The second language lexicon: some evidence from university-level learners of French and German

1991 ◽  
Vol 7 (1) ◽  
pp. 61-81 ◽  
Author(s):  
David Singleton ◽  
David Little
Keyword(s):  
Second Language ◽  
Lexical Processing ◽  
Trinity College ◽  
Mental Lexicon ◽  
Pilot Phase ◽  
Trinity College Dublin ◽  
The Status ◽  
University Level ◽  
The Trinity ◽  
The Way

A widely held view among psycholinguists is that the L2 mental lexicon is qualitatively different from the L, mental lexicon - more 'phonological' and more 'loosely organized'. In this paper we present some C-test-elicited data from the pilot phase of the Trinity College Dublin Modern Languages Project which call the above view into question. Our data suggest that the way in which words are processed depends not on the status (L1 or L2) of the language of which they are tokens, but rather on the degree of difficulty of the lexical task concerned. Our data further suggest that there is some measure of interaction between L, and L2 lexical processing.

Racine Lighting Beckett

2016 ◽  
Vol 25 (2) ◽  
pp. 225-242
Author(s):  
Cal Revely-Calder
Keyword(s):  
Samuel Beckett ◽  
Trinity College ◽  
Trinity College Dublin ◽  
The Trinity

Critics have recently begun to pay attention to the influence Jean Racine's plays had on the work of Samuel Beckett, noting his 1930–31 lectures at Trinity College Dublin, and echoes of Racine in early texts such as Murphy (1938). This essay suggests that as well as the Trinity lectures, Beckett's later re-reading of Racine (in 1956) can be seen as fundamentally influential on his drama. There are moments of direct allusion to Racine's work, as in Oh les beaux jours (1963), where the echoes are easily discernible; but I suggest that soon, in particular with Come and Go (1965), the characteristics of a distinctly Racinian stagecraft become more subtly apparent, in what Danièle de Ruyter has called ‘choix plus spécifiquement théâtraux’: pared-down lighting, carefully-crafted entries and exits, and visual tableaux made increasingly difficult to read. Through an account of Racine's dramaturgy, and the ways in which he structures bodily motion and theatrical talk, I suggest that Beckett's post-1956 drama can be better understood, as stage-spectacles, in the light of Racine's plays; both writers give us, in Myriam Jeantroux's phrase, the complicated spectacle of ‘un lieu à la fois désert et clôturé’. As spectators to Beckett's drama, by keeping Racine in mind we can come to understand better the limitations of that spectatorship, and how the later plays trouble our ability to see – and interpret – the figures that move before us.

Reading and Writing History in Sixteenth-Century France: The Case of La Legende des Flamens (1522)

2016 ◽  
Vol 16 (1) ◽  
pp. 59-85
Author(s):  
Catherine Emerson
Keyword(s):  
Nineteenth Century ◽  
Sixteenth Century ◽  
Early Modern ◽  
Trinity College ◽  
Reading And Writing ◽  
Trinity College Dublin ◽  
Documentary Sources ◽  
Lost Work ◽  
Historical Writings ◽  
The Way

A rare copy of a first edition of La Légende des Flamens, now in Trinity College Dublin, reveals a number of facts about its position in that library, probably a mid-nineteenth-century acquisition but acquired in the context of existing similar holdings of medieval and early modern French historical writings. Unlike these writings, however, the text takes an explicitly anti-Flemish and pro-French royalist stance. Criticism levelled at the two most recently deceased popes — or at the English — may explain why the author has decided to remain anonymous, or the text may have been conceived as a compilation of documentary sources without need for an author. This article examines the way that the text deploys sources, including a lost work by Giles of Rome, and draws some conclusions about the situation of the author of the text. Publisher François Regnault is considered as a possible author.

