LEADER 05880nam 2200733 a 450 001 9910452438703321 005 20200520144314.0 010 $a1-280-87968-8 010 $a9786613720993 010 $a90-272-7462-2 035 $a(CKB)2550000000109663 035 $a(EBL)949203 035 $a(OCoLC)797918092 035 $a(SSID)ssj0000692268 035 $a(PQKBManifestationID)12274294 035 $a(PQKBTitleCode)TC0000692268 035 $a(PQKBWorkID)10635645 035 $a(PQKB)11172991 035 $a(MiAaPQ)EBC949203 035 $a(Au-PeEL)EBL949203 035 $a(CaPaEBR)ebr10574856 035 $a(CaONFJC)MIL372099 035 $a(EXLCZ)992550000000109663 100 $a20120123d2012 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPhonological variation in rural Jamaican schools$b[electronic resource] /$fVe?ronique Lacoste 210 $aAmsterdam ;$aPhiladelphia $cJohn Benjamins Pub. Co.$d2012 215 $a1 online resource (307 p.) 225 1 $aCreole language library,$x0920-9026 ;$vv. 42 300 $aOriginally published as: Thesis (Ph.D.) -- University of Essex, 2008. 311 $a90-272-5265-3 320 $aIncludes bibliographical references and index. 327 $aPhonological Variation in Rural Jamaican Schools; Editorial page; Title page; LCC data; Table of contents; Acknowledgements; List of tables, figures and charts; Chapter 1. Introduction; 1.0 General scope of the study; 1.1 Sketching out the language situation in Jamaica; 1.2 Learning standard Jamaican English in school; 1.3 Acquisition vs. learning of speech patterns; 1.4 Research objectives of the study; 1.5 Theoretical framework: Variationist and usage-based models; 1.6 Structure of the book; Chapter 2. Variation in child phonology; 2.0 Introduction; 2.1 Acquiring sociolinguistic variables 327 $a2.2 Communicative competence 2.3 Phonology and phonetics intertwined in the lexicon; 2.4 Acquiring socio-phonetic variation; 2.5 Usage-based models of language; 2.5.1 Frequency; 2.6 Exemplar-based L2 learning and frequency effects; 2.7 Sociolinguistics in SLA research; 2.8 Summary; Chapter 3. Language and education in Jamaica; 3.0 Introduction; 3.1 Sociolinguistic awareness as part of language learning; 3.2 Note on language standardisation; 3.2.1 Defining a 'standard' in the Jamaican context; 3.3 SJE as the target in education; 3.4 Official implementation vs. local representativeness of SJE 327 $a3.4.1 Model, input and output 3.5 Modelling the sounds of SJE: Pedagogy and methods; 3.5.1 Integrated studies: Language Arts and Phonics; 3.6 Some examples of sound drilling in the classroom; 3.7 Summary; Chapter 4. Researching the school communities; 4.0 Introduction; 4.1 Fieldwork in an educational context; 4.2 The school communities; 4.3 Gaining access to the schools; 4.4 Selection of informants; 4.4.1 Choice of age group; 4.5 Data types and procedures; 4.5.1 Observational data collection; 4.5.2 Tasks and materials used for elicitation; 4.5.3 Conduct of recordings 327 $a4.6 Pedagogical factors for explaining variation 4.6.1 Target; 4.6.2 Frequency; 4.7 Quantitative methods; Chapter 5. Word-final (-t, -d) consonant clusters; 5.0 Introduction; 5.1 A note on terminology; 5.2 Consonant clusters as a continuous process of acquisition; 5.3 Acquiring SJE consonant clusters in class; 5.4 Variationist constraints on consonant clusters; 5.5 Some empirical findings on clusters in Jamaican; 5.6 Consonant clusters in rural Jamaican schools; 5.6.1 Children's acquisition of clusters as a variable process; 5.6.2 Cluster variation in teacher speech; 5.7 Linguistic factors 327 $a5.7.1 Negation clusters 5.7.2 Cluster absence and preceding segment; 5.7.3 Cluster absence and following segment; 5.8 The role of pedagogical factors on cluster absence; 5.8.1 Target; 5.8.2 Task; 5.9 The role of frequency on cluster absence; 5.10 Summary: Acquiring variation in complex sequences of sounds; Chapter 6. Word-final vowel duration; 6.0 Introduction; 6.1 The Jamaican vowel system; 6.2 Vowel length and word-level prominence in English and Jamaican; 6.3 Methods for the acoustic and statistical analyses; 6.3.1 Dependent variable: Vowel duration; 6.3.2 Independent variables 327 $a6.4 Vowel duration contrasts in the teachers' data 330 $aThis book investigates variation in the classroom speech of 7-year-old children who are learning Standard Jamaican English as a second language variety in rural Jamaica. For sociolinguists and second language/dialect researchers interested in the acquisition and use of sociolinguistic variables, an important challenge is how to efficiently account for language learning mechanisms and use. To date, this book is the first to offer an interdisciplinary look into phonological and phonetic variation observed in primary school in Jamaica, that is from the perspective of classic variationist and quan 410 0$aCreole language library ;$vv. 42. 606 $aEnglish language$xStudy and teaching$zJamaica 606 $aLanguage and languages$xVariation$zJamaica 606 $aGrammar, Comparative and general$xPhonology 606 $aLanguage and education$zJamaica 606 $aSociolinguistics$zJamaica 608 $aElectronic books. 615 0$aEnglish language$xStudy and teaching 615 0$aLanguage and languages$xVariation 615 0$aGrammar, Comparative and general$xPhonology. 615 0$aLanguage and education 615 0$aSociolinguistics 676 $a427/.97292 700 $aLacoste$b Ve?ronique$0862541 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910452438703321 996 $aPhonological variation in rural Jamaican schools$91925272 997 $aUNINA