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The Ausbau of Present-Day Scots

2006· article· en· W33314200 sur OpenAlex

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Notice bibliographique

RevueScottish language · 2006
Typearticle
Langueen
DomaineArts and Humanities
ThématiqueLinguistics, Language Diversity, and Identity
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésScotsSociologyLinguisticsPhilosophy
DOInon disponible

Résumé

récupéré en direct d'OpenAlex

The aim of this paper is to give an overview of two aspects of modern-day Scots: its range of use (which is larger than sometimes assumed) and its standardisation (or lack thereof). Both aspects have come to be subsumed under the term ausbau, (1) following its introduction by the German philologist Heinz Kloss in 1967. The term itself has led to some degree of confusion, not least, perhaps, due to the difficulty of translating it into English. We will therefore start with a closer look at what ausbau is and how the term has been used. After that, the state of Scots ausbau in relation to domains and standardisation at the beginning of the twenty-first century will be investigated before, finally, we examine the significance of and motivation for the ausbau of Scots. This paper is not the first study of its kind. In 1979, A.J. Aitken gave an overview of the state of ausbau of Scots at that time, with a special focus on educational and academic contexts. McClure, in the same volume, looked at the 'range of uses' from a more literary perspective. This paper aims to be much broader in outlook, paying attention to as wide a range of domains (2) in which Scots is used at the beginning of the twenty-first century as possible. However, even for a vernacular whose range of uses is somewhat limited, any attempt at describing something as complex as the state of ausbau cannot claim to be comprehensive. Placing the emphasis on breadth rather than depth, but including individual cases that are considered particularly interesting or relevant, this paper operates within the following limitations: (i) It is restricted to the ausbau of Scots in Scotland. International varieties of Scots (as found in Ulster or Canada) are not considered. (ii) The paper is concerned only or mainly with the situation as it presents itself at the beginning of the twenty-first century. For historical overviews see Gorlach 1998 Ch. 5 and 2002. (iii) No consideration is given to works on Scots but not in Scots. Researching and writing on a variety does not, in my view, automatically contribute to its ausbau. This means that a large bulk of academic work on the Scots language is not reflected upon here. (iv) Finally, literature, one of the strongholds of Scots, can only be mentioned in passing and for the sake of completeness. There are a number of works on Scots literature that deal with the topic in a much more comprehensive way than can possibly be expected in the scope of the present paper. 1. WHAT IS AUSBAU? Stemming from the question of how language can be distinguished from dialect, Kloss distinguishes two qualities by virtue of which speech varieties can be assigned the label of 'language'. They could be structurally different from a (geographically) neighbouring variety, in which case they would be labelled as 'abstand languages', with 'abstand' being the German term for distance. This is the case for Gaelic as opposed to English in Scotland and Ireland or for French and Italian as opposed to German in Switzerland, and this is the traditionally and among non-linguists widely accepted criterion for the recognition of a variety as a language. Alternatively, and perhaps less palpable at first sight, Kloss labelled varieties that attain their language status 'by development' as 'ausbau languages' (Kloss 1967: 29): 'Languages belonging in this category are recognized as such because of having been shaped or reshaped, moulded or remoulded--as the case may be--in order to become a standardized tool of literary expression. We might say that an Ausbausprache is called a language by virtue of its having been reshaped, i.e. by virtue of its reshapedness if there were such a word.' By setting the (more or less) absolute criterion of 'standardized tool of literary expression', Kloss leaves little room for questions of degree: most varieties will either clearly pass or fail this criterion. (3) Kloss's terminology of abstand and ausbau languages has been variously taken up in linguistics throughout the Western world; his definition of the terms, however, has sometimes been altered or even confused. …

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Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,000
score de la tête « metaresearch » (Gemma)0,001
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesCharge utile insuffisante (le modèle a refusé de juger)
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Sans objet · Signal consensuel: Sans objet
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,150
Score d'incertitude au seuil1,000

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0000,001
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0000,000
Communication savante0,0000,000
Science ouverte0,0000,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0010,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,009
Tête enseignante GPT0,210
Écart entre enseignants0,201 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle