Case and agreement in English language development

1999 ◽  
Vol 26 (2) ◽  
pp. 357-372 ◽  
Author(s):  
MATTHEW RISPOLI
Keyword(s):  
English Language ◽  
Primary Caregivers ◽  
English Language Development ◽  
Sentence Production ◽  
Production Data ◽  
Sentence Level ◽  
Retrieval Factor ◽  
Third Person ◽  
Subject Pronoun ◽  
The Relationship

This study examines the relationship between third person singular (3Psg) subject pronoun case and agreement, focusing on the hypothesis that these two grammatical subsystems develop together. This hypothesis is broken down into two separate, empirically testable hypotheses: (a) that correct subject case pronoun production and the production of agreement are correlated, and (b) that at the sentence level, correct case is dependent on the presence of agreement. Twenty-nine children between the ages of 2;6 and 4;0 were each audiotaped for approximately two hours playing and interacting with their primary caregivers. Transcribed production data showed that 3Psg masculine subject pronoun case was correlated with agreement marking, whereas 3Psg feminine subject pronoun case was not. This result suggests the influence of a retrieval factor, termed the DOUBLE-CELL EFFECT, on the her for she pronoun case error. At the utterance level, pronoun case was independent of the presence of agreement. Overall, the study indicates that the relationship between case and agreement may be discernible as a general correlation, yet indiscernible at the level of sentence production.

scholarly journals Vocabulary Size Influences Spontaneous Speech in Native Language Users: Validating the Use of Automatic Speech Recognition in Individual Differences Research

2020 ◽  
pp. 002383092091107 ◽  
Author(s):  
Suzanne R. Jongman ◽  
Yung Han Khoe ◽  
Florian Hintz
Keyword(s):  
Speech Recognition ◽  
Automatic Speech Recognition ◽  
Language Production ◽  
Spontaneous Speech ◽  
Receptive Vocabulary ◽  
Sentence Production ◽  
Production Data ◽  
Vocabulary Size ◽  
Speech Transcription ◽  
The Relationship

Previous research has shown that vocabulary size affects performance on laboratory word production tasks. Individuals who know many words show faster lexical access and retrieve more words belonging to pre-specified categories than individuals who know fewer words. The present study examined the relationship between receptive vocabulary size and speaking skills as assessed in a natural sentence production task. We asked whether measures derived from spontaneous responses to everyday questions correlate with the size of participants’ vocabulary. Moreover, we assessed the suitability of automatic speech recognition (ASR) for the analysis of participants’ responses in complex language production data. We found that vocabulary size predicted indices of spontaneous speech: individuals with a larger vocabulary produced more words and had a higher speech-silence ratio compared to individuals with a smaller vocabulary. Importantly, these relationships were reliably identified using manual and automated transcription methods. Taken together, our results suggest that spontaneous speech elicitation is a useful method to investigate natural language production and that automatic speech recognition can alleviate the burden of labor-intensive speech transcription.

English language development across the curriculum

1987 ◽  
Vol 10 (1) ◽  
pp. 20-39
Author(s):  
Claire Houston
Keyword(s):  
Language Development ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Development ◽  
Learning Abilities ◽  
Whole School ◽  
Language Needs ◽  
English Speaking ◽  
Work Done ◽  
The Relationship

Abstract The article provides information about the English Language Development Across the Curriculum (ELDAC) Project. The ELDAC Project was initiated to develop whole-school responsibility for the English language needs of students of non-English speaking background. The aim was to integrate appropriate language support for NESB learners within all subject areas. The project emphasizes the crucial role that language plays in learning; the relationship between meaning and form; and the need to focus on language development as an integral part of all subjects. The approach is based on a view of language which provides the theoretical framework for the analysis of language demands of high school subjects. A basic tenet of the approach is that the identification of language demands associated with teaching and learning objectives is an essential part of lesson and unit planning and should be reflected in the presentation of content, learning activities, preparation for writing tasks and assessment. Work done by teachers as a result of the project has not only provided necessary support for learning for NESB students but has also resulted in a significant enhancement of the language and learning abilities of many native-speaking students.

