ISBN-13: 9780415786126
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780415786126.html
Raktažodžiai:

Understanding Linguistic Fieldwork offers a diverse and practical introduction to research methods used in field linguistics. Designed to teach students how to collect quality linguistic data in an ethical and responsible manner, the key features include:

  • A focus on fieldwork in countries and continents which have undergone colonial expansion, including Australia, the United States of America, Canada, South America and Africa;

  • A description of specialist methods used to conduct research on phonological, grammatical and lexical description, but also including methods for research on gesture & sign, language acquisition, language contact and the verbal arts;

  • Examples of resources that have resulted from collaborations with language communities which both advance linguistic understanding and support language revitalisation work;

  • Annotated guidance on sources for further reading.

This book is essential reading for students studying modules relating to linguistic fieldwork or those looking to embark upon field research.

Recenzijos

"This book aims to be a one-stop introduction to fieldwork as it is currently conceived, covering not only the expected topics, but also a variety of areas that are not standardly found in the fieldwork literature, including sign language, child language acquisition, contact languages, and verbal arts, all areas that figure prominently in language documentation today. It will be an invaluable resource for the novice fieldworker, with much of value for the experienced one as well."

Keren Rice, University of Toronto, Canada

"The authors take exquisite account of the community contexts in which linguistic documentation and discovery unfold, which they work into a humanistically and scientifically rich, holistic introduction to the subject."

