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2. Does Grammatical Structure Accelerate Number Word Learning? Evidence from Learners of Dual and Non-Dual Dialects of SlovenianFranc Marušič, Rok Žaucer, Vesna Plesničar, Tina Razboršek, Jessica Sullivan, David Barner, 2016, original scientific article Abstract: How does linguistic structure affect children’s acquisition of early number word meanings? Previous studies have tested this question by comparing how children learning languages with different grammatical representations of number learn the meanings of labels for small numbers, like 1, 2, and 3. For example, children who acquire a language with singular-plural marking, like English, are faster to learn the word for 1 than children learning a language that lacks the singular-plural distinction, perhaps because the word for 1 is always used in singular contexts, highlighting its meaning. These studies are problematic, however, because reported differences in number word learning may be due to unmeasured cross-cultural differences rather than specific linguistic differences. To address this problem, we investigated number word learning in four groups of children from a single culture who spoke different dialects of the same language that differed chiefly with respect to how they grammatically mark number. We found that learning a dialect which features “dual” morphology (marking of pairs) accelerated children’s acquisition of the number word two relative to learning a “non-dual” dialect of the same language.
Found in: ključnih besedah
Summary of found: ...acquire a language with singular-plural marking, like ass="IskanaBeseda">ass="IskanaBeseda">ass="IskanaBeseda">ass="IskanaBeseda">ass="IskanaBeseda">English, are fass="IskanaBeseda">aster to learn the word for...
Keywords: števila, številke, slovnično število, dvojina, narečja, usvajanje, učenje, slovenščina, angleščina, numbers, grammatical number, dual, dialects, acquisition, learning, Slovenian, English
Published: 10.08.2016; Views: 4218; Downloads: 239
 Fulltext (1,38 MB) |
3. William Shakespeare, Romeo and Juliet (learning chain)Zoran Božič, William Shakespeare, 2019, other educational material Abstract: Didactic presentation of the famous tragedy by William Shakespeare.
Found in: ključnih besedah
Summary of found: ... ass="IskanaBeseda">ass="IskanaBeseda">english literature, rennaissance, tragedy, didactics, learning chain...
Keywords: english literature, rennaissance, tragedy, didactics, learning chain
Published: 16.10.2019; Views: 2707; Downloads: 114
Fulltext (521,35 KB) |
4. William Shakespeare, Hamlet (learning chain)Zoran Božič, William Shakespeare, 2019, other educational material Abstract: Didactic presentation of the famous tragedy by William Shakespeare.
Found in: ključnih besedah
Summary of found: ... ass="IskanaBeseda">ass="IskanaBeseda">english literature, rennaissance, dramatics, didactics, learning chain...
Keywords: english literature, rennaissance, dramatics, didactics, learning chain
Published: 16.10.2019; Views: 2834; Downloads: 111
Fulltext (800,44 KB) |
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6. Uso dell'inglese L2 e correzione degli erroriGreta Mazzaggio, 2016, original scientific article Abstract: L’obiettivo di questo studio è quello di portare nuovi dati al sempre vivo dibattito riguardante l’analisi degli errori durante la produzione linguistica in una lingua diversa da quella materna. Sono state analizzate con metodo contrastivo due lezioni svolte dalla medesima docente in due classi alla scuola secondaria di primo grado (qui per brevità scuola media): una lezione con alunni del primo anno e una con alunni del terzo anno. Si sono studiate le percentuali del parlato, sia dal punto di vista delle differenze docente-discente, sia da quello delle differenze prima-terza. Si sono cercate, inoltre, conferme delle teorie che vedono i docenti spesso intenti a correggere eccessivamente i discenti, a discapito della fluenza comunicativa.
Found in: ključnih besedah
Summary of found: ...second language, foreign language, ass="IskanaBeseda">ass="IskanaBeseda">english ass="IskanaBeseda">as a second language, acquisition, errors...
Keywords: second language, foreign language, english as a second language, acquisition, errors
Published: 20.09.2021; Views: 1163; Downloads: 44
 Fulltext (0,00 KB)
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7. L'uso dell'inglese L2 e la correzione degli errori in due lezioni alla scuola mediaGreta Mazzaggio, 2012, undergraduate thesis Abstract: In our globalized and multi-cultural society, communicating between different nationalities becomes more and more important. Language remains a paramount aspect of cultural dialogue and English as lingua franca is the undisputed medium of communication, taught everywhere at an early age. In Italy English is taught since elementary school, sometimes even in kindergarten, when children’s linguistic abilities are stronger; however, teachers usually fail to make the most out of such abilities, as their lessons are primarily in Italian and the use of English is limited to some words or expressions targeted by exercises. With such an input, the children’s progress is likely to be limited. My experiment attempts to assess the interaction student-teacher in terms of use of L2 in class by means of a comparative analysis of two middle-school lessons taught by the same teacher to different age groups. Moreover, teacher’s correction techniques will be assessed in the light of frameworks established by scholars in this field, where the positive value of errors in the development of children interlanguage emerges with clarity. Since feedback is an essential part of education, special attention was paid to the teacher’s behavior in dealing with student’s mistakes. Two entire lessons were recorded and transcribed, counting the numbers of words and turns uttered respectively by students and the teacher. When collected and analyzed, such data exhibited both similarities and differences between classes. On the teacher’s side, both lessons revealed that she adopts a rather conservative style of teaching, with limited interaction. As a result, the lessons are to be considered teacher-oriented, for the distribution of turns and the amount of words exchanged; conducted along the textbook’s lines, they offer very limited room for creative language production. Moreover, the teacher’s tendency to steadily correct the students, with the only exception of pronunciation errors, impairs student’s communicative fluency at large. However, a certain progress may be observed between the 1st and 3rd class in both the increased command of English and the number of errors, decreased by almost 50%. In both cases, though, the production of English sentences is creative only for a minimal part, as English is often read and lessons are mostly based on the correction of homework and written exercises. In conclusion, the experiment offers data that confirm several assumptions of contemporary linguistics, particularly in the field of Second Language Acquisition and Error Analysis.
Found in: ključnih besedah
Summary of found: ...a paramount ass="IskanaBeseda">aspect of cultural dialogue and ass="IskanaBeseda">ass="IskanaBeseda">ass="IskanaBeseda">ass="IskanaBeseda">ass="IskanaBeseda">English ass="IskanaBeseda">as lingua franca is the undisputed medium...
Keywords: Second Language Acquisition, Error Analysis, Italian, English as L2
Published: 22.09.2021; Views: 1226; Downloads: 0
Fulltext (612,48 KB) |
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