Exploring the Potential Impact of Sentence-Level Comprehension and Sentence-Level Fluency on Deaf Students' Passage Comprehension

2020 ◽  
Vol 63 (7) ◽  
pp. 2281-2292
Author(s):  
Ying Zhao ◽  
Xinchun Wu ◽  
Hongjun Chen ◽  
Peng Sun ◽  
Ruibo Xie ◽  
...  
Keyword(s):  
Independent Predictor ◽  
Vocabulary Knowledge ◽  
Group Differences ◽  
Regression Analyses ◽  
Deaf Students ◽  
Mediating Role ◽  
Sentence Level ◽  
Mediating Mechanisms ◽  
Potential Impact ◽  
The Relationship

Purpose This exploratory study aimed to investigate the potential impact of sentence-level comprehension and sentence-level fluency on passage comprehension of deaf students in elementary school. Method A total of 159 deaf students, 65 students ( M age = 13.46 years) in Grades 3 and 4 and 94 students ( M age = 14.95 years) in Grades 5 and 6, were assessed for nonverbal intelligence, vocabulary knowledge, sentence-level comprehension, sentence-level fluency, and passage comprehension. Group differences were examined using t tests, whereas the predictive and mediating mechanisms were examined using regression modeling. Results The regression analyses showed that the effect of sentence-level comprehension on passage comprehension was not significant, whereas sentence-level fluency was an independent predictor in Grades 3–4. Sentence-level comprehension and fluency contributed significant variance to passage comprehension in Grades 5–6. Sentence-level fluency fully mediated the influence of sentence-level comprehension on passage comprehension in Grades 3–4, playing a partial mediating role in Grades 5–6. Conclusions The relative contributions of sentence-level comprehension and fluency to deaf students' passage comprehension varied, and sentence-level fluency mediated the relationship between sentence-level comprehension and passage comprehension.

Productive Vocabulary Knowledge of ESL Learners

2018 ◽  
Vol 1 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Abdulmalik Usman ◽  
Dahiru Musa Abdullahi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Writing Quality ◽  
Lexical Frequency ◽  
Frequency Profile ◽  
Esl Learners ◽  
The Relationship

The paper seeks to investigate the level of productive knowledge of ESL learners, the writing quality and the relationship between the vocabulary knowledge and the writing quality. 150 final year students of English language in a university in Nigeria were randomly selected as respondents. The respondents were asked to write an essay of 300 words within one hour. The essays were typed into Vocab Profiler of Cobb (2002) and analyzed the Lexical Frequency Profile of the respondents. The essays were also assessed by independent examiners using a standard rubric. The findings reveal that the level of productive vocabulary knowledge of the respondents is limited. The writing quality of the majority of the respondent is fair and there is a significant correlation between vocabulary and the witting quality of the subjects. The researchers posit that productive vocabulary is the predictor of writing quality and recommend various techniques through which teaching and learning of vocabulary can be improved.

scholarly journals Context-Aware Neural Machine Translation for Korean Honorific Expressions

Electronics ◽  
2021 ◽  
Vol 10 (13) ◽  
pp. 1589
Author(s):  
Yongkeun Hwang ◽  
Yanghoon Kim ◽  
Kyomin Jung
Keyword(s):  
Machine Translation ◽  
Deep Neural Networks ◽  
Contextual Information ◽  
Context Aware ◽  
Neural Machine Translation ◽  
Translation Quality ◽  
Sentence Level ◽  
Proposed Model ◽  
The Given ◽  
The Relationship

Neural machine translation (NMT) is one of the text generation tasks which has achieved significant improvement with the rise of deep neural networks. However, language-specific problems such as handling the translation of honorifics received little attention. In this paper, we propose a context-aware NMT to promote translation improvements of Korean honorifics. By exploiting the information such as the relationship between speakers from the surrounding sentences, our proposed model effectively manages the use of honorific expressions. Specifically, we utilize a novel encoder architecture that can represent the contextual information of the given input sentences. Furthermore, a context-aware post-editing (CAPE) technique is adopted to refine a set of inconsistent sentence-level honorific translations. To demonstrate the efficacy of the proposed method, honorific-labeled test data is required. Thus, we also design a heuristic that labels Korean sentences to distinguish between honorific and non-honorific styles. Experimental results show that our proposed method outperforms sentence-level NMT baselines both in overall translation quality and honorific translations.

