Verbal Communication
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Children's First Language Acquisition
School of Humanities Department of English Children’s first language acquisition What is needed for children to acquire language? BA Essay Erla Björk Guðlaugsdóttir Kt.: 160790-2539 Supervisor: Þórhallur Eyþórsson May 2016 Table of Contents 1 Introduction 3 2 Anatomy 5 2.1 Language production areas in the brain 5 2.2. Organs of speech and speech production 6 3 Linguistic Nativism 10 3.1 Language acquisition device (LAD) 11 3.2 Universal Grammar (UG) 12 4 Arguments that support Chomsky’s theory 14 4.1 Poverty of stimulus 14 4.2 Uniformity 15 4.3 The Critical Period Hypothesis 17 4.4 Species significance 18 4.5 Phonological impairment 19 5 Arguments against Chomsky’s theory 21 6 Conclusion 23 References 24 Table of figures Figure 1 Summary of classification of the organs of speech 7 Figure 2 The difference between fully grown vocal tract and infant's vocal tract 8 Figure 3 Universal Grammar’s position within Chomsky’s theory 13 Abstract Language acquisition is one of the most complex ability that human species acquire. It has been a burning issue that has created tension between scholars from various fields of professions. Scholars are still struggling to comprehend the main factors about language acquisition after decades of multiple different theories that were supposed to shed a light on the truth of how human species acquire language acquisition. The aim of this essay is to explore what is needed for children to acquire language based on Noam Chomsky theory of language acquisition. I will cover the language production areas of the brain and how they affect language acquisition. -
The Importance of the Body Language and the Non-Verbal Signals in the Courtroom in the Criminal Proceedings
Available online at www.worldscientificnews.com WSN 112 (2018) 74-84 EISSN 2392-2192 The importance of the body language and the non-verbal signals in the courtroom in the criminal proceedings. The outline of the problem Agnieszka Gurbiel Faculty of Law and Administration, Jagiellonian University in Cracow, Cracow, Poland E-mail address: [email protected] ABSTRACT This publication defines and characterizes the body language and tries to show its place and its role in the courtroom in the criminal proceedings. According to Albert Mehrabian - one of the first researchers of the body language - only 7% are affected by the words, 38% by the voice signals (the voice tone, the modulation) and 55% by the non-verbal signals. In view of the above fact it follows that the skills of the effective occurrence pay off so are the considerations in this context justified? Keywords: the body language, the courtroom, the criminal proceedings 1. INTRODUCTION The body language "can not be completely stopped", i.e. the non-verbal signals are "continuous and common" [1]. The criminal proceedings are also the process of the providing information by means of the non-language meanings.This is a compilation of, for example, an appearance, an outfit, a posture, a way of moving, the gestures, the facial expressions. The public is convinced that the case wins the court which will present the best evidence. However, a lawyer or a solicitor who once served as a defender or an attorney for a long time knows that the non-verbal communication interaction which takes place in the ( Received 14 September 2018; Accepted 29 September 2018; Date of Publication 30 September 2018 ) World Scientific News 112 (2018) 74-84 courtroom often turns out to be the most important force [2, 3]. -
Minding the Body Interacting Socially Through Embodied Action
Linköping Studies in Science and Technology Dissertation No. 1112 Minding the Body Interacting socially through embodied action by Jessica Lindblom Department of Computer and Information Science Linköpings universitet SE-581 83 Linköping, Sweden Linköping 2007 © Jessica Lindblom 2007 Cover designed by Christine Olsson ISBN 978-91-85831-48-7 ISSN 0345-7524 Printed by UniTryck, Linköping 2007 Abstract This dissertation clarifies the role and relevance of the body in social interaction and cognition from an embodied cognitive science perspective. Theories of embodied cognition have during the past two decades offered a radical shift in explanations of the human mind, from traditional computationalism which considers cognition in terms of internal symbolic representations and computational processes, to emphasizing the way cognition is shaped by the body and its sensorimotor interaction with the surrounding social and material world. This thesis develops a framework for the embodied nature of social interaction and cognition, which is based on an interdisciplinary approach that ranges historically in time and across different disciplines. It includes work in cognitive science, artificial intelligence, phenomenology, ethology, developmental psychology, neuroscience, social psychology, linguistics, communication, and gesture studies. The theoretical framework presents a thorough and integrated understanding that supports and explains the embodied nature of social interaction and cognition. It is argued that embodiment is the part and parcel of social interaction and cognition in the most general and specific ways, in which dynamically embodied actions themselves have meaning and agency. The framework is illustrated by empirical work that provides some detailed observational fieldwork on embodied actions captured in three different episodes of spontaneous social interaction in situ. -
