The Use of First Language in the Second-Language Classroom: a Support for Second Language Acquisition1
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Manual for Language Test Development and Examining
Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe © Council of Europe, April 2011 The opinions expressed in this work are those of the authors and do not necessarily reflect the official policy of the Council of Europe. All correspondence concerning this publication or the reproduction or translation of all or part of the document should be addressed to the Director of Education and Languages of the Council of Europe (Language Policy Division) (F-67075 Strasbourg Cedex or [email protected]). The reproduction of extracts is authorised, except for commercial purposes, on condition that the source is quoted. Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe Language Policy Division Council of Europe (Strasbourg) www.coe.int/lang Contents Foreword 5 3.4.2 Piloting, pretesting and trialling 30 Introduction 6 3.4.3 Review of items 31 1 Fundamental considerations 10 3.5 Constructing tests 32 1.1 How to define language proficiency 10 3.6 Key questions 32 1.1.1 Models of language use and competence 10 3.7 Further reading 33 1.1.2 The CEFR model of language use 10 4 Delivering tests 34 1.1.3 Operationalising the model 12 4.1 Aims of delivering tests 34 1.1.4 The Common Reference Levels of the CEFR 12 4.2 The process of delivering tests 34 1.2 Validity 14 4.2.1 Arranging venues 34 1.2.1 What is validity? 14 4.2.2 Registering test takers 35 1.2.2 Validity -
Second Language Acquisition Through Neurolinguistic Programming: a Psychoanalytic Approach
International Journal of Engineering & Technology, 7 (4.36) (2018) 624-629 International Journal of Engineering & Technology Website: www.sciencepubco.com/index.php/IJET Research paper Second Language Acquisition Through Neurolinguistic Programming: A Psychoanalytic Approach A. Delbio1*, M. Ilankumaran2 1Research Scholar in English, Noorul Islam Centre for Higher Education, Kumaracoil. 2Professor of English, Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay, Tamilnadu, India. E-mail:[email protected] *Corresponding author E-mail: [email protected] Abstract English is the only lingua-franca for the whole world in present age of globalization and liberalization. English language is considered as an important tool to acquire a new and technical information and knowledge. In this situation English learners and teachers face a lot of problems psychologically. Neuro linguistic studies the brain mechanism and the performance of the brain in linguistic competences. The brain plays a main role in controlling motor and sensory activities and in the process of thinking. Studies regarding development of brain bring some substantiation for psychological and anatomical way of language development. Neuro-Linguistic Programming (NLP) deals with psychological and neurological factors. It also deals with the mode of brain working and the way to train the brain to achieve the purpose. Many techniques are used in the NLP. It improves the fluency and accuracy in target language. It improves non-native speaker to improve the LSRW skills. This paper brings out the importance of the NLP in language learning and teaching. It also discusses the merits and demerits of the NLP in learning. It also gives the solution to overcome the problems and self-correction is motivated through neuro-linguistic programming. -
Statistical Language Learning: Learning-Oriented Theories Is That Mechanisms and Constraints Such Accounts Seem at Odds with One of the Central Observations 1 Jenny R
110 VOLUME 12, NUMBER 4, AUGUST 2003 most important arguments against Statistical Language Learning: learning-oriented theories is that Mechanisms and Constraints such accounts seem at odds with one of the central observations 1 Jenny R. Saffran about human languages. The lin- Department of Psychology and Waisman Center, University of Wisconsin–Madison, guistic systems of the world, de- Madison, Wisconsin spite surface differences, share deep similarities, and vary in non- arbitrary ways. Theories of language Abstract guage, it seems improbable that chil- acquisition that focus primarily on What types of mechanisms dren could ever discern its structure. preexisting knowledge of language underlie the acquisition of hu- The process of acquiring such a sys- do provide an elegant explanation man language? Recent evidence tem is likely to be nearly as com- for cross-linguistic similarities. suggests that learners, includ- plex as the system itself, so it is not Such theories, which are exempli- ing infants, can use statistical surprising that the mechanisms un- fied by the seminal work of Noam properties of linguistic input to derlying language acquisition are a Chomsky, suggest that linguistic uni- discover structure, including matter of long-standing debate. One versals are prespecified in the child’s sound patterns, words, and the of the central focuses of this debate linguistic endowment, and do not re- beginnings of grammar. These concerns the innate and environ- quire learning. Such accounts gener- abilities appear to be both pow- mental contributions to the lan- ate predictions about the types of erful and constrained, such that guage-acquisition process, and the patterns that should be observed some statistical patterns are degree to which these components cross-linguistically, and lead to im- more readily detected and used draw on information and abilities portant claims regarding the evolu- than others. -
Language Acquisition Device and the Origin of Language Briana Sobecks
