scholarly journals Latvian Grammar

2021 ◽  
Author(s):  
Andra Kalnača ◽  
◽  
Ilze Lokmane
Keyword(s):  
Second Language ◽  
Young People ◽  
Foreign Language ◽  
Native Speakers ◽  
Unique Combination ◽  
Contrastive Analysis ◽  
Children And Young People ◽  
Reference Grammar ◽  
History Of ◽  
English Speaking

“Latvian Grammar” was written to make information about the Latvian language and its grammatical system more easily available not only within Latvia, but also beyond its borders. A modern grammar of Latvian written in English is as important for native speakers of Latvian as for those who have learned Latvian as a second language and also is of great value for anyone interested in the culture and history of Latvia or the Latvian language itself. The need for a reference grammar of Latvian written in English is especially important right now due to the existence of a large Latvian diaspora community abroad, particularly in English-speaking countries where children and young people are educated in the language of their home countries rather than in Latvian. A Latvian grammar written in English will also be useful for those who are learning Latvian as a foreign language and wish to learn more about its grammatical system and unique features. Likewise, “Latvian grammar” will be a useful reference and source for examples for teachers of Latvian – both those who teach it to speakers as a school or university subject and those who teach it as a foreign language. There is also considerable demand among linguists abroad for a systematic and dependable description of Latvian written by native speakers of Latvian. Latvian is a rather unique combination of ancient as well as relatively new features, which are of interest to researchers abroad and are important for the typological, cognitive, pragmatic, functional, and contrastive analysis of language.

scholarly journals The Effect of L2 Exposure Environment on Nnests’ Teaching Skills and Beliefs about EFL Learning Beyond the Class

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Susilo Susilo ◽  
Bibit Suhatmady ◽  
Dyah Sunggingwati ◽  
Hany Farisa ◽  
...  
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
T Test ◽  
Urban Region ◽  
Teaching Skills ◽  
Rural Region ◽  
Significant Difference ◽  
English Speaking ◽  
Native English Speaking Teachers ◽  
Efl Learning

The study aims at investigating the effect of second language (L2) exposure environment on NNESTs’ teaching skills and beliefs about EFL learning beyond the classroom. This is a survey for non-native English speaking teachers (NNESTs) of Indonesian Senior High Schools ( or in Indonesian terms ‘SMA’) from different L2 environments, namely: 1) urban-region exposure environment schools (n=40), and 2) rural-region exposure environment schools (n=40). There were two instruments used in the present study, i.e. 1) observation scaling checklist, and 2) questionnaire. The observation scaling checklist was used for assessing the respondents’ performance when they were teaching in class. Meanwhile, the questionnaire using a four-point Likert scale was used to elicit data. The researchers used a series of independent t-test to analyze the data. The result reveals that: 1) there is a significant difference between teaching skills of NNESTs from the urban region schools and those of NNESTs from rural region schools, t (78)= 19.499, p=0.000; and 2) there is a significant difference between beliefs about English as a foreign language (EFL learning beyond the classroom of the NNESTs from urban region schools and those of NNESTs from rural region schools, t (78)= - 4.925, p=0.000

scholarly journals Foreign Language Beliefs and Behaviors of English Speaking Communities’

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Sukma Nur Ardini
Keyword(s):  
Cultural Identity ◽  
Foreign Language ◽  
Native Speakers ◽  
The Other ◽  
Classroom Talk ◽  
Qualitative Design ◽  
English Speaking ◽  
And Behaviors ◽  
Descriptive Qualitative

The aim of this paper is to report the observation findings of foreign language beliefs and behaviors among three communities of English speaking communities’ specific of their cultural identity. The study used descriptive qualitative design since the author wants to describe the phenomenon happened in this study. Three English speaking communities were taken as the data; first, Krismit whatsApp group conversation; second, a private whatsApp conversation between two non-native speakers; third, a classroom talk. Those data were taken from the author’s cellphone, then the chats were exported, transcribed and analyzed well through their beliefs and behaviors specific of their cultural identity. The findings of the present study indicate that the awareness of using English pattern in two communities needs to be more highlighted, while the other community revealed the cultural matter in the form of expressions. Therefore, teachers’ and educators’ big effort in decreasing this issue is crucially needed.

scholarly journals La terminologia per il CLIL in lingua straniera e in italiano L2

