Text As A Form Of Integration Of Linguistic Units In Action

2020 ◽  
Vol 02 (12) ◽  
pp. 230-234
Author(s):  
Nurmanov F.I. ◽  
Keyword(s):  
Syntactic Structure ◽  
Writing Skills ◽  
Oral Speech ◽  
Linguistic Units ◽  
The Relationship

The article focuses on the syntactic structure of the text with its semantic-syntactic-stylistic integrity, the structure and the relationship between the content of the constituent parts of the structure as well as its role in the development of writing skills and oral speech.

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

scholarly journals A systematic review and meta-analysis of studies on metaphor comprehension in individuals with autism spectrum disorder: Do task properties matter?

2019 ◽  
Vol 40 (6) ◽  
pp. 1421-1454 ◽  
Author(s):  
Tamar Kalandadze ◽  
Valentina Bambini ◽  
Kari-Anne B. Næss
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Syntactic Structure ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Response Format ◽  
Metaphor Comprehension ◽  
The Relationship

AbstractIndividuals with autism spectrum disorder (ASD) often experience difficulty in comprehending metaphors compared to individuals with typical development (TD). However, there is a large variation in the results across studies, possibly related to the properties of the metaphor tasks. This preregistered systematic review and meta-analysis (a) explored the properties of the metaphor tasks used in ASD research, and (b) investigated the group difference between individuals with ASD and TD on metaphor comprehension, as well as the relationship between the task properties and any between-study variation. A systematic search was undertaken in seven relevant databases. Fourteen studies fulfilled our predetermined inclusion criteria. Across tasks, we detected four types of response format and a great variety of metaphors in terms of familiarity, syntactic structure, and linguistic context. Individuals with TD outperformed individuals with ASD on metaphor comprehension (Hedges’ g = −0.63). Verbal explanation response format was utilized in the study showing the largest effect size in the group comparison. However, due to the sparse experimental manipulations, the role of task properties could not be established. Future studies should consider and report task properties to determine their role in metaphor comprehension, and to inform experimental paradigms as well as educational assessment.

scholarly journals Zero nouns with and without objects

Nordlyd ◽  
2012 ◽  
Vol 39 (1) ◽  
pp. 63
Author(s):  
Antonio Fábregas
Keyword(s):  
Syntactic Structure ◽  
Structural Representation ◽  
The Relationship

One of the main topics on the study of the relationship between syntax and morphology is (deverbal) nominalizations. In this area, several generalizations that tie the morphological make-up with the syntactic structure have been made. Most relevantly, it has been argued that only overt nominalizations (those that include a nominalizer like <em>-ation</em> or <em>‑ment</em>) are allowed to have internal arguments introduced in their structural representation. In this paper, we address some previously unexplained apparent counterexamples to this generalization, and we argue that they can be captured if particular restrictions on the spell out of the syntactic structure are taken into consideration.

Development of children’s reading and writing skills at level of primary education in Azerbaijan

2020 ◽  
Vol 56 (07) ◽  
pp. 93-95
Author(s):  
Sevinj Mais Nurullayeva ◽  
Keyword(s):  
Primary Education ◽  
School Children ◽  
Reading Skills ◽  
Writing Skills ◽  
Primary School Children ◽  
Human Beings ◽  
Reading And Writing ◽  
Relationship Of ◽  
The Relationship ◽  
And Training

Human beings perceive of the outside world by listening and reading skills; he also conveys his emotions, thoughts, dreams and impressions to his opponents with his speaking and writing skills. In other words, listening and reading comprehension, speaking and writing is the ability to explain. For this, developing reading, writing skills in primary school children is important. The relationship between this skills should be well understood and attention should be paid to these skills in education and training. Key words: Primary education, researches, reading, writing, relationship of reading and writing

Meaningfulness and the Recall of Textual Prose

1973 ◽  
Vol 10 (1) ◽  
pp. 49-58 ◽  
Author(s):  
Ronald E. Johnson
Keyword(s):  
Two Samples ◽  
Retention Intervals ◽  
Linguistic Units ◽  
The Relationship

Meaningfulness was found to be strongly related to the recall of linguistic subunits in textual prose. The generality of the relationship was evident with two samples of textual prose, with linguistic units of two different sizes, with two different methods of measuring meaningfulness, and at two retention intervals.

scholarly journals Self- and Other-Repairs in Child-Adult Interaction: A Case Study of a Pair of Persian-Speaking Twins

2016 ◽  
Vol 6 (4) ◽  
pp. 52
Author(s):  
Leily Ziglari ◽  
Burhan Ozfidan ◽  
Quentin Dixon
Keyword(s):  
Language Development ◽  
Short Story ◽  
Syntactic Structure ◽  
Corrective Feedback ◽  
Adult Child ◽  
Self And Other ◽  
Children's Home ◽  
Self Repair ◽  
The Relationship

<p>Twenty-five years ago, Schegloff (1989) proposed that repair is the most crucial factor in understanding the nature of language development. By observing and examining the repairs children make, not only can we understand repair organization, but also children language development and cognitive stage. Research in syntactic structure of repair, self-initiated self-repair (SISR) or other-repair have gained enough attention in recent years through the works of Forrester (2008), Radford (2008), and Morgenstern, Leroy, &amp; Caef (2013). Some studies analyzed both self-repair and other-repair (Morgenstern et al., 2013; Salonen &amp; Laakso, 2009; Forrester, 2008), whereas a few other studies analyzed only other-repairs from the perspective of parents (Huang, 2011). There are many studies done regarding the incidence of self-repair over other-repair (Schegloff et al., 1977); the relationship between repair and turn (Schegloff, 1988); corrective feedback (Laakso &amp; Soininen, 2010); other-repetition (Huang, 2011); and adult’s self-repair (Laakso &amp; Sorjonen, 2010). However, there is some inconsistency in their findings. The data for this study comprised four video-recorded adult-child interactions at a children’s home in various interactional activities (role-play, short story, or watching cartoons. The purpose of this study is to examine the incidence of self- and other-repairs in the language acquisition process of Persian children and to investigate if there is a relationship between child’s self-repair and adult’s other-repair.</p>

scholarly journals KORELASI ANALISIS WACANA KRITIS DENGAN KARANGAN BEBAS SISWA KELAS IV MIN 2 SLEMAN YOGYAKARTA

2020 ◽  
Vol 3 (2) ◽  
pp. 84-97
Author(s):  
Rizki Maulinisa ◽  
Aninditya Sri Nugraheni
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Quantitative Research ◽  
Writing Skills ◽  
Strong Relationship ◽  
Critical Discourse ◽  
Simple Correlation ◽  
Quantitative Research Methods ◽  
Essay Writing ◽  
The Relationship

This study aims to look at the correlation between Critical Discourse Analysis and Free Essays of Class IV MIN 2 Sleman Yogyakarta students. This research uses quantitative research methods. The researcher distributed questionnaires to all grade 4 students because the papulation class did not reach 100 students, so the researchers chose all students to be sampled in this study. Therefore, the population in this study is also a research sample to collect quantitative data. The result of simple correlation analysis obtained the correlation between Critical Discourse Analysis with Free Essay Writing Skills is 0.295. This shows that there is a fairly strong relationship between Critical Discourse Analysis with Essay Writing Skills. While the direction of the relationship is positive because the value of r is positive, it means that the higher the Critical Discourse Analysis, the more the students write essay writing skills.

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