Body Language As a Communicative Aid Amongst Language Impaired Students: Managing Disabilities
English Language Teaching; Vol. 14, No. 6; 2021 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education Body Language as a Communicative Aid amongst Language Impaired Students: Managing Disabilities Nnenna Gertrude Ezeh1, Ojel Clara Anidi2 & Basil Okwudili Nwokolo1 1 The Use of English Unit, School of General Studies, University of Nigeria, Nsukka (Enugu Campus), Nigeria 2 Department of Language Studies, School of General Studies, Institute of Management and Technology, Enugu, Nigeria Correspondence: Nnenna Gertrude Ezeh, C/o Department of Theology, Bigard Seminary Enugu. P.O. Box 327, Uwani- Enugu, Nigeria. Received: April 10, 2021 Accepted: May 28, 2021 Online Published: May 31, 2021 doi: 10.5539/elt.v14n6p125 URL: https://doi.org/10.5539/elt.v14n6p125 Abstract Language impairment is a condition of impaired ability in expressing ideas, information, needs and in understanding what others say. In the teaching and learning of English as a second language, this disability poses a lot of difficulties for impaired students as well as the teacher in the pedagogic process. Pathologies and other speech/language interventions have aided such students in coping with language learning; however, this study explores another dimension of aiding impaired students in an ESL situation: the use of body language. The study adopts a quantitative methodology in assessing the role of body language as a learning tool amongst language/speech impaired students. It was discovered that body language aids students to manage speech disabilities and to achieve effective communication; this helps in making the teaching and learning situation less cumbersome. Keywords: body language, communication, language and speech impairment, English as a second language 1. -
Non-Verbal Communication in the Teaching of Polish As a Foreign Language Using the Example of Asian Groups
ACTA UNIVERSITATIS LODZIENSIS KSZTAŁCENIE POLONISTYCZNE CUDZOZIEMCÓW 25, 2018 http://dx.doi.org/10.18778/0860-6587.26.03 Między nauczycieleM a uczącyM się: w stronę skutecznej koMunikacji Barbara Morcinek-Abramczyk* https://orcid.org/0000-0003-3843-9652 NON-VERBAL COMMUNICATION IN THE TEACHING OF POLISH AS A FOREIGN LANGUAGE USING THE EXAMPLE OF ASIAN GROUPS. THE DIFFICULTIES, CHALLENGES AND SOLUTIONS (THIS article was translated FROM POLISH BY JAKUB WOSIK) Keywords: non-verbal communication, verbal communication, body language, gestures, fore- ign language teacher error, Japanese gestures Abstract. There exists a major gap in the teaching of Polish as a foreign language. It applies to the teaching of extra-verbal communication. It would seem that the acquisition of the extra-verbal code of Polish can occur in students in parallel with the development of their linguistic competence, however, the level of interference between the non-verbal code taken from the country of origin and the code typical for the country of the target language is so high that it distorts communica- tion. That is also just as often the cause of teacher errors caused by a teacher’s lack of awareness that this aspect of communication should also be taught in class. Therefore, this article is intended to indicate those areas to which a teacher should pay particular attention in the teaching process in order to limit as much as possible any communicative problems experienced by students from various cultures. Teachers of Polish as a foreign language devote much time and energy in the educational process to conveying knowledge about Polish grammar, vocabulary, phonetics and culture. -
DECEMBER 08 Doing Business Globally Requires More Than Compliance with Legal Mandates
ows When stepping into a foreign country, be sure to start on the right foot. DECEMBER 08 Doing business globally requires more than compliance with legal mandates. Knowledge of local customs is also critical, especially when making a first impression. A monthly best practices alert for multinationals confronting the As 2008 draws to a close (none too soon), and we all look forward to greeting the New challenges of the global workplace Year, we offer some tips on how to say hello in countries around the world. This Month’s With best wishes from the International Labor Group. Challenge When doing business abroad, Hugs and Business Gestures/ not knowing the local customs Country Handshake Eye Contact Other Kisses Cards Physical Space can lead to serious embarrassment. EUROPE UK A handshake Generally Customs Avoid Direct eye Pants actually Best Practice is the most no kissing similar to excessive hand contact is means appropriate or hugging. U.S. gestures and common and underwear, not Tip of the Month greeting. displays of acceptable, but trousers. emotion. don’t be too A little preparation can prevent intense. a lot of trouble. Get to know France A handshake In social Cards The U.S. sign Direct eye Always apologize the local customs before is the most settings, should be for ok means contact is if you do not embarking for an international appropriate friends do printed in zero in France. common and speak French business meeting. greeting and les bises English acceptable, and or if you need to farewell. (touching on one sometimes conduct business However, cheeks and side and intense. -