Language Acquisition Device and the Origin of Language Briana Sobecks In the early twentieth century, psychologists re- a particular language, the universal grammar can be refined alized that language is not just understanding words, but to fit a specific language. Even if some children may hear a also requires learning grammar, syntax, and semantics. specific language pattern more than others, the fact that all Modern language is incredibly complex, but young chil- children know it indicates a poss ble innate language sense. dren can understand it remarkably well. This idea supports One of Chomsky’s main tenants in his LAD theory Chomsky’s idea that language learning is innate. According is the Poverty of Stimulus argument. Though children do to his hypothesis, young children receive “primary linguistic collect data to learn a language, it is unlikely that the data data” from what is spoken around them, which helps them they are exposed to is enough to master an entire lan- develop knowledge of that specific language (Cowie 2008). guage. Instead, they must infer grammatical rules through Children passively absorb language from adults, peers, an internal sense. There are several cognitive factors that and exposure to media. However, this data is not sufficient support this argument. Underdetermination states that the to explain how children can learn unique constructions finite data is applicable in infinite situations. In context, of words and grammar patterns. Previously structuralists this means that children utilize the finite amount of data created a list of “phrase structure rules” to generate all they hear to generate any possible sentence. -
Language Development Language Development
Language Development rom their very first cries, human beings communicate with the world around them. Infants communicate through sounds (crying and cooing) and through body lan- guage (pointing and other gestures). However, sometime between 8 and 18 months Fof age, a major developmental milestone occurs when infants begin to use words to speak. Words are symbolic representations; that is, when a child says “table,” we understand that the word represents the object. Language can be defined as a system of symbols that is used to communicate. Although language is used to communicate with others, we may also talk to ourselves and use words in our thinking. The words we use can influence the way we think about and understand our experiences. After defining some basic aspects of language that we use throughout the chapter, we describe some of the theories that are used to explain the amazing process by which we Language9 A system of understand and produce language. We then look at the brain’s role in processing and pro- symbols that is used to ducing language. After a description of the stages of language development—from a baby’s communicate with others or first cries through the slang used by teenagers—we look at the topic of bilingualism. We in our thinking. examine how learning to speak more than one language affects a child’s language develop- ment and how our educational system is trying to accommodate the increasing number of bilingual children in the classroom. Finally, we end the chapter with information about disorders that can interfere with children’s language development. -
Speech and Language Development
Tips for Encouraging Speech Two Types of An Introduction to and Language Development Communication Skills From birth baby begins to develop the two Speech and Use a high-pitched, sing-song voice. This helps get communication skills they will continue to build and keep your baby’s attention while you talk. on and use throughout their life: Language Play with sounds. Get silly while playing and make • Receptive communication is the ability to receive sounds that connect with what your child is doing. and understand a message from another person. Baby Development Use facial expressions and gestures to communicate demonstrates this skill by turning their head towards your the meaning of words. voice and responding to simple directions. Describe your actions as you dress, feed, and bathe • Expressive communication is the ability to convey a your child. Pairing the same words with routine message to another person through sounds, speech, signs, activities is a great way to develop language. or writing. Crying, babbling, and using body language are examples of baby’s early expressive skills. Encourage two-way communication. When your child communicates with you using sounds, words, or gestures, be sure to respond and take turns in “conversation.” Read with your child. “Reading” can simply mean describing pictures without following the written words. Choose books with large, colorful pictures, and encourage your child to point to and name familiar objects. Expand your child’s vocabulary by building on the Pathways.org empowers parents and health professionals words they already know. For example, if your child with FREE tools and resources to maximize a child’s motor, sensory, says “dog,” you could say “Yes, that’s a big dog!” and communication development. -
Modeling Language Variation and Universals: a Survey on Typological Linguistics for Natural Language Processing
Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing Edoardo Ponti, Helen O ’Horan, Yevgeni Berzak, Ivan Vulic, Roi Reichart, Thierry Poibeau, Ekaterina Shutova, Anna Korhonen To cite this version: Edoardo Ponti, Helen O ’Horan, Yevgeni Berzak, Ivan Vulic, Roi Reichart, et al.. Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing. 2018. hal-01856176 HAL Id: hal-01856176 https://hal.archives-ouvertes.fr/hal-01856176 Preprint submitted on 9 Aug 2018 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing Edoardo Maria Ponti∗ Helen O’Horan∗∗ LTL, University of Cambridge LTL, University of Cambridge Yevgeni Berzaky Ivan Vuli´cz Department of Brain and Cognitive LTL, University of Cambridge Sciences, MIT Roi Reichart§ Thierry Poibeau# Faculty of Industrial Engineering and LATTICE Lab, CNRS and ENS/PSL and Management, Technion - IIT Univ. Sorbonne nouvelle/USPC Ekaterina Shutova** Anna Korhonenyy ILLC, University of Amsterdam LTL, University of Cambridge Understanding cross-lingual variation is essential for the development of effective multilingual natural language processing (NLP) applications. -
Why French Is Awesome!
