scholarly journals Oczekiwania wobec kompetencji językowych żołnierzy a certyfikacja ich biegłości – STANAG 6001

2020 ◽  
Author(s):  
Anna Iwanowska
Keyword(s):  
Language Varieties ◽  
Proficiency Level ◽  
Specialized Language ◽  
Linguistic Skills ◽  
The Individual ◽  
Teaching Implications

This paper discusses the specificity of the certification of specialized language varieties. Th e subject of the analysis and reflection is the certification of proficiency in military language according to the STANAG 6001 standards. The paper reviews detailed requirements for the individual linguistic skills, as well as the nature and the design of the exam along with the examples of the tasks for each proficiency level. The discussion is supplemented with teaching implications relevant specifically for the STANAG 6001 exams

scholarly journals Reflexiones onomasiológicas en torno al papel de la administración en los programas de Español como lengua extranjera

LETRAS ◽  
2010 ◽  
pp. 83-96
Author(s):  
Bianchinetta Benavides Segura ◽  
Gisselle Herrera Morera
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Collective Identity ◽  
Academic Community ◽  
Intercultural Awareness ◽  
Linguistic Skills ◽  
The Individual

Es un planteo de base teórica sobre la incorporación efectiva de la conciencia intercultural en los programas de Español como lengua extranjera (ELE) y de la influencia de las personas encargadas de administrar y facilitar su adecuada inclusión. La competencia en una lengua extranjera supone tanto capacidades lingüísticas, como el conocimiento y apropiación del conjunto de valores, creencias y normas culturales que conforman la identidad individual y colectiva de una comunidad académica.This is a theoreticalIy-based proposal conceming the effective incorporation of intercultural awareness in Spanish as a Foreign Language (SFL) programs and the influence of administering facilitating its adequate inclusion. Proficiency in a foreign language involves not only linguistic skills but also a knowledge and appropriation of the cultural values, beliefs and norms integrated in the individual and collective identity of an academic community.

scholarly journals COGNITIVE AND LINGUISTIC SKILLS ASSESSMENT PROTOCOL: ADAPTATION AND VALIDATION FOR EUROPEAN PORTUGUESE

2021 ◽  
Author(s):  
Inês Martins ◽  
◽  
Cristiane Lima Nunes ◽  
Simone Aparecida Capellini ◽  
Graça S. Carvalho ◽  
...  
Keyword(s):  
Visual Processing ◽  
Auditory Processing ◽  
Skills Assessment ◽  
Special Educational Needs ◽  
Mean Values ◽  
Assessment Protocol ◽  
School Year ◽  
European Portuguese ◽  
Linguistic Skills ◽  
The Individual

Linguistic and Cognitive skills play an essential role in the development of communication, language and literacy. Therefore, their assessment of school children is crucial since it allows the child's cognitive and linguistic profile characterisation, according to the school year she attends. This study intended to describe the adaptation and validation process of the instrument – Cognitive and Linguistic Skills Assessment Protocol. This Protocol was adapted from a Brazilian (Portuguese) version to a European Portuguese version to evaluate the cognitive-linguistic skills of school children (1st to 5 th grade). It consists of two versions, the collective version and the individual version. The collective version consists of writing, arithmetic, auditory processing and visual processing skills; the individual version consists of reading, metalinguistic, auditory processing, visual processing and processing speed skills. After adapting the linguistic aspects (morphosyntactic and semantic), a pilot study was carried out to verify whether the instrument was well-adapted and easy to understand for the study’s target population. The sample consisted of a class for each school year, excluding children with special educational needs or intellectual/auditory deficits. A total of 75 children were evaluated: 12 children of the 1 st grade; 18 of the 2 nd grade; 15 of the 3 rd grade; 15 of the 4 th grade; and 15 of the 5 th grade. The results showed that the protocol was, in general, well adapted. The instrument was then applied to a larger sample (2 classes per school year) in a total of 157 children (without special educational needs or intellectual/auditory deficits), and the data were processed in the statistical program IBM SPSS. In general, the mean values were the expected ones in all subtests of the Protocol Collective Version and some tests of the Individual Version, from the 1 st to the 4 th grade, but not the 5 th grade, which showed non-expected mean values. This work provided the possibility for developing the subsequent phase of the study, where percentiles will be calculated to obtain the standard/normalised values to classify children’s performance as standard, above average or lower than expected.

scholarly journals Об одной функции адвербиаля -я в удмуртском языке (как пример языковой стандартизации)

2017 ◽  
Vol 2017 (96) ◽  
Author(s):  
Svetlana Edygarova
Keyword(s):  
Empirical Data ◽  
Minority Language ◽  
Standard Language ◽  
Language Varieties ◽  
The Individual ◽  
Individual Speaker ◽  
The Way ◽  
Prestige Language ◽  
Adverbial Case

This paper deals with the contemporary Udmurt language which demonstrates extensive influence from Russian. It is misleading, however, to think that a strong influenceof a prestige language in a minority language would indicate a poorer version of the language in question. Despite Udmurt being a living, rich language, the ways in which people use it depends on their sociolinguistic background. Here, empirical data gathered by means of a translation test is used to demonstrate the way in which the informants use the new adnominal function of the Udmurt adverbial case. It is concluded that this use depends on the linguistic background of the individual speaker. In particular, it reflects speakers’ knowledge of different language varieties, such as the standard language, the vernacular and various dialects. It also reflects how speakers have acquired and continue to use these varieties.

