Problems of Uzbek written language Hikmet Koraş; Kevser Akman
Uluslararası türk lehçe araştırmaları dergisi : Online,
12/2023, Letnik:
7, Številka:
2
Journal Article
Recenzirano
Odprti dostop
Uzbek written language is a written language based on the speech of the people of the region, which does not date back to a century in Turkestan geography and includes sounds that are not found in ...the historical Turkic written languages used before. In the formation of the written language, there were decisions taken during the Russian Tsarist period, the principles of which were determined by Ilminsky and Ostroumov and accepted and supported by the administration. Giving education to the local people in the dialect they spoke and the Cyrillic alphabet, and during this education, the understanding of emphasizing and adopting the signs showing the sounds of Russian during this education has a great share in the formation of the current written language. The naming of both the written language and the people of the region is part of Ostroumov's missionary approach based on his studies of the region. Issues such as the reform of the Arabic alphabet, the transition to the Latin alphabet, the reorganization of the Latin alphabet taking into account the principles determined by Ostroumov, and the determination of the dialect or dialects that are the basis of the written language have been effective in the emergence of the Uzbek written language from the emergence of the Uzbek written language to the present day and have not yet reached a common denominator in spelling and pronunciation. In the study, the role of the administration during the Russian Tsardom and the Soviet Union in the emergence of the problem was discussed and the problem caused by it in the written language and its reflection on other issues in the Uzbek written language were discussed. The formation, study and processing of the grammar of the Uzbek written language, the creation of a written language dictionary, the problems created by the mentioned problems in the Uzbek lexicography were tried to be given in detail. This was tried to be given by discussing the political relations of the period, education in the mother tongue, and the factors in the formation of the written language.
Every written language arises from spoken language. Written language, which is formed in a regular manner, provides common communication in the sphere where the language is utilized. This does not ...mean the destruction of dialect. For the reason that, the written language and the spoken language are interactive within each other. However, if the written language does not adapt the material to its own rules which received from the spoken language, the existence of standard language is in distress. In line with this dimension, the Kazakh written language has not yet become a standard language. The Kazakh dialect which used in a wide geographical area is an artificial dialect created by Soviet administration. For this reason, it could not break the influence of Russian and reach its standards for a long time.
By the words of L.S.Vigotskiy, the written speech is “speech without intonation, expressive, generally without the whole sounding side. This is speech in thought, in representation, but speech devoid ...of the most essential feature of oral speech material sound. It is largely due to internal speech. When expressing thoughts through writing, inner speech is, as it were, formed into a verbal shell. The transmission of thoughts through written speech is a complex, multifaceted process. The purpose of this study is a scientific search in areas of the potential of written language for solving urgent problems of modern teaching methods. The main function of speech in humans, however, is that it is an instrument of thinking. Speech is the area where memory and thinking come into contact so much that it is sometimes difficult to decide what in speech belongs to memory and what to thinking. But it is with the formation of concepts that thinking begins its activity. Moving further and further away from written language, the students lose one of the important factors in the development of imagination, thinking, and creative activity. Therefore, in the classroom it is necessary to do the planned systematic work on the development of written speech.
Research on the cognitive consequences of bilingualism typically proceeds by labeling participants as "monolingual" or "bilingual" and comparing performance on some measures across these groups. It ...is well-known that this approach has led to inconsistent results. However, the approach assumes that there are clear criteria to designate individuals as monolingual or bilingual, and more fundamentally, to determine whether a communication system counts as a unique language. Both of these assumptions may not be correct. The problem is particularly acute when participants are asked to classify themselves or simply report how many languages they speak. Participants' responses to these questions are shaped by their personal perceptions of the criteria for making these judgments. This study investigated the perceptions underlying judgments of bilingualism by asking 528 participants to judge the extent to which a description of a fictional linguistic system constitutes a unique language and the extent to which a description of a fictional individual's linguistic competence qualifies that person as bilingual. The results show a range of responses for both concepts, indicating substantial ambiguity for these terms. Moreover, participants were asked to self-classify as monolingual or bilingual, and these decisions were not related to more objective information regarding the degree of bilingual experience obtained from a detailed questionnaire. These results are consistent with the notion that bilingualism is not categorical and that specific language experiences are important in determining the criteria for being bilingual. The results impact interpretations of research investigating group differences on the cognitive effects of bilingualism.
