https://surveywiki.info/index.php?title=Special:NewPages&feed=atom&hideliu=&hidepatrolled=&hidebots=&hideredirs=1&limit=50&namespace=0SurveyWiki - New pages [en]2024-03-28T10:34:15ZFrom SurveyWikiMediaWiki 1.33.0https://surveywiki.info/index.php?title=InterviewsInterviews2012-10-01T14:44:50Z<p>Ken decker: Created page with "Any cross-cultural interaction between a researcher and the subjects of research may be considered an interview. These interactions may range from asking directions of someone al..."</p>
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<div>Any cross-cultural interaction between a researcher and the subjects of research may be considered an interview. These interactions may range from asking directions of someone along the way, or a formal interview with a locally knowledgeable expert. Interviews are an important part of many different data collections methods. For ethical interaction the purpose of research and the dissemination of the information needs to be explained. When a test is administered the researcher will need to explain the purposes and process of the test. Formal interviews are a valuable way to gathered signficant information. These interactions are considered cross-cultural because we can expect that the researcher comes to the interview with a different set of values, assumptions,expectations, and goals than the interviewee. There are three important parts of interviewing technique: basic interaction, question design, and analysis.<br />
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==Basic Interaction==<br />
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When the researcher meets with a person for an interview, two aspect must be recognized and understood: the cultures involved and the context. Each person carries with them a set of values, assumptions, expectations, and goals in the interaction. Some of these values and assumptions may be culturally conditioned, but personnal disposition may be more important. <br />
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The researcher needs to be very aware and cautious of the potential for misunderstanding and conflict between the values, assumptions and goals of the participants of an interview. A researcher obviously values honesty and completness in the interview. The researcher should have an expectation that the interviewee will not fully understand the purpose of the research, will make assumptions based on his/her values and expectations, and will not be able to answer for more than his/her knowledge and experience. A good researcher should suspend assumptions as much as possible, but being human it may not be possible to be completely void of assumptions.<br />
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It is advisable for the researcher to have an attitude of benevolant scepticism. This term refers to an expectation that some information given by an interviewee will not be accurate. The researcher shouldn't assume that all interviewees want to be as helpful as possible, but this isn't to suggest an attitude of paranoia or suspicion. Some cultures may believe that it is dangerous to give an outsider truthful and complete information. Due to the subject matter of an interview the interviewee may want to deceive, but the researcher should not assume that the interviewee has malicious intentions. These cultures and interviewees may have good reasons for being cautious. It is the burden of the researcher to understand and adapt to the perspective of the interviewee.<br />
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The researcher can only understand the context of the interview based on the researchers quantity and quality of interaction with the interviewee and his/her culture. In some cultures it may be very uncomfortable for an individual to be separated from the group for a private interview. This context may cause the interviewee to give cautious and incomplete answers. In some cultures the individual may not feel they can speak for the larger community. Some researchers have arrived in a community at a time of festival only to find that everyone is drunk. This context will obviously affect the quality of an interview.<br />
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For more description on the kinds and variation of different perspectives see:<br />
* Borofsky, Robert. 1987. Making History: Pukapukan & Anhropological Constructions of Knowledge. Cambridge: CUP.<br />
* Foley, William A. 1997. Anthropological linguistics: an introduction. Oxford: Blackwell.<br />
* Keenan, Elinor Ochs. 1976. The universality of conversational postulates. Language in Society 5(1). 67-80.<br />
* Robbins, Joel. 2001. God is nothing but talk: modernity, language, and prayer in a Papua New Guinea society. American Anthropologist 103(4). 901-912.<br />
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==Question Construction==<br />
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This section is not meant to replace the larger and more thorough section on [[questionnaires]], but to make more general comments on the questions used in interviews.<br />
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==Analysis==<br />
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Interview information is generally more qualitative than quantitative data. It is important when analyzing data from an interview to remember that these are the responses of individuals and are, therefore, dependant on the individuals perspective and experience. It is also important to be honest and complete about the source of information when reporting conclusions based on the responses of individuals.</div>Ken deckerhttps://surveywiki.info/index.php?title=Church_Domains_ToolChurch Domains Tool2012-07-11T05:35:19Z<p>Admin: </p>
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<div>{{pmtoolsbox}}<br />
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==Purpose==<br />
This tool aims to help the community describe both the domains of church language use that are important to them and which languages they use for each.<br />
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==Materials==<br />
* '''pre-printed domain labels''' with typically encountered church domains<ref>For surveys in PNG, the following domains were pre-printed: liturgy, preaching, notices, prayer, youth meetings, womens meetings, Sunday School and Bible readings</ref>. These should be laminated or otherwise made durable and preferably in colour to engage the community.<br />
* several '''blank labels''' - enough for the community to write their village name, their language name, and any domains they might suggest in addition to those you've pre-printed<br />
* '''non-permanent marker pen'''<br />
* '''pre-printed "other language" label'''<br />
* enough '''red plastic chips''' to mark every label including their language label<br />
* enough '''yellow plastic chips''' as red plastic chips<br />
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==Procedure==<br />
In the following tables, a phrase in ''italics'' means that the tool leader can vary the phrase depending on the context. Also, V = vernacular and OL = other language<br />
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{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 1a || style="width:350px;" | Clarify what denominations exist. || style="width:350px;" | Now we’d like to talk about church. First, we’d like to know what denominations you have in ''village.'' || style="width:350px;" | Data recorder writes down all denominations mentioned.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 1b || To introduce church domains show ''preaching'' card. || One church activity is ''the sermon''. Can you please put this card on the ground? || Volunteer takes card and puts it down. Repeat step for announcements and singing cards.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 1c || Encourage the community to produce more domains. || Now we’ve put some on the ground. There are others. Can you suggest more? [When they run out of ideas, prompt them with remaining domains] || If they say domains that you already have cards for, provide them. If not, provide a pen and blank card for them to write a key word on.<br />
|- bgcolor=#C6AEC7 valign="top"<br />
| || || || <br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2a || To confirm the name of the vernacular used in this location, hand a blank card to a volunteer. || What's the name of your language? Can you write it on this card? || Volunteer takes card and writes language before putting it on the ground.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2b || Show the "other language" card. || Do you use other languages apart from V in ''village?'' If so, please put this card down next to your language card. || If they agree, take the OL card and put this on the ground next to their V card.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2c || To key the V with a colour, give volunteer a red chip. || Now, we’d like to mark these cards with colours. Put this red chip on the card with your language name on it. || Volunteer puts red chip on the V card.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2d || If the OL card is used, key it with a colour. Give volunteer a yellow chip. || I’ll give you another colour. Yellow represents other languages. Please put this chip on the OL card. || Volunteer puts yellow chip on the OL card.<br />
|- bgcolor=#C6AEC7 valign="top"<br />
| || || || <br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3a || To identify which domains they use V for in church, hand a volunteer some red chips. || Now, we’ll give you some red chips. Together, mark each activity where you use V by putting a red chip on top of the card. If you use another language as well as V, put a red chip too. If you only use a language other than V, leave the card blank. || Volunteer follows community prompts to place red chips on domains they use V for. <br />
|- bgcolor=#FFF8FE valign="top"<br />
| 3b || To identify which domains they use OL for in church, hand a volunteer some yellow chips. || Now, we’ll give you some yellow chips. Together, mark each activity in the church where you use OL by putting a yellow chip on the card. If you use OL as well as V, put a yellow chip. If you only use V and don’t use OL, don’t put a yellow chip on the card. || Volunteer follows community prompts to place yellow chips on domains they use OL for. <br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3c || Check that what they have given represents what they want to say. || Okay, let’s check. You use OL for ''domain'', ''domain'' etc. You don’t use only V for ''domain'', ''domain'' etc. || Community agree or revise their answer as necessary.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 3d || Discover what OL they use in addition to V by asking them to give you details of these. || For ''domain'' you use another language. What is this? Do you use another language too or just this one? || Community detail languages other than V which they use in these church domains.<br />
|}<br />
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[[Image:Church_Domains_Tool.jpg|none|frame|A community leader identifies church languages in Morobe Province, Papua New Guinea. February, 2012.]]<br />
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<references/><br />
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Go back to [[Participatory Methods]]<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=The_Wheel_of_VitalityThe Wheel of Vitality2012-07-04T05:55:06Z<p>Admin: /* Part 5: Checking vitality of language of children/mothers & children */</p>
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<div>{{pmtoolsbox}}<br />
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==Purpose==<br />
The purpose of this tool is to enable a rapid assessment of community language vitality through the assignment of an [[EGIDS]] score between 8 and 6b.<br />
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==Materials==<br />
* '''blank label''' for community to write their language name on<br />
* '''blank label''' for community to write their village name on<br />
* '''marker pen'''<br />
* '''photos''' that typically represent community demographics. There should be one each of middle-aged wo/men, elderly wo/men, fathers and mothers and two of children<ref>It is recommended that you pilot test a range of photos for each category and have local people choose which they think is most representative. The photo you end up using will be the most popular choice.</ref>. These should be laminated or otherwise made durable and preferably in colour to engage the community.<br />
* 5 x 1m (3ft) lengths of '''string'''<br />
* 5 x '''single-headed arrows''' <br />
* 5 x '''double-headed arrows''' <br />
* 6 x '''red plastic chips'''<br />
* 6 x '''yellow plastic chips'''<br />
* orange (or other bright colour) '''card.''' This is used for backing the main photo in focus during Part 3 and so should be large enough to frame it.<br />
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==Resources==<br />
A video of the tool being administered is available on [http://youtu.be/Myb7vpT9dvg YouTube].<br />
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==Procedure==<br />
In the following tables, a phrase in ''italics'' means that the tool leader can vary the phrase depending on the context. Also, V = vernacular and LWC = Language of Wider Communication e.g. a lingua franca such as French or Tok Pisin in Papua New Guinea.<br />
===Part 1: Introducing the Photos===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 1a || style="width:350px;" | To introduce social categories to the community, show the community all photos one by one. Make sure everyone in the community sees photo. Then give it to a representative member of that group. NOTE: make it clear that outsiders are not represented by these photos but only people in their community. || style="width:350px;" | We’d like you to look at this photo. It represents ''children'' in your community. It does not represent ''children'' from other communities, but only your own. This photo represents ''elderly women'', etc. || style="width:350px;" | The community show engagement with the photos and understanding of what they represent. There should be no one in the group who wants to see the photos that has not seen them. There will be two children cards. <br />
|- bgcolor=#FFF8FE valign="top"<br />
| 1b || Collect in the photos and put them on the ground. To enable the community to demonstrate their understanding, pick up each photo one at a time until all have responded. || Okay now we’d like to check you understand what the photos represent. If I hold one photo up, please tell me what it represents. Etc... || People say "fathers" etc...<br />
|}<br />
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[[Image:WofV_Simbali.png|none|frame|A community leader indicating which sections of the community use vernacular with fathers. This was in an earlier version of the tool which used different coloured string, not arrows, to indicate which party initiated vernacular use. This was deemed less intuitive than arrows which are familiar objects in PNG culture. Simbali language area, East New Britain Province, Papua New Guinea. April, 2012.]]<br />
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===Part 2: Clarifying Context and Key===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2a || style="width:350px;" | To confirm the name of the village and define the social context for communication, give a volunteer a card and green pen. || style="width:350px;" | What’s the name of your village? Can someone write this on a card? When you’ve written it, please put it on the ground. || style="width:350px;" | They provide the name of the village and write it in green on a card which they place on the ground.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2b || To confirm the name of the V used in this location, give a volunteer a card and black pen. || What’s the name of your language? Can someone write this on a card? When you’ve written it, please put it on the ground. || They write the name of their V in black on the card and place it on the ground.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2c || To check whether they use other languages, ask them this. As long as they say anything from one other language to "lots," give them the "other language" card. || Do you use any other languages such as ''other'' or LWC as well in ''village''? || They put this card on the ground next to their V card.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2d || To key the V with a colour, give volunteer a red chip. || Now we’d like to mark these two language cards with colours. Please put this red chip on the card with your language. || Volunteer puts red chip on the V card.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 2e || To key the "other language" with a colour, give volunteer a yellow chip. || This yellow chip will mark the “other languages” card. Please put it on top of that card. || Volunteer puts yellow chip on the "other language" card.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 2f || Check understanding of the key. Call out the name of the V and use gestures to elicit a response. Repeat this for other languages e.g. Kuanua, Tok Pisin, English, interspersing them with V until people are indicating the correct colours. || Now we’d like to check that you understand what these two colours mark. If I say a language, you tell me what colour represents it. || People say "red" etc.<br />
|}<br />
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[[Image:WofV_Lungalunga.png|none|frame|Community leaders coming to the end of Part 3 with the ''children'' photo at the centre. Lungalunga, East New Britain, Papua New Guinea. Still from [http://youtu.be/Myb7vpT9dvg YouTube video] taken in May, 2012.]]<br />