Language Development in Context

2020 ◽  
Vol 2 (1) ◽  
pp. 201-223
Author(s):  
Meredith L. Rowe ◽  
Adriana Weisleder
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Social Cognitive ◽  
Cultural Norms ◽  
Language Varieties ◽  
Bioecological Model ◽  
Surrounding Environment ◽  
Sensory Motor ◽  
The Individual ◽  
Context Shapes

Young children learn to communicate in the language(s) of their communities, yet the individual trajectories of language development and the particular language varieties and modes of communication children acquire vary depending on the contexts in which they live. This review describes how context shapes language development. Building on the bioecological model of development, we conceptualize context as a set of nested systems surrounding the child, from the national policies and cultural norms that shape the broader environment to the particular communicative interactions in which children experience language being used. In addition, we describe how children's developing sensory-motor, perceptual, and social-cognitive capacities respond to and are tuned by the surrounding environment. Closer integration of research on the mechanisms of language learning with investigation of the contexts in which this learning takes place will provide critical insights into the process of language development.

Perceptions of Standard and Nonstandard Language Varieties: The Influence of Ethnicity and Heritage Language Experience

2016 ◽  
Vol 13 (1) ◽  
pp. 55-79
Author(s):  
Maria Elena Gutiérrez ◽  
Mark Amengual
Keyword(s):  
Visual Cues ◽  
Heritage Language ◽  
American English ◽  
Language Experience ◽  
Standard American English ◽  
Language Varieties ◽  
Language Variety ◽  
Accented English ◽  
The Individual ◽  
Chicano English

The present study examines perceptions of standard and nonstandard varieties of English and the roles of perceived speaker ethnicity and heritage language experience. In this study, 24 English monolinguals and 24 English-Spanish heritage language bilinguals were asked to evaluate three speech samples representing native Standard American English, Chicano English, and non-native Spanish-accented English, each paired with one of three photographs of an individual reflecting idealized “Hispanic” or “non-Hispanic” ethnic identities. Both the language variety heard and the ethnic identity visually associated with a given speaker were found to influence listeners’ perceptions of the individual. While this study supports previous findings that visual cues lead to discrimination in language perception, it also indicates that language experience may mitigate this effect.

scholarly journals Strategies and Difficulties of Understanding English Idioms: A Case Study of Saudi University EFL Students

2017 ◽  
Vol 7 (3) ◽  
pp. 70 ◽  
Author(s):  
Maha H. Alhaysony
Keyword(s):  
Learning Strategies ◽  
Language Proficiency ◽  
Structured Interview ◽  
Vocabulary Knowledge ◽  
Proficiency Level ◽  
Idiomatic Expressions ◽  
English Major ◽  
Efl Students ◽  
Teaching Implications

This study aims to investigate difficulties face Saudi EFL students in learning and understanding English idioms, and examines the strategies they utilize to understand idioms. The subjects were 85 male and female Saudi English major university students at the Department of English in Aljouf University. Two data collection instruments, questionnaire, semi-structured interview were employed as well as the Nation’s Vocabulary Level Test to measure the students’ language proficiency level. The results showed that students have difficulty to understand idiomatic expressions. Moreover, the findings revealed that most frequently used strategies were guessing the meaning of idioms from context, predicting the meaning of idioms, and figuring out an idiom from an equivalent one in their mother language. Furthermore, the results illustrated that low-proficiency students face more difficulties than high-proficiency students, though the differences were not significant. The results also showed that, the greater the vocabulary knowledge, the greater the use of idiom-learning strategies, especially for idioms that require a wider knowledge in vocabulary. This study concludes with teaching implications and recommendation for further research in learning and understanding idiomatic expressions.

scholarly journals Lexical imitation and lexical creation in contemporary Romanian

Diacronia ◽  
2019 ◽  
Author(s):  
Ana Ene
Keyword(s):  
Special Role ◽  
Linguistic Methodology ◽  
Lexical Semantic ◽  
Specialized Language ◽  
Typological Approach ◽  
Lexical Items ◽  
The Individual

The present paper analyses lexical imitation and creation in contemporary Romanian, as two important processes of developing the individual and collective lexis, along with the various forms of borrowing and the internal lexical-grammatical techniques of vocabulary enrichment. Setting the perimeter of the investigation entails: 1) clarifying the two concepts and, due to the complexity of the phenomena and the diversity of occurrences both in the specialised language, in the non-specialized language, as well as in the colloquial and argotic language, a typological approach will follow. The subsequent objective 2) consists in the identification and description of the lexical-semantic mechanisms involved in lexical imitation and creation. Furthermore, as lexical imitation and lexical creation are substantial sources of expressiveness, my endeavour also involves 3) studying their special role in the dynamics of the slang, depending on the degree of communicational complicity determined by such special lexical items. The accomplishment of these objectives requires a chiefly linguistic methodology and the instruments used pertain mainly to the semantic and lexical-paradigmatic patterns of analysis. Given the necessity of considering the context, the discursive parameters and the quantification of the expressiveness of the argotic terms, the present investigation will require instruments of pragma-stylistics and sociolinguistics analysis.