2021 ◽  
pp. 83-98
Author(s):  
Silvia Gilardoni
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Foreign Language ◽  
Teaching Practice ◽  
Native Speakers ◽  
Language Teaching ◽  
Integrated Learning ◽  
Second Language Teaching ◽  
Italian Context

In this paper we examine the treatment of terminology in CLIL context (Content and language integrated learning), through the analysis of a corpus of subject textbooks in a foreign language and in Italian as a second language. After introducing the CLIL methodology and its application in the field of foreign language and Italian as a second language teaching as regards the Italian context, we consider the role of terminology in CLIL environment. Then we present the results of the analysis of the corpus, which consists of CLIL textbooks in English for the secondary school and of subject textbooks in Italian as a second language for non-native speakers of secondary school and adult migrants who need the qualification of Italian secondary school. The analysis of the treatment of terminology in the corpus allows to outline methodological suggestions to integrate the terminological approach into teaching practice in different CLIL contexts.

scholarly journals Speech in the foreign accent syndrome: differential diagnosis between organic and functional cases

2020 ◽  
Vol 14 (3) ◽  
pp. 329-332
Author(s):  
Simone dos Santos Barreto ◽  
Karin Zazo Ortiz
Keyword(s):  
Foreign Language ◽  
Speech Intelligibility ◽  
Native Speakers ◽  
Foreign Accent ◽  
Prior History ◽  
Speech Impairments ◽  
Foreign Accent Syndrome ◽  
History Of ◽  
Transient Events ◽  
Classic Form

ABSTRACT. Foreign accent syndrome (FAS) is an extremely rare disorder, with 112 cases described until 2019. We compare two cases of the foreign accent syndrome in native speakers of Brazilian Portuguese in its classic form (FAS) and psychiatric variant (FALS). Two cases were analyzed: (1) a right-handed, 69-year-old man, with a prior history of stroke, and (2) a right-handed, 43-year-old woman, diagnosed with schizophrenia. They were evaluate for language and speech, including the speech intelligibility. Both patients had speech impairments complaints, similar to a new accent, without previous exposure to a foreign language. However, the onset of the speech disorder was sudden in case 1 and insidious and with transient events in case 2, with speech intelligibility scores of 95.5 and 55.3% respectively. Besides neurologic impairment, the clinical presentation of FALS was extremely severe and differed to that expected in FAS cases, in which speech intelligibility is preserved.

scholarly journals Age-related gait standards for healthy children and young people: the GOS-ICH paediatric gait centiles

2019 ◽  
Vol 104 (8) ◽  
pp. 755-760 ◽  
Author(s):  
Lucy M. Alderson ◽  
Sandra X Joksaite ◽  
Jennifer Kemp ◽  
Eleanor Main ◽  
Tim Watson ◽  
...  
Keyword(s):  
Young People ◽  
Step Length ◽  
Additive Models ◽  
Healthy Children ◽  
Children And Young People ◽  
Double Support ◽  
Age Related ◽  
History Of ◽  
Characteristic Features ◽  
Base Of Support

ObjectiveTo develop paediatric gait standards in healthy children and young people.MethodsThis observational study aims to address the lack of population standards for gait measurements in children. Analysing gait in children affected by neurological or musculoskeletal conditions is an important component of paediatric assessment but is often confounded by developmental changes. The standards presented here do not require clinician expertise to interpret and offer an alternative to developmental tables of normalised gait data. Healthy children aged 1–19 years were recruited from community settings in London and Hertfordshire, UK. The GAITRite walkway was used to record measurements for each child for velocity, cadence, step length, base of support and stance, single and double support (as percentage of gait cycle). We fitted generalised linear additive models for location, scale and shape (gamlss).ResultsWe constructed percentile charts for seven gait variables measured on 624 (321 males) contemporary healthy children using a gamlss package in R. A clinical application of gait standards was explored.ConclusionAge-related, gender-specific standards for seven gait variables were developed and are presented here. They have a familiar format and can be used clinically to aid diagnoses and to monitor change over time for both medical therapy and natural history of the condition. The clinical example demonstrates the potential of the Great Ormond Street Institute of Child Health Paediatric Gait Centiles to enable meaningful interpretation of change in an individual’s performance and describes characteristic features of gait from a specific population throughout childhood.

scholarly journals Second Language Acquisition as a Discipline: A Historical Perspective

