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Canadian English

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b, m, v, d, th (as in they), n, l, r, z, j, g, ng (and a ... knife, height, rice, lout, louse, house. only before voiceless consonants. Strathy Language Unit ... – PowerPoint PPT presentation

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Title: Canadian English


1
Canadian English
  • LING 202, Fall 2007
  • Dr. Tony Pi
  • Week 3 - Research Resources

2
Sounds of (Canadian) English
  • Broad a
  • dance, half, path, pasture
  • far, farm, dark
  • mass/grass plastic/plaster
  • Loss of r
  • farm, court, far, core
  • curse gt cuss girl gt gal horse gt hoss
  • Relic stress pattern
  • secretary, millinery, obligatory, monastery
  • Intonation
  • see p. 51
  • The case of khaki

3
Oot and Aboot
  • voiced consonants
  • b, m, v, d, th (as in they), n, l, r, z, j, g, ng
    (and a few more)
  • voiceless consonants
  • p, t, k, s, t, th (as in thin), k, sh, ch (and a
    few more)

4
Canadian Raising
  • AW and AY
  • how, houses, housing, rowdy, loud, wide, knives,
    hive, etc.
  • Raised
  • knife, height, rice, lout, louse, house
  • only before voiceless consonants

5
Strathy Language Unit
  • Rm. 206, Fleming Hall, Jemmett Wing
  • History of the Strathy Language Unit
  • The Strathy Language Unit was established in the
    Queen's English Department in 1981. It is funded
    by a bequest from an alumnus, J.R. Strathy, whose
    business interests revolved around prospecting
    and mines but whose lifelong passion was the
    English language. The principal mandate of the
    Strathy Language Unit is to "study standard
    English usage" and to produce "an authoritative
    guide to correct written and oral communication
    in English within Canada.
  • Strathy Corpus of Canadian English
  • over 57 million words of written and spoken
    Canadian English
  • contains Canadian newspapers, diverse magazines,
    biography, history, academic theses and journals,
    transcripts of university classes, Internet news,
    and so on
  • please don't hesitate to contact us if you are
    willing to contribute the contents of your e-mail
    "sent" box or your blog to the Strathy Corpus. We
    need samples of every type of writing.

6
Resources
  • Dictionaries
  • regional
  • Canadian English
  • Dialect Geography Atlases
  • isogloss
  • Databases and Corpuses
  • Undergraduate Working Papers

7
Dialect Atlases - Isoglosses
8
NORM
  • The usual speakers sought in dialect geography
    surveys
  • non-mobile
  • older
  • rural
  • males

9
Dialect Topography of Canada
  • Dialect Topography and Dialect Geography
  • Similarities
  • both comparative linguistic data from individuals
    in a particular geographical setting
  • both provide a macro-level perspective on
    linguistic variation
  • both survey people in a continuous area, making
    it possible to identify and isolate gross
    linguistic differences among speakers from region
    to region.
  • They can also provide thebasis for charting
    linguistic change in subsequent surveys.
  • Differences
  • representativeness
  • Dialect Geography NORMs non-mobile, older,
    rural males
  • time-effectiveness mass literacy,
    institutionalization, communication networks,
    computerization

10
DT Questionnaire
11
Using the DT Database
  • Database Skills
  • Using the View Results (Interface)
  • look at the online documentation for how to use
    the program.
  • 1. Generating a Regional Report
  • learn how to get a summary of a specific project
    region
  • 2. Question by Region
  • learn how to produce results for a single
    question, by region
  • learn the difference between show all responses
    and omit null responses
  • viewing line graphs
  • interpreting apparent time line graphs - does the
    graph resemble an S-curve?

12
Independent Variables
  • 3. Independent Variables
  • viewing data with respect to specific independent
    variables
  • Age, Sex, Social Class, Education
  • Regionality Index, Language Use Index,
    Occupational Mobility Index
  • reading the tables
  • 4. Apparent Time Graphing Program
  • access this graphing program from the View
    Results (Interface)
  • allows you to enter your own calculations and
    produce an apparent time graph

13
Examples to do in class
  • couch and chesterfield in project regions outside
    of the Golden Horseshoe
  • does the data in other regions support the
    analysis in the article?
  • couch and chesterfield (show all responses and
    omit null responses)
  • Practice
  • Try generating apparent time graphs for the
    following, and decide if there's a change in
    progress for the top variants. Experiment with
    different regions and settings.
  • question 59, sneak / snuck
  • question 16, mom
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