WHY FRENCH IS AWESOME! Last updated July 2018 • Find this ONLINE at tinyurl.com/FrenchStatsJonShee (In the online version of this document, all asterisks are hyperlinks to the sources/articles used for each statement.) • French is the most learned (and most popular) second language in the world after English.*, *, * Different sources say 82 - 100 million people are currently learning French around the world.* • Different studies show that French is now the 3rd* or 5th* or 6th* most spoken language in the world! (by native and secondary speakers). • By 2050, French is expected to be the 3rd most spoken language in the world!* (following Mandarin and Spanish or English) • By 2025, French is predicted to become the most widely spoken mother tongue in Europe.* • French is the only language other than English that is taught and spoken on five continents.** • French is the 3rd most widely known language and 4th most widely spoken mother tongue in the European Union.* • French is the 2nd most commonly taught language in American schools after Spanish.* (2017 report) • There are 900,000 French teachers in the world (2016).* • French is the 3rd most spoken language in Connecticut after English and Spanish (2015 census). • French is the 3rd* or 4th* most widely used language on the Internet. • French is the 2nd* or 3rd* most useful language for business after English. (Top 3: Mandarin, French, Arabic) • There are 37 'francophone' countries (23 in Africa) where French is either an official language (33 countries) or is spoken by at least one in five of the population.* (The most common languages proclaimed as “official” throughout the world are English, French, Arabic, and Spanish.*) The number of French speakers has increased by 25% from about 220 million in 2010 to 274 million in 2017.* The number of French speakers in the world has tripled over the last fifty years. -
Theories of Language Acquisitionq Susan Goldin-Meadow, University of Chicago, Departments of Psychology and Comparative Human Development, Chicago, IL, USA
Theories of Language Acquisitionq Susan Goldin-Meadow, University of Chicago, Departments of Psychology and Comparative Human Development, Chicago, IL, USA © 2019 Elsevier Inc. All rights reserved. Theoretical Accounts of Language-Learning 1 Behaviorist Accounts 1 Nativist Accounts 2 Social/Cognitive Accounts 3 Connectionist Accounts 3 Constrained Learning 4 Constrained Invention 5 Is Language Innate? 7 Innateness Defined as Genetic Encoding 7 Innateness Defined as Developmental Resilience 7 Language Is Not a Unitary Phenomenon 8 References 8 The simplest technique to study the process of language-learning is to do nothing more than watch and listen as children talk. In the earliest studies, researcher parents made diaries of their own child’s utterances (e.g., Stern and Stern, 1907; Leopold, 1939–1949). The diarist’s goal was to write down all of the new utterances that the child produced. Diary studies were later replaced by audio and video samples of talk from a number of children, usually over a period of years. The most famous of these modern studies is Roger Brown’s (1973) longitudinal recordings of Adam, Eve, and Sarah. Because transcribing and analyzing child talk is so labor-intensive, each individual language acquisition study typically focuses on a small number of children, often interacting with their primary caregiver at home. However, advances in computer technology have made it possible for researchers to share their transcripts of child talk via the computerized Child Language Data Exchange System (CHILDES, https://childes.talkbank.org). Because this system makes available many transcripts collected by different researchers, a single researcher can now call upon data collected from spontaneous interactions in naturally occurring situations across a wide range of languages, and thus test the robustness of descriptions based on a small sample. -
What It Is and How to Teach It. Center for Applied Linguistics, W