The Status and Use of Sensory Integration in the Clinical Setting in Ireland

1994 ◽  
Vol 57 (10) ◽  
pp. 384-390 ◽  
Author(s):  
Breda Mulcahy
Keyword(s):  
Occupational Therapy ◽  
Clinical Setting ◽  
Sensory Integration ◽  
Trinity College ◽  
Occupational Therapists ◽  
Survey Questionnaire ◽  
Trinity College Dublin ◽  
The Status ◽  
Practice Literature

The article presents the findings of a survey conducted to determine the status and use of sensory integration in Ireland. The survey questionnaire was distributed to occupational therapists who had completed a Sensory integration International approved course conducted at the School of Occupational Therapy, Trinity College, Dublin. The results are discussed in relation to occupational therapy practice, literature and research.

scholarly journals Can you teach an old dog new tricks? Institution-wide pedagogical reform at an elite university in Ireland

2017 ◽  
Vol 8 (2) ◽  
pp. 87-93
Author(s):  
Michelle Share ◽  
Ciara O'Farrell
Keyword(s):  
Trinity College ◽  
Assessment Framework ◽  
Interdisciplinary Learning ◽  
Trinity College Dublin ◽  
Elite University ◽  
Assessment Of Learning ◽  
The Social ◽  
Pedagogical Reform ◽  
Teaching Learning ◽  
The Trinity

Institution-wide pedagogical reforms are common across higher education institutions. Such reforms may be driven by rationalisation as well as recognition of the need to provide students with interdisciplinary learning experiences that equip them with the “social and analytic competencies needed in contemporary careers outside the academy” (British Academy, 2016, p.5). This paper reports on an institution-wide pedagogical reform initiative, the Trinity Education Project (TEP), at Trinity College Dublin, an elite and ancient Irish university. We describe the development of the TEP and the implementation of its Assessment Framework, which aims to bring diversity into teaching, learning and assessment through the assessment of graduate attributes in a system strongly focused on assessment of learning, examinations and lectures. Reflections on challenges are presented. Discussion centres on the extent to which it is possible, and the best approach, to achieve consensus in an educational system where autonomous disciplinary structures and traditions prevail.

Strategic L2 lexical innovation: case study of a university-level ab initio learner of German

1995 ◽  
Vol 11 (2) ◽  
pp. 137-148 ◽  
Author(s):  
Jennifer Ridley ◽  
David Singleton
Keyword(s):  
Ab Initio ◽  
Language Production ◽  
Target Language ◽  
Lexical Knowledge ◽  
Strategic Behaviour ◽  
Trinity College Dublin ◽  
University Level ◽  
Lexical Innovation ◽  
The Trinity

The article is a case study of one learner's use of lexical innovation. She is a university-level ab initio learner of German, and a subject in the Trinity College, Dublin, Modern Languages Research Project. In the target language production tasks performed over a two-year period, she exhibits a particular tendency towards lexical innovation as a strategy to cope with lack of TL lexical knowledge. From her introspective reports there is evidence to suggest that this type of strategic behaviour is related to her conscious approach towards vocabulary learning.

The Langland Myth

PMLA ◽  
1935 ◽  
Vol 50 (1) ◽  
pp. 36-56 ◽  
Author(s):  
Oscar Cargill
Keyword(s):  
Trinity College ◽  
William Langland ◽  
Piers Plowman ◽  
Trinity College Dublin ◽  
The One ◽  
The Trinity

It is remarkable that the one possibly contemporary statement in regard to the authorship of Piers Plowman has never been adequately examined. That is the note in the Trinity College Dublin MS. D, 4, I (Skeat's No. XLI, C-text), to the effect that the author was William Langland, the son of a gentleman, Stacy de Rokayle, who lived in Shipton-under-Wychwood as a tenant of Lord le Spenser in the County of Oxford:Memorándum quod Stacy de Rokayle pater Willielmi de Longlond, qui Stacius fuit generosus, et morabatur in Shypton under Whicwode, tenens domini le Spenser in comitatu Oxon., qui predictus Willielmus facit librum qui vocatur Perys ploughman.

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