Children's Sensitivity to Pitch Variation in Language
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations Summer 2010 Children's Sensitivity to Pitch Variation in Language Carolyn Quam University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Cognitive Psychology Commons, and the Developmental Psychology Commons Recommended Citation Quam, Carolyn, "Children's Sensitivity to Pitch Variation in Language" (2010). Publicly Accessible Penn Dissertations. 232. https://repository.upenn.edu/edissertations/232 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/232 For more information, please contact [email protected]. Children's Sensitivity to Pitch Variation in Language Abstract Children acquire consonant and vowel categories by 12 months, but take much longer to learn to interpret perceptible variation. This dissertation considers children’s interpretation of pitch variation. Pitch operates, often simultaneously, at different levels of linguistic structure. English-learning children must disregard pitch at the lexical level—since English is not a tone language—while still attending to pitch for its other functions. Chapters 1 and 5 outline the learning problem and suggest ways children might solve it. Chapter 2 demonstrates that 2.5-year-olds know pitch cannot differentiate words in English. Chapter 3 finds that not until age 4–5 do children correctly interpret pitch cues to emotions. Chapter 4 demonstrates some sensitivity between 2.5 and 5 years to the pitch cue to lexical stress, but continuing difficulties at the older ages. These findings suggest a lateaject tr ory for interpretation of prosodic variation; throughout, I propose explanations for this protracted time-course. -
Before the Consummation What? on the Role of the Semiotic Economy of Seduction
Continuum Journal of Media & Cultural Studies ISSN: 1030-4312 (Print) 1469-3666 (Online) Journal homepage: http://www.tandfonline.com/loi/ccon20 Before the consummation what? On the role of the semiotic economy of seduction George Rossolatos To cite this article: George Rossolatos (2016): Before the consummation what? On the role of the semiotic economy of seduction, Continuum To link to this article: http://dx.doi.org/10.1080/10304312.2016.1141866 Published online: 18 Feb 2016. Submit your article to this journal View related articles View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=ccon20 Download by: [Goerge Rossolatos] Date: 19 February 2016, At: 02:29 CONTINUUM: JOURNAL OF MEDIA & CULTURAL STUDIES, 2016 http://dx.doi.org/10.1080/10304312.2016.1141866 Before the consummation what? On the role of the semiotic economy of seduction George Rossolatos Department of English, University of Kassel, Kassel, Germany ABSTRACT ARTICLE HISTORY The cultural practice of flirtation has been multifariously scrutinized in Received 21 March 2015 various disciplines including sociology, psychology, psychoanalysis and Accepted 17 December 2015 literary studies. This paper frames the field of flirtation in Bourdieuian terms, while focusing narrowly on the semiotic economy that is defining of this KEYWORDS cultural field. Moreover, seduction, as a uniquely varied form of discourse Habitus; cultural field; that is responsible for producing the cultural field of flirtation, is posited as semiotics; flirtation; seduction; semiotics the missing link for understanding why flirtation may be a peculiar case of non-habitus, contrary to the received notion of cultural field as set of goal- oriented practices and actionable habituses. -
Body of Tradition: Becoming a Woman Dalang in Bali
Body of Tradition: Becoming a Woman Dalang in Bali A dissertation presented to the faculty of the College of Fine Arts of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Jennifer L. Goodlander August 2010 © 2010 Jennifer L. Goodlander. All Rights Reserved. 2 This dissertation titled Body of Tradition: Becoming a Woman Dalang in Bali by JENNIFER L. GOODLANDER has been approved for the Interdisciplinary Arts and the College of Fine Arts by William F. Condee Professor of Theater Charles A. McWeeny Dean, College of Fine Arts 3 ABSTRACT GOODLANDER, JENNIFER L., Ph.D., August 2010, Interdisciplinary Arts Body of Tradition: Becoming a Woman Dalang in Bali (248 pp.) Director of Dissertation: William F. Condee The role of women in Bali must be understood in relationship to tradition, because “tradition” is an important concept for analyzing Balinese culture, social hierarchy, religious expression, and politics. Wayang kulit, or shadow puppetry, is considered an important Balinese tradition because it connects a mythic past to a political present through public, and often religiously significant ritual performance. The dalang, or puppeteer, is the central figure in this performance genre and is revered in Balinese society as a teacher and priest. Until recently, the dalang has always been male, but now women are studying and performing as dalangs. In order to determine what women in these “non-traditional” roles means for gender hierarchy and the status of these arts as “traditional,” I argue that “tradition” must be understood in relation to three different, yet overlapping, fields: the construction of Bali as a “traditional” society, the role of women in Bali as being governed by “tradition,” and the performing arts as both “traditional” and as a conduit for “tradition.” This dissertation is divided into three sections, beginning in chapters two and three, with a general focus on the “tradition” of wayang kulit through an analysis of the objects and practices of performance. -
