Your search found 2381 results.

Descriptors:
Citations (References); Translation; Primary Sources; Japanese; English; Teaching Methods; Creativity; Contrastive Linguistics; Educational Philosophy; Editing; Books; Educational Research; Criticism

Abstract:
The only available English translation of Makiguchi Tsunesaburo's most characteristic work, "Soka Kyoikugaku Taikei" ("The System of Value-Creating Pedagogy"; 1930-1934), was published as "Education for Creative Living" in 1989 with Alfred Birnbaum as the translator and Dayle M. Bethel as the editor. "Education for Creative Living", not Makiguchi's Japanese original, has been translated into 13 languages and has contributed to introducing Makiguchi's educational ideas to the non-Japanese-speaking world. In this article, the author reports findings of a comparative, cross-linguistic textual analysis of "Education for Creative Living" and "Soka Kyoikugaku Taikei". Her findings indicate that Bethel has made many editorial choices without notifying the reader, such as putting more emphasis on philosophy than pedagogy, simplifying some of Makiguchi's arguments; omitting Makiguchi's references to various scholars; and omitting, inserting and revising portions of text. These editorial choices give the impression of a simpler, less sophisticated, less well-read Makiguchi to non-Japanese readers and render "Education for Creative Living" problematic as a primary source of academic research. (Contains 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Chinese; Second Language Learning; Second Language Instruction; Online Courses; Teacher Student Relationship; Computer Mediated Communication; Student Attitudes; Qualitative Research; Language Teachers; Difficulty Level; Statistical Analysis; Sociocultural Patterns; English; Contrastive Linguistics; Oral Language

Abstract:
Chinese is considered a difficult language to learn by most Western learners, yet recently more and more people are learning Chinese, and increasingly teaching is delivered online. Due to the nature of Chinese and the complexity of online learning, research has not yet produced sufficient information on students' and teachers' interaction during synchronous online sessions. This exploratory study investigates interaction in synchronous online Chinese tutorials with a focus on the different elements employed by the teacher and students to support online speaking development. It highlights the gaps between teacher intentions and student perceptions of online interactions and describes how skilful use of online technology and multiple modes can bridge these gaps. The study uses a combination of qualitative methods (observation, stimulated recall and thematic analysis) and multimodal transcription supported by some quantitative methods (comparison of frequency). The findings are interpreted from a socio-cultural perspective, taking into account the differences between English and Chinese in terms of language and learning culture. Recommendations are made to improve the online teaching strategies and task design, specifically for improving Chinese speaking skills in synchronous online environments. (Contains 1 table and 15 illustrations.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Language Classification; Semantics; Incidence; Grammar; Mandarin Chinese; Language Patterns; Comparative Analysis; Goal Orientation; Correlation; Language Usage; Japanese; Korean; Spanish; Polish; English; Dravidian Languages; Contrastive Linguistics; Schemata (Cognition)

Abstract:
In this paper, the patterns of semantic extensions of allative markers are compared with those of ablative markers from a cognitive-typological perspective. Despite the symmetry the two notions appear to exhibit semantically, goal and source exhibit asymmetry and the prevalence of the former over the latter can be seen in a wide range of linguistic and cognitive phenomena. Previous studies indicate that speakers tend to produce goal-oriented events much more frequently than source-oriented events. Goal markers are often associated with an extensive array of functions and usages as well. Building on these findings, the present study investigates how such a prevalence of goal-markers over source-markers may or may not be reflected in their grammaticalization patterns. Do allative markers exhibit more robust patterns of semantic extension across domains compared to ablative counterparts? What are the patterns of semantic extension of the allatives and the ablatives, and how do they differ from each other? The synchronic usage patterns of the allative and ablative markers from 24 languages including English, Japanese, Korean, Mandarin, Spanish, Polish, and Tamil are examined. The results indicate that goal-markers have generally undergone a more extensive semantic development than source-markers, thus providing more evidence for goal-bias in human cognition. (Contains 3 tables and 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Evidence; Phonetics; Language Patterns; Intonation; Spanish; Dialects; Phonology; Statistical Analysis; Indo European Languages; Syntax; Contrastive Linguistics

Abstract:
This paper is an experimental investigation on the tonal structure and phonetic signaling of declarative questions by speakers of Manchego Peninsular Spanish, a dialect of Spanish for which little experimental research on intonation is currently available. Analysis 1 examines the scaling and timing properties of final rises produced by 16 speakers under various pressures of tonal crowding. The quantitative results provide evidence for two contrasting nuclear pitch accent specifications: L* vs. H*. These data are consistent with the findings and analyses of final rises in Dutch, although certain time pressure effects had not been reported in this previous body of research. Analysis 2 provides a phonetic comparison of the two question contours uncovered in Analysis 1 with those of lexically and syntactically identical declarative statements. The findings indicate that speakers differentiate the two question contours from corresponding statement contours in dissimilar fashion and that for the L*H% contour, the terminal rise may be the only F0 signal of its question intent. Some speculation on the possible causes of this variation is offered in conclusion. (Contains 24 notes, 13 tables and 17 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Verbal Ability; Semitic Languages; Speech Communication; Reading Fluency; Phonological Awareness; Grade 4; Contrastive Linguistics; English; Elementary School Students; Vocabulary; Predictor Variables; Phoneme Grapheme Correspondence

Abstract:
The different level of transparency of letter-sound mapping in various orthographies has been found to influence reading development across languages. The