Morphology and Word Order in Bilingual Children's Code-Switching
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Productions of Metalinguistic Awareness by Young Children with SLI and Typical Language Lucy E
East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 5-2015 Productions of Metalinguistic Awareness by Young Children with SLI and Typical Language Lucy E. Long East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the Other Rehabilitation and Therapy Commons, and the Speech Pathology and Audiology Commons Recommended Citation Long, Lucy E., "Productions of Metalinguistic Awareness by Young Children with SLI and Typical Language" (2015). Electronic Theses and Dissertations. Paper 2507. https://dc.etsu.edu/etd/2507 This Thesis - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Productions of Metalinguistic Awareness by Young Children with SLI and Typical Language ____________________ A thesis presented to the faculty of the Department of Audiology and Speech-Language Pathology East Tennessee State University In partial fulfillment of the requirements for the degree Master of Science in Communicative Disorders ____________________ by Lucy Estes Long May 2015 ____________________ Dr. Kerry Proctor-Williams, Chair Dr. Brenda Louw Mrs. Teresa Boggs Keywords: metalinguistic productions, specific language impairment, age-matched, language- matched ABSTRACT Productions of Metalinguistic Awareness by Young Children with SLI and Typical Language by Lucy Estes Long This study seeks to: (1) determine if differences exist between children with Specific Language Impairment (SLI) compared to age-matched (AM) and language- matched (LM) children with typical language development (TL) in rates and proportions of five types of metalinguistic productions and (2) test theories of metalinguistic production. -
Methods for Estonian Large Vocabulary Speech Recognition
THESIS ON INFORMATICS AND SYSTEM ENGINEERING C Methods for Estonian Large Vocabulary Speech Recognition TANEL ALUMAE¨ Faculty of Information Technology Department of Informatics TALLINN UNIVERSITY OF TECHNOLOGY Dissertation was accepted for the commencement of the degree of Doctor of Philosophy in Engineering on November 1, 2006. Supervisors: Prof. Emer. Leo Vohandu,˜ Faculty of Information Technology Einar Meister, Ph.D., Institute of Cybernetics at Tallinn University of Technology Opponents: Mikko Kurimo, Dr. Tech., Helsinki University of Technology Heiki-Jaan Kaalep, Ph.D., University of Tartu Commencement: December 5, 2006 Declaration: Hereby I declare that this doctoral thesis, my original investigation and achievement, submitted for the doctoral degree at Tallinn University of Technology has not been submitted for any degree or examination. / Tanel Alumae¨ / Copyright Tanel Alumae,¨ 2006 ISSN 1406-4731 ISBN 9985-59-661-7 ii Contents 1 Introduction 1 1.1 The speech recognition problem . 1 1.2 Language specific aspects of speech recognition . 3 1.3 Related work . 5 1.4 Scope of the thesis . 6 1.5 Outline of the thesis . 7 1.6 Acknowledgements . 7 2 Basic concepts of speech recognition 9 2.1 Probabilistic decoding problem . 10 2.2 Feature extraction . 10 2.2.1 Signal acquisition . 11 2.2.2 Short-term analysis . 11 2.3 Acoustic modelling . 14 2.3.1 Hidden Markov models . 15 2.3.2 Selection of basic units . 20 2.3.3 Clustered context-dependent acoustic units . 20 2.4 Language Modelling . 22 2.4.1 N-gram language models . 23 2.4.2 Language model evaluation . 29 3 Properties of the Estonian language 33 3.1 Phonology . -
CELF-5 Metalinguistics
® Elisabeth H. Wiig, PhD, Eleanor Semel, EdD & Wayne A. Secord, PhD Test Objectives and Descriptions ® Overview Clinical Evaluation of Language Fundamentals Metalinguistics®–Fifth Edition The Clinical Evaluation of Language Fundamentals Metalinguistics®–Fifth Edition (CELF–5 Metalinguistics) is a revision of the Test of Language Competence–Expanded. CELF–5 Metalinguistics is designed to identify students 9-21 years old who have not acquired the expected levels of communicative competence and metalinguistic ability for their age. Metalinguistic awareness involves the ability to reflect on and distance oneself from language and to view it as a tool (Owens, 2010). In order for language to become a strategic tool, the student must be able to talk about language, analyze it, and think about it independent