题目内容
Partly due to a historical development marked by worldwide colonialism, urbanization, and globalization, in the course of this century humankind is likely to experience its most extreme cultural loss. As K David Harrison notes in When Languages Die, "The last speakers of probably half of the world"s languages are alive today." Their children or grandchildren are pressured to speak only thedominant language of their community or country. Under one estimate, more than 50% of the 6,900 or so languages identified nowadays are expected to become extinct in a matter of a few ecades. The precise criteria for what counts as a distinct language are controversial—especially those regarding closely related linguistic systems, which are often inaccurately referred to as dialects of the same language. The problem is complicated by the insufficiency of studies about the grammar of many of the world"s endangered languages. In addition, from a cognitive standpoint any two groups of individuals whose languages are mutually intelligible may in fact have distinct mental grammars. As a cognitive system, a language shows dynamic properties that cannot exist independently of its speakers. This is the sense in which the Anatolian languages and Dalmatian are extinct. Therefore, language preservation depends on the maintenance of the native-speaking human groups. Unfortunately, the most accelerated loss of distinct languages takes place where economic development is rapid, worsening the breakdown of minority communities that speak different languages. In this perspective, a language often begins to die long before the passing of the last speaker: New generations may start using it only for limited purposes, increasingly shifting to the community"s dominant language. In this process, knowledge of the dying language erodes both at the individual level and at the community level. Linguistic diversity itself may be the worst loss at stake, because it may be the most promising and precise source of evidence for the range of variation allowed in the organization of the human cognitive system. For instance, Harrison discusses many strategies for manipulating quantities across languages, often endangered ones. The rapid loss of linguistic diversity substantially hinders comparative investigation about the multiple ways in which a single cognitive domain can be organized. Linguists are well aware that their efforts alone cannot prevent this loss. Community involvement, especially with government support, has proven essential in slowing or even reversing language loss in different cases (e.g., Basque and Irish). Crucially, endangered languages must be acquired by new generations of speakers. Here the biological metaphor adopted by Harrison applies appropriately—documentation of dead languages is akin to a fossil record, providing only partial clues about complex cognitive systems. The start of language dying is indicated by_____.
查看答案
搜索结果不匹配？点我反馈
更多问题
"It keeps you grounded, puts you in a situation that keeps you out of trouble, and puts you with a group that has the same mind-set," says Molly Skinner, a sophomore at the University of North Carolina-Chapel Hill, appraising the nonathletic benefits she experienced while playing soccer in high school. According to one new study, suiting up for the high school team does seem to givegirls a boost when it comes to getting a college diploma. The recent study, conducted by professors from Brigham Young University (BYU) and West Chester University of Pennsylvania (WCUP), found that women who played sports in high school were 73 percent more likely to earn a bachelor"s degree within six years of graduating from high school than those who did not. (The study did not look at male athletes.) Their analysis of data from 5,103 women collected as part of a U.S. Department of Education study found that even among girls who face statistical challenges finishing college based on socioeconomic background, the athletes still had more than 40 percent higher college completion rates than nonathletes, regardless of whether they played at the college level. "In times when we worry about improving academic performance or outcomes, we wonder should we be devoting time and money to extracurricular activities" asks BYU Prof. Mikaela Dufur, one of the study"s authors. "These are important arenas for—in our case—girls to make connections with others and adults who help encourage them to succeed." At the collegiate level, though, the measure of women"s sports remains as murky (unclear) as ever, thanks to the politics of Title DC Enacted in 1972, Title DC guarantees women equal opportunity in collegiate sports, but its critics contend that many schools reach that balance by cutting men"s teams rather than adding women"s.A July report on Title DC from the Government Accountability Office (GAO) has done little to settle the debate. That study found increases in student participation in college athletics on both sides of the gender line, though the growth rate was higher for women"s teams and female athletes. Title DC critics say that the GAO report relies too heavily on National Collegiate Athletic Association (NCAA) data, which can obscure the number of men"s teams cut from particular schools as more colleges join the NCAA verall. While the political debate continues, female athletes themselves seem to be focusing on the finish line. "I think that sports teaches you to persevere," says Virginia Tech-bound Rachel Plumb, who raced on her high school"s cross country team. "It teaches you to keep an eye on a goal." We can conclude from the text that _____.
"It keeps you grounded, puts you in a situation that keeps you out of trouble, and puts you with a group that has the same mind-set," says Molly Skinner, a sophomore at the University of North Carolina-Chapel Hill, appraising the nonathletic benefits she experienced while playing soccer in high school. According to one new study, suiting up for the high school team does seem to givegirls a boost when it comes to getting a college diploma. The recent study, conducted by professors from Brigham Young University (BYU) and West Chester University of Pennsylvania (WCUP), found that women who played sports in high school were 73 percent more likely to earn a bachelor"s degree within six years of graduating from high school than those who did not. (The study did not look at male athletes.) Their analysis of data from 5,103 women collected as part of a U.S. Department of Education study found that even among girls who face statistical challenges finishing college based on socioeconomic background, the athletes still had more than 40 percent higher college completion rates than nonathletes, regardless of whether they played at the college level. "In times when we worry about improving academic performance or outcomes, we wonder should we be devoting time and money to extracurricular activities" asks BYU Prof. Mikaela Dufur, one of the study"s authors. "These are important arenas for—in our case—girls to make connections with others and adults who help encourage them to succeed." At the collegiate level, though, the measure of women"s sports remains as murky (unclear) as ever, thanks to the politics of Title DC Enacted in 1972, Title DC guarantees women equal opportunity in collegiate sports, but its critics contend that many schools reach that balance by cutting men"s teams rather than adding women"s.A July report on Title DC from the Government Accountability Office (GAO) has done little to settle the debate. That study found increases in student participation in college athletics on both sides of the gender line, though the growth rate was higher for women"s teams and female athletes. Title DC critics say that the GAO report relies too heavily on National Collegiate Athletic Association (NCAA) data, which can obscure the number of men"s teams cut from particular schools as more colleges join the NCAA verall. While the political debate continues, female athletes themselves seem to be focusing on the finish line. "I think that sports teaches you to persevere," says Virginia Tech-bound Rachel Plumb, who raced on her high school"s cross country team. "It teaches you to keep an eye on a goal." It can be inferred from the text that _____.