Anthony C. Woodbury, The University of Texas at Austin, USA

List of figures xii
List of tables xv
Acknowledgements xvi
Linguistic abbreviations xviii
1 Introduction 1(24)
1.1 Overview
2(1)
1.2 Definitions
3(9)
1.2.1 What makes a good field linguist?
3(1)
1.2.2 'Insider' and 'outsider' linguists
4(2)
1.2.3 What is meant by 'fieldwork'?
6(2)
1.2.4 Linguistic description versus language documentation
8(2)
1.2.5 Language vitality
10(1)
1.2.6 Who is a speaker?
11(1)
1.3 Your project
12(4)
1.4 Workflow from go to woe
16(5)
1.5 About us (first person plural exclusive)
21(1)
1.6 Summary
22(1)
1.7 Further reading
22(1)
References
22(3)
2 Planning for fieldwork 25(23)
2.1 Introduction
25(1)
2.2 Identifying a speech community
25(2)
2.3 Research on the field location
27(1)
2.4 Ways of working in the field
28(6)
2.4.1 Who is the fieldworker responsible to?
29(1)
2.4.2 Who controls the research?
30(1)
2.4.3 Ownership, access and uses of research materials
31(1)
2.4.4 Intellectual property, copyright and licensing
32(1)
2.4.5 Balancing rights in the field
33(1)
2.5 Formal ethics applications and procedures
34(4)
2.5.1 Project information sheet
35(2)
2.5.2 Participant consent form
37(1)
2.6 Authorship and acknowledgements
38(3)
2.6.1 Referring to your examples in publications
40(1)
2.7 Planning ahead for the field
41(3)
2.7.1 Visas, vaccinations and vehicles
41(1)
2.7.2 Timing of field trips
42(1)
2.7.3 Organising remuneration for research participants
42(1)
2.7.4 Gathering resources
43(1)
2.7.5 Keeping in touch
44(1)
2.8 Summary
44(1)
2.9 Further reading
45(1)
References
45(3)
3 Equipment and recording 48(25)
3.1 Introduction
48(1)
3.2 Recording equipment
48(13)
3.2.1 Audio recording equipment
50(1)
3.2.2 Microphones
51(2)
3.2.3 Windshields
53(1)
3.2.4 Microphone cables
54(1)
3.2.5 Video recording equipment
55(2)
3.2.6 Still photography
57(1)
3.2.7 Backups, batteries, memory cards and storage
57(1)
3.2.8 User-friendly choices
58(1)
3.2.9 Looking after equipment
58(1)
3.2.10 Other useful gear
59(1)
3.2.11 Trying things out
60(1)
3.2.12 Before you head off
60(1)
3.3 During fieldwork
61(8)
3.3.1 Safety first
61(1)
3.3.2 Making good audio recordings
61(4)
3.3.3 Making good video recordings
65(3)
3.3.4 Keeping good notebooks
68(1)
3.4 The first fieldwork session
69(2)
3.5 At the end of the day
71(1)
3.6 Summary
71(1)
3.7 Further reading
71(1)
References
72(1)
4 Data management, annotation and archiving 73(23)
4.1 Introduction
73(1)
4.2 First steps in data management
73(6)
4.2.1 File naming
73(2)
4.2.2 What is metadata and why is it important?
75(1)
4.2.3 Categories of metadata
76(1)
4.2.4 Where to keep your metadata
77(2)
4.3 Transcription and annotation
79(4)
4.3.1 Time-aligning transcriptions and annotations
79(1)
4.3.2 Software tools
80(2)
4.3.3 Segmentation
82(1)
4.3.4 Transcription techniques
83(1)
4.4 Archiving
83(9)
4.4.1 Exploring archives
85(3)
4.4.2 Depositing in archives-when, where, what and how?
88(1)
4.4.3 Landing pages and access platforms
88(1)
4.4.4 Challenges for archives and their users
89(1)
4.4.5 Scholarly recognition and transparency
90(1)
4.4.6 The open access question
91(1)
4.5 Summary
92(1)
4.6 Further reading
92(1)
References
93(3)
5 Phonetics and phonology 96(25)
5.1 Introduction
96(2)
5.2 Recording data
98(1)
5.3 Phonetic transcription
99(1)
5.4 Phonological analysis
100(5)
5.4.1 Minimal pairs and near minimal pairs
101(1)
5.4.2 Identifying allophones
102(3)
5.5 Native speaker intuitions on phonology
105(1)
5.6 Phonemic transcription
106(1)
5.7 Identifying tone
107(1)
5.8 Stress, phonotactics and prosody
108(1)
5.9 Experimental design
109(3)
5.10 Instrumental phonetic fieldwork
112(2)
5.11 Orthography
114(4)
5.11.1 Phonological considerations
115(1)
5.11.2 Grapheme or literacy considerations
115(1)
5.11.3 Socio-political considerations
116(2)
5.12 Summary
118(1)
5.13 Further reading
118(1)
References
119(2)
6 Morpho-syntax 121(32)
6.1 The value of formal elicitation for grammatical description
122(1)
6.2 What language to perform elicitation in?
123(1)
6.3 What equipment to use?
124(1)
6.4 Establishing parts of speech
124(2)
6.5 Getting started with clause-level elicitation
126(1)
6.6 Suggestions for successful elicitation
127(3)
6.6.1 General tips
127(1)
6.6.2 Back translation
128(1)
6.6.3 A culturally embedded grammar
129(1)
6.6.4 Mindful elicitation
129(1)
6.7 Areas of grammar to focus on
130(17)
6.7.1 Grammatical relations
131(2)
6.7.2 Verb distinctions
133(4)
6.7.3 Possession
137(1)
6.7.4 Pronoun distinctions
138(2)
6.7.5 Spatial relations
140(2)
6.7.6 Number
142(1)
6.7.7 Information structure categories
142(1)
6.7.8 Noun classes and gender
142(2)
6.7.9 Evidentiality
144(1)
6.7.10 Derivation vs inflection
145(1)
6.7.11 Clitics vs affixes
146(1)
6.8 Finding a home for your grammatical description
147(2)
6.9 Summary
149(1)
6.10 Further reading
149(1)
References
150(3)
7 Semantic fieldwork and lexicography 153(32)
7.1 Introduction
153(1)
7.2 Eliciting vocabulary
154(6)
7.2.1 Semantic domains
154(3)
7.2.2 Taxonomies and other classification systems
157(3)
7.3 Elicitation using non-linguistic stimuli
160(2)
7.4 Special registers
162(2)
7.5 Lexicography
164(4)
7.5.1 Types of dictionaries
164(3)
7.5.2 Starting small
167(1)
7.6 What's in a dictionary