of the meaning (content). The student must be able to think about language in the abstract, apart from the literal meaning. CELF-5 Metalinguistics is a clinical tool that can be used to assess a student’s ability to make inferences, construct conversationally appropriate sentences, understand multiple meaning words and ambiguous sentences, and understand figurative language. The test may be used for initial diagnosis of a language disorder, to evaluate metalinguistic aspects of a social (pragmatic) communication disorder, or as a complement to and extension of the social-pragmatic communication skills assessed by CELF-5. Importance of Metalinguistic Awareness CELF-5 Metalinguistics focuses on the evaluation of metalinguistic awareness, which is demonstrated when a student is able to talk about, analyze, and think about language independently of the concrete meaning of each word. In other words, the student must make a momentary shift from the content or meaning of the message to the form or linguistic expression (Edwards & Kirkpatrick, 1999). -
Empirical Studies in Applied Linguistics
UZRT2018 : empirical studies in applied linguistics Edited book / Urednička knjiga Publication status / Verzija rada: Published version / Objavljena verzija rada (izdavačev PDF) Publication year / Godina izdavanja: 2020 Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:131:737635 https://doi.org/https://doi.org/10.17234/UZRT.2018 Rights / Prava: Attribution-NonCommercial-NoDerivatives 4.0 International Download date / Datum preuzimanja: 2021-10-07 Repository / Repozitorij: ODRAZ - open repository of the University of Zagreb Faculty of Humanities and Social Sciences UZRT 2018 Empirical Studies in Applied Linguistics Edited by Renata Geld and Stela Letica Krevelj 1 FF press UZRT 2018: Empirical Studies in Applied Linguistics Edited by Renata Geld and Stela Letica Krevelj, FF press http://wp.ffzg.unizg.hr/ffpress ISBN: 978-953-175-843-7 Collection © 2020 FF press Papers © 2020 The Contributors Cover image © 2017 Ivana Rež ek Layout: Silvia Kurolt All parts of this publication may be printed and stored electronically. CONTENTS Foreword 5 Sanja Marinov & Višnja Pavičić Takač On the nature of relationship between self-regulation and lexical competence 19 Gábor Szabó The Application of Objective Measures of Text Difficulty to Language Examinations 34 Sandra Mardešić, Ana Gverović & Ana Puljizević Motivation in modern language studies: A pilot study in Italian language 56 Mirna Trinki & Stela Letica Krevelj Multilingualism in English language classrooms in Croatia: Can we think outside the box? 75 Ivana Cindrić & Mirta Kos Kolobarić -
Cross Language Transfer of Metalinguistic Awareness: a Meta-Analytic
Cross Language Transfer of Metalinguistic Awareness: A Meta-Analytic Structural Equation Model for Chinese-English Bilingual Children A dissertation submitted to the Graduate School of the University of Cincinnati in partial fulfillment of the requirements for the degree of Doctor of Education in Literacy/Second Language Studies Of College of Education, Criminal Justice, and Human Services by Xuejiao Diao M.Ed. University of Cincinnati, OH, USA April 2014 Committee Chair: Mary Benedetti, Ed.D. ABSTRACT While a number of studies have been conducted to investigate the construct of metalinguistic awareness in Chinese-English bilingual children, the results are conflicting regarding whether bilingualism facilitates the transfer of metalinguistic skills across English and Chinese. This dissertation was designed to offset the shortcomings of relatively small sample sizes in prior research by synthesizing prior study results using meta-analysis and meta-analytic structural equation modeling. These methods were used in order to reveal a holistic picture of the construct of metalinguistic awareness and its relationship with other moderators. Using meta- analysis, this study examined if Chinese-English bilinguals and Chinese or English monolinguals have equal performance on various metalinguistic tasks. A proposed Bilingual Metalinguistic Awareness Model was then fitted to the meta-analytic data to bring to light the best measurement model for the construct of metalinguistic awareness and its relationship with Chinese and English language proficiency, cognitive development, language instructional methods, and social influence. The dissertation analyzed data from 49 studies, including, 27 correlation matrices, and found no statistical differences between Chinese or English monolingual children and Chinese- English bilingual children in terms of metalinguistic awareness. -
