scholarly journals Aspects of Luo Socialization

1972 ◽  
Vol 1 (2) ◽  
pp. 235-248 ◽  
Author(s):  
Ben G. Blount

ABSTRACTSocialization is defined as the incorporation of a child into society on the basis of social and linguistic interaction. Central to this process is a child's advancement in communicative skills. As a child progresses in linguistic competence, the structure of interaction changes to accommodate his newfound skills, and underlying these changes are the Luo attitudes and beliefs on child-rearing, language acquisition, and the position of children in society. (Socialization; speech acquisition; social interaction; language attitudes.)

Author(s):  
Natalia Dmitrenko ◽  
Anastasiia Petrova ◽  
Olena Podzygun

The problem-based learning of a foreign language is aimed to develop students’ creativity, increase their motivation, autonomy, experience future profession tasks, and improve cognitive and communicative skills. The purpose of the article is to justify the efficiency of forming communicative skills of intending educators by means of problem-based tasks within the discipline “English for Professional Communication”. The objective of the article is to report about the results of using problem-based tasks in students’ acquisition of course content and in formation of students’ linguistic competence. In order to test the theoretical statements of using problem-based tasks in foreign language acquisition, a diagnostic experimental study was conducted. It was aimed at identifying cognitive-communicative needs and opportunities of students in solving problem tasks. The study included: experimental training, diagnostic tests and questionnaires for students and teachers. As a result, the cognitive and communicative needs and opportunities of students to solve problem tasks were determined; the prospects of application of problem tasks in the development of creative thinking in the process of formation and development of skills of foreign language communication were revealed. The experiment data enable to conclude that regular using of problem-based tasks marked positive impact on formation of students’ linguistic competence. Phonetic, lexical and grammatical skills have improved due to communication with peers and self-control during solving problem tasks. The overall results of the study affirm the enhancement of students’ speaking skills (monologue, dialogue, polylogue skills).    


2021 ◽  
Vol 17 (49) ◽  
pp. 11-29
Author(s):  
Vlada V. Baranova ◽  
◽  

The paper focuses on discussions of partial linguistic competence and on sources of language knowledge among both Kalmyk language activists and the community of native speakers. Recent revivalist initiatives lead to the emergence of “new speakers” of minority languages whose language command is widely discussed within the community. The native speakers of a minority language may create some barriers for new speakers and evaluate their way of speaking as an inauthentic, “wrong” code. The paper deals with different sources of competence in Kalmyk: projects for teaching and learning Kalmyk, attempts to popularize it and the ethnic culture, and online communities for mothers who make the conscious decision to adopt native language practices with their children. These new sources of non-traditional knowledge are compared with other modes of language acquisition. The paper aims to analyze attitudes to a language by “new speakers”. From this point of view, the Kalmyk-speaking community displays ambiguous attitudes: there are negative attitudes toward the accents of new speakers, as well as toward the linguistic competence of the younger generation in a family. That said, there exist strongly positive evaluations of different activist initiatives, including treating the instances of mixed language as a kind of humor. The data shows that there is no strong demarcation between language acquisition in the family and other ways of learning Kalmyk.


2016 ◽  
Vol 48 (1) ◽  
pp. 303-315
Author(s):  
Halina Święczkowska ◽  
Beata Piecychna

Abstract The present study deals with the problem of the acquisition of language in children in the light of rationalist philosophy of mind and philosophy of language. The main objective of the paper is to present the way Gerauld de Cordemoy’s views on the nature of language, including its socio-linguistic aspects, and on the process of speech acquisition in children are reflected in contemporary writings on how people communicate with each other. Reflections on 17th-century rationalist philosophy of mind and the latest research conducted within the field of cognitive abilities of human beings indicate that between those two spheres many similarities could be discerned in terms of particular stages of the development of speech and its physical aspects.


Author(s):  
Marie Vališová

During the second half of the 20th century, there was a shift in focus in second language acquisition research from linguistic competence to communicative and pragmatic competence (Hymes, 1972; Canale & Swain, 1980; Canale, 1983; Bachman, 1990; Bachman & Palmer, 1996; Usó-Juan & Martínez-Flor, 2006). This resulted in a growing number of studies on speech acts in general. Motivated by a lack of studies on the speech acts of apology in conversations of Czech learners of English as a foreign language, my dissertation project aims to shed light on apology strategies used by Czech university students.


2003 ◽  
Vol 3 ◽  
pp. 207-228 ◽  
Author(s):  
Ulrich Dausendschön-Gay

Developmental research on first and second language acquisition is mainly concerned with cognitive, linguistic or pragmatic aspects of individual speech production treated separately and based on the tenets of separate disciplines or approaches (psycholinguistics, psychology of language, constructivism, conversation analysis). However, some studies try to integrate questions of language acquisition into the much broader context of social interaction in general. This paper argues in favour of such integration, taking a conversationalist perspective on speech and discourse production in social — face-to-face — interaction. In particular, it argues for the systematic integration of all kinds of body movements (traditionally called gestures) and prosody into the analysis of empirical data as a fundamental basis for the development of an interactional grammar and its study in an acquisitional research framework.