168(7)
7.6.1 Headwords
168(2)
7.6.2 Writing definitions
170(1)
7.6.3 Putting encyclopaedic and cultural knowledge in definitions
171(1)
7.6.4 Folk definitions
171(1)
7.6.5 Illustrative examples
172(1)
7.6.6 Finders and reversals
173(1)
7.6.7 Front matter and end matter
174(1)
7.6.8 What words to put in and what to leave out?
174(1)
7.7 Tools for making and displaying dictionaries
175(5)
7.7.1 Tools for making dictionaries
175(2)
7.7.2 Digital dictionary interfaces
177(3)
7.8 Summary
180(1)
7.9 Further reading
180(1)
References
181(4)
8 Sign and gesture 185(31)
8.1 Introduction
185(1)
8.2 Different types of sign languages
186(1)
8.3 Gesture
187(2)
8.4 Some reasons to study sign and gesture
189(2)
8.5 Some considerations when working on sign languages
191(2)
8.5.1 Working in teams
191(1)
8.5.2 Speech effects on sign language
192(1)
8.5.3 Number of participants
192(1)
8.5.4 Informed consent
192(1)
8.5.5 Anonymity
192(1)
8.5.6 Metadata for sign languages and gesture
193(1)
8.6 Research methods for documenting gesture and sign
193(6)
8.6.1 Elicitation and other methods
194(2)
8.6.2 Quizzes and decoding tests
196(1)
8.6.3 Filming gesture and sign
197(2)
8.7 Annotating sign languages and gesture
199(12)
8.7.1 What to annotate first
199(4)
8.7.2 Building a corpus of sign
203(1)
8.7.3 Representing gesture and sign in publications
204(5)
8.7.4 Sign language dictionaries
209(2)
8.8 Summary
211(1)
8.9 Further reading
211(1)
References
212(4)
9 Child language acquisition 216(22)
9.1 Introduction
216(1)
9.2 Why document child language acquisition?
216(3)
9.3 Special considerations for acquisition work
219(6)
9.3.1 Funding
219(1)
9.3.2 Choosing a field site
220(1)
9.3.3 Existing documentation
221(1)
9.3.4 Ethical considerations
222(1)
9.3.5 Gender of researcher
223(1)
9.3.6 Health considerations
223(1)
9.3.7 Recruitment of project team
224(1)
9.4 Methods in acquisition research
225(9)
9.4.1 Creating a longitudinal corpus
225(5)
9.4.1.1 How many children?
226(1)
9.4.1.2 What age to start recording at?
227(1)
9.4.1.3 How to record children?
227(2)
9.4.1.4 Where to record children?
229(1)
9.4.1.5 Frequency and regularity of recordings?
229(1)
9.4.1.6 Who does the transcription?
230(1)
9.4.2 Cross-sectional experimental studies
230(8)
9.4.2.1 How many children to test?
231(1)
9.4.2.2 Methods for exploring perception or comprehension
231(2)
9.4.2.3 Methods for eliciting speech
233(1)
9.5 Summary
234(1)
9.6 Further reading
234(1)
References
235(3)
10 Contact languages 238(23)
10.1 Introduction
238(2)
10.1.1 What are contact languages?
238(1)
10.1.2 Why document a contact language?
239(1)
10.2 Types of contact languages
240(5)
10.2.1 Pidgin and creole languages
240(2)
10.2.2 Normative code-switching
242(1)
10.2.3 Mixed languages
243(1)
10.2.4 Language shift varieties
244(1)
10.3 Special considerations
245(5)
10.3.1 How much to document?
246(1)
10.3.2 Existing documentation of source languages
246(1)
10.3.3 Linguistic variation
246(2)
10.3.4 Language pride
248(1)
10.3.5 Gender of researchers
248(1)
10.3.6 Speaking a contact language as an 'outsider' linguist
249(1)
10.3.7 Naming a contact language
250(1)
10.4 Methods for documenting contact languages
250(8)
10.4.1 Problems with formal elicitation methods
250(1)
10.4.2 Corpus development
251(2)
10.4.3 Peer elicitation
253(1)
10.4.4 (Semi-)experimental methods
254(2)
10.4.4.1 Director-matcher tasks
254(1)
10.4.4.2 Card games
255(1)
10.4.4.3 Picture-prompt books
255(1)
10.4.5 Experimental methods
256(12)
10.4.5.1 Getting enough participants
256(1)
10.4.5.2 Assessing language proficiency in bilingual situations
257(1)
10.5 Summary
258(1)
10.6 Further reading
258(1)
References
258(3)
11 Verbal art 261(24)
11.1 Introduction
261(1)
11.2 Why document song and other verbal arts?
262(1)
11.3 Preparing for fieldwork on verbal art
263(2)
11.4 Methods for documentation
265(1)
11.5 Recording performances
266(1)
11.6 Playing back recordings
267(1)
11.7 Transcribing verbal art
268(4)
11.7.1 Texts and variation
270(1)
11.7.2 Notation systems and software
271(1)
11.8 Form in verbal art
272(1)
11.9 Translating verbal art
273(1)
11.10 Managing recordings
274(2)
11.11 Copies for the community
276(1)
11.12 Publishing verbal art
277(2)
11.12.1 Copyright and authorship
279(1)
11.13 Archiving and access
279(2)
11.14 Performances and intercultural exchanges
281(1)
11.15 Summary
282(1)
11.16 Further reading
282(1)
References
283(2)
12 A final word 285(4)
Reference
287(2)
Appendices 289(32)
Appendix 1 Map of major languages referred to in this book
290(1)
Appendix 2 Answers to exercises
291(24)
Appendix 3 Glossary
315(5)
Appendix 4 Acronyms
320(1)
Index 321
Felicity Meakins is a Senior Lecturer at the University of Queensland. She specialises in the documentation of Australian languages in the Victoria River District in northern Australia and the effect of English on Indigenous languages.

Jennifer Green is a Research Fellow at the University of Melbourne. Her main research interests are descriptive linguistics, lexicography, multimodality in narrative practices and sign language.

Myfany Turpin is a Research Fellow at the University of Sydney. Her research is in descriptive linguistics, poetry, song, ethnobiology and language revitalization.