Partly due to a historical development marked by worldwide colonialism, urbanization, and globalization, in the course of this century humankind is likely to experience its most extreme cultural loss. As K David Harrison notes in When Languages Die, "The last speakers of probably half of the world"s languages are alive today." Their children or grandchildren are pressured to speak only thedominant language of their community or country. Under one estimate, more than 50% of the 6,900 or so languages identified nowadays are expected to become extinct in a matter of a few ecades. The precise criteria for what counts as a distinct language are controversial—especially those regarding closely related linguistic systems, which are often inaccurately referred to as dialects of the same language. The problem is complicated by the insufficiency of studies about the grammar of many of the world"s endangered languages. In addition, from a cognitive standpoint any two groups of individuals whose languages are mutually intelligible may in fact have distinct mental grammars. As a cognitive system, a language shows dynamic properties that cannot exist independently of its speakers. This is the sense in which the Anatolian languages and Dalmatian are extinct. Therefore, language preservation depends on the maintenance of the native-speaking human groups. Unfortunately, the most accelerated loss of distinct languages takes place where economic development is rapid, worsening the breakdown of minority communities that speak different languages. In this perspective, a language often begins to die long before the passing of the last speaker: New generations may start using it only for limited purposes, increasingly shifting to the community"s dominant language. In this process, knowledge of the dying language erodes both at the individual level and at the community level. Linguistic diversity itself may be the worst loss at stake, because it may be the most promising and precise source of evidence for the range of variation allowed in the organization of the human cognitive system. For instance, Harrison discusses many strategies for manipulating quantities across languages, often endangered ones. The rapid loss of linguistic diversity substantially hinders comparative investigation about the multiple ways in which a single cognitive domain can be organized. Linguists are well aware that their efforts alone cannot prevent this loss. Community involvement, especially with government support, has proven essential in slowing or even reversing language loss in different cases (e.g., Basque and Irish). Crucially, endangered languages must be acquired by new generations of speakers. Here the biological metaphor adopted by Harrison applies appropriately—documentation of dead languages is akin to a fossil record, providing only partial clues about complex cognitive systems. We can infer from the metaphor in the last paragraph that_____.
"It keeps you grounded, puts you in a situation that keeps you out of trouble, and puts you with a group that has the same mind-set," says Molly Skinner, a sophomore at the University of North Carolina-Chapel Hill, appraising the nonathletic benefits she experienced while playing soccer in high school. According to one new study, suiting up for the high school team does seem to givegirls a boost when it comes to getting a college diploma. The recent study, conducted by professors from Brigham Young University (BYU) and West Chester University of Pennsylvania (WCUP), found that women who played sports in high school were 73 percent more likely to earn a bachelor"s degree within six years of graduating from high school than those who did not. (The study did not look at male athletes.) Their analysis of data from 5,103 women collected as part of a U.S. Department of Education study found that even among girls who face statistical challenges finishing college based on socioeconomic background, the athletes still had more than 40 percent higher college completion rates than nonathletes, regardless of whether they played at the college level. "In times when we worry about improving academic performance or outcomes, we wonder should we be devoting time and money to extracurricular activities" asks BYU Prof. Mikaela Dufur, one of the study"s authors. "These are important arenas for—in our case—girls to make connections with others and adults who help encourage them to succeed." At the collegiate level, though, the measure of women"s sports remains as murky (unclear) as ever, thanks to the politics of Title DC Enacted in 1972, Title DC guarantees women equal opportunity in collegiate sports, but its critics contend that many schools reach that balance by cutting men"s teams rather than adding women"s.A July report on Title DC from the Government Accountability Office (GAO) has done little to settle the debate. That study found increases in student participation in college athletics on both sides of the gender line, though the growth rate was higher for women"s teams and female athletes. Title DC critics say that the GAO report relies too heavily on National Collegiate Athletic Association (NCAA) data, which can obscure the number of men"s teams cut from particular schools as more colleges join the NCAA verall. While the political debate continues, female athletes themselves seem to be focusing on the finish line. "I think that sports teaches you to persevere," says Virginia Tech-bound Rachel Plumb, who raced on her high school"s cross country team. "It teaches you to keep an eye on a goal." BYU Prof. Mikaela Dufur found that extracurricular activities _____.
微信支付 
支付宝支付