Speech, Language, and Communication Skills
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Space and Iconicity in German Sign Language (DGS)
Space and Iconicity in German Sign Language (DGS) © 2007, Pamela Perniss Cover illustration: Pamela Perniss, inspired by El Lissitzky, Proun 99 Cover design: Ponsen & Looijen bv, Wageningen Printed and bound by Ponsen & Looijen bv, Wageningen Space and Iconicity in German Sign Language (DGS) een wetenschappelijke proeve op het gebied van Letteren Proefschrift ter verkrijging van de graad van doctor aan de Radboud Universiteit Nijmegen op gezag van de rector magnificus prof. mr. S.C.J.J. Kortmann, volgens besluit van het College van Decanen in het openbaar te verdedigen op maandag 12 november 2007 om 13.30 uur precies door Pamela M. Perniss geboren op 13 mei 1974 te Ludwigsburg (Duitsland) Promotores: Prof. Dr. Stephen C. Levinson Prof. Dr. Ulrike Zeshan Co-promotor: Dr. Asli Özyürek Manuscriptcommissie: Prof. Dr. Pieter C. Muysken Prof. Dr. Karen Emmorey Prof. Dr. Elisabeth Engberg-Pedersen The research reported in this thesis was supported by a grant from the Max-Planck- Gesellschaft zur Förderung der Wissenschaften, München, Germany. Acknowledgments First and foremost I would like to thank my promotors Stephen Levinson and Ulrike Zeshan, and my co-promotor Asli Özyürek for their academic guidance, scientific expertise, and intellectual counsel throughout the maturation process of this thesis. I am thankful to have had the opportunity to write my thesis in such an outstanding academic institution as the MPI for Psycholinguistics represents. I would like to thank the members of the Language and Cognition group, in particular. Individuals have come and gone over the years, but at the core there remains an atmosphere in which ideas flourish and thrive, fostering an always stimulating and exciting intellectual environment, of which I am fortunate have been a part. -
Children's Metalinguistic Awareness in L1 and L2: a Sociocognitive Perspective
222 Pietilä, P. & O-P. Salo (eds.) 1999. Multiple Languages – Multiple Perspectives. AFinLA Yearbook 1999. Publications de l’Association Finlandaise de Linguistique Appliquée 57. pp. 218–227. CHILDREN’S METALINGUISTIC AWARENESS IN L1 AND L2: A SOCIOCOGNITIVE PERSPECTIVE Kari Sajavaara, Riikka Alanen, Hannele Dufva, Katja Mäntylä, Merja Pääkkönen & Soile Saarela University of Jyväskylä The relationship of metalinguistic awareness and learning of foreign languages, in this case English, by monolinguals in a formal school context has received very little attention. The project seeks answers to questions such as: (1) What is the nature of metalinguistic awareness in general? (2) What are the specific metalinguistic knowledge and skills learners develop during the first school years and how does developing literacy influence them? (3) What is the relationship between particular (socio)cognitive constructs and skills (eg. reading skill, verbal working memory, foreign language aptitude) and metalinguistic awareness? (4) How do metalinguistic knowledge and skills affect foreign language learning? and (5) To what extent are metalinguistic knowledge and skills socially constructed? An attempt is made to integrate both cognitive and social viewpoints in the study of metalinguistic awareness to obtain a comprehensive understanding of language learners’ metalinguistic awareness. The project focuses on a group of learners (N=20) in one school class who will be examined from the beginning of their comprehensive school career through grades 1–6. Keywords: metalinguistic awareness, second/foreign language learning, mother tongue, consciousness 1 INTRODUCTION In the past few years, different aspects of human consciousness have been studied extensively within eg. philosophy, cognitive science and neuro-sciences. Furthermore, the relationship between language and consciousness has also been widely studied, the role of consciousness and/or awareness in first language acquisition and L2 language learning in particular. -
Representational Issues in Systemic Functional Grammar and Systemic Grammar and Functional Unification Grammar
DOCUMENT RESUME ED 289 165 CS 210 841 AUTHOR Matthiessen, Christian; Kasper, Robert TITLE Representational Issues in Systemic Functional Grammar and Systemic Grammar and Functional Unification Grammar. ISI Reprint Series. INSTITUTION University of Southern California, Marina del Rey. !nformation Sciences Inst. SPONS AGENCY Advanced Research Projects Agency (DOD), Washington, D.C.; Air Force Office of Scientific Research, Washington, D.C.; National Science Foundation, Washington, D.C. REPORT NO ISI/RS-87-179 PUB DATE May 87 CONTRACT F49620-79-C-0100; IST-8408726; MDA903-81-C-0335 GRANT INST-8408726 NOTE 83p.; Reprint from Proceedings of the International Systemic Workshop (12th, Ann Arbor, MI, August 21-24, 1985). PUB TYPE Reports Research/Technical (143) -- Speeches /Conference Papers (150) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Artificial Intelligence; Cognitive Processes; Cognitive Psychology; *Computational Linguistics; Computer Uses in Education; Discourse Analysis; English; Language Patterns; *Language Processing; Language Research; Linguistics; *Linguistic Theory; Psycholinguistics; Semantics; Syntax IDENTIFIERS Functional Linguistics; Functional Unification Grammar; Halliday (M A K); Metalinguistics; Natural Language Processing; Systemic Grammar ABSTRACT Consisting of two separate papers, "Representational Issues in Systemic Functional Grammar," by Christian Matthiessen and "Systemic Grammar and Functional Unification Grammar," by Robert Kasper, this document deals with systemic aspects of natural language processing and -