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Language Acquisition / Re: Silent period
« Last post by Daniel on October 22, 2017, 08:32:19 PM »
What I meant by my signature was questions about the forum. Of course content questions are always welcome too, but there is a general (if unwritten) rule about "homework" type questions. It's nothing personal. The reasons are that the goal of homework is to figure it out yourself (or if this is a test, then of course to do it yourself), as well as trying to avoid answers to assignments being posted here for students to Google.

As for the question, as I said, I think it's an oversimplification without a single right answer. We could discuss the topic if you want, but maybe you should tell us what you think about it. It's not my area but I have some idea what you're talking about. In short, I would just say that it's odd to phrase it as "do most of the work themselves" as if the teacher can actually teach someone language. They're more of a guide or a coach, an information source, than actually a teacher when it comes to language, especially in terms of the students gaining confidence and fluency. So it's a partnership and cooperation one way or another, although I don't know what the specific context of this multiple choice question is to know the "right answer" (since it varies by context!). I'd say a good balance of everything, and possibly some different approaches for different students (or classes), but that doesn't fit the format of the question.

But now you've deleted the original question (which might be a good thing because it's from a test!), so maybe you should repost something else as a general topic to discuss if you want.
Linguist's Lounge / Re: Help me with my new website!
« Last post by Daniel on October 22, 2017, 08:26:52 PM »
No idea about the programming questios (I'd recommend the forums at for web design and programming!), but the game was fun to click for a minute.

As for linguistics, it's hard to think of a game that would fit. Maybe something about a conlang, but still it's hard to say what that would be exactly. Of course you could design something other than a game, such as a grammar tool (whether it makes trees, or conjugates verbs, or whatever), but some of that would be text/language-based rather than the interface.
Semantics and Pragmatics / Re: Apocope, meaning change and lexeme
« Last post by Daniel on October 22, 2017, 08:24:34 PM »
That's an interesting (and very long) list. You might almost be able to argue for a semantically-based derivational process with that data. Well done!

There is still the question of why, though. My guess would be something like this, sort of from an economic perspective: people say shorter things for products and goods that are tangible, so they truncate longer forms to refer to concrete things that are of immediate relevance. So the resulting semantics might just be coincidental (but perhaps almost conventional now, since it is so common).
Semantics and Pragmatics / Re: Apocope, meaning change and lexeme
« Last post by vox on October 22, 2017, 05:35:05 AM »
In French, it seems that truncation always selects a concrete meaning and eliminate the abstract one. It’s obvious when the original form is a noun of property :
actualité ‘currentness;the news’ > actu ’the news’
publicité ‘publicness;advertising’ > pub ‘advertising’
faculté ‘faculty/aptitude;college’ > fac ‘college’
promotion ‘fosterage/support;professional elevation;special offer (in a shop);advertising for the release of a new movie/book/etc.;school group/year group’ > promo all but ‘fosterage/support’
combinaison ‘combination;sort of suits often made in one piece combining the high and low part (wetsuit, ski suit, tracksuit, coveralls, space suit, etc.)’ > combi ‘sort of suits’ (I think the meaning ‘combination’ is not completely impossible in a community of mathematicians or engineers)
cinéma ‘movie art;movie theater’ > ciné ‘movie theater’
chorégraphie ‘art of composing dances;particular sequence of dance movements’ > choré ‘particular sequence of dance movements’

When the original meaning is concrete (animate, inanimate and material, locations, etc.), nothing changes except from the language register :
microphone ‘microphone’ > micro ‘microphone’ (either the one to speak with or the one to spy with)
métropolitain ‘subway’ > métro ‘subway’ (informal)
homosexuel (noun) ‘homosexual’ > homo ‘homosexual’ (informal)
restaurant ‘restaurant’ > resto ‘restaurant’ (informal)
adolescent (noun) ’teenager’ > ado ’teenager’ (informal)
mythomane (noun) ‘mythomaniac’ > mytho ‘mythomaniac’ (very informal)
appartement ‘appartment’ > appart ‘appartment’ (informal)

May be an exception with fanatique (noun) ‘religious zealot;very intolerant person’, the meaning changes in fan ‘admirer, nut’ (borrowed from English, not a French truncation) and fana ’nut’  (as in I’m a moto nut). Neither fan nor fana can be used to express the meaning ‘religious zealot;very intolerant person’, even in an informal way.
Linguist's Lounge / Help me with my new website!
« Last post by FlatAssembler on October 22, 2017, 04:27:04 AM »
Hi Daniel (and other people here who know something about informatics)!
I'm building a website, and I need some help. Here is its URL:
Specifically, I'm interested in how the Pacman game is working on various smartphones. It's supposed to have two interfaces. One is that the Pacman follows your finger, that it goes in the direction where you last tapped. In case it doesn't work, it has another interface, the bottons bellow the maze. On Samsung Galaxy S3 Mini both interfaces work, but I haven't had a chance to test it on some other smartphones.

If you could give me some other ideas for my website (I've already written something about linguistics on it), I'd appreciate that. Do you have maybe an idea for some game about linguistics that's easy to programme? I don't think I would be able to make a game any more complicated than that Pacman is.
Sociolinguistics / Re: Code-mixing and borrowing
« Last post by vox on October 22, 2017, 04:23:36 AM »
As for code-switching vs. borrowing, the distinction is that borrowing is a conventionalization process, while code-switching is just a using-in-the-moment process.
That’s right. I would also say that borrowing consist in introducing a unit from language A into language B without producing a language C which would be incomprehensible for the speakers of language B. 
Language Acquisition / Re: Silent period
« Last post by Lola on October 22, 2017, 03:55:18 AM »
"Welcome to Linguist Forum! If you have any questions, please ask"

you say you welcome ANY questions, anyway,I know what the silent period is but this one seems to have more than one correct answer and that why I ask here.
Language Acquisition / Re: Silent period
« Last post by Daniel on October 21, 2017, 06:22:43 PM »
So, teacher homework? Either way it seems like something you're meant to think about and maybe not with just one correct answer. (Or the "correct" answer might be given in the manual/textbook/whatever although I wouldn't agree there's always just one way to do things.)
Language Acquisition / Re: Silent period
« Last post by Lola on October 21, 2017, 05:37:53 PM »
Well, I'm not asking you to do a homework since I'm not even a student . This not a home work it's an assessment test for teachers.
Language Acquisition / Re: Silent period
« Last post by Daniel on October 21, 2017, 03:21:25 PM »
Is this a homework question? We won't do homework for you.

Also, is this specific to language learning or just teaching in general?
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