Title PROXEMICS in CROSS-CULTURAL CONTEXT
Title PROXEMICS IN CROSS-CULTURAL CONTEXT Author(s) Uza, Tokuyu Citation 沖縄短大論叢 = OKINAWA TANDAI RONSO, 10(1): 1-15 Issue Date 1996-03-01 URL http://hdl.handle.net/20.500.12001/10668 Rights 沖縄大学短期大学部 PROXEMICS IN CROSS-CULTURAL CONTEXT Tokuyu Uza TABLE OF CONTENTS ABSTRACT INTRODUCTION I. DEFINITION OF PERSONAL SPACE II. PERSONAL SPACE VERSUS TERRITORY III. CULTURAL DIFFERENCES REGARDING PERSONAL SPACE IV. CREATION OF PERSONAL SPACE V. INTRUSIONS ON PERSONAL SPACE By People By Shapes By Animals VI. OCCASIONS REQUIRING ADEQUATE PERSONAL SPACE In Strict Privacy Bad Breath Or Body Odor Psychological Condition VII. OCCASIONS REQUIRING FORFEIT OF PERSONAL SPACE Vlll. OCCASIONS REQUIRING FORFEIT OF PERSONAL SPACE CONCLUSION REFERENCES - 1 - INTRODUCTION This paper is written for individuals who are going to foreign countries due to their business, education, family, and any other reasons which make them travel abroad. Every country has its own clutural differences. To understand this difference in culture is a puzzlement and frustration to people when and if they do not know how to manage the situation. To live in a different culture productively is like going through a maze without going back and forth. It may take time to find out which way is closer and easier, but once one finds on easy path, understands the rules, directions, and angles to get though the maze one will develop a thorough understanding of the maze. There are many things one ought to know when living in a foreign country. In this paper, we shall examine the subject of proxemics. Edward T. Hall who is the specialist in Personal Space has given the special name of proxemics to the study of space. -
When to Shake Hands, Hug Or Kiss by ANDREW JACOBS OCT
A Traveler’s Guide to Customs: When to Shake Hands, Hug or Kiss By ANDREW JACOBS OCT. 21, 2016 Adrian Samson/Self Publish, Be Happy You’ve just landed in Beijing, Rio de Janeiro or Christchurch, New Zealand, and you’re greeted at the airport by a clutch of adoring locals. What is the polite way to greet them? Do you bow, or proffer your hand, or prepare to envelop the assembled strangers in an American-style embrace? More important: To kiss or not to kiss? The world may be increasingly globalized, but when it comes to greeting practices, local customs still prevail — and things can get awkward when, say, a hug-loving American businessman meets his Japanese counterpart for the first time. (Best just to bow.) If you find yourself facing a group of native Maoris in New Zealand, you’ll want to steel yourself for a traditional nose greeting, which involves touching snouts to one another’s foreheads. In Rio, local convention dictates three cheek kisses. But a few hours’ drive to the south in São Paulo, the single peck prevails. In Beijing, the locals prefer a nod and a smile. New Zealand: touching snouts. Adrian Samson/Self Publish, Be Happy In the interests of international fellowship and peace, here is an incomplete guide to world greetings. Lips Together? In much of Latin America, Europe and the Middle East, air kissing between strangers is common, but each nation, and in some cases each region within a country, may have its own habits. Argentine men will cheek-kiss one another, but only if they are friends of friends. -
16 Gestures by 16 Months
16 Gestures by 16 Months Children Should Learn at Least 16 Gestures by 16 Months Good communication development starts in the first year of life and goes far beyond learning how to talk. Communication development has its roots in social interaction with parents and other caregivers during everyday activities. Your child’s growth in social communication is important because it helps your child connect with you, learn language and play concepts, and sets the stage for learning to read and future success in school. Good com- munication skills are the best tool to prevent behavior problems and make it easier to work through moments of frustration that all infants and toddlers face. Earlier is Better Catching communication and language difficulties By observing children’s early early can prevent potential problems later with gestures, you can obtain a critical behavior, learning, reading, and social interaction. snapshot of their communication Research on brain development reminds us that “earlier IS better” when teaching young children. development. Even small lags in The most critical period for learning is during the communication milestones can first three years of a child’s life. Pathways in the add up and impact a child’s rate brain develop as infants and young children learn of learning that is difficult to from exploring and interacting with people and objects in their environment. The brain’s architec- change later. Research with young ture is developing the most rapidly during this crit- children indicates that the development of gestures from 9 to 16 ical period and is the most sensitive to experiential months predicts language ability 2 years later, which is significant learning.