Metacognition, Metalinguistic Awareness, and Relevance in Language Learning: a Report on an Intervention Module Project
International Journal for the Scholarship of Teaching and Learning Volume 14 Number 2 Article 9 November 2020 Metacognition, Metalinguistic Awareness, and Relevance in Language learning: A Report on an Intervention Module Project Marianne Bessy Furman University, [email protected] Stephanie M. Knouse Furman University, [email protected] Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/ij-sotl Recommended Citation Bessy, Marianne and Knouse, Stephanie M. (2020) "Metacognition, Metalinguistic Awareness, and Relevance in Language learning: A Report on an Intervention Module Project," International Journal for the Scholarship of Teaching and Learning: Vol. 14: No. 2, Article 9. Available at: https://doi.org/10.20429/ijsotl.2020.140209 Metacognition, Metalinguistic Awareness, and Relevance in Language learning: A Report on an Intervention Module Project Abstract The purpose of this study is to examine the outcomes of a pedagogical intervention project in intermediate second language (L2) French and Spanish classes at the post-secondary level. The authors designed and implemented four “Language Learning Modules” (LLMs) to ascertain if these interventions could enhance students’ metacognitive and metalinguistic awareness and help students see the relevance of studying an L2. Sixty-two students were divided evenly into a “Module” group, which received the LLMs, and a “Non-Module” group, which did not receive such instruction. Analyses reveal that the Module group differed from the Non-Module group in terms of how they applied metacognitive insights, became more aware of the value of language learning, and found relevance in the L2. The authors contend that it is imperative for language educators to foster student growth in metacognitive abilities and metalinguistic awareness, and to explicitly instruct students on the relevance of L2 study. -
Cognitive Approaches to L3 Acquisition
International Journal of English Studies IJES UNIVERSITY OF MURCIA www.um.es/ijes Cognitive approaches to L3 acquisition MARÍA DEL PILAR GARCÍA-MAYO* Universidad del País Vasco (UPV/EHU) Received: 28 November 2011 / Accepted: 16 February 2012 ABSTRACT Multilingualism has established itself as an area of systematic research in linguistic studies over the last two decades. The multilingual phenomenon can be approached from different perspectives: educational, formal linguistic, neurolinguistic, psycholinguistic and sociolinguistic, among others. This article presents an overview of cognitive (psychological and formal linguistic) approaches to third language (L3) acquisition where the assumption is that language acquisition is a complex multi-faceted process. After identifying what is meant by L3, the article briefly reviews the major issues addressed from both the psycholinguistic strand and the emerging L3 linguistic strand and concentrates on those aspects that are in need of further research in both. KEYWORDS: formal linguistics, generative, L3, multilingualism, psycholinguistics, transfer RESUMEN El plurilingüismo se ha ganado su propia área de investigación dentro de los estudios de lingüística en las últimas dos décadas. El fenómeno se puede abordar desde perspectivas diferentes: educativa, lingüística de carácter formal, neurolingüística, psicolingüística y sociolingüística, entre otras. Este artículo presenta una visión general de dos perspectivas cognitivas, la psicológica y la procedente de la lingüística formal, al tema de la adquisición de la tercera lengua (L3). Ambas perspectivas comparten la asunción de que la adquisición del lenguaje es un proceso complejo y con varias vertientes. Después de identificar lo que entendemos por L3, el artículo revisa de forma sucinta los principales temas que se han tratado tanto desde la perspectiva psicolingüística como desde la más emergente perspectiva lingüística en materia de L3 y se concentra en aquellos aspectos que consideramos que necesitan mayor investigación en ambas. -
XXVII Fonetiikan Päivät Phonetics Symposium 2012
