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Lesson 3: A Look into the Practical Work of a Linguist

Here, you will understand what linguists do in the field and what tools they use. You’ll also learn the usefulness of transcription and how to make them.

Key Concepts

  • Fieldwork

  • Observable Linguistic Behavior

  • Metalinguistic Knowledge

  • Equipment

  • Content

  • Metadata

  • Language Setting

  • Transcription

  • IPA 

UNIT 1: WHAT IS THE PROCESS INVOLVED IN CONDUCTING FIELDWORK?

When documenting a language, linguists follow a specific language documentation process, which is essential because it helps them build a corpus (a collection of spoken or written language used for linguistic analysis and research). Before linguists go out to the field, they need to have a solid plan, which includes an objective, a budget, a location and contacts to interview. Linguists also need permission from the people they interview to record or film them. They need to decide, as well, whether to do one-on-one interviews or group interviews. Something really important is that the linguists try to learn the language they are investigating. This way, the research can be done in just one language, and both the interviewer and the interviewee can understand each other better. Plus, using the same language helps the researcher figure out things such as rhythm and cadence. These are examples of  features that show how context and social factors influence the use and interpretation of language, particularly in communication. 

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When it comes to the practical part of fieldwork, linguists need some equipment. This includes a digital audio recorder, different types of microphones, and a video camera if necessary for the job. They also need a computer and some hard drives for backup storage.

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Activity 1: Imagine being a linguist in the field

Now you understand what a linguist needs to prepare in order to to be in the field and what kind of materials he needs to do his job. Put yourself in the shoes of a linguist and interviewer (imagine you already have all the equipment prepared). Your task is to ask your neighbor (who will be the interviewee) three questions about school. Record the interview with your smartphone and then analyse it.

 

After having done your recording, reflect on the atmosphere of the interview, the flow of the conversation, or anything that you had to attend to during the dialogue. If you need it, listen to it again.

 

Possible questions to ask:

  1. What is the best and most enjoyable thing you did at school today and why did you like it so much?

  2. Can you tell me about a topic in class that you didn’t find so interesting today?

  3. Please briefly describe what you love most about school and explain some of the reasons.

UNIT 2: THE IMPORTANCE OF TRANSCRIPTIONS IN THE FIELDWORK OF A LINGUIST

As you’ve learned earlier in the introduction, linguists, whose job is to document languages, primarily work with audios and recordings. However, their work doesn’t stop there. Once they’ve made the recordings, they have to annotate the information in a format that is accessible to a wider audience. This process includes creating written records. But to do that, linguists have to go through three main steps: transcription, translation and grammatical annotation.

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Here, we’ll focus on transcription, which can be defined as any symbolic representation that captures the meaningful aspects of recorded spoken language events. The goal is to represent everything as accurately as possible, including pauses, repetitions and even those moments when the speaker starts and stops. 

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The fastest way to do a transcription is to stay close to the spoken words. However, the people of this field, whose goal is to analyse the language, follow a more specific method. This allows them to distinguish between the fine characteristics of the spoken language. 

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One particular method we’ll explore is called phonetic transcription. This type of transcription is important because it helps capture the unique sounds and even tones of a language. In essence, it allows linguists to represent how words are pronounced.

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The most widely employed system for phonetic transcription is the International Phonetic Association (IPA) alphabet, which finds its basics in the Roman alphabet. Its aim is to provide a unique symbol for each distinct sound in a language and can even show things like nasalisation of vowels, the length of sounds, and word stresses. 

Part 1

Now that you know what the IPA is, try to translate the following sentence with the English words and letters you would normally use. You can use the table as a guide. write it in a paper or in your computer.

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Sentence to translate:

 

/ðɪs lÊŠks laɪk É™ ˈrɪdÉ™l, ˈdÊŒznt ɪt? wÉ›l dɪˈsaɪfÉ™d/

 

Translation: __________________________________________

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Activity 2: Transcripts

Part 2

Now that you have learned what a transcription is and what its main function is, you can try to create one by yourself. First of all, listen to the following recording of a woman from New Zealand. Transcribe the following audio into roman orthography (standard system of written english) standard English. 
 

New Zealand
00:00 / 00:38

Final thought for this lesson

Thanks to fieldwork, we can capture the elements that build up a culture, preserving the world’s diverse voices through the art of documentation.

Sources

Augustyn, Adam (2023). International Phonetic Alphabet. Retrieved from https://www.britannica.com/topic/International-Phonetic-Alphabet. 

 

Guerra, A. Outfit per conquistare il tuo uomo [Audio]. https://www.instagram.com/reel/CvsJVuzKHlK/?igshid=MXZwdXZtZ2dzY2dwaw== (14.11.2023).

 

Mosel, Elrike (2006). Fieldwork and community language work. In: Gippert, Himmelmann, Mosel (Ed.): Essentials of Language Documentation. (pp. 67 - 86). Berlin: de Gruyter. 

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New Zealand audio file taken from the English Corpus Computer located on the second floor of the English Department in the University of Bern.

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Pixabay.com (2016, June 13). Eagle [Photograph]. https://pixabay.com/es/photos/%C3%A1guila-monta%C3%B1as-lago-reflexi%C3%B3n-1450672/ (14.11.2023).

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Schultze-Berndt (2006). Linguistic annotation. In: Gippert, Himmelmann, Mosel (Ed.): Essentials of Language Documentation. (pp. 213 - 251). Berlin: de Gruyter.

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