Socialisation écrite et rédaction épistolaire de scripteurs moins expérimentés – lettres des soldats de la Grande Guerre

Just recently, documents written by less skilled writers constitute an object of investigation in linguistics of different philologies. This contribution valorizes private letters as testimonies from writers of varying social status, as opposed to the elite, and furthermore describes the process and the context of their production. In this perspective, it is important to distinguish the process of acquisition of the written language and the complex cognitive and social process of writing. Dealing with private correspondence of writers with less experience, we focus on circumstances of the writing production in a familial and individual context. We investigate different influences on these texts: the writers’ specific writing socialization, an interrupted process of written language acquisition, specificities of colloquial everyday language as well as a lack of epistolary and writing experience. In order to realize the different writing tasks and to evoke intimacy, less-skilled writers acquire an inventory of creative tricks by following oral representations, by imitating strategies from the immediate communication and by using different linguistic and discursive routines.

Statistical Learning and Language Impairments: Toward More Precise Theoretical Accounts

Statistical-learning (SL) theory offers an experience-based account of typical and atypical spoken and written language acquisition. Recent work has provided initial support for this view, tying individual differences in SL abilities to linguistic skills, including language impairments. In the current article, we provide a critical review of studies testing SL abilities in participants with and without developmental dyslexia and specific language impairment and discuss the directions that this field of research has taken so far. We identify substantial vagueness in the demarcation lines between different theoretical constructs (e.g., “statistical learning,” “implicit learning,” and “procedural learning”) as well as in the mappings between experimental tasks and these theoretical constructs. Moreover, we argue that current studies are not designed to contrast different theoretical approaches but rather test singular confirmatory predictions without including control tasks showing normal performance. We end by providing concrete suggestions for how to advance research on SL deficits in language impairments.

Formation of Arabic Theatrical Speech Culture in the Context of Language Situation

The Arabic world’s language situation is characterized by bilingualism (diglossia), as alongside the written language (Fusha), there exist many spoken languages. This situation rai­ses important theoretical and methodological issues before the theatre in general and theatrical pedagogics in parti­cular. The article deals with the problem of orthoepic norms’ lacking in spoken Arabic, which affects both the teaching methods in theat­rical high schools and the speech culture in ge­neral. In this context, the author gives a short review of language development in Arabic theatre and considers some points of view of Arabic theatrical directors and playwrights of different periods. The article represents a table of phonetics’ compa­rison of Arabic literary and spoken languages. Furthermore, the article raises the problem of spoken language codification and also considers the issue of theatre language. Emphasizing the importance of both the written and spoken langua­ges, the artic­le concludes on the ambivalent approach to forming the theatrical speech teaching methods in the Syrian theatrical school, provided that local dialects are standardized and actors-students master the capital dialect along with the literary language. In practice, teachers have to combine the written language acquisition basing on the rules, and that of the spoken language using audio samples.

PENGENALAN BAHASA TULIS BERBASIS PEMEROLEHAN UNTUK ANAK KB DAN TK

There are three main aspects of problems concerning the introduction ofthe written language (the language used in reading and writing activities) in playgroups and kindergartens: the method, the learning approach, and the media andsources used for the activities related to it. Inappropriateness in choosing the threeaspects will result in undesired development of the children on the whole,including their interest in reading and writing activities. Therefore, there needs tobe developed a model for introducing written language for children whichaccommodates the three aspects. A research study has been conducted with theobjective of developing and finalizing such a model and guidelines for itsapplication by means of (1) validation testing by experts and users, (2) limited fieldtesting, and (3) extended field testing.The research subjects were 107 teachers and 178 chidren in play groupsand kindergartens in the Yogyakarta Province. The data were obtained by means ofvarious methods: observation, questionnaire, interview, and documentation. Theinterview data were orthographically transcribed and then combined with fieldnotedata and data of the children's written expressions were documented by usinga scanner. The analysis was both qualitatively and quantitatively descriptive.Validity was confirmed by means of intra-rater and inter-rater techniques.The research results indicate that, after validation testing by experts andusers as well as limited and extended field testing, the model has shown an abilityto improve learning conditions, increase children's acquisition of the writtenlanguage for the related productive and receptive language activities, improvetheir symbol sensitivity, and strengthen the foundations of their reading andwriting activities. The application of the model has also improved the teachers'competence.Keywords: introducing written language, acquisition-based written language,children in play groups and kindergartens

Prerequisites for Written Language Acquisition and It’s Disorders Correction in Montessori Pedagogy

The successful acquisition of written language is an important precondition for schoolchildren academic achievement. Written language disorders are usually diagnosed during primary school, although the etiology of them is largely associated to children oral and written language development in the pre-school years. This article presents the need of primary prevention of written language disorders at the preschool level and its realization with a help of Montessori pedagogy. There is summarized theoretical knowledge in the context of language acquisition and reflected Montessori pedagogy prerequisites for the successful written language acquisition and correction of early signs of disorders in the pre-school years.

ANÁLISE DE UM EVENTO SINGULAR DE INTERAÇÃO MÃE-CRIANÇA NA CONSTITUIÇÃO DE UM SENTIDO PARA A ESCRITA

In this paper, which shares the theoretical and methodological assumptions of theIntegrated Project CNPq “The theoretical relevance of singular data in the acquisition ofwritten language”, a singular event of mother and pre-school child interaction is analysed asto the way adult and child act in constituting meaning to writing with the objetive of discussingthe theoretical status to be attributed to the OTHER/interlocutor in the process of writtenlanguage acquisition. The analysis shows that the SUBJECT/OTHER is in constant movementbe it a child in search of authonomy or a literate adult. It also shows that the movement of theSUBJECT/OTHER affects the movement of the OTHER/SUBJECT whom he encounters andwith whom he confronts in the process of interlocution. Theories which aim to explain theprocess of written language acquisition should not only attribute a constitutive role to theOTHER/interlocutor but also allow an explanation of this movement of reciprocal constitution.