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===Part 3: Checking languages ''fathers'' use===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3a || style="width:350px;" | Retain fathers, mothers and extra children photos Give out all other photos. They spread them out in a circle. || style="width:350px;" | Please put all the photos on the ground in a big circle. || style="width:350px;" | Volunteer takes all photos except fathers, mothers or one children photo and forms a circle.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 3b || To check the vernacular use of the ''fathers'' begin by focussing on the ''fathers'' photo. Place it against the orange card backing. || We’d like you to think about what languages ''fathers'' use. Please put this ''fathers'' photo in the middle of the circle. || Volunteer takes ''fathers'' photo on orange card and puts it in the centre of the circle. You then put village name card above photo and V and "other language" card under photo.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3c || To show communication between ''fathers'' and ''elderly men'', put string between the ''fathers'' photo and the ''elderly men'' photo. || Okay first, think about when ''fathers and ''elderly men'' talk. || The string between the ''fathers'' photo and the ''elderly men'' photo creates the first spoke of the wheel.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 3d || Ask if V or other languages are used between these two groups or not and mark this accordingly. Repeat steps 3c-3d for relationships ''fathers'' have with all other social groups represented by photos. NOTE: make sure you randomise the sequence you work in to minimise pat answers. || In these conversations, do they use V or not? If they do, put a red chip on the string. Do they use other languages too? If so, please put a yellow chip on the blue string. If they don’t use V, just put a yellow chip. || Volunteer marks string with red chip if V is used between ''fathers'' and ''old men'' and yellow if they use something else. If no V, just use yellow. A complete wheel is formed randomly with <br />
strings between the ''fathers'' card and all other photo cards, and at least a yellow chip on every spoke.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 3e || Before you proceed, you need to be certain that you have accurately recorded all uses of V and not missed any. || Now I’d like to check. When ''fathers'' talk to ''photo'', they don’t use V. Is that right, or...? || If unsure, repeat steps 3c-3d to clarify if V is used. If no red chips anywhere, confirm no V and go to part 5. For each spoke with no red chip, confirm no V is used in these interactions and then go to step 4a.<br />
|}<br />
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===Part 4: Checking vitality of fathers' vernacular===<br />
{| cellpadding="4"<br />
|- bgcolor=#C6AEC7<br />
!Step!! What you do and why !! What you say !! What you may observe and do in response<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 4a || style="width:350px;" | To clarify the extent of vernacular use of ''fathers'', you first need to make sure that the community are thinking only about V and not other languages. NOTE: do not proceed to 4b until you are certain that the community understand you no longer want them to think about other languages. Make sure they are only focussed on V. || style="width:350px;" | Now we’d like you to think about when ''fathers'' use only V. We’d like you to forget about all other languages. Look at the circle. We’re now looking at everything to do with V only. Even if you sometimes use other languages with V, forget about all other languages; we’d like you to think about V only. || style="width:350px;" | Remove spokes with only yellow chips and remove all yellow chips. Remove photos that do not have a spoke. Remove "other language" card. Ultimately, you should still have only photos of people who use V. There should be only spokes with red chips on them remaining. There should be no yellow chips.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 4b || To find out who initiates V, ask who uses it. || When ''fathers'' talk to ''photo'', who uses V? || If they say both go to step 4c. If they say only one of either ''fathers'' or the photo category uses V, go to step 4d.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 4c || Offer them the collection of single-headed and double-headed arrows. || If both use V, please put a double-headed arrow on the string. || Volunteer takes arrows and puts double-headed arrow on the string pointing to both fathers and ''photo.'' Repeat step 4b with all the other photos randomly leaving the peer photo last (e.g. if fathers, then leave the middle-aged men last). If ''fathers'' do use V at some point, this must be a double-headed arrow. If they do not, leave this string blank. When all finished go to step 4e.<br />
|- bgcolor=#FFF8FE valign="top"<br />
| 4d || Indicate the collection of arrows they are holding. || If only one uses V, please put an single-headed arrow on the string pointing away from the person who uses V. || Volunteer places single-headed arrow on the string pointing away from the initiator of V. Repeat step 4b with all the other photos randomly leaving the peer photo last (e.g. if fathers, then leave the middle-aged men last). If ''fathers'' do use V at some point, this must be a double-headed arrow. If they do not, leave this string blank. When all finished go to step 4e.<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| 4e || Once you have check that they understand what the diagram represents ask... || Okay, fathers do/not use V with ''photo.'' Is this right? etc. || Community confirm diagram. If they seem unsure, repeat step 4b for any they seem uncertain about.<br />
|}<br />
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===Part 5: Checking vitality of language of children/mothers & children===<br />
{| cellpadding="4"<br />
|- bgcolor=#FDEEF4 valign="top"<br />
| style="width:1100px;" | Check the Wheel of Vitality Decision Tree below as to what step you take next. You will either repeat Parts 3 and 4 with the children photo or with mothers photo and then with children photo. If Part 3 has resulted in no red chips being placed on a string, you will skip Part 4 for that category.<br />
[[image:WofV decision tree.png|1007px|Decision tree used to assign an EGIDS score of between 8 and 6b to a community in response to the Wheel of Vitality Tool.]]<br />
|}<br />
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<references/><br />
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Go back to [[Participatory Methods]]<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=The_Traffic_Light_ToolThe Traffic Light Tool2012-07-02T06:36:58Z<p>Admin: </p>
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<div>{{pmtoolsbox}}<br />
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==Purpose==<br />
The purpose of this tool is twofold<br />
# to isolate the community's perspective on ethnolinguistic groupings, the community identify the name for their vernacular and then which other communities also speak this language.<br />
# to assess which communities’ vernaculars are closely related irrespective of what labels they use, the community is helped through a process by which they rank perceived similarity of other community varieties<br />
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==Materials==<br />
Although laminated labels can be used, banana leaves can be cut up on the spot to provide labels.<br />
* '''blank labels''' for community to write their language name on<br />
* '''pre-printed labels''' with local community names on (as many as the survey team are interested in plus some blanks for ones the community also mention)<br />
* bold '''markers'''<br />
* '''blue and green string''' circles each approx. 3 ft/1m in diameter<br />
* '''yellow string''' circle approx. 5 ft/1.75m in diameter<br />
* '''red string''' circle approx. 7 ft/2.25m in diameter<br />
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==Procedure==<br />
===Part 1: The Blue Circle (Ethnolinguistic Grouping)===<br />
[[image:Bluecircle.jpg|thumb|250px|A community at the blue circle stage of the tool in Morobe Province, Papua New Guinea, February 2012.]]<br />
{| cellpadding="4"<br />
|- bgcolor=#CCFF66 <br />
!Step #!! Ask/Say !! What happens<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 1 || style="text-align: top; width:400px;" | What's the name of your village? || style="text-align: top; width:400px;" | If the name is one of the labels you have pre-prepared, show them this card and hand it to them. If not, hand them a blank and ask someone to write the name of the village on the label. The label is placed on the ground.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 2 || style="width:400px;"| What is the name of the language you speak here? || width=400 | They write the name down on a blank label and place this next to the village name label on the ground. Give the volunteer the blue string and ask them to put it on the ground to form a circle.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 3 || style="text-align: top; width:400px;" | Can you please put this blue string on the ground to form a circle. Put the label with your language on it on top of the circle and your village card inside the circle. || style="text-align: top; width:400px;" | The community respond.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 4 || style="width:400px;"| I'd like a volunteer to read out these names and put these cards on the ground. || width=400 | Volunteers reads out remaining village labels and places them on the ground outside the circle.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 5 || style="text-align: top; width:400px;" | Which other villages also speak your language? || style="text-align: top; width:400px;" | The community place those village labels which they consider to share their vernacular inside the blue circle.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 6 || style="width:400px;"| Now I'd like to check this. || width=400 | Surveyor clarifies that those villages in the circle also speak language X while those outside do not. If the community agrees then Part 1 is finished. In preparation for Part 2, clear the labels and leave only the community's village name label on the ground.<br />
|}<br />
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===Part 2: The Traffic Light (Perceived Similarity)===<br />
[[image:Greencircle.jpg|thumb|250px|A community working through the Traffic Light Tool and at the green circle stage of identifying communities which speak exactly like they do. Morobe Province, Papua New Guinea, February, 2012.]]<br />
[[image:Redcircle.jpg|thumb|250px|A community in Morobe Province Papua New Guinea completing the Traffic Light Tool, February, 2012.]]<br />
{| cellpadding="4"<br />
|- bgcolor=#CCFF66 <br />
!Step #!! Ask/Say !! What happens<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 1 || style="text-align: top; width:400px;" | Please put this green string around your village name in a circle. Put all the other village names outside the circle. || style="text-align: top; width:400px;" | Community take the string and make a circle with their village label at the centre and all other village name cards outside it.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 2 || style="width:400px;"| What other village speak exactly like you do? Please put them inside the circle. || width=400 | Community place all other village cards where people speak exactly the same as them inside the green circle. Check this before moving on. If all cards are in the green circle at this point and the community confirm this, the tool is complete.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 3 || style="text-align: top; width:400px;" | Please put this yellow string around the green circle. Put village name cards that are not in the green circle outside the yellow circle. || style="text-align: top; width:400px;" | Community take the string and make an yellow circle outside the green one and move all cards that are not in the green circle to the periphery.<br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 4 || style="width:400px;"| What other village speak differently from you but you can understand a lot? Please put them inside the yellow circle. || width=400 | Community place relevant villages inside the yellow circle. Check that none of the yellow circle villages should be in the green circle and that none left outside need to be in the yellow circle before moving on. If all cards are in the yellow circle at this point and the community confirm this, the tool is complete.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 5 || style="text-align: top; width:400px;" | Please put this red string around the yellow circle. Put village name cards that are not in the yellow circle outside the red circle. || style="text-align: top; width:400px;" | Community take the string and make an red circle outside the yellow one and move all cards that are not in the yellow circle to the periphery. <br />
|- bgcolor=#FFFF99<br />
| style="text-align: center; width:30px;" | 6 || style="width:400px;"| What other village speak differently from you but you only understand a little? Please put them inside the red circle. || width=400 | Community place relevant villages inside the red circle. Check that none of the red circle villages should be in the yellow circle and that none left outside need to be in the red circle before moving on. If all cards are in the red circle at this point and the community confirm this, the tool is complete.<br />
|- bgcolor=#FFFFCC<br />
| style="text-align: center; width:30px;" | 7 || style="text-align: top; width:400px;" | As a double check, say: Look at the villages outside the red circle. Can you understand anything of their language? If you can understand a little, move them into the red circle. If not, leave them outside. || style="text-align: top; width:400px;" | Community decide whether they can understand any of the peripheral villages even a little. If not, the tool is complete.<br />
|- bgcolor=#FFFF99<br />
|}<br />
<br />
Download the [[Media:Traffic_Light_Tool_Script.docx|Tok Pisin Traffic Light Tool Script]] (doc file @ 1.4Mb)<br />
<br />
Go back to [[Participatory Methods]] main page.<br />
[[Category:Participatory_Methods]]</div>Adminhttps://surveywiki.info/index.php?title=Sony_v_Zoom_equipment_comparisonSony v Zoom equipment comparison2012-07-02T00:09:44Z<p>Admin: Created page with "{| cellpadding="4" style="text-align:center;" |- style=" background:#B3A56B;" ! !! Zoom H2 !! Zoom H2n !! Zoom H4n !! Sony PCM-M10 !! Sony Minidisc recorders |- bgcolor=#FFF8C6 ..."</p>
<hr />
<div>{| cellpadding="4" style="text-align:center;"<br />
<br />
|- style=" background:#B3A56B;"<br />
! !! Zoom H2 !! Zoom H2n !! Zoom H4n !! Sony PCM-M10 !! Sony Minidisc recorders<br />
|- bgcolor=#FFF8C6<br />
| style="text-align: center; width:130px;" | '''Price (Oct 2011)'''|| || 230 || 300 || 300 || not available<br />
|- bgcolor=#ECD672<br />
| style="text-align: center; width:130px;" | '''Mic jacks''' || 1/8 || 1/8 || 1/8, XLR || 1/8 || 1/8<br />
|- bgcolor=#FFF8C6<br />
| style="text-align: center; width:130px;" | '''Built-in speaker? || style="background:#FFD8D5" | ✘ ||style="background:#EAFF7B;" | ✔ ||style="background:#EAFF7B;" | ✔ || style="background:#FFD8D5;" | ✘ || style="background:#FFD8D5; text-align: center;" | ✘ <br />
|- bgcolor=#ECD672<br />
| style="text-align: center; width:130px;" | '''COPY function?''' || style="background:#FFD8D5;" | ✘ || style="background:#FFD8D5;" | ✘ ||style="background:#EAFF7B;" | ✔ ||style="background:#EAFF7B;" | ✔ || style="background:#FFD8D5;" | ✘ <br />
|- bgcolor=#FFF8C6<br />
| style="text-align: center; width:130px;" | '''DIVIDE function?''' ||style="background:#EAFF7B;" | ✔ ||style="background:#EAFF7B;" | ✔ ||style="background:#EAFF7B;" | ✔ ||style="background:#EAFF7B;" | ✔ ||style="background:#EAFF7B;" | ✔ <br />
|- bgcolor=#ECD672<br />
| style="text-align: center; width:130px;" | '''REJOIN function?''' || style="background:#FFD8D5;" | ✘ || style="background:#FFD8D5;" | ✘ || style="background:#FFD8D5;" | ✘ ||style="background:#EAFF7B;" | ✔<sup>(1)</sup> ||style="background:#EAFF7B;" | ✔<sup>(1)</sup><br />
|- bgcolor=#FFF8C6<br />
| style="text-align: center; width:130px;" | '''Retain data when battery dies?''' || style="background:#FFD8D5;" | ✘ || style="background:#FFD8D5;" | ✘ || style="background:#FFD8D5; text-align: center;" | ✘ ||style="background:#EAFF7B;" | ✔ || style="background:#FFD8D5;" | ✘ <br />
|- bgcolor=#ECD672<br />
| style="text-align: center; width:130px;" | '''Usable Track marks?''' || style="background:#FFD8D5;" | ✘ || style="background:#FFD8D5;" | ✘ || style="background:#FFD8D5;" | ✘ ||style="background:#EAFF7B;" | ✔ ||style="background:#EAFF7B;" | ✔ <br />
|- bgcolor=#FFF8C6<br />
| style="text-align: center; width:130px;" | '''Remote control''' || style="background:#FFD8D5;" | ✘ || optional ||style="background:#EAFF7B;" | ✔ ||style="background:#EAFF7B;" | ✔ || style="background:#FFD8D5;" | ✘ <br />
|- bgcolor=#ECD672<br />
| style="text-align: center; width:130px;" | '''Auto/Manual REC switch''' ||style="background:#FFD8D5;" | ✘<sup>(2)</sup> ||style="background:#EAFF7B;" | ✔ || style="background:#FFD8D5;" | ✘ ||style="background:#EAFF7B;" | ✔ || style="background:#FFD8D5;" | ✘ <br />
|- bgcolor=#FFF8C6<br />
| style="text-align: center; width:130px;" | '''Mic sensitivity switch''' || YES || style="background:#FFD8D5;" | ✘ || style="background:#FFD8D5;" | ✘ ||style="background:#EAFF7B;" | ✔ || style="background:#FFD8D5;" | ✘ <br />
|- bgcolor=#ECD672<br />