Sticks and Stones? Connecting Insurgent Propaganda with Violent Outcomes

2021 ◽  
pp. 002200272110272
Author(s):  
Maura R. Cremin ◽  
Bogdan G. Popescu
Keyword(s):  
English Language ◽  
Violent Attack ◽  
Sticks And Stones ◽  
The Relationship

In this paper, we analyze the relationship between ISIS propaganda content and ISIS-inspired attacks by those outside of the group’s control. We examine the content of ISIS’ English language magazines, as well as speeches by two of its top leaders. We find that statements made about enemy countries in most contexts are not associated with a higher likelihood of violence in those countries. However, when a country is mentioned in ISIS propaganda in the context of its participation in the air campaign, this corresponds to an increased likelihood that the country will experience a violent attack. This suggests that propaganda highlighting key military adversaries may play a role in directing attackers that are outside the control of the organization’s hierarchy to the group’s preferred targets.

Teaching oral requests

Pragmatics ◽  
2013 ◽  
Vol 23 (3) ◽  
pp. 499-517 ◽  
Author(s):  
Eleni Petraki ◽  
Sarah Bayes
Keyword(s):  
Conversation Analysis ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Appropriateness ◽  
Language Classroom ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Everyday Communication

Research in English language teaching has highlighted the importance of teaching communication skills in the language classroom. Against the backdrop of extensive research in everyday communication, the goal of this research was to explore whether current discourse analytic research is reflected in the lessons and communication examples of five English language teaching textbooks, by using spoken requests as the subject of investigation. The textbooks were evaluated on five criteria deriving from research on politeness, speech act theory and conversation analysis. These included whether and the extent to which the textbooks discussed the cultural appropriateness of requests, discussed the relationship of requests and other contextual factors, explained pre-sequences and re-requests and provided adequate practice activities. This study found that none of the coursebooks covered all of the criteria and that some coursebooks actually had very inadequate lessons. The results of the textbook analysis demonstrate that teachers using these five coursebooks and designers of future coursebooks must improve their lessons on requests by using pragmatics research and authentic examples as a guide.

scholarly journals English Language Teacher Education: Notes on The Past And Future

Linguaculture ◽  
2013 ◽  
Vol 2013 (2) ◽  
pp. 9-22 ◽  
Author(s):  
Guy Cook
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
English Language ◽  
Communication Technologies ◽  
Linguistic Landscape ◽  
Language Teacher Education ◽  
Political Views ◽  
The 1960S ◽  
The Relationship ◽  
Contemporary Context

Abstract The first part of this paper considers approaches to teacher education for EFL developed during the 1960s-1990s, drawing upon two sources: the taxonomy of three approaches proposed by Wallace (1991) and personal reminiscence. It discusses each of Wallace's approaches in turn: craft, 'applied science', and reflective practice.The second part considers whether these approaches are adequate models for teacher education now. I suggest that while they are still relevant, they are also too inward looking for contemporary needs.They need to be supplemented with a more outward looking approach, in which teachers are prepared to engage with four aspects of the contemporary context: new communication technologies, the new global linguistic landscape, the relationship between English and learners' own languages, and the rival political views of English language learning as promoting either a global neoliberal agenda or a global civil society.

Autisme binnen de opvoeding

2021 ◽  
Vol 20 (4) ◽  
Author(s):  
Jacqueline Bailly ◽  
Jorieke Duvekot ◽  
Kirstin Greaves-Lord ◽  
Leontine ten Hoopen
Keyword(s):  
Parenting Stress ◽  
Perceived Stress ◽  
Primary Caregivers ◽  
Autism Spectrum ◽  
Regression Analyses ◽  
Partner Relationship ◽  
The Social ◽  
The Relationship ◽  
Psychiatric Problems ◽  
Relevant Covariates

This study investigates the relationship between the perceived stress of parents with a child with (characteristics of) an autism spectrum disorder (ASD) and the degree of ASD characteristics within parents. Data from 222 children (mean age 7.8 years) and their primary caregivers, previously collected as part of the Social Spectrum Study, were analyzed. Linear regression analyses were used to investigate the association between experienced parenting stress and the influence of parents’ own ASD characteristics, taking into account relevant covariates. This study shows that the experienced parenting stress does not show a significant relationship with the ASD characteristics of parents when relevant covariates (such as own psychiatric problems, ASD characteristics of the child and the partner relationship) are added. This study finds indications that parenting stress in parents of children with ASD appears to be more strongly related to their general perceived psychopathology than to their specific ASD characteristics. Further replication is warranted, and we advise research into interventions for parents that possibly prevent (further) stress associated with raising a child with ASD (characteristics).

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