XXVII Fonetiikan päivät Phonetics Symposium 2012 Tallinn, Estonia February 17-18, 2012 XXVII Fonetiikan päivät – Phonetics Symposium 2012 Tallinn, Estonia, February 17-18, 2012 Phonetics Symposium 2012 (XXVII Fonetiikan päivät) continues the tradition of meetings of Finnish phoneticians started in 1971 in Turku. These meetings, held in turn at different universities in Finland, have been frequently attended by Estonian phoneticians as well. In 1998 the meeting was held in Pärnu, Estonia, and in 2012 it will take place in Estonia for the second time. Phonetics Symposium 2012 (XXVII Fonetiikan päivät) will provide a forum for scientists and students in phonetics and speech technology to present and discuss recent research and development in spoken language communication. In the recent years we have lost three world-renowned scholars in the phonetic sciences – Ilse Lehiste, Matti Karjalainen and Arvo Eek. The symposium shall commemorate and honor their scientific contributions to Estonian and Finnish phonetics and speech technology. The symposium is hosted by the Institute of Cybernetics at Tallinn University of Technology (IoC) and organized in co-operation with the Estonian Centre of Excellence in Computer Science, EXCS (funded mainly by the European Regional Development Fund). XXVII Fonetiikan päivät – Phonetics Symposium 2012 Tallinn, Estonia, February 17-18, 2012 SCIENTIFIC PROGRAM: DAY 1 9:45 Opening SESSION 1: Chair Karl Pajusalu Professori Matti Karjalainen, suomalaisen 10:00 Unto K. Laine puheteknologian edelläkävijä 10:30 Diana -
Estonian Yiddish and Its Contacts with Coterritorial Languages
DISSERT ATIONES LINGUISTICAE UNIVERSITATIS TARTUENSIS 1 ESTONIAN YIDDISH AND ITS CONTACTS WITH COTERRITORIAL LANGUAGES ANNA VERSCHIK TARTU 2000 DISSERTATIONES LINGUISTICAE UNIVERSITATIS TARTUENSIS DISSERTATIONES LINGUISTICAE UNIVERSITATIS TARTUENSIS 1 ESTONIAN YIDDISH AND ITS CONTACTS WITH COTERRITORIAL LANGUAGES Eesti jidiš ja selle kontaktid Eestis kõneldavate keeltega ANNA VERSCHIK TARTU UNIVERSITY PRESS Department of Estonian and Finno-Ugric Linguistics, Faculty of Philosophy, University o f Tartu, Tartu, Estonia Dissertation is accepted for the commencement of the degree of Doctor of Philosophy (in general linguistics) on December 22, 1999 by the Doctoral Committee of the Department of Estonian and Finno-Ugric Linguistics, Faculty of Philosophy, University of Tartu Supervisor: Prof. Tapani Harviainen (University of Helsinki) Opponents: Professor Neil Jacobs, Ohio State University, USA Dr. Kristiina Ross, assistant director for research, Institute of the Estonian Language, Tallinn Commencement: March 14, 2000 © Anna Verschik, 2000 Tartu Ülikooli Kirjastuse trükikoda Tiigi 78, Tartu 50410 Tellimus nr. 53 ...Yes, Ashkenazi Jews can live without Yiddish but I fail to see what the benefits thereof might be. (May God preserve us from having to live without all the things we could live without). J. Fishman (1985a: 216) [In Estland] gibt es heutzutage unter den Germanisten keinen Forscher, der sich ernst für das Jiddische interesiere, so daß die lokale jiddische Mundart vielleicht verschwinden wird, ohne daß man sie für die Wissen schaftfixiert -
Learner Differences in Metalinguistic Awareness: Exploring the Influence of Cognitive Abilities and Language Experience
Learner Differences in Metalinguistic Awareness: Exploring the Influence of Cognitive Abilities and Language Experience Daniel O. Jackson University of Hawai‘i at M ānoa 1. Introduction Recent emergentist views of language propose that its structure is “fundamentally molded by preexisting cognitive abilities, processing idiosyncrasies, and limitations” (Beckner et al., 2009, p. 17). Thus, the psychological characteristics that distinguish us as human contribute to language change at the collective and individual levels. With regard to the latter, it is particularly important for second language professionals to understand the nature of learners’ individual differences (IDs), so that we may appreciate these abilities, adapt instruction to idiosyncrasies, and circumvent limitations to the greatest extent possible. The outlook for research on IDs extends this perspective. For example, Dörnyei (2009) views IDs in second language (L2) research as multi-componential, integrated, dynamic, interacting, and complex. These themes are