Longitudinal structural equation modeling was used to evaluate longitudinal relationships across adjacent grade levels 1 to 7 for levels of language in writing (Model 1, subword letter writing, word ...spelling, and text composing) or writing and reading (Model 2, subword letter writing and word spelling and reading; Model 3, word spelling and reading and text composing and comprehending). Significant longitudinal relationships were observed within and across levels of language: spelling to spelling and spelling to composing (Grades 1 to 7), Models 1 and 3, and composing to spelling (Grades 3 to 6, Model 1; Grades 4 to 6, Model 3); spelling to word reading and word reading to spelling (Grades 2 to 7), Models 2 and 3; spelling to word reading (Grade 1), Model 2, and word reading to spelling (Grade 1), Model 3; composition to comprehension (Grades 3 to 5), Model 3; comprehension to composition (Grades 2 to 6), Model 3; and comprehension to word reading (Grades 1 to 6), Model 3. Results are discussed in reference to the levels of language in translating ideas into written language and integrating writing and reading.
Stereotypes are associations between social groups and semantic attributes that are widely shared within societies. The spoken and written language of a society affords a unique way to measure the ...magnitude and prevalence of these widely shared collective representations. Here, we used word embeddings to systematically quantify gender stereotypes in language corpora that are unprecedented in size (65+ million words) and scope (child and adult conversations, books, movies, TV). Across corpora, gender stereotypes emerged consistently and robustly for both theoretically selected stereotypes (e.g., work–home) and comprehensive lists of more than 600 personality traits and more than 300 occupations. Despite underlying differences across language corpora (e.g., time periods, formats, age groups), results revealed the pervasiveness of gender stereotypes in every corpus. Using gender stereotypes as the focal issue, we unite 19th-century theories of collective representations and 21st-century evidence on implicit social cognition to understand the subtle yet persistent presence of collective representations in language.
•Human reading time for words varies logarithmically with word probability.•This is predicted by a novel incremental processing model.•It is also partially predicted an existing optimal perceptual ...discrimination model.
It is well known that real-time human language processing is highly incremental and context-driven, and that the strength of a comprehender’s expectation for each word encountered is a key determinant of the difficulty of integrating that word into the preceding context. In reading, this differential difficulty is largely manifested in the amount of time taken to read each word. While numerous studies over the past thirty years have shown expectation-based effects on reading times driven by lexical, syntactic, semantic, pragmatic, and other information sources, there has been little progress in establishing the quantitative relationship between expectation (or prediction) and reading times. Here, by combining a state-of-the-art computational language model, two large behavioral data-sets, and non-parametric statistical techniques, we establish for the first time the quantitative form of this relationship, finding that it is logarithmic over six orders of magnitude in estimated predictability. This result is problematic for a number of established models of eye movement control in reading, but lends partial support to an optimal perceptual discrimination account of word recognition. We also present a novel model in which language processing is highly incremental well below the level of the individual word, and show that it predicts both the shape and time-course of this effect. At a more general level, this result provides challenges for both anticipatory processing and semantic integration accounts of lexical predictability effects. And finally, this result provides evidence that comprehenders are highly sensitive to relative differences in predictability – even for differences between highly unpredictable words – and thus helps bring theoretical unity to our understanding of the role of prediction at multiple levels of linguistic structure in real-time language comprehension.
Research has shown that novel words can be learned through the mechanism of statistical or cross‐situational word learning (CSWL). So far, CSWL studies using adult populations have focused on the ...presentation of spoken words. However, words can also be learned through their written form. This study compared auditory and orthographic presentations of novel words with different degrees of phonological overlap using CSWL in a laboratory‐based and an online‐based approach. In our analyses, we first compared accuracy across modalities, with our findings showing more accurate recognition performance for CSWL when novel words were presented through their written forms (orthographic condition) rather than through their spoken forms (auditory condition). Bayesian modeling suggested that accuracy for the orthographic condition was higher in the laboratory compared to online, whereas performance in the auditory condition was similar across both experiments. We discuss the implications of our findings for presentation modality and the benefits of our online testing protocol for future research.
A one‐page Accessible Summary of this article in non‐technical language is freely available in the Supporting Information online and at https://oasis‐database.org
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