2017 ◽  
Vol 2 (2) ◽  
pp. 80 ◽  
Author(s):  
Alireza Zaker

Previous research has highlighted the significant impact of culture on learning a second language (L2). Accordingly, culture is now believed to be a major learning-affecting factor which, along with linguistic competence, facilitates the process of L2 learning. Some have proposed that being surrounded in the L2 environment gives one a better chance of learning an L2. Based on this premise, Schumann in 1978 proposed the acculturation/pidginization model as an environmental-oriented model that emphasizes identification with a community as the primary requirement of second language acquisition. This study attempts to take a closer look at different aspects of this theory. The taxonomy of factors which control social distance is presented along with the different types of acculturation and the stages/steps of acculturation in an L2 environment. The article concludes with a discussion on the advantages and shortcomings of the model.Keywords: acculturation, culture, pidginization, target language environment


2020 ◽  
Vol 2 (1) ◽  
pp. 75-84
Author(s):  
Asep Anwar Siddiq

By using language, people can convey their message and express their ideas verbally or in writing so that they can work together and get along with each other. People realize that without language they cannot interact with each other. There are so many languages in the world. It depends on each country, even though they can build social interaction through international languages. There are a number of different countries in the world, such as Britain, France, Spain, China, Japan and Arabia. There are many Arabian who come to Indonesia with various purposes, such as trading, preaching and others. But the disadvantage is that they are not able to speak Indonesian. So it is difficult for them to communicate with Indonesian people. Arabians find it is very difficult to speak Indonesian mainly because their pronunciation is very different from Indonesian people.


Author(s):  
Jinguang Zhang

Intergroup communication concerns the verbal and nonverbal interaction between individuals from different groups. Since about the 1980s, the social identity perspective (including social identity, self-categorization, ethnolinguistic vitality, and communication accommodation theories) has provided much impetus to research on intergroup communication. One way to advance intergroup communication research, then, is to expand the social identity perspective. Evolutionary psychology, a research program firmly rooted in natural selection theory and its modern synthesis, can help achieve this goal. For example, a functional analysis of language acquisition suggests—and research confirms—that language (similar to sex and age but not race) is a dedicated dimension of social categorization. This is first of all because language is localized, with signal regularities (e.g., grammar, syntax) being meaningful only to in-group members. Second, there is a critical window of language acquisition that typically closes at late adolescence, and one can almost never reach native-level proficiency if the person tries to learn a language beyond that window. Thus, two people are very likely to have grown up in the same place if they speak the same language with similar high levels of proficiency. Conversely, the lack of proficiency in speaking a language suggests that one does not have the same childhood experience as others and is thus an out-group member. Because ancestral humans had recurrent exposure to people speaking different languages (or variants of the same language) even given their limited travel ability, language-based categorization appears to be an evolved part of human nature. Evolutionary theories can also help renovate research on ethnolinguistic vitality and (non)accommodation. For example, an analysis of host-parasite coevolution suggests that maintaining and using one’s own language can help reduce the risk of contracting foreign diseases in places with high parasite stress. This is because out-group members are more likely than in-group members to carry diseases that one’s physiological immune system cannot tackle. Intergroup differentiation is thus needed more in places with higher parasite stress, and language (as noted) reliably marks group membership. It thus benefits people living in parasite-laden environments to stick to their own language, which helps them remain close to in-group members and away from out-group members. Research also shows that increases in perceived parasitic threats cause people higher in pathogen disgust sensitivity to perceive speakers with foreign accents as being more dissimilar to self. This enhanced perceived dissimilarity may cause non-accommodation or divergence in intergroup communication, resulting in negative language attitudes and even intergroup conflicts. These and many other areas of research uniquely identified by evolutionary approaches to intergroup communication research await further empirical tests.


Fachsprache ◽  
2017 ◽  
Vol 32 (1-2) ◽  
pp. 2-17
Author(s):  
Christian Efing

Apparently, German secondary schools (Hauptschulen, Realschulen) do not succeed sufficiently in providing their pupils with a basis for vocational training. Especially the linguistic competence at the end of a school career seems to be underdeveloped compared to the necessary communicative skills in vocational education. As the curricula (Bildungsstandards) explicitly admit the responsibility of the German lessons for preparing vocational training, this difference between actual competences and requirements is surprising. To make German lessons in secondary schools more effective in this regard, the real communicative requirements of (industrial) companies have to be analysed, first of all. Thereupon proposals for lessons (or a reorganised curriculum) in secondary schools, that might prepare a vocational training in a better way, can be made. This paper presents the results of such an empirical survey and analysis of communicative requirements in industry. The survey was conducted from May to July 2009 exemplarily at “Heidelberger Druckmaschinen AG” (constructor and global market leader of printing units), within the vocational fields of industrial mechanics, mechatronics fitters, electronics technicians and design draughtsmen. The focus of the analysis will be on the prototypical types of text and of discourse, vocational trainees have to deal with regularly within their first two years of vocational training; then the necessary competences to master these requirements will be discussed. In conclusion, we will present possible didactical consequences of the analysis of the collected data in industry.


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