scholarly journals Storyweavers: Holistic Education for ESL/EFL Learners

2002 ◽  
Vol 20 (1) ◽  
pp. 89 ◽  
Author(s):  
Virginia L. Suave
Keyword(s):  
Reading Comprehension ◽  
Classroom Community ◽  
Holistic Education ◽  
Efl Learners ◽  
The World ◽  
Linguistic Skills ◽  
The Individual

In an L2 classroom that is taught from heart to heart, story takes on a different role than in the classroom that is primarily about the conveying of information and the development of linguistic skills. In the latter classroom, stories have been about reading comprehension and the acquisition of new vocabulary. In a classroom where the teacher recognizes education as the drawing forth of the individual and the shaping of a community acting on the world, story assumes a central role. In this article the author explores the realm of story in such a classroom and shares many of her own stories. When story is the medium of learning rather than just the end thereof, we come to see that the learners' real needs are much greater than vocabulary, pronunciation, and grammar. We also see that in such a classroom, community emerges.

scholarly journals Cognitive-linguistic performance of schoolchildren in the literacy cycle in the public school context: universal screening

Revista CEFAC ◽  
2020 ◽  
Vol 22 (3) ◽  
Author(s):  
Angélica Galindo Carneiro Rosal ◽  
Ana Augusta de Andrade Cordeiro ◽  
Antônio Roazzi ◽  
Bianca Arruda Manchester de Queiroga
Keyword(s):  
At Risk ◽  
Public School ◽  
Elementary Education ◽  
School Context ◽  
Learning Disorders ◽  
Children At Risk ◽  
The Public ◽  
Cognitive Linguistic ◽  
Linguistic Skills ◽  
The Individual

ABSTRACT Objective: to characterize the linguistic-cognitive performance of schoolchildren in the literacy cycle, in order to identify children at risk for learning disorders in the public school context. Methods: this study involved 88 children, aged 6 to 8 years, enrolled in the first, second and third year of elementary education I, from two schools in the city of Recife, Pernambuco, Brazil. The procedure used was the Cognitive-Linguistic Skills Evaluation Protocol, which has collective and individual versions, both being applied. The analysis of the groups was performed through the statistical non-parametric Kruskal-Wallis test with p <0.05. Results: all students were submitted to the individual version for presenting poor performance in the collective version of the protocol. Thus, the application of the collective version was not sufficient to identify children at risk for learning disorders, thus, the indication of the individual assessment. In the individual version, students from the 1st year showed a lower performance in most of the subtests that make up the instrument, whereas those from the 2nd and 3rd years had an average performance, which also deserves attention, according to the instrument of evaluation. These results, below the one expected for the age and school year, may be a consequence of poor learning opportunities within and outside school. There were also significant differences as a function of the schooling advance, revealing that the cognitive-linguistic skills, precursors of the reading and writing learning process, are only having a greater leap of development at the end of the literacy cycle, in the third year, which reveals a significant delay in terms of learning. Conclusion: the low performance observed in cognitive-linguistic abilities in schoolchildren hinders the early identification of children at risk for learning disorders and questions the quality of educational opportunities experienced by the students inside and outside the public school. Other factors, such as regional differences in language and linguistic context, need to be considered in the interpretation of tests that evaluate cognitive-linguistic abilities.

scholarly journals Mapping out particle placement in Englishes around the world: A study in comparative sociolinguistic analysis

2018 ◽  
Vol 30 (3) ◽  
pp. 385-412 ◽  
Author(s):  
Jason Grafmiller ◽  
Benedikt Szmrecsanyi
Keyword(s):  
Second Language ◽  
World Englishes ◽  
Linguistic Distance ◽  
Regional Patterns ◽  
Conditioning Factors ◽  
Language Varieties ◽  
Constraint Effects ◽  
The Individual ◽  
Acquisition Processes ◽  
High Degree

AbstractThis study explores variability in particle placement across nine varieties of English around the globe, utilizing data from the International Corpus of English and the Global Corpus of Web-based English. We introduce a quantitative approach for comparative sociolinguistics that integrates linguistic distance metrics and predictive modeling, and use these methods to examine the development of regional patterns in grammatical constraints on particle placement in World Englishes. We find a high degree of uniformity among the conditioning factors influencing particle placement in native varieties (e.g., British, Canadian, and New Zealand English), while English as a second language varieties (e.g., Indian and Singaporean English) exhibit a high degree of dissimilarity with the native varieties and with each other. We attribute the greater heterogeneity among second language varieties to the interaction between general L2 acquisition processes and the varying sociolinguistic contexts of the individual regions. We argue that the similarities in constraint effects represent compelling evidence for the existence of a shared variable grammar and variation among grammatical systems is more appropriately analyzed and interpreted as a continuum rather than multiple distinct grammars.

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