DOCUMENT RESUME ED 433 722 FL 025 979 AUTHOR Burkart, Grace Stovall TITLE Spoken Language: What It Is and How To Teach It. INSTITUTION Center for Applied Linguistics, Washington, DC. SPONS AGENCY Center for International Education (ED), Washington, DC. PUB DATE 1998-12-00 NOTE 33p.; In its: Out of Class Learning Experiences and Students' Perceptions of Their Impact on English Conversation Skills; see FL 025 966. CONTRACT PO17A50050 -95A PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Class Activities; Classroom Techniques; *College Instruction; Communicative Competence (Languages); Curriculum Design; Discourse Analysis; Graduate Students; Higher Education; *Interpersonal Communication; *Language Patterns; Language Teachers; *Oral Language; *Second Language Instruction; Skill Development; *Speech Skills; Teacher Education; Teaching Assistants IDENTIFIERS Turn Taking ABSTRACT An instructional module designed to help prepare college-level teaching assistants (TAs) for their duties in second language instruction is presented. The module focuses on the teaching of oral language skills in a beginning or intermediate language course. The first section examines features of spoken language, including the range of uses of spoken language, the concepts of communicative competence and communicative efficiency, distinctions between transactional and interactional talk, formulas in spoken language, and typical spoken language episodes. The second section describes specific approaches and classroom techniques for building language learners' speaking skills, including teaching spoken language for communication, finding a balance between control and spontaneity, outlining a curriculum, using class activities to bridge the gap between language knowledge and language use, and activities teaching both. Questions for classroom discussion are dispersed throughout the text. Contains 30 references. -
Essentials of Language Typology
Lívia Körtvélyessy Essentials of Language Typology KOŠICE 2017 © Lívia Körtvélyessy, Katedra anglistiky a amerikanistiky, Filozofická fakulta UPJŠ v Košiciach Recenzenti: Doc. PhDr. Edita Kominarecová, PhD. Doc. Slávka Tomaščíková, PhD. Elektronický vysokoškolský učebný text pre Filozofickú fakultu UPJŠ v Košiciach. Všetky práva vyhradené. Toto dielo ani jeho žiadnu časť nemožno reprodukovať,ukladať do informačných systémov alebo inak rozširovať bez súhlasu majiteľov práv. Za odbornú a jazykovú stánku tejto publikácie zodpovedá autor. Rukopis prešiel redakčnou a jazykovou úpravou. Jazyková úprava: Steve Pepper Vydavateľ: Univerzita Pavla Jozefa Šafárika v Košiciach Umiestnenie: http://unibook.upjs.sk Dostupné od: február 2017 ISBN: 978-80-8152-480-6 Table of Contents Table of Contents i List of Figures iv List of Tables v List of Abbreviations vi Preface vii CHAPTER 1 What is language typology? 1 Tasks 10 Summary 13 CHAPTER 2 The forerunners of language typology 14 Rasmus Rask (1787 - 1832) 14 Franz Bopp (1791 – 1867) 15 Jacob Grimm (1785 - 1863) 15 A.W. Schlegel (1767 - 1845) and F. W. Schlegel (1772 - 1829) 17 Wilhelm von Humboldt (1767 – 1835) 17 August Schleicher 18 Neogrammarians (Junggrammatiker) 19 The name for a new linguistic field 20 Tasks 21 Summary 22 CHAPTER 3 Genealogical classification of languages 23 Tasks 28 Summary 32 CHAPTER 4 Phonological typology 33 Consonants and vowels 34 Syllables 36 Prosodic features 36 Tasks 38 Summary 40 CHAPTER 5 Morphological typology 41 Morphological classification of languages (holistic -
Characteristics of Spoken and Written Communication in the Opening and Closing Sections of Instant Messaging
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses Fall 1-23-2014 Characteristics of Spoken and Written Communication in the Opening and Closing Sections of Instant Messaging Kenta Nishimaki Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Interpersonal and Small Group Communication Commons, and the Other Communication Commons Let us know how access to this document benefits ou.y Recommended Citation Nishimaki, Kenta, "Characteristics of Spoken and Written Communication in the Opening and Closing Sections of Instant Messaging" (2014). Dissertations and Theses. Paper 1548. https://doi.org/10.15760/etd.1547 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Characteristics of Spoken and Written Communication in the Opening and Closing Sections of Instant Messaging by Kenta Nishimaki A thesis submitted in partial fulfillment of the Requirements for the degree of Master of Arts in Japanese Thesis Committee: Suwako Watanabe, Chair Patricia J. Wetzel Emiko Konomi Portland State University 2013 ABSTRACT This study examines opening and closing segments in instant messaging (IM) and demonstrates how openings and closings differ between oral conversation and instant messaging as well as the factors that account for the difference. Many researchers have discussed the differences and similarities between spoken and written languages. Tannen (1980) claims that spoken and written languages are not distinct categories and there is a continuum between them.