| style="text-align: center; width:30px;" | '''Media''' || || up to 32GB SD cards || up to 32GB SD cards || micro SD cards || mindiscs<br />
|- bgcolor=#FFF8C6<br />
| style="text-align: center; width:30px;" | '''Change playback speed''' || style="background:#FFD8D5;" | ✘ ||style="background:#EAFF7B;" | ✔ (but awkward) ||style="background:#EAFF7B;" | ✔ (but awkward) ||style="background:#EAFF7B;" | ✔ || style="background:#FFD8D5;" | ✘ <br />
|- bgcolor=#ECD672<br />
| style="text-align: center; width:30px;" | '''Use plugin power''' ||style="background:#EAFF7B;" | ✔ ||style="background:#EAFF7B;" | ✔ ||style="background:#EAFF7B;" | ✔ || style="background:#FFD8D5;" | ✘ || style="background:#FFD8D5;" | ✘ <br />
|}<br />
'''Table Notes'''<br />
# for removing track marks<br />
# No auto record level function. Record volume goes up to 127. Can’t include date in name.<br />
<br />
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[[Category:Equipment]]</div>Adminhttps://surveywiki.info/index.php?title=Can_you_use_RTTs_to_test_literature_extensibility%3FCan you use RTTs to test literature extensibility?2011-10-13T03:49:19Z<p>Admin: Created page with "<div name="Warning notice" class="messagebox standard-talk" id="attention" style="padding: 5px 10px 5px 10px; border:1px solid #A00; margin: auto auto 1em auto; v-align: top;"> <..."</p>
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<div style="font-size: 2em; color: red;">[[Image:Questionmark.png|25px]]</div><br />
'''Has anyone used [[RTT]] for [[extensibility testing]] of existing literature (in either a related variety or an unrelated [[LWC]])? This would be similar to standard RTT except that instead of using an elicited narrative text, the text that is used is a recording of someone reading literature in the language being tested. The dynamics of using RTT for testing existing literature are different than using RTT to test comprehension of the spoken form especially if there are significant differences between the spoken and written modalities. If the written form is quite different from the spoken form, it is likely that some kind of learning of the written form (acquired intelligibility) would be required to understand it. Do the results need to be interpreted differently than with the typical use of RTT?'''<br />
</div><br />
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==Literacy training as an alternative to RTTs==<br />
There was a survey plan drafted in Cameroon that involved carrying out literacy classes. Collaboration with literacy workers was proposed, as they would train local trainers to teach in the literacy classes. A strength of carrying out experimental literacy classes would be that certain members of the local speech community would actually learn to read another language to some extent over a two or three week period. Transfer of knowledge would be measured, which would serve as a metric of how true our hypothesis that "X people can read Y literature ". It was hoped that both extensibility testing and literacy training would occur simultaneously. <br />
<br />
It would be instructive to explore the extent to which extensibility testing results in a decision to promote a more ongoing use of materials by the tested speech community or partners. There may also be the issue of designing appropriate bridge materials.<br />
<br />
==Problems with RTT for Extensibility==<br />
In the late 1980s, there was an abortive attempt to measure extensibility by asking speakers of the different varieties to do manual adaptations of RTT-like stories/texts. It was abandoned because the team discovered that there were just too many variables to account for.<br />
<br />
Subjects were asked to take a text in a variety other-than-their-own and to adapt it to their own variety. These varieties were all part of a very long [[dialect chain]] and were variously identified as being different languages or dialects of a single language or something in between those extremes according to speakers’ perceptions of identity. Existing scripture texts were used for this, so the team was working with translated materials from three different translations (two of the variables: less-than-fully-natural text, and multiple translation styles and registers).<br />
<br />
Extensibility was supposed to be assessed by trying to quantify and evaluate the number of adaptations that were made. However, this proved problematic as the team realised they hadn’t adequately analysed ahead of time what sorts of changes might take place. While they could count changes, it was very hard to place them into any reliable set of categories, let alone try to assign some evaluative weight to those categories. <br />
<br />
In addition, the fact that different people have different skills introduced further uncontrolled variables. Some subjects were much better at doing the task than others. Several other factors were not taken into account including L1 proficiency, their levels of bilingualism in the LWC (or other vernacular varieties), their level of education, their previous exposure to the scripture, their contact with the varieties the team was asking them to adapt from, etc. <br />
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==Retell-RTT Idea==<br />
{| cellpadding="4"<br />
|-<br />
| Here’s an idea that is in the "pilot test phase" right now:<br />
<br />
Specialists do translation with a mother tongue speaker of a certain dialect. They have published some stories. We try to find out more about how far the materials they produce can reach (we have linguistic data about how close the dialects are, but scarce knowledge about acceptance and actual intelligibility). So we have a translator a) tell an incident from his life which we use to do an "ordinary" retell-RTT and b) read a passage from a text that we considered was not that well known. We segment these and have test persons retell segment by segment as with any retell-test. We call both tests “retell-RTTs”, but we say that it's two different genres (even though in our case written language is very much like the spoken language).<br />
|- bgcolor=#FFFFCC<br />
|<br />
:You stated that for the text passage, you are recording a reading done by a speaker from the "reference" dialect of the language (I'll call it dialect A), and hope to test that it various other dialects (dialect B, C, D, ...). Have you considered recording the text done by a speaker of the dialect you are actually testing? In other words you would go to one of the language dialects where you want to test the text (dialect B for instance) and record a speaker of dialect B reading the translation, and then test that recording among other dialect B speakers. If the pronunciation of the words in dialect A is a hindrance to dialect B's comprehension and acceptability, than this could be overcome by recording the reading from a speaker of dialect B.<br />
<br />
:Of course this may mean you would need to train the dialect B person who reads the passage, encouraging him/her to pronounce the words in his own dialect and not try to mimic the pronunciation of a dialect A speaker. And perhaps this may not even be possible if there other significant linguistic differences between dialect A and B such that the person from dialect B would not even be able to read the translation in dialect A. But if that were the case, it might already be evident that the translation is not extensible to dialect B.<br />
|-<br />
|<br />
::As we specifically aim to check if the "reference" dialect (dialect A) could work for other dialect groups as well we found it natural that a speaker of dialect A is reading the passage we were going to use for testing. We figured that we first check if dialect A is "good enough" for speakers of other dialects (i.e.: both well understood and accepted), and only if dialect A wouldn't do, we'd do more survey. <br />
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::It would be very hard to find people to read out the dialect A translation in their own dialect. Still, it might be possible. Differences are more significant to speakers than the pronunciation. The most striking of these differences we have found to be in vocabulary. The pronunciation differences are usually no obstacle for most adults. Our experience so far showed that it is easier for people to deal with dialect differences in an oral form rather than written; and following the same line: acceptance of literature in a dialect which is not one's own is higher if the text is presented orally. That is why, for now, we test orally.<br />
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:::Thanks for sharing your insight. It appears that the differences in pronunciation minimally affected comprehension, and as such, it was not really beneficial to record the text from a speaker of the test area.<br />
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:::We have tried a few kinds of literature RTT. If we don’t have lots of varieties to test, then we have recently tried to do some combination RTTs, where we play an oral RTT story in the variety used for the literature, an oral recording of someone reading (as naturally as possible) a lesser-known text from the literature, and then a written test. If there are people skilled at writing, we try to have someone write a short personal experience narrative, rather than using a more foreign/awkward/knowable scripture portion.<br />
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:::If the pilot test subjects have some knowledge of the content of the text you choose, that might enable them to answer correctly about things that aren’t very clear otherwise in a story.<br />
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:::Showing a written text and asking people to read it aloud has been very effective. Whereas in the past, we would get vague answers about how many people could read or how well they could read, the situation becomes much more clear when someone actually has to do it.<br />
<br />
:::We are just starting to experiment with ways to quantify or at least categorize these responses. Below are some of our ideas. Asking questions about a written text is obviously different from a spoken text, especially if the text is still in front of them. One option would be to encourage the subject to set the paper aside and try to answer. A potential confounding factor in that, though, is that beginning readers tend to have to invest so much effort in just sounding everything out that they can’t devote so much time to the content.<br />
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:::{| cellpadding="4"<br />
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| a. Observation: Speed (fast, medium, slow)<br />
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| b. Observation: Mistakes (every sentence, 1-3, none)<br />
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| c. Observation: Confidence (yes, no)<br />
|- bgcolor=#F5F5DC<br />
| How much did you understand: (1) everything, (2) most, (3) half, (4) some, (5) none?<br />
|- bgcolor=#F5F5DC<br />
| What is this story about? Please, include all the details you can. (if they don’t give details, then ask the following questions)<br />
|- bgcolor=#F5F5DC<br />
| Where did they go?<br />
|- bgcolor=#F5F5DC<br />
| When did they rest?<br />
|- bgcolor=#F5F5DC<br />
| What did they see?<br />
|}<br />
|}<br />
<br />
==Three Stories==<br />
We used RTT methodology to test three recorded stories to assess text comprehension. In order to ensure our subjects would not already be familiar with the text, we chose stories from the Bible and tested only non-Christians.<br />
# A first-person narrative told by a man here. This was the hometown/practice test to screen out those who fail all tests.<br />
# The "Prodigal Son" from Luke as translated by a man who now lives elsewhere. This story was read by a man from the test location.<br />
# "The King who forgives a man with a debt" in Matthew 18, as translated by a team living elsewhere and read by one of the translators.<br />
<br />
Our tests were validated somewhat when we found that people who had learned the dialect (through intermarriage or travel) did very well on the tests, while people who hadn't learned the dialect did very poorly. There did not appear to be any difference in comprehension between the story read by a speaker of the language from elsewhere and the story read by a man from the test location.<br />
<br />
==Interpreting Results of Extensibility Testing: An example from the Philippines==<br />
{| cellpadding="4"<br />
|-<br />
| We wanted to know if literature produced for one language community (A) can be used by another language community (B). Basically, B has 7 sub-tribes who speak in different intonation with some variations on the vocabulary but they can understand each other and would speak to each other in their own variety. B used to be part of A. People from B speak with A in their own variety. We did a RTT of A in each B sub-tribe and each time we record the RTT questions in the local variety. Basically, comprehension of oral text is high (esp for adults). <br />
<br />
Now in one portion of our SLQ (reading comprehension) we asked them to read a short text (with familiar/common words) from the A text and a short paragraph in both the national language and LWC. The result? Very few were able to understand the text even though they understood the national language and the LWC perfectly. The main difference between A and B are the phones [l] and [n]. A uses /l/ in place of B's /n/. <br />
<br />
I guess it is worthwhile to consider the media format used in comprehension tests and the format in which literature will actually be made available. In our case, I think written literature would not be extensible based on the result of our comprehension test. I have no idea if they accept it orally. Nevertheless, a separate translation would be better. In any case, these are just my initial observations and tentative conclusions.<br />
|- bgcolor=#FFFFCC<br />
|<br />
:This example shows an extra complicating factor when testing written materials: the test subjects must be trained to read the orthography they will be tested on. If “the main difference” between them is that one phoneme is used in one language whereas in the other it differs, then the problem might be solved by teaching people to pronounce the symbols differently than in LWCs. It might be that if people practiced reading these letters with a different pronunciation, they could understand it well enough to use it. For example, as an English speaker, when I read Spanish, French, or German words, I know I must pronounce J differently in each language. <br />
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|<br />
:Just because an initial "test of reading" indicates some problems with comprehension, it cannot be conclusively concluded that separate materials are needed.<br />
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:There may not be a need for "separate literacy materials" if "[l] in A corresponds to [n] in B" is a very consistent correspondence, then the literacy teachers in B might be able to teach the existing lessons differently saying, "in our municipality we pronounce the letter 'l' as the sound [n]". The same lesson should work (if the correspondence is consistent) with the teachers just teaching and reading everything in good B pronunciation. <br />
<br />
:Of course it sounds as if literacy rates are high in B (based on finding people who could read the passages tested. In that case a widely distributed pamphlet may be all that is needed explaining how B people can read A (with their own correct pronunciation - for their dialect). Just as British English teachers teach one way of pronouncing "short o", while American English teachers teach another way of pronouncing "short o". <br />
<br />
:Also mentioned were some vocabulary differences. Those would need to be considered as well... Are these dialectal synonyms - words like creek, brook and stream that mean essentially the same thing but are used in different dialect areas? Such words have no negative connotations and are already well known so people say oh they say brook but we say creek". Or are the vocabulary words different and not widely known so someone from the US reading a British car manual might say "Why does this car manual talk about a bonnet?" Or has there been a semantic shift i.e. people from the US say cookie for what British people call biscuits but say biscuit for what British people call a scone? These last two are a bit more complicated - some reading materials may need to be changed for that. It may even be worse if the word used in the printed materials is actually an offensive, rude or vulgar word in the other variety. <br />
<br />
:The first types of vocabulary differences may need only acknowledgement of differences (and overt permission for B speakers to write with their own vocabulary items), or the middle ones may need glossary help, or additional contextual clues to help readers learn the new items/meanings. But the last one (words that have offensive meanings in other dialects) may either point to the need for a revision (so that no offensive words are included) or separate materials. <br />
<br />
:Even if apparently simple solutions are found to address the phonological, orthographical and lexical differences/issues mentioned above, the solution may not be simple. Attitudes must also be considered. If there has been a long and unresolved history of antagonistic or paternalistic relations between the B and the A may mean that the B would never use materials that are known to have A origins. How long or how antagonistic or how unresolved is "enough"? Tough question.<br />
<br />