2019 ◽  
Vol 2 ◽  
pp. 55-64
Author(s):  
Nabaraj Neupane
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
First Language ◽  
Developmental Phase ◽  
History Of ◽  
Diachronic Study ◽  
Background Phase ◽  
Separate Discipline

Second language acquisition (SLA) generates and tests the theories concerning the acquisition of languages other than first language (L1) in different contexts. Even if SLA is a nascent discipline, its history is remarkable and helpful to seek the answers to the questions that researchers are raising in the field of second language or foreign language. Based on this context, this article aims to recount the history of the burgeoning discipline that heavily draws from numerous disciplines like linguistics, psychology, sociolinguistics, psycholinguistics, and so on. To achieve the objective, document analysis method has been used. The analysis and interpretation of the available documents exhibit that the traces of SLA were observed in the studies that address the issue of language transfer. Specifically, the diachronic study proves that the development of the discipline has undergone three evolving phases like background, formative, and developmental. The background phase caters for behaviourism, contrastive analysis hypothesis, and the attacks on the fundamental premises of behaviourism. The formative phase deals with Chomsky’s revolutionary steps, error analysis, interlanguane theory, morpheme order studies, and the Krashen’s monitor model that opened up the avenues for further studies of SLA. The developmental phase recounts various studies that have consolidated SLA as a separate discipline.

Traumatismo dento-alveolar em escolares de uma ONG em Salvador-Bahia: uma abordagem epidemiológica

2019 ◽  
Vol 9 ◽  
pp. 173
Author(s):  
Tatiana Frederico de Almeida ◽  
Carolina Silva Cervino Garcia
Keyword(s):  
Young People ◽  
Cross Sectional Study ◽  
Older Children ◽  
Cross Sectional ◽  
Children And Young People ◽  
Oral Health Problem ◽  
The Family ◽  
High Prevalence ◽  
History Of ◽  
Dentoalveolar Trauma

Introdução: O traumatismo dento-alveolar em vários locais do mundo tem alta prevalência na dentição decídua e permanente de crianças e jovens, com cerca de um terço destes sendo afetados. Objetivo: descrever a prevalência e gravidade de traumatismo dento-alveolar em crianças e jovens de 03 a 18 anos, assim como fatores associados. Metodologia: Foi realizado estudo transversal no Centro de Integração Familiar em Salvador, Bahia, que atende cerca de 400 crianças e jovens. Foram registradas informações sociodemográficas e história do trauma. O estudo foi realizado com uma amostra de 357 escolares. Resultados: A amostra tinha idade média de 8,3 anos. A prevalência do traumatismo foi de 15,69%, sendo a fratura de esmalte o agravo mais frequentemente encontrado, e sua etiologia principal a queda. Conclusão: O trauma acometeu o sexo feminino, as crianças mais velhas, de cor branca/outras, com overjet acentuado e com mais de dois irmãos. É necessária maior divulgação de informações de prevenção deste problema de saúde bucal.AbstractIntroduction: Dento-alveolar trauma in many places around the world has a high prevalence in deciduous and permanent dentition of children and young people, with about one third of them being affected. Objective: To describe the prevalence and severity of dentoalveolar trauma in children and young people from 03 to 18 years old, as well as associated factors. Methodology: A cross-sectional study was conducted at the Family Integration Center in Salvador, Bahia, which serves about 400 children and young people. Sociodemographic information and history of trauma were recorded. The study was conducted with a sample of 357 students. Results: The sample had a mean age of 8.3 years. The prevalence of trauma was 15.69%, with the enamel fracture being the most frequently encountered injury, and its main etiology being the fall. Conclusion: The trauma affected females, older children, white/others people, with severe overjet and with more than two siblings. More information on prevention of this oral health problem is needed.

CALL, the foreign-language undergraduate and the teaching of grammar: a linguistic and political battlefield

ReCALL ◽  
1992 ◽  
Vol 4 (7) ◽  
pp. 3-5 ◽  
Author(s):  
Peter Metcalfe
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Teaching ◽  
Recent History ◽  
Present Generation ◽  
The Social ◽  
History Of

The recent history of the teaching of grammar, both for first- and second-language learning, has produced highly polarised and acrimonious debate. The repercussions have extended beyond the boundaries of linguistics into the social and political domain. The present generation of foreign-language undergraduates has been profoundly (if unknowingly) affected by this debate, as reflected in their approach to the learning of grammar, and any consideration of the methodology of language teaching, including that of CALL, must take account of it.

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