touched on throughout the following paper, which examines the role of L2 aptitude, working memory, and language experience in metalinguistic awareness stemming from exposure to an artificial language. * 2. Demystifying awareness for L2 research Following Schmidt (1990 and elsewhere), awareness is a form of consciousness implicated in mental processes that are crucial to L2 learning, including perception, noticing, and understanding. Regarding the distinction between noticing and understanding, he wrote: Noticing is related to rehearsal within working memory and the transfer of information to long- term memory, to intake, and to item learning. Understanding is related to the organization of material in long-term memory, to restructuring, and to system learning. (Schmidt, 1993, p. 213) Second language acquisition relies on both item and system learning. -
Ilse Lehiste (1922-2010) the Significance of Empirical Evidence in Linguistics* (2012)
Ilse Lehiste (1922-2010) The significance of empirical evidence in linguistics* (2012) Zita McRobbie-Utasi Simon Fraser University [email protected] It is with immense sadness that members of the worldwide linguistics community acknowledge the passing away of Ilse Lehiste, Professor Emeritus at the Department of Linguistics, Ohio State University. Her wide-ranging scholarly legacy has greatly influenced the way linguists view the science of phonetics and its role in speech communication. Her pioneering research in employing and advancing experimental phonetic methods, together with groundbreaking theoretical works on the acoustic properties of speech sounds relevant to language, is to be considered a major contribution to the discipline of linguistics. 1. Introduction Ilse Lehiste was born in Tallinn, Estonia. She received a Doctor of Philosophy degree from the University of Hamburg, Germany, in 1949; subsequently she moved to the United States, where she earned her Ph.D. in linguistics from the University of Michigan in 1959. Dr. Lehiste was a recipient of honorary doctoral degrees from the University of Essex, Great Britain (1977); the University of Lund, Sweden (1982); the University of Tartu, Estonia (1989) and the Doctor of Human Letters honorary degree from the Ohio State University (1999). Prior to her appointment at the Ohio State University in 1963, she taught at the Kansas Wesleyan University (1950-1951), at the Detroit Institute of Technology (1951- 1956) and was a research associate at the University of Michigan’s prestigious Communication Sciences Laboratory (1958-1963). Dr. Lehiste was Chair of the Department of Linguistics, Ohio State University (1965-1971) and (1985-1987), as * I wish to acknowledge posthumously Ilse Lehiste’s comments on an earlier version of this paper. -
A Short History of Morphological Theory∗
A short History of Morphological Theory∗ Stephen R. Anderson Dept. of Linguistics, Yale University Interest in the nature of language has included attention to the nature and structure of words — what we call Morphology — at least since the studies of the ancient Indian, Greek and Arab grammarians, and so any history of the subject that attempted to cover its entire scope could hardly be a short one. Nonetheless, any history has to start somewhere, and in tracing the views most relevant to the state of morphological theory today, we can usefully start with the views of Saussure. No, not that Saussure, not the generally acknowledged progenitor of modern linguis- tics, Ferdinand de Saussure. Instead, his brother René, a mathematician, who was a major figure in the early twentieth century Esperanto movement (Joseph 2012). Most of his written work was on topics in mathematics and physics, and on Esperanto, but de Saussure (1911) is a short (122 page) book devoted to word structure,1 in which he lays out a view of morphology that anticipates one side of a major theoretical opposition that we will follow below. René de Saussure begins by distinguishing simple words, on the one hand, and com- pounds (e.g., French porte-plume ‘pen-holder’) and derived words (e.g., French violoniste ‘violinist’), on the other. For the purposes of analysis, there are only two sorts of words: root words (e.g. French homme ‘man’) and affixes (e.g., French -iste in violoniste). But “[a]u point de vue logique, il n’y a pas de difference entre un radical et un affixe [.