:Decisions about these matters should not be made by outsiders (and especially not by surveyors or others who have only a temporary connection to the language community). Surveyors can and should share what they learned about such a situation. It seems that any decisions should be made by B stakeholders perhaps using a participatory approach. Probably outside stakeholders from the government and NGOs would also join those from B in considering together the current situation (existing materials in several languages), the desires of the B people (what do they perceive to be their "own language" and how important is it to them to have access to materials in their language), the many options each with its own costs and benefits before reaching a decision about next steps. Often only initial steps could be decided on "teach a group to read using the pronounce l and n rule" and then re-evaluate. Or make a list of words that are different between B and A and identify which are offensive, easily understood etc. and then meet again to decide on further action. The activities decided on are best done by insiders because they will trust more the results they gather themselves. <br />
<br />
:Another factor to consider: Distributing oral materials from A among the B may be a way to give them access to comprehensible literature almost immediately. That may also pave the way for the acceptance of A written materials.<br />
|- bgcolor=#FFF1E6<br />
|<br />
:There's also a lesson here for countries that are not as far along in beginning all the remaining translation tasks as they are in that example. If the B question had been addressed when A work was started, and if it was discovered then that a common literacy might be possible, several of the problems outlined in this example could have been taken into account. B representatives could have been involved in the translation from the beginning, which would have been a blessing. An alternative could have been found for any words offensive or words unknown to the B. Attitude difficulties might have been resolved (I say might, because attitudes issues change and there might have been an attitude issue then that has disappeared by now.)<br />
|}<br />
<br />
==Thesis Link==<br />
The following University of South Africa doctorate thesis by Sue Hasselbring discusses principles involved in making extensibility decisions:<br />
[http://uir.unisa.ac.za/bitstream/handle/10500/715/thesis.pdf?sequence=1 Cross-Dialectal Acceptance of Written Standards: Two Ghanaian Case Studies]<br />
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[[Category:Survey FAQs]]</div>Adminhttps://surveywiki.info/index.php?title=Survey_FAQsSurvey FAQs2011-10-13T02:39:53Z<p>Admin: Created page with "These are questions that surveyors have frequently asked over the years as they carry out sociolinguistic assessment. Each question has its own page where you can read multiple r..."</p>
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<div>These are questions that surveyors have frequently asked over the years as they carry out sociolinguistic assessment. Each question has its own page where you can read multiple responses to the issues concerned. There's probably some advice that can help you out with your work today!<br />
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* [[Can you use RTTs to test literature extensibility?]]<br />
* [[How do you do survey in urban areas?]]<br />
<br />
[[Category:Survey FAQs]]</div>Adminhttps://surveywiki.info/index.php?title=How_do_you_do_survey_in_urban_areas%3FHow do you do survey in urban areas?2011-10-07T06:22:23Z<p>Admin: </p>
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<div style="font-size: 2em; color: red;">[[Image:Questionmark.png|25px]]</div><br />
'''Does anyone have ideas on how to get groups of people together to interview in urban areas of 50,000-100,000 people? One idea we've had is to go through churches, but we're not sure if only interviewing Christians will skew our results regarding language attitudes. Is there any method that you've used (or just thought about) in the past that would work well? '''<br />
</div><br />
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==Markets==<br />
One way done in the past in Mexico was to use the market as a source of people. Markets can be key. Much could be learned about [[LWC]]s, but also reported inter-comprehension and proficiency from market-goers who originate from smaller towns (that may be less accessible).<br />
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==Church Gatherings==<br />
In some areas several churches will get together regularly. In some areas of Papua New Guinea, for example, many churches meet together at one of the circuit's church locations on the last Sunday of the month. You might be able to arrange a similar multi-church get together. One idea is to send invitations out to people in the area or put up signs so everyone knows it is open to all. You could even offer food/entertainment like a Bar-B-Q. Two ways to get data from people at the event: Mingle and try to learn people’s stories or put up a table with a poster telling what you are doing and see if anyone wants to sit down and chat. Although you should get a wider cross-section then just church people, working with or through established churches can help defray costs.<br />
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==Government Offices==<br />
Towns of 50,000-100,000 are large enough to have government administrative offices where records are kept and where a few experienced workers might be employed. Those who are experienced (with more knowledge) might be thrilled and honored to tell you what they know and also to provide information (maps, census or population figures, etc.) They may also introduce you to key individuals who know the area and people. This occurred regularly during surveys in Cameroon, and I often took such persons with us for the full duration of our research in a given language area. We paid them a per diem and of course provided for their meals.<br />
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==Sampling Ideas==<br />
To avoid possible skewing from [[sampling]] only Christians, sample multiple types of religious places of worship if appropriate. Sampling large urban areas can potentially be huge surveys. It may be that by evaluating your purposes and goals, you may find a way to narrow your focus, and in that process, to simplify some of the sampling. You may also end up doing the survey in phases, and evaluating at each stage if you have answered your research questions to a sufficient level for the next step of application or program planning, or if your team will need to proceed to the next research phase.<br />
<br />
==Gathering Places==<br />
Are there culturally-appropriate gathering places where people might "just hang out" after work? I'm thinking of things like pubs or tea houses, but also anywhere that people have to wait for something. Sometimes people who are waiting around can be helpful, and they don't always have anything better to do. You would need to figure out ahead of time what information you need from people in order to find them again for follow up work. One way we approached sampling of urban areas in central Africa was by neighborhood and district (this was how a survey using markets was accomplished by university researchers as well). You could choose a kind of natural gathering spot (market, well, bus stop, "hang out" place), and pick X number in each district and neighborhood.<br />
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==Social Networks==<br />
You might also do some pre-survey work by investigating existing [[social networks]]. That may provide a natural "in" for researchers, and also provide some self-selecting kinds of groupings of people. Knowing about social networks can also provide important social indicators for language use and contacts between sectors of the population that in turn can help predict areas where you expect to find variation, various levels of bi- or multilingualism, etc.<br />
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==University Students==<br />
Would it be feasible to get university students together for a group interview? You'd probably want to get enough biographical data from each to ensure they grew up in the urban area you're focussing on. Also, the students might have some ideas of how/where you could get other groups of people together to interview. For example, some might have relatives that work in businesses that would be open to your doing a group interview with the employees. If you can first demonstrate to the students that the interview is non-threatening and that you truly desire to learn more about their area, they might be more eager to help connect you with other possible groups to interview.<br />
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'''Go back to the [[Survey FAQs]] page.'''<br />
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[[Category:Survey FAQs]]</div>Adminhttps://surveywiki.info/index.php?title=Survey_Q%26ASurvey Q&A2011-10-07T05:58:01Z<p>Admin: Created page with "This page contains links to questions and responses about survey that have been collected from around the world. How do you do survey in urban areas?"</p>
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<div>This page contains links to questions and responses about survey that have been collected from around the world.<br />
<br />
[[How do you do survey in urban areas?]]</div>Adminhttps://surveywiki.info/index.php?title=MiniDisc_PlayersMiniDisc Players2011-10-07T00:53:58Z<p>Admin: Created page with "==News== Nineteen years after the introduction of the MiniDisc format, Sony announced in July 2011 that it would stop shipping its MiniDisc Walkman products in September 2011. It..."</p>
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<div>==News==<br />
Nineteen years after the introduction of the MiniDisc format, Sony announced in July 2011 that it would stop shipping its MiniDisc Walkman products in September 2011. It will continue to produce blank media.<br />
<br />
==File Format & Compatibility Issues==<br />
The Sony MZ-RH1/MZ-M200) is the only model that Sony has produced since about 2006. It is also the only machine which allows digital transfer of any recording ever recorded on any MD machine. There were some older HiMD machines which allowed digital transfer of recordings made only on HiMD machines, as far as we are aware, the MZ-RH1 is the only portable Sony machine ever made that allows digital uploads of recordings made on older equipment. See [http://www.minidisc.org/part_Hi-MD_Sony.html Sony's website] for details.<br />
<br />
If you have a Hi-MD player, it should have come with SonicStage software can transfer at least the recordings you made with that Hi-MD player. The SonicStage installer is available on SurveyWiki through [http://johnandsheena.co.uk/surveywiki/SonicStage/SonicStageInstaller.exe this link]. <br />
<br />
For regular MD recordings, as far as we’re aware, the only unit that can transfer them is the thin black MZ-M200, which seems to be able to transfer any MD or Hi-MD recording.<br />
<br />
You may find the Sony .hmd > .wav converter useful. It's available on SurveyWiki from [http://johnandsheena.co.uk/surveywiki/SonicStage/WAV%20converter%20for%20SonicStage.exe this link].<br />
<br />
==Windows 7 Issue==<br />
In Windows 7, the SonicStage song database develops a glitch and insists on connecting to the Internet to fix it. Unless you have Internet access to resolve this, you may find it unusable. Uninstalling SonicStage doesn’t help.<br />
<br />
Some of the above content was contributed by Nathan Statezni and Eric Pawley.<br />
<br />
Links: [[Equipment Reviews]]<br />
[[Category:Equipment]]</div>Adminhttps://surveywiki.info/index.php?title=Segmenting_an_RTTSegmenting an RTT2011-10-06T01:46:46Z<p>Admin: moved Segmenting an RTT to Segmenting an RTT without a Computer</p>
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<div> Contributed by Mike Rueck.<br />
<br />
This guide will show you how to make a copy of an RTT story with each segment as its own file if you do not have access to a computer which you may not while out on a survey trip.<br />
<br />
As long as you have two recording devices with ear phone and "line in" capability and a patch cord (1/8" stereo plugs on both ends), you can always skip back to dubbing procedures like we used with tape recorders.<br />
<br />
# Plug the patch cord into the earphone jack of the machine with the original, or "master", recording. I'll refer to this as the "Player".<br />
# Plug the other end of the patch cord into the "line in" jack on the other machine, the "Recorder", which should have the memory card in it that you will use as your "test tape".<br />
# Plug your earphones into the Recorder.<br />
# Put the Recorder in Record/Pause, which should cause you to hear whatever signal is coming into the machine.<br />
# Start playing the story so you can adjust the playing and recording volumes until you're getting a good strong signal to the recorder, but not clipping. Usually, this means maximizing the Player's volume.<br />
# Cue the Player back to the beginning of the story and pause it there.<br />
# Have your transcription laid out in front of you with the breaks you want in the story clearly indicated.<br />
# Un-pause the Recorder, followed by the Player.<br />
# When you reach the first break, pause both the Player and the Recorder.<br />
# On the machines I've used, the Recorder will end the file at this point and start a new file when you un-pause it again. However, you might need to actually Stop the Recorder in order to get separate files, which is what you want.<br />
# Repeat steps 8 and 9 (and 10 if necessary) until you reach the end of the story. <br />
<br />
This should result in the Recorder having the story as a series of subsequent files.<br />
<br />
Hopefully, the machine will also have a "Play One" mode in which it just plays a single file at a time and stops. After playing a segment and writing down the response, you'll probably need to advance to the next file before hitting Play again.<br />
<br />
If the machine doesn't have a "Play One" or equivalent mode, then you'll want to put some audio cues into the recording so you'll hear where the segment breaks are, since the machine may not have a countdown mode which allows you to see when you're approaching the end of a file. The simplest way to do this is to leave a second or two of silence at the end of each segment by, in Step 9 above, pausing the Player a second or two before the Recorder at each break.<br />
<br />
Links: [[Equipment Reviews]] | [[Equipment User Guides]]<br />
[[Category:Equipment]]</div>Adminhttps://surveywiki.info/index.php?title=Zoom_H1Zoom H12011-10-06T01:44:14Z<p>Admin: /* Cons */</p>
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<div>==Cons==<br />
* track marks are not displayed during playback and so are not helpful if you want to use the Zoom H1 for RTTs. A workaround for this is detailed in Mike Rueck's [[Segmenting an RTT without using a Computer]] page from our [[Equipment User Guides]]<br />
* oversensitive built in microphones. While the solution would be to use an external microphone, the H1 will only record in mono through an external mic.<br />
==Images==<br />
[[File:Zoomh1scale.jpg|none|Size of the Zoom H1 digital recorder.]]<br />
[[File:Zoomh1detail.jpg|none|Detailed features of the Zoom H1 digital recorder.]]<br />
<br />
<br />
Links: [[Equipment Reviews]]<br />
[[Category:Equipment]]</div>Adminhttps://surveywiki.info/index.php?title=Tips_for_Audio_RecordingTips for Audio Recording2011-10-06T01:33:56Z<p>Admin: Created page with "==General Tips== The key in getting good audio is to choose a sheltered location for interviews. An external microphone is recommended as this greatly enhances recordings in comp..."</p>
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<div>==General Tips==<br />
The key in getting good audio is to choose a sheltered location for interviews. An external microphone is recommended as this greatly enhances recordings in comparison to the internal microphones on digital recorders.<br />
<br />
For any field situation, turning off the automatic control feature is recommended. Instead find a relatively quiet place to record and set the gain manually. The ideal is to record a good, strong but not clipped signal to start with. Recording levels should be controlled manually and a wind screen should always be used on any microphone. <br />
<br />
Recording at higher bitrates, or using plug-in power or phantom power for your microphones, will tend to reduce battery life considerably.<br />
Academic/archival standards for field audio dictate 24 bit, 48 kHz recording minimum. We recommend this if possible, though if space really is at a premium, 16-bit, 48kHz might be acceptable for survey use.</div>Adminhttps://surveywiki.info/index.php?title=Zoom_H2nZoom H2n2011-10-06T01:28:12Z<p>Admin: </p>
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<div>[[File:ZoomH2n.jpg|frame|Size of the Zoom H2n digital recorder.]]<br />
==Latest News==<br />
Recently Zoom have released the H2n which sells for around US$200. Improvements over the [[Zoom H2]] include<br />
* a speaker<br />
* bigger, brighter display<br />
* sturdier SD card cover<br />
* recording configuration switch<br />
* mic gain wheel<br />
* possible longer battery life<br />
<br />
However, the H2n still lacks a track copy feature and, although there is a track mark feature, it is uncertain how easy it is to remove track marks or tell the unit to only play a single sub-track as needed for RTTs.<br />
<br />
'''Pros'''<br />
* More sophisticated Auto Gain function, with Solo, Meeting, and Concert settings<br />
* Smaller, lighter, looks less like a journalist or military surveillance tool<br />
