![]() ![]() ![]() Since then the terms have been used in works on psychology, education, folklore, management, archeology, ethnography. ![]() In this work (1954, 1967) he coined the terms "emic" and "etic" to explain different approaches to language and culture. Pike says of his largest single publication (762 p.), Language in relation to a unified theory of the structure of human behavior, that "the total work arose from a struggle to describe empirical data, especially the Mixtec and Mazatec languages of Mexico". (Makkai was the informant in the demonstration he describes.) Fifty years after that first monolingual demonstration, Adam Makkai wrote an article in which he summarized what happens in a monolingual demonstration. The monolingual demonstrations were given each subsequent summer to SIL students and eventually to varied audiences around the world. And from his own monolingual approach to learning the Mixtec language in 1935, came the first monolingual demonstration given to his students in 1936. He often referred to his "ten days of phonetics" out of which eventually came his dissertation in which he attempted to describe every sound which he had read about "plus all of those which I could imagine by mental experiments with my mouth and tongue and throat." Out of his study of the Mixtec language came his book on Tone languages. His influence and contributions are part of a unified whole which kept growing. His personal mentoring of students and colleagues cannot be measured. His academic contributions are reviewed in more than 20 dictionaries and encyclopedias under the entries 'Pike', 'Tagmemics', or 'emic/etic'. 30(1):65-76.Ken Pike has had a significant impact not only on the linguistic organization which he led for most of his professional life, but also in the disciplines of linguistics and anthropology and philosophy and poetics. Southern African Linguistics and Applied Language Studies. (2012) The argument for evaluating monolingual language tests for equivalence across language groups. Southern African Linguistics and Applied Language Studies The argument for evaluating monolingual language tests for equivalence across language groups More specifically, the focus will be on an item bias analysis across the English- and isiXhosa-first language speakers for all the sub-tests of the adapted English version of the WMLS. The authors will present research conducted on the equivalence of an adapted English version of a standardisedĪcademic language proficiency test (Woodcock-Munoz Language Survey, WMLS, 2001), with its intended use being across English-first-language speakers and isiXhosa-first-language speakers. This paper will provide empirical support for the argument that the meaning of tests scores across groups (scalar equivalence) is as important in monolingual language proficiency testing as it is in any other cross-linguistic testing. Language tests as it in multilingual language tests. However it is increasingly acknowledged that scalar equivalence is as important in monolingual The demonstration of scalar equivalence in language proficiency tests (which can be viewed as monolingual language tests) has often been deemed as unnecessary as it is argued that the biases associated with the language of a test (used across multilingual language groups) will not occur. Show simple item record dc.date.accessioned ![]()
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