* Quicker start-up <br />
* Clearer and cleaner display <br />
* Easier to use, fewer confusing buttons<br />
* Handy recording volume adjustment<br />
* Nice, built-in speaker, just like the H4n<br />
<br />
'''Cons'''<br />
* No mono mix or mono record option, so if your mic records mono but you want to prepare an RTT for people to hear in both ears, it won’t work (use a Zoom H4n)<br />
* No Copy function, like the H4n has, so you can’t make multiple copies for RTT development<br />
* Hard to select tracks<br />
* no XLR port<br />
* annoying red light shines on the subject if you use the built-in mic without a windscreen<br />
* Doesn’t come with a case<br />
* SD card cover is a bit hard to use<br />
<br />
See our [[Tips for Audio Recording]] for help with recording digital audio. <br />
<br />
Link: [[Equipment Reviews]]<br />
[[Category:Equipment]]</div>Adminhttps://surveywiki.info/index.php?title=Zoom_H4n_Word_List_GuideZoom H4n Word List Guide2011-10-06T00:48:16Z<p>Admin: Created page with " Contributed by Nathan Statezni * Check that the red light at the top is above Stereo. ** If it is not, press the Menu button, then choose Mode (at the bottom), Stereo. * Pre..."</p>
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<div> Contributed by Nathan Statezni<br />
<br />
* Check that the red light at the top is above Stereo. <br />
** If it is not, press the Menu button, then choose Mode (at the bottom), Stereo. <br />
* Press the Rec button once to go into Standby mode (the Rec button will blink). <br />
* Then press Play to start recording (the Rec button will shine red). <br />
* Pressing pause does '''not''' create a new track (like it did on minidiscs). Only when you press Stop and then press Play again does it create a new track.<br />
<br />
Links: [[Equipment Reviews]] | [[Equipment User Guides]]<br />
[[Category:Equipment]]</div>Adminhttps://surveywiki.info/index.php?title=Zoom_H4n_RTT_GuideZoom H4n RTT Guide2011-10-06T00:42:42Z<p>Admin: /* Importing tracks from the computer */</p>
<hr />
<div> Contributed by Nathan Statezni and written in Sept. 2010.<br />
<br />
==Recording RTT stories==<br />
To be able to copy a track (in order to have a complete story as well as a story divided into questions), you will need to have the track in MTR (Meter) mode. So you can either record in MTR mode or (the easier and safer way) record in Stereo, move the track to MTR, make copies, and then move the copies back (leave the original in the MTR folder as a backup).<br />
<br />
To change to MTR mode, press the Menu button, go to Mode (at the bottom) and choose MTR. You will have to wait a few moments. The red light above MTR will turn on. <br />
<br />
==To record in MTR mode== <br />
Press the Menu button and go to Rec Mode and choose Always New. (Very important! Otherwise you might overwrite your old recordings)<br />
<br />
In MTR mode, you can record on four separate tracks, by click the 1, 2, 3, or 4 buttons. The 1,2,3,4 buttons that are currently showing in red are ready to record. But, in order to record in stereo, you will need to link 1 and 2. <br />
<br />
If 1 and 2 are not already shown linked together on the screen (with only one circle below the two of them), then you will need to link them. Press the 1,2,3,4 buttons that are currently showing in red to turn them off. Then, turn the wheel until you select the circle under 1 and select this circle (by pushing in on the wheel). A new menu will appear. Use the wheel to scroll to the right until you see Link. Select Link and choose On. When you do this, the top of the screen will show Track1/2 and on the right side of the screen, there will be two bars. Now, it will record in stereo. Press the Menu button to exit. Next press the 1 or the 2 button to turn them both on. Now you are ready to record.<br />
<br />
To record in MTR mode when at least one of the 1,2,3,4 buttons are on, first press Stop. Then press Rec to go into Standby mode (the Rec button will blink). Then press Rec again and it will shine red to show that it is recording. Press Stop to stop recording.<br />
<br />
==Preparing to transcribe the RTT stories==<br />
Playing files is difficult from the MTR mode, so once you are done recording the stories, you can make a copy of them and transfer them to Stereo mode.<br />
<br />
===Make a copy of MTR tracks===<br />
# Check that you are in MTR Mode<br />
# Press the Menu button<br />
# Choose File, then the file you want to copy.<br />
# Then choose Copy.<br />
# The File Copy menu is now showing. To rename the copy, select Name and then type the name you want. When you are finished, select OK.<br />
# When you are ready to copy, select Execute. <br />
# You should make 2 copies of your RTT stories. One copy will be for the full story and one copy you will divide up to ask questions.<br />
<br />
===Move MTR tracks to Stereo mode===<br />
So you can divide the tracks and use them more easily...<br />
# Press the Menu button.<br />
# Choose File, then select the track (select only the copies!) that you want to move.<br />
# Then choose Move.<br />
# In the File Move menu, choose Move To.<br />
# Choose Stereo Folder.<br />
# Choose Next.<br />
# Choose which Stereo Folder you want to put the file in. You will want to use a separate folder for each collection of RTTs.<br />
# It will ask you Are You Sure?, choose Yes.<br />
<br />
==Transcribing RTT stories==<br />
One nice feature on the Zoom H4n is that you can play a track back slower, making it easier to hear for transcribing the story. <br />
# Select the file to play. <br />
# Press the 3 button (Speed) <br />
# Choose the speed you want (perhaps 70%).<br />
# Then press Play. (You can switch to another file by using the Fast Forward and Rewind buttons).<br />
<br />
===Dividing (splitting) tracks (to insert questions in an RTT)===<br />
Unlike the minidisk recorders, you can divide tracks that are imported from your computer. However, you cannot join files back together (remove a split) like minidisk recorders do.<br />
# NOTE: Dividing tracks is PERMANENT (unlike minidisks). This is why it is good to use only copies of the original when you are dividing tracks.<br />
# Press the Menu button<br />
# Choose File.<br />
# Select the file you wish to divide.<br />
# Select Divide.<br />
# Play the track to the part you want to divide. Then press the Rec button.<br />
# It will ask Are you sure? Choose Yes<br />
# Wait a few moments (longer than minidisk recorders). The first part of the original will now have an "A" at the end. The second part will now have a "B" at the end.<br />
<br />
===Importing tracks from the computer===<br />
You can import tracks from the computer onto the Zoom H4n (such as for reusing old RTTs). <br />
* Make sure the files are Stereo. <br />
* Connect the Zoom H4n to the computer or insert the SD Card into the computer. <br />
* Go to the Stereo folder<br />
* Choose from Folder01 to Folder10 (you can’t rename the folders) and then paste in your files. Zoom H4n will play the files in alphabetical order, so you may want to use numbers to ensure that the tracks play in the correct order.<br />
<br />
Example: <br />
* A Snake practice story 0-full<br />
* A Snake practice story 1<br />
* A Snake practice story 2<br />
* A Snake practice story 3<br />
* B Bee hometown test 0-full<br />
* B Bee hometown test 1-full<br />
* etc.<br />
<br />
==Arranging tracks for giving RTT==<br />
Zoom H4n will play your files in alphabetical order, so you may want to use numbers or letters at the beginning to ensure that the tracks play in the correct order. Thus, you can't move tracks within a folder except by renaming them.<br />
<br />
Example: <br />
* A Snake practice story 0-full<br />
* A Snake practice story 1<br />
* A Snake practice story 2<br />
* A Snake practice story 3<br />
* B Bee hometown test 0-full<br />
* B Bee hometown test 1-full<br />
* etc<br />
<br />
===To rename files===<br />
# Press the 2 (File) button.<br />
# Choose the file to rename.<br />
# Select Rename.<br />
# Use the wheel to choose the letter/number you want to change. Select that character and then use the wheel to choose a new letter/number. Here is the order<br />
##(space)!#$%&'()+,-0123456789;=@ABCDEFGHIJKLMNOPQRSTUVWXYZ[]^_`abcdefghijklmnopqrstuvwxyz{}~<br />
## Up to 8 letters in MTR mode<br />
<br />
===To play 1 track at a time===<br />
# Press the Menu button<br />
# Choose Play Mode.<br />
# Choose Play One.<br />
<br />
Links: [[Equipment Reviews]] | [[Equipment User Guides]]<br />
[[Category:Equipment]]</div>Adminhttps://surveywiki.info/index.php?title=Zoom_H4nZoom H4n2011-10-05T23:38:27Z<p>Admin: </p>
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<div>[[File:Zoomh4scale.jpg|frame|Size of the Zoom H4n digital recorder.]]<br />
Contributed by Nathan Statezni<br />
<br />
==General Overview==<br />
The H4n has been recommended for survey over the [[Marantz PMD 661]] on the basis of price and bang-for-buck. Although the H4n has very good sound quality and is certainly better than the [[Zoom H2]], it is not the best. <br />
<br />
Note that although online reviews will often talk a lot about onboard features and connections, they often do not describe the pre-amp well, if at all. This is the part of the recorder that boosts the microphone signal to something usable. Most cheap recorders have poor, cheap pre-amps. Either you can't boost the microphone up well, or if you do, there's tons of background noise and the subject sounds like they're sitting in a well. The pre-amps on the H4n are in a class above the H2, just as the pre-amps on the 661 are in a class above the H4n. Often that's where the extra money goes.<br />
<br />
There is a [http://s3.amazonaws.com/samsontech/related_docs/H4n-manual.pdf detailed manual online] (CAUTION: large 17 MB file)<br />
<br />
==Transferring to computer==<br />
There are two ways to transfer to the computer. One is to turn off the Zoom H4n, remove the SD card and insert the SD card into your computer. From there, you can locate your files and transfer them.<br />
<br />
You can also use the USB cable to connect the Zoom H4n and your computer.<br />
* Press Menu. <br />
* Go to USB. <br />
* Choose Storage<br />
<br />
==Features==<br />
[[File:Zoomh4ndetail.jpg|frame|Features of the Zoom H4n digital recorder.]]* It has built-in stereo microphones. You can convert stereo recordings to “mono” on the unit although this is typically "dual-mono" which basically writes a stereo file -2 tracks- with the identical waveform in each track. It's an annoying waste of memory space. The PMD-661 can write to true mono - single track - files. <br />
* built-in speaker<br />
* It uses 2 AA batteries. Recording time is around 6 hours. In a special Stamina mode, it can supposedly last for around 11 hours.<br />
* It has a ¼” mic jack (that fits the mics used for Minidisk recorders) but it is on the back of the unit, so a little awkward for where to place the recorder when recording There is also an 1/8" stereo mic jack on the bottom of the unit, just behind the built-in mics. You may either use it or the built-ins or the 1/4" jacks.<br />
* Tracks can be divided during recording or playback. During playback when tracks are divided, then STE-000 becomes STE-000a and STE-000b. If you want to extract an utterance to its own file out of an original file, you would take STE-000 and divide it as before at the beginning of the utterance. STE-000a then contains data before the utterance. Then you divide STE-000b at the end of the utterance to create STE-000ba and STE-000bb. The former is the utterance you want and you should rename to something meaningful. The latter is the remainder of the data after the utterance you wanted. This whole procedure is much more elegantly done in the 661 by putting 'in' and 'out' markers on the utterance you want and simply copying that to another file.<br />
* Tracks can be played one track at a time (nice for playing RTTs)<br />
* Playback can be slowed down (to 50%) without changing pitch, which might be nice when transcribing RTT stories on the field<br />
* It has a built-in speaker (but probably not loud enough for a group RTT session), so you don’t always have to use headphones<br />
* Uses SD cards. However, if you choose to record at higher bitrates or use 4-track simultaneous recording (by recording both through the built-in mics or 1/8" stereo jack and the XLR/ 1/4" jacks at the bottom) then you will want the faster Class 4 SD cards.<br />
* It comes with a plastic case, but it’s not clear from pictures how durable the case might be<br />
<br />
==Cons==<br />
* The built-in microphones are placed precariously on top with no cage, so they might break if the unit dropped. They are not known for their durability. You buy them as a consumable expecting to have a 3~5 year life cycle. But you should expect that they will not take abuse of any kind well. Frankly, in use, I found the cage on the old H4 (ancestor to the H4n) to be unnecessary. Insure your toys and have a backup/secondary recorder like an H2.<br />
* large, heavy, and ostentatious. size & weight are big cons especially on a lengthy backpacking survey. <br />
* Do not allow tracks to be rejoined (although by making backup copies, you could simply use a copy to redivide the track), which the MiniDisc Players allow. <br />
* the automatic record volume feature is terrible! All of the recordings turn out extremely quiet.<br />
* The [[Zoom H4n]] will not copy sections of files, but you can divide files in two, rename, move files and make copies of them. This makes the on-board RTT processing a little more tedious, but still doable, and much less tedious than patching 2 [[Zoom H2]]s together, and with better sounding output.<br />
<br />
==Recording==<br />
The easiest way to record is to simply use the built-in microphones. If the Mic button is shining red, then it will record using the microphone. When using minidisk recorders, most surveyors use the automatic volume adjustment when recording. However, the Auto Recording Volume setting on the Zoom H4n does not work well with the built-in microphones. The recordings are always too quiet. With the manual settings, 85-92 tend to be good settings. It is important to learn what the displayed levels mean relative to the actual waveform before using the unit in field situations and to check the levels periodically. This ensures that the volume level will be correct. <br />
<br />
To use automatic volume for recording on the Zoom H4n (only in Stereo mode), <br />
# Press Menu. <br />
# Choose Input<br />
# Choose Level Auto<br />
# Turn On.<br />
<br />
Normally, the file names are generic and not very clear (STE-xxx.wav). A more clear system is to show the Date (a track recorded on 15 Aug 2010 would be called 100815-xxx.wav (yymmdd-xxx.wav)). <br />
To change the file names to show the date (for Stereo mode), <br />
# Press Menu. <br />
# Choose Rec.<br />
# Choose File Name<br />
# Choose Date.<br />
<br />
You can also plug in a microphone like the minidisc recorders used into the back in the Ext Mic hole. If you plug in a microphone, it will not record with the built-in microphones, but will only use the one that you plugged in. The 1 and 2 below the Mic button are for the big XLR microphone jacks at the base of the unit.<br />
<br />
See our [[Tips for Audio Recording]] for more info. <br />
<br />
'''See also Nathan's [[Zoom H4n RTT Guide]] and [[Zoom H4n Word List Guide]].'''<br />
<br />
Links: [[Equipment Reviews]] | [[Equipment User Guides]]<br />
<br />
[[Category:Equipment]]</div>Adminhttps://surveywiki.info/index.php?title=Zoom_H2_RTT_GuideZoom H2 RTT Guide2011-10-05T23:24:08Z<p>Admin: </p>
<hr />
<div> Contributed by Mike Rueck.<br />
<br />
First, make your original recording at archival quality (96kHz/24 bits).<br />
<br />
With two H2s and a patch cord, you can copy the story into an empty folder on the second H2 one "track" at a time. (To save space on your memory card, just make the copy at CD quality (44.1 kHz/16 bits).) When you come to a pause in the story, just hit Pause on the playing machine and Stop on the recording machine. Then hit Record (twice) on the recording machine and Play on the other machine to begin recording the next segment of the story. Each of the new files will be named sequentially: STE-000.WAV, STE-001.WAV, STE-002.WAV, .... <br />
<br />
Now, you have the story in small enough bits for transcription. Just play one file at a time for transcription (set the Play Mode to Play One), repeating it as often as necessary.<br />
<br />
Next, formulate comprehension questions and decide which pauses they go in.<br />
<br />
Make a new copy of the story now, broken into separate files only where you will be asking questions (unless you need some extra tracks to keep the story segments before the questions short). Write down a list of the file names of each story track.<br />
<br />
Then, you can record the questions, one file per question, into the same folder as your latest copy of the text. Have a different person than your story-teller say the questions so the difference between the story and the questions is obvious. Write down the file names of the good recordings of each question. You may have files up to STE-100.WAV or so at this point, depending on how many mistakes you make along the way. <br />
<br />
When you have all of the story segments and questions as separate WAV files, rename them, one at a time, so that they come in the desired order. All you need to change is the numbers. For example:<br />
<br />
000 -> 201<br />
016 -> 202<br />
001 -> 203<br />
017 -> 204<br />
002 -> 205<br />
018 -> 206<br />
etc<br />
<br />
Keep a list of the new file name/number for each question, so you’ll know where you are in the test during the testing process! <br />
To perform the test in Play All mode, just start playing from file STE-201.WAV. The rest will play sequentially until you hit Pause. If you need to replay a question or a section of the story, just use the (<<) button to jump back to the beginning of the relevant file. <br />
<br />
Alternatively, you can perform the test in Play One mode so that the player stops automatically at the end of each file. Then you will need to manually advance to the next file (>>) before continuing. <br />
<br />
The H2 automatically names files STE-000.WAV through STE-999.WAV in each of 10 folders, so there are automatic names for up to 10,000 WAV files, which is more than I can imagine using. However, I just found that there doesn't seem to be a problem with renaming them STA-001.WAV or STB-001.WAV, STB-002.WAV, and so on, which would be a convenient way of designating tests in different dialects. Presumably, you could rename them any 7 character name you wanted and they would replay in alpha-numeric order. (You trade off time spent renaming files versus the sufficiency of the names.) As with a minidisc, it cuts down on the use of the navigation buttons to put the different dialects in different folders. <br />
<br />
If you're not actually recording the questions, then when you're making your "test tapes", after hitting Pause on the playing machine at the end of each "track", let the recording machine keep recording silence for another second or so before hitting Stop. Since there doesn't seem to be a way to make the H2 count down the time remaining on its files as it plays them, you'll need some audio signal that it's time to hit Pause and pose the next question when you're testing. A second of two or silence will be noticeable. Alternatively, you could do the testing in Play One mode, so that the player stops automatically at the end of each file.<br />
<br />
See also Mike's review of the [[Zoom H2]]<br />
<br />
Links: [[Equipment Reviews]] | [[Equipment User Guides]]<br />
<br />
[[Category:Equipment]]</div>Adminhttps://surveywiki.info/index.php?title=Zoom_H2Zoom H22011-10-05T23:22:49Z<p>Admin: </p>
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<div>[[File:Zoomh2scale.jpg|frame|Size of Zoom H2 digital recorder]]<br />
Contributed by Mike Rueck.<br />
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==Recording on the H2==<br />
Use the H2's Normalize function to amplify a recording that's too quiet. See our [[Tips for Audio Recording]] for more help.<br />
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==Features==<br />
[[File:Zoomh2detail.jpg|frame|Features of the Zoom H2 digital recorder]]<br />
* The Zoom H2 is a professional recorder significantly cheaper because it has no playback speaker (i.e. only earphone jack), <br />
* 4 hr battery life<br />
* Very compact. <br />
* The H2 is terrific for a "quick-draw" recorder, and to have as a backup or another pair of ears for the same event.<br />
* 4 condenser microphones in front and back X-Y crossover patterns. The H2 also takes external microphones, though its ability to power an external condenser microphone is a bit weak. The H2 built-in mics do very well for language documentation.<br />
* The H2 will record in both MP3 and uncompressed .wav at any of a variety of quality settings (with proportional usage of SD card space of course.) The minimum is CD quality and it can exceed DVD quality quite easily.<br />
* It is light and handy as any handheld microphone<br />
* screws onto a camera tripod. If you want you can record an entire conversation in 4 tracks or 2, using both built in mic pairs at once. You could also use it as a mic for recording directly on to a laptop via USB2.<br />
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==Cons==<br />
* inferior sound quality to other comparable recorders<br />
* editing abilities on the unit are cumbersome<br />
* not recommended for use as a primary. <br />
* Some worried that an H2 is too fragile, with its plastic case and (mostly) membrane buttons. The little door over the SD card breaks off easily, but it still works fine. <br />
* The only problem that has made me hesitate to recommend the H2 to surveyors is the necessity for editing files on the unit.<br />
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==Editing on the Unit==<br />
The H2 does have a way to mark points in a recording while the recording is being done, but not later. As with all flash recorders, there is no pause button. Every time you pause it you actually close that file. When you start again it makes a new file, following a simple numbering system and filling in any numbers that are might be missing in a sequence (because you deleted those files.) The numbering is STE-000, STE-001…..STE-xxx (I don’t remember how many files but it holds many.) It has 9 file folders, so you could keep one for base audio files and use each of the other 8 for e.g. a different village. When you fill an SD card or want it put away for safekeeping you can put in another.<br />
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On playback, it starts with the lowest number and works up, moving smoothly from one file to the next. Therefore you can change the order of playback by simply changing the number in the filename. By the way, this can be done on a computer and then copied back into the SD card and put back on the H2 if you prefer. However, if you change the STE- in the first part of a filename to something else, it will still play it but play it last, after all the STE- files. I copied one wav file to my hard drive, shortened it in Audacity, then exported it as an MP3 and copied it back into my H2. It played without hesitating, among the other wav files. So there seems to be some flexibility in re-arranging files on the H2 and a lot if you have a netbook on the trip as well.<br />
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I've just succeeded in creating an RTT with interspersed questions using two Zoom H2s. Since the H2 has a "file divide" function, you should be able to create an RTT on a single H2; however, the H2's file renaming capabilities are limited, which makes it awkward to use the divide function as many times as you need to in creating an RTT. However, to conduct RTTs, each tester will need to have an H2, so a typical survey team should have 2 or 3 of them, at least. <br />
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'''See also the [[Zoom H2 RTT Guide]] for detailed instructions from Mike.'''<br />
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Back to [[Equipment Reviews]]<br />
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[[Category:Equipment]]<br />
==File Sizes==<br />
Digital recordings at recommended archival quality (24 bit/48 kHz) take up about 1GB of memory per hour. Since RTT tests usually consist of 5 minutes or less of sound each, even allowing for unused (mistake) tracks, a 1GB memory card should hold at least a dozen different very high sound quality RTTs. Memory cards are pretty inexpensive these days, so I would expect surveyors to have at least 2GB cards. However, even if you have smaller cards, you could just save the original recordings at archival quality on a single 1-2GB card and then make copies at lower quality (such as MP3) on smaller cards for testing purposes.<br />
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See also the newer and improved model the [[Zoom H2n]].</div>Adminhttps://surveywiki.info/index.php?title=Marantz_PMD_661Marantz PMD 6612011-10-05T23:18:35Z<p>Admin: </p>
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<div>[[File:Marantzpmd661.jpg|frame|The Marantz PMD 661 digital recorder.]] On the Marantz PMD 661, making RTTs on a single machine is not only possible, it's elementary. The 661 has two major things going for it: exceptional sound quality and the ability to copy sections of a file (or even playlist) to a new unique file.<br />
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See our [[Tips for Audio Recording]] for help with recording digital audio. <br />
<br />
Back to [[Equipment Reviews]]<br />
<br />
[[Category:Equipment]]</div>Adminhttps://surveywiki.info/index.php?title=Equipment_User_GuidesEquipment User Guides2011-10-05T23:17:14Z<p>Admin: </p>
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<div>*Audio Recorders<br />
** [[Zoom H2 RTT Guide]]<br />
** [[Zoom H4n RTT Guide]]<br />
** [[Zoom H4n Word List Guide]]<br />
** [[Segmenting an RTT without a Computer]]<br />
<br />
See also: [[Equipment Reviews]]<br />
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[[Category:Equipment]]</div>Adminhttps://surveywiki.info/index.php?title=Inescapable_Laws_of_SurveyInescapable Laws of Survey2011-08-15T06:05:25Z<p>Admin: Created page with "'''When they ask you to do a survey: GORDON'S FIRST LAW''' * If a research project is not worth doing, it is not worth doing well. '''When writing a survey proposal: LAUNEGAYER..."</p>
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<div>'''When they ask you to do a survey: GORDON'S FIRST LAW'''<br />
* If a research project is not worth doing, it is not worth doing well.<br />
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'''When writing a survey proposal: LAUNEGAYER'S OBSERVATION'''<br />
* Asking dumb questions is easier than correcting dumb mistakes.<br />
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'''When planning logistics (don’t be too dependent on equipment): PHILLIPS' LAW'''<br />
* The better the 4WD, the further away you will be when you get stuck.<br />
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'''When doing pre-survey library research: WEINER'S LAW OF LIBRARIES'''<br />
* There are no answers, only cross-references.<br />
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'''When defining research questions for a survey: BARUCH'S OBSERVATION'''<br />
* If all you have is a hammer, everything looks like a nail.<br />
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'''When selecting tools: COCHRANE'S APHORISM for physicians'''<br />
* Before ordering a test decide what you will do if it is 1) positive or 2) negative. If both answers are the same, don’t do the test.<br />
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'''When formulating interview questions: MURRAY'S LAWS'''<br />
:# Never ask a barber if you need a haircut.<br />
:# Never ask a salesman if his is a good price.<br />
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'''When researching population, history, etc. (know when to stop): SEGAL'S LAW'''<br />
* A man with one watch knows what time it is.<br />
* A man with two watches is never sure.<br />
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'''When consulting on someone else's survey: THE ROMAN RULE'''<br />
* The one who says it cannot be done should never interrupt the one who is doing it.<br />
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[[Category:Methodology]]<br />
'''When gathering data: LEVY'S NINTH LAW'''<br />
* Only God can make a random selection.<br />
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'''When analysing the data: FOURTH LAW OF REVISION'''<br />
* After painstaking and careful analysis of a sample, you are always told that it is the wrong sample and does not apply to the problem.<br />
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'''Remember to define your terms! COHEN'S LAW'''<br />
* What really matters is the name you succeed in imposing on the facts-- not the facts themselves.<br />
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'''When drawing conclusions: THUMB'S FIRST POSTULATE'''<br />
* It is better to solve a problem with a crude approximation and know the truth + 10%, than to demand an exact solution and not know the truth at all.<br />
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'''At unexpected times throughout the course of a survey: OLIVIER'S LAW'''<br />
* Experience is something you don’t get until just after you need it.<br />
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compiled by Douglas Boone</div>Adminhttps://surveywiki.info/index.php?title=Sample_Word_ListSample Word List2011-07-22T04:29:11Z<p>Admin: </p>
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<div>Below are links to word lists that you can download to use or just get an idea of what word lists consist of. <br />
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* [http://www.sil.org/silewp/2006/silewp2006-005.pdf The SIL Comparative African Wordlist (SILCAWL)]<br />
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[[Category:Word Lists]]</div>Adminhttps://surveywiki.info/index.php?title=Language_Assessment_BibliographyLanguage Assessment Bibliography2011-07-21T04:18:13Z<p>Admin: </p>
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<div><div name="Warning notice" class="messagebox standard-talk" id="attention" style="padding: 5px 10px 5px 10px; border:1px solid #A00; margin: auto auto 1em auto"><br />
<div style="font-size: 2em; color: red;">[[Image:Tools.png|25px]] '''''Guidelines for Editors'''''</div><br />
This page is a repository for texts that are useful to practitioners and students of language assessment. Therefore, only a few non-relevant references to Calvin & Hobbes and Far Side collections will be permitted. Feel free to put sources in more than one section if relevant and to create new sections as needed. If you do create a new section though, please maintain alphabetical order of sections for easy reading.<br />
<br />
When you edit sections of this page, please use the format templates below for books and articles or chapters. For any other sources types.... just make it up! When adding a new source, please place it in the most relevant section and then add tags for other topics covered by the source.<br />
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Please do add some blurb so that people can see why the source is relevant and, where possible, include links to the relevant Amazon site and Google Books so that readers can get more information on titles.<br />
<br />
Finally, you MUST add key words to help readers find sources by being able to search this page.</div><br />
<br />
'''Book Source Wiki Code Template'''<br />
<nowiki>'''TITLE''' by AUTHOR/S ''published YEAR by PUBLISHERS.''<br />
:BLURB<br />
:{{small|'''Tags:''' TAG, TAG}}<br />
:[LINK Google Books Link] | [LINK Amazon Link]</nowiki><br />
<br />
'''Journal Article/Book Chapter Code Template'''<br />
<br />
<nowiki>'''ARTICLE/CHAPTER TITLE''' by AUTHOR/S ''published YEAR in JOURNAL NAME, JOURNAL ISSUE, PAGE NUMBERS.''<br />
:BLURB<br />
:{{small|'''Tags:''' TAG, TAG}}</nowiki><br />
<br />
__TOC__<br />
<br />
'''Hint:''' To find sources for particular topics, try hitting CTRL+F and searching this page for key words.<br />
<br />
=Dialectology=<br />
'''Dialectology as Dialectic: Interpreting Phula variation''' by Jamin R. Pelkey ''published 2011 by Mouton de Gruyter.''<br />
:Dialectology proper has traditionally focused on the geographic distribution of language variation as an end in itself and has remained relatively segregated from other branches of linguistic and extra-linguistic inquiry. Cross-fertilizing winds have been blowing through the field for more than a decade, but much work remains for adequate synthesis. This book seeks to further the interdisciplinary integration of the field by highlighting, and harnessing, the many dialectic tensions inherent in language variation research and dialect definition. <br />
<br />
:Undertaking a broadscale experiment in applied dialectics, the book demonstrates multiple grounds for insisting on a more robust, integrational approach to dialectology while simultaneously demonstrating grounds for defining the Phula languages of China and Vietnam. The Phula languages belong to the Burmic sub-branch of the Tibeto-Burman family and are primarily spoken in southeastern Yunnan Province, China. With origins as early as the ninth century, these language varieties have been left undefined, and largely unresearched, for hundreds of years. <br />
<br />
:Based on extensive original fieldwork, the book identifies 24 synchronic Phula languages descended from three distinct macro-clades diachronically. This is accomplished by blending typological-descriptive, historical-comparative and socio-cognitive perspectives. Diagnostics include both qualitative and quantitative measurements, and insights from history, geography, ethnology, language contact, sociolinguistics and more are called on for data interpretation. This dialogic approach incorporates complexity by asserting that dialectology itself best flourishes as an interdependent dialectic - a dynamic synthesis of competing perspectives.<br />
:{{small|'''Tags:''' dialectology, variation, China, Vietnam, Phula, Tibeto-Burman, sociolinguistics, language contact, ethnology}}<br />
:[http://books.google.com/books?id=fGoZL4h4qFMC Google Books Link] | [http://www.amazon.com/exec/obidos/ASIN/3110245841/johnandshee08-20 Amazon.com Link]<br />
<br />
=Ethnography=<br />
'''Folk Linguistics''' by Nancy A. Niedzielski & Dennis R. Preston'' published 2003.''<br />
:Folk knowledge of language has not engaged linguists very often in the history of that field. Introductory texts often disparage folkbelief in contrast to 'scientific truth'. In fact, language is a ubiquitous topic of discussion and general concern of the folk. They talk about grammar, pronunciation, first and second language learning, language disabilities, dialects, gender and language, and a host of other topics. This book approaches such beliefs as one of the most important aspects of ethnography. Surely what a people believe about their language is as important as any other key to an understanding of their culture.<br />
:{{small|'''Tags:''' ethnography, folk, disabilities, dialectology, gender, language learning, pronuncation, grammar}}<br />
:[http://books.google.com/books?id=2yl-80uGCpAC Google Books Link] | [http://www.amazon.com/exec/obidos/ASIN/3110175541/johnandshee08-20 Amazon.com Link]<br />
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=Language Diversity=<br />
'''Language Diversity in the Pacific''' by Cunningham, Ingram & Sumbuk'' published 2006 by Multilingual Matters.''<br />
:Contains articles of particular relevance to assessment in Papua New Guinea and Indonesia. Challenges the drawing of language boundaries and describes issues connected to endangerment.<br />
:{{small|'''Tags:''' endangerment, Indonesia, China, Papua New Guinea, language boundaries, language naming, dialectology, pidgins, creoles, minority languages, vitality, Australia, Pacific, language documentation, education, language revitalisation, East Timor, Vanuatu, New Caledonia, Australia, domains, language maintenance}}<br />
:[http://books.google.com/books?id=vwERfeS8TXgC Google Books Link] | [http://www.amazon.com/exec/obidos/ASIN/1853598674/johnandshee08-20 Amazon Link]<br />
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'''The Mixed Language Debate:Theoretical and Empirical Advances''' by Yaron Matras & Peter Bakker ''published 2003 by Mouton De Gruyter.''<br />
:Mixed Languages are speech varieties that arise in bilingual settings, often as markers of ethnic separateness. They combine structures inherited from different parent languages, often resulting in odd and unique splits that present a challenge to theories of contact-induced change as well as genetic classification. This collection of articles is devoted to the theoretical and empirical controversies that surround the study of Mixed Languages. Issues include definitions and prototypes, similarities and differences to other contact languages such as pidgins and creoles, the role of codeswitching in the emergence of Mixed Languages, the role of deliberate and conscious mixing, the question of the existence of a Mixed Language continuum, and the position of Mixed Languages in general models of language change and contact-induced change in particular. An introductory chapter surveys the current study of Mixed Languages.<br />
:{{small|'''Tags:''' mixing, varieties, dialectology, pidgins, creoles, codeswitching, language change, language contact}}<br />
:[http://books.google.com/books?id=qZMRV8y6T8AC Google Books Link] | [http://www.amazon.com/exec/obidos/ASIN/3110177765/johnandshee08-20 Amazon Link]<br />
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'''Language Diversity Endangered''' by Matthias Brenzinger'' published 2008 by Mouton de Gruyter.''<br />
:This book presents a comprehensive overview of endangered languages with a global coverage. The contributions are unique in analysing the present extent and the various kinds of language endangerment by applying shared general indicators for the assessment of language endangerment. Apart from presenting the specific situations of language endangerment at the sub-continental level, the volume discusses major issues that bear universally on language endangerment. The actual study of endangered languages is carefully examined, for example, against the ethics and pragmatics of fieldwork. Practical aspects of community involvement in language documentation are discussed, such as the setting up of local archives and the training of local linguists. Numerous case studies illustrate different language shift environments with specific replacing factors, such as colonial and religious conquests, migrations and governmental language education.<br />
:{{small|'''Tags:''' endangerment, ethics, field linguistics, language shift, migration, language planning}}<br />
:[http://books.google.com/books?id=qtcmm6N6LPYC Google Books Link] | [http://www.amazon.com/exec/obidos/ASIN/3110170507/johnandshee08-20 Amazon Link]<br />
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'''Mapping Linguistic Diversity in Multicultural Contexts''' by Monica Barni & Guus Extra'' published 2008 by Mouton de Gruyter.''<br />
:Within the European context, linguistic diversity can be studied at the level of both official state languages and non-national languages. This comprehensive overview offers insightful crossnational and crosscontinental perspectives on non-national languages in terms of both regional and immigrant languages. The book focuses on mapping linguistic diversity in both the private and public domain. Methodological issues and empirical outcomes are explored for a variety of European and non-European countries and languages. <br />
<br />
:The book consists of four parts. Part 1 provides an introduction to the subject, as well as an overview and discussion of migration statistics and language use. Part 2 deals with the mapping of regional languages in Europe, exemplified by case studies on Welsh, Basque, and Frisian. Part 3 focuses on immigrant languages in Europe and includes case studies from both national (Switzerland, Italy, France) and crossnational (Multilingual Cities Project) perspectives. Part 4 turns to mapping linguistic diversity abroad with case studies on Australia, South Africa, Turkey, and Japan.:{{small|'''Tags:''' Europe, offical languages, Welsh, Basque, Frisian, Switzerland, Italy, France, Japan, South Africa, Turkey, multilingualism}}<br />
:[http://books.google.com/books?id=VMQbAQAAIAAJ Google Books Link] | [http://www.amazon.com/exec/obidos/ASIN/3110196212/johnandshee08-20 Amazon Link]<br />
<br />
=Teamwork=<br />
'''Building Credible Multicultural Teams''' by Lianne Roembke'' published 2000 by William Carey Library.''<br />
:Realistic and practical, it touches on attitudes of mutual respect and open communication.<br />
:{{small|'''Tags:''' multicultural, teamwork, teams, communication}}<br />
:[http://books.google.com/books?id=RZafcCawYecC Google Books Link] | [http://www.amazon.com/exec/obidos/ASIN/0878083405/johnandshee08-20 Amazon.com Link]<br />
<br />
'''Cross-Cultural Partnerships''' by Mary T. Lederleitner'' published 2010 in Downers Grove by Inter Varsity Press.''<br />
:Mary is an [[SIL]] executive who became involved as an accountant with various cross-cultural issues in the worldwide movement and is now working on a PhD in this area. Her book focuses on only one aspect, the multicultural conflict issues and how to minimize them. The basics of formation of a mono-cultural team are not in focus; something else will be needed for that. <br />
:{{small|'''Tags:''' teams, teamwork, cross-cultural issues, multi-cultural, conflict management}}<br />
:[http://books.google.com/books?id=CEx1iuHYkKIC Google Books Link] | [http://www.amazon.com/exec/obidos/ASIN/0830837477/johnandshee08-20 Amazon.com Link]<br />
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'''Teamwork: How to Build Relationships''' by Gordon & Rosemary Jones'' published 2003 by Scripture Union.<br />
:The book brings in personality type, how individuals of various types relate to others within a team context as well as stages of team development, spiritual giftedness and individual uniqueness. Exercises at the end of the book include self-perceptions of team roles, topics to discuss within the team context and team satisfaction.<br />
:{{small|'''Tags:''' teams, teamwork, relationships, personality type, spiritual gifts}}<br />
:[http://books.google.com/books?id=MpGjcEWzLAoC Google Books Link] | [http://www.amazon.com/exec/obidos/ASIN/1859996914/johnandshee08-20 Amazon.com Link]<br />
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'''Leading Teams: setting the stage for great performances''' by J. Richard Hackman ''published in 2002 by the Harvard Business School Press in Boston.''<br />
:{{small|'''Tags:''' teams, teamwork}}<br />
:[http://books.google.com/books?id=SxnLvgVqVtIC Google Books Link] | [http://www.amazon.com/exec/obidos/ASIN/1578513332/johnandshee08-20 Amazon.com Link]<br />
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[[Category:Resources]]</div>Adminhttps://surveywiki.info/index.php?title=DiglossiaDiglossia2011-07-21T01:33:46Z<p>Admin: Created page with "Diglossia is a social situation in which two or more languages, or language varieties, co-occur in a speech community, each with a distinct social function. For example, in..."</p>
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<div>Diglossia is a social situation in which two or more languages, or language varieties, co-occur in a [[speech community]], each with a distinct social function. <br />
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For example, in Paraguay, people use Guaraní for informal conversation but Spanish for formal exchanges. In parts of Switzerland people use Swiss-German for informal functions and High German for formal functions.<br />
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See the [[Talk:Diglossia|discussion tab]] for discussion on this topic.<br />
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[[Category:Glossary]]</div>Adminhttps://surveywiki.info/index.php?title=Delorme_PN-60Delorme PN-602011-07-21T00:37:16Z<p>Admin: Created page with "frameI would recommend the Delorme PN-60, a professional or prosumer grade device. This GPS allows you to upload your own map files, switch between mul..."</p>
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<div>[[File:Delorme-pn-60.jpg|frame]]I would recommend the Delorme PN-60, a professional or prosumer grade device. This GPS allows you to upload your own map files, switch between multiple maps for a single area, including raster images (think aerial photos), and interfaces well with a high power mapping program, Delorme XMap 7. Delorme does have a world basemap and if another map is available from another source the PN-60 will probably receive it<br />
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The [[Delorme PN-60w SE]] comes with SPOT messenger integration which is cool if you need that capability.<br />
<br />
[[Category:Equipment]]</div>Adminhttps://surveywiki.info/index.php?title=Delorme_PN-60w_SEDelorme PN-60w SE2011-07-21T00:37:13Z<p>Admin: Created page with "frameThe Delorme PN-60w SE comes with SPOT messenger integration which is cool if you need that capability. Delorme GPS units are prosumer mode..."</p>
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<div>[[File:DeLorme-PN-60w-SE.jpg|frame]]The [[Delorme PN-60w SE]] comes with SPOT messenger integration which is cool if you need that capability. Delorme GPS units are prosumer models. Delorme does have a world basemap and if another map is available from another source the PN-60 will probably receive it.<br />
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[[Category:Equipment]]</div>Adminhttps://surveywiki.info/index.php?title=Garmin_eTrex_Vista_HCxGarmin eTrex Vista HCx2011-07-21T00:26:18Z<p>Admin: </p>
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<div>[[File:Garmin gps-etrex-vista-cx 1.jpg|frame]]I've used several units in the eTrex series and I would recommend the eTrex Vista HCx It has an altimeter and an electronic compass, which in my opinion, is just a waste of batteries, but you can turn the compass off so it doesn't do that.<br />
<br />
The Vista is smaller than the [[Garmin GPSmap 60CSx]], with a smaller screen, but a good unit and $100 cheaper. However, it is less accurate than the 60CSx which handles interference such as tree cover better and there's no delay between when you press the Mark button and when it captures the waypoint. With the Vista you have to hold the joystick in for a second before it knows you want to capture a waypoint. If you're standing still or walking, this isn't a big deal, but if you're passing through in a vehicle, it's annoying.<br />
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I also have the impression that the 60CSx has even better battery life than the Vista, which means you have to carry fewer batteries with you. (Perhaps rechargeable batteries are better these days, but I found 6-9 years ago that they didn't last very long and then were difficult to recharge with a solar recharger. So, it was a lot less hassle and less weight to carry, in the end, to use Duracell or Energizer alkalines. And someone might be able to listen to the radio for a few minutes with them after they won't run your GPS anymore.)<br />
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On the Garmin website, the GPSmap 62s also looks interesting, but I have no experience with it. The wireless data sharing might come in handy. I wouldn't recommend the "t" models with the preloaded topographic maps unless you can get them to preload topo maps of your part of the world. I expect that the default set is for the U.S.<br />
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I suspect any unit with a touchscreen is going to use up battery power quickly, so I'd stay away from those.<br />
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See a response to this on the [[Talk:Garmin eTrex Vista HCx|discussion tab]] above.<br />
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[[Category: Equipment]]</div>Adminhttps://surveywiki.info/index.php?title=Garmin_Geko_201Garmin Geko 2012011-07-21T00:19:10Z<p>Admin: </p>
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<div>[[File:Garmingeko201.jpg|frame]]I had a small Garmin Geko 201. This is not a highly scientific device, but works well for basic things, is simple to use, easy to label, and much smaller (about 1/4 the size/weight) than the other Garmin GPS's. <br />
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We used it for tracking roads, marking villages, rivers, and boundaries. It quickly coordinates with satellites and often would be accurate to 9 feet. It does have a limited amount of tracks it will create though (and will start to delete the first tracks if you have too much info). I don't believe a base map can be entered on it, so this is only great for exploring "unknown" lands. <br />
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Here's [https://buy.garmin.com/shop/shop.do?cID=144&pID=220#featureTab a site] for it that gives more info.<br />
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Oh, and the Geko also has GPS games if you get bored.<br />
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See a response to this on the [[Talk:Garmin Geko 201|discussion tab]] above.<br />
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[[Category:Equipment]]</div>Adminhttps://surveywiki.info/index.php?title=Garmin_GPSmap_60CSxGarmin GPSmap 60CSx2011-07-21T00:17:17Z<p>Admin: </p>
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<div>[[File:GPSmap60CSx.jpg|frame]]I've used several units in the eTrex series and the GPSmap 60CSx. I would recommend the [[Garmin eTrex Vista HCx]] or the GPSmap 60CSx. Both have an altimeter. Both also have an electronic compass, which in my opinion, is just a waste of batteries, but you can turn the compass off so it doesn't do that.<br />
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The Vista is smaller, with a smaller screen, but a good unit and $100 cheaper.<br />
<br />
I prefer the GPSmap 60CSx because the receiver is more accurate and handles interference such as tree cover better and there's no delay between when you press the Mark button and when it captures the waypoint. With the Vista you have to hold the joystick in for a second before it knows you want to capture a waypoint. If you're standing still or walking, this isn't a big deal, but if you're passing through in a vehicle, it's annoying. I also have the impression that the GPSmap 60CSx has even better battery life than the Vista, which means you have to carry fewer batteries with you. (Perhaps rechargeable batteries are better these days, but I found 6-9 years ago that they didn't last very long and then were difficult to recharge with a solar recharger. So, it was a lot less hassle and less weight to carry, in the end, to use Duracell or Energizer alkalines. And someone might be able to listen to the radio for a few minutes with them after they won't run your GPS anymore.)<br />
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On the Garmin website, the GPSmap 62s also looks interesting, but I have no experience with it. The wireless data sharing might come in handy. I wouldn't recommend the "t" models with the preloaded topographic maps unless you can get them to preload topo maps of your part of the world. I expect that the default set is for the U.S.<br />
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I suspect any unit with a touchscreen is going to use up battery power quickly, so I'd stay away from those. <br />
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See a response to this on the [[Talk:Garmin GPSmap 60CSx|discussion tab]] above.<br />
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[[Category:Equipment]]</div>Adminhttps://surveywiki.info/index.php?title=Garmin_etrex_Vista_Cx_IGarmin etrex Vista Cx I2011-07-21T00:11:44Z<p>Admin: </p>
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<div>After my experience with the Etrex Vista Cx I have decided never to purchase a Garmin product again. <br />
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Customer service was terrible when I tried to get the unit fixed after it partially melted in North Africa. Garmin's world base map on that unit is very limited and there are no additional maps available for the areas in which I work. Garmin used a proprietary file type for their base maps so that customers would not be able to add their own maps or modify the default base map. These same problems apply to the [[Garmin Geko 201|Garmin Geko]], [[Garmin GPSmap 60CSx|GPSmap 60]], and the [[Garmin eTrex Vista HCx|Vista hcx]].<br />
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I understand now that Garmin has allowed its customers a bit more freedom in uploading raster images to their new units like the Oregon, but from the little I've seen of it, the Oregon still does not compete with the [[Delorme PN-60]]. <br />
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<br />
[[Category:Equipment]]</div>Adminhttps://surveywiki.info/index.php?title=Useful_Research_PhrasesUseful Research Phrases2011-07-20T06:43:12Z<p>Admin: Created page with "::{| class="wikitable" ! Research Phrase !! Interpretation {{Alternating rows table section|es=background:#CFECEC; | {{!}} "It has long been known that..." {{!!}} I didn't look ..."</p>
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<div>::{| class="wikitable"<br />
! Research Phrase !! Interpretation<br />
{{Alternating rows table section|es=background:#CFECEC;<br />
| {{!}} "It has long been known that..." {{!!}} I didn't look up the original reference.<br />
| {{!}} "A clear trend is evident." {{!!}} These data are practically meaningless.<br />
| {{!}} "It is believed that..." {{!!}} I think...<br />
| {{!}} "It is widely believed that..."{{!!}} A couple of other guys think so too.<br />
| {{!}} "While it has not been possible to provide definitive answers to these questions,..."{{!!}} The study was a failure but I still hope to get it published.<br />
<br />
| {{!}} "Typical results are shown."{{!!}} The best results are shown.<br />
| {{!}} "Four cases were chosen for more in-depth study."{{!!}} The rest of them didn't make any sense.<br />
| {{!}} "The most reliable results are those of Jones."{{!!}} He was my graduate assistant.<br />
| {{!}} "The following analysis, based on obtainable data,..."{{!!}} Three pages of laboratory notes were obliterated when I spilled beer on them.<br />
| {{!}} "The outcome of this experiment is counter-intuitive."{{!!}} I don't understand<br />
| {{!}} "The calculated values are correct within an order of magnitude."{{!!}} The calculated values are wrong.<br />
| {{!}} "It is hoped that the questions raised in this paper will stimulate further research in this area."{{!!}} This is a lousy paper but so are all the others on this miserable topic.<br />
| {{!}} "Thanks are due to James White for research assistance and to Frank Stone for valuable discussions."{{!!}} White did the work and Stone explained it to me.<br />
}}<br />
|}<br />
[[Category:Glossary]]</div>Adminhttps://surveywiki.info/index.php?title=Site_MapSite Map2011-07-12T05:58:58Z<p>Admin: </p>
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<div>The following headings are expandable and, fully expanded, show all the content on SurveyWiki.<br />
<br />
==Survey-Related Content==<br />
<categorytree mode=pages depth=0>Methodology</categorytree><br />
<categorytree mode=pages depth=0>Research</categorytree><br />
<categorytree mode=pages depth=0>Research Topics</categorytree><br />
<categorytree mode=pages depth=0>Resources</categorytree><br />
<categorytree mode=pages depth=0>Tools</categorytree><br />
<br />
==SurveyWiki-Related Content==<br />
<categorytree mode=pages depth=0>About</categorytree><br />
<categorytree mode=pages depth=0>Glossary</categorytree><br />
<categorytree mode=pages depth=0>Help</categorytree><br />
<categorytree mode=pages depth=0>Signposting</categorytree><br />
<categorytree mode=pages depth=0>Template documentation</categorytree><br />
<br />
==Miscellaneous Content==<br />
<categorytree mode=pages depth=0>Small Furry Animals</categorytree></div>Adminhttps://surveywiki.info/index.php?title=Phonology_AssistantPhonology Assistant2011-07-01T03:41:57Z<p>Admin: Created page with 'need to add info here about this piece of software Category:Software'</p>
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<div>need to add info here about this piece of software<br />
<br />
[[Category:Software]]</div>Adminhttps://surveywiki.info/index.php?title=Matched-GuiseMatched-Guise2011-07-01T01:42:33Z<p>Brian Paris: </p>
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<div>{{data_collection_tools<br />
}}<br />
<br />
==Introduction==<br />
A matched guise test is done primarily to research language [[attitudes]]. Simply put a person hears a text read in two different languages by the same person. The subject is supposed to think they are two different people, hence 'guise'. The subject then answers a series of questions that will reveal (hopefully) the attitudes he has towards speakers of the languages tested. The test is 'matched' in that the speaker is the same person and he is reading the same text. <br />
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Matched Guise Tests typically have 3 steps to them:<br />
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{| class="wikitable" border="1" style="background:#FFEFBF; border: 1px solid #FFB85C;"<br />
|-<br />
| Step 1<br />
| Creation of the test<br />
|-<br />
| Step 2<br />
| Implementing the test<br />
|-<br />
| Step 3<br />
| Analyzing the results<br />
|}<br />
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This page will detail procedures for each of the steps.<br />
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==Creation of the test==<br />
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A matched guise test is created by finding a person who speaks the languages you are studying. The test usually looks at 2 languages, such as English and Spanish in the USA. To create a test for this scenario, you would find someone fluent in English and Spanish. <br />
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Once you have this person, you record him reading the same text in both languages. <br />
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Apart from this you develop a questionnaire that your subjects will take. You want the answers to these questions to reveal the attitudes the subject has in regards to speakers of the languages tested. This will be culturally informed. In some contexts asking about the height of the speaker will reveal perceived prestige, or lack of it. In some contexts asking about the speakers income, or level of education will be essential, while in others the question will not even make sense to the subject. Look at other parts of this wiki for help on developing questionnaires and preforming interviews. <br />
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==Implementing the test==<br />
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Assuming you have done the work of defining your population and applied the appropriate [[sampling]] techniques, you give the test to each subject. You take each subject and randomly play for him one of the readings. Then ask him the prepared questions, or fill out a questionnaire you have designed, as the situation calls for. Record the answers in whatever form seems most appropriate. Of course do as little as possible to affect the subject as he answers the questions. <br />
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Repeat this process for all subjects. <br />
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==Analyzing the results==<br />
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Refer to other sections of this wiki for information on [[Statistics]] to help with your analysis. <br />
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Be sure to remember what it is you have discovered with this test, and what you have not discovered. You know (or do you) what a sample of people think about a recording. This in itself is not language attitudes. You are taking the answers and extrapolating language attitudes from it. So, be careful about how strongly you state your findings and what you assume from your data. This is of course true for all the tests we do. <br />
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==Variations==<br />
There have been numerous variations to this test. It has been used to find dialect attitudes (see Shuy and Fasold 1973). Researchers have used different speakers for their recordings. This takes the 'matched' aspect out of the test and introduces other variables. However, it does make each recording more natural. <br />
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==Further Reading==<br />
Shuy, Roger W. and Ralph W. Fasold eds. 1973. Language Attitudes: Current Trends and Prospects. Georgetown University Press: Washington D.C.</div>Brian Parishttps://surveywiki.info/index.php?title=Inputting_Data_into_WordSurvInputting Data into WordSurv2011-06-27T05:35:08Z<p>Admin: </p>
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<div>[[Image:WS6-1.jpg|thumb|Figure 1. Create New Survey]]<br />
*Note: It is important to complete each step of [[lexicostatistics|lexicostatistical]] comparison completely before moving on to the next. This applies to the steps detailed below as well as the greater process. <br />
[[Image:WS6-2.jpg|thumb|Figure 2. Create New Variety]]<br />
[[Image:WS6-3.jpg|thumb|Figure 3. Import Gloss Dictionary]]<br />
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Before entering your word lists into [[WordSurv]] (WS6), be sure your data has been edited according to your chosen methodology and is ready for comparison (e.g. [[doublets]] removed). Each step should be done with the bigger picture in mind. When removing doublets, for example, if ‘leg’ and ‘foot’ are doublets, you don’t want to remove ‘leg’ in one [[variety]] and ‘foot’ in another.<br />
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It is difficult to backtrack and edit the various databases you’ve created if you find you’ve done something incorrectly. Be thorough!<br />
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== Part 1: Creating a Database and Adding Varieties in WordSurv ==<br />
[[Image:WS6-4.jpg|thumb|Figure 4. Import Complete]]<br />
[[Image:WS6-5.jpg|thumb|Figure 5. Identifying Lists]]<br />
[[Image:WS6-6.jpg|thumb|Figure 6. Microsoft Access Database - Ready for Inputting Word Lists]]<br />
[[Image:WS6-7.jpg|thumb|Figure 7. Selecting Space for a Word List]]<br />
[[Image:WS6-8.jpg|thumb|Figure 8. Pasting the Word Lists]]<br />
[[Image:WS6-9.jpg|thumb|Figure 9. Word Lists Entered]]<br />
[[Image:WS6-10.jpg|thumb|Figure 10. Create New Comparison]]<br />
[[Image: WS6-11.jpg|thumb|Figure 11. Ready for Comparison]]<br />
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1) Have the word lists you intend to compare readily available in Excel, perhaps all in one document. Each list should be carefully labeled to prevent mix-ups. The [[gloss|glosses]] and the number of each item should be readily apparent for the same reason.<br />
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2) Open WordSurv 6.0.2. Click ‘File’ and ‘New Database.’ This database will be a Microsoft Access database, and you will enter all the data you plan to compare in WS6 directly into it later in the process. Save it in a memorable location, as you will need to open it apart from WS6. New databases should be created for each survey.<br />
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3) Under ‘Survey’ click the ‘New’ button. A box will pop up (Figure 1); fill in the boxes to your desired level of specificity – they are for your reference. Click ‘Save.’<br />
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4) Under ‘Variety’ click ‘New’ to create a new variety (Figure 2). Again, fill in whatever details you wish. This information should be documented elsewhere, as WS6 should not function as your primary record-keeping program. Each variety you create will correspond with one of your [[word lists]], so name them accordingly. Click ‘Save.’<br />
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5) Repeat step 4, entering further varieties as desired. In a recent survey in Papua New Guinea, a survey team compared eighteen lists without issue.<br />
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6) Now you need to add your gloss dictionary. This is a Microsoft Access database with the item numbers and glosses of your word list; if you use a standard word list for all your surveys, you can use the gloss dictionary for each new comparison. Remember where you save it!<br />
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*Note: If you don’t have a gloss dictionary you can use WS6 to create one. Click ‘New’ under ‘Gloss Dictionary,’ name and save it, then add entries. This surveyor hasn’t had to do this, so good luck venturing into unknown territory. Don’t forget your compass.<br />
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To add the dictionary, click on ‘File → Import → Gloss Dictionary → From WordSurv 6 Database.’ Locate your gloss dictionary database, and enter a name for it. Click ‘Begin Import’ (Figure 3).<br />
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7) You will need to add the gloss dictionary to each of the varieties you’ve created. Click on a variety under ‘Variety Explorer,’ then click ‘Add All Entries.’ Repeat this step for all the varieties. Check that the glosses have appeared in the Variety column (Figure 4).<br />
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8) Identifying lists: this step is necessary to insure that you put your word lists into the proper rows in your Microsoft Access database, the next step. In the database it will be one long column; this step makes sure you put each word list in its proper place.<br />
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At the bottom of the Variety column is a ‘Sort’ drop-box. Switch this to ‘CreationDate’ (Figure 4). The glosses in the Variety column must be in the same order as the word lists you plan to enter for comparison.<br />
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*Note: Putting it in 'CreationDate' order assumes that the gloss dictionary was created in the same order as your standard word lists, and that this is the order you intend to use to import your word lists in and to make comparisons in.<br />
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Enter an abbreviation into the first three items in each variety to identify it (Figure 5). Be sure your abbreviations are clear so you don’t confuse them. For example, if you have [http://www.ethnologue.com/show_language.asp?code=bbv Karnai] and Kasu varieties, ‘KA’ is not a good choice.<br />
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It’s important to enter the abbreviation into more than one row – three to be safe. This acts as a check to insure that it remains in CreationDate order, instead of switching to alphabetic.<br />
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You will have to click into a blank box, then click ‘Commit Changes’ at the bottom. Repeat for all varieties.<br />
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9) Exit WS6. No need to save anything; by clicking ‘Commit Changes’ you have already done so. <br />
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== Part 2: Inputting Word Lists into the Microsoft Access Database ==<br />
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10) Find the Microsoft Access database (see step 2) and open it. You may have to double-click ‘WordList’ in the left-hand column. See Figure 6 for how it should look.<br />
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11) Because your abbreviations clearly indicate which word list you wish to place in that column, you select the rows under ‘Transcription’ that you will need to put the first word list into. In this example, there are 170 items in our word list, so the end of the selected column appears like Figure 7.<br />
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*Note: Replace the coded boxes as well. To keep from losing your reference points in the database, you may wish to label the first item of each word list in the ‘Notes’ column. This will not appear in WS6.<br />
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12) Go to your Excel word list document, and select all of the items from the word list of this first variety. Copy them, return to Access, and click ‘Paste.’ It should say, ‘You are about to paste x number of record(s)’ and ask if you’re sure (Figure 8). This is a good way to check that you’ve selected the proper number of items. Click ‘Yes.’<br />
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Repeat steps 11 and 12 for all of your varieties, making sure that you’re putting the correct word lists into the correct rows by comparing your code – and checking that it appears in the first three rows – to the name of the variety.<br />
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13) After putting all your varieties into Access click ‘Save’ and exit Access. Open WS6 again and click on a variety; your word list should appear in the ‘Form’ column. You can cross-check with your Excel word list document that each is correct. You now have your glosses and your word lists. See Figure 9.<br />
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*Note: WS6 will only create entries in Access for the varieties into which you’ve entered something in WS6 (e.g. the codes). If you enter nothing in WS6, it will not generate the appropriate rows in Access.<br />
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== Part 3: Creating Comparisons ==<br />
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14) Click on the ‘Comparison’ tab at the top. A box will appear for you to name and describe this comparison (Figure 10). At the bottom your survey should appear, along with each variety. Checking the box next to the survey will select all varieties; if you don’t want to compare all of them, select each individually. Click ‘Save’ (note that you must enter a name).<br />
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15) You are now ready to begin [[Comparing Word Lists|comparing your word lists]]! Note that sometimes you have to reselect your desired comparison from the drop-down box under ‘Comparison Information’ to get it to appear. Be sure to double-check that your sort order is CreationDate.<br />
Here’s what it looks like (Figure 11). Happy comparing!<br />
[[Category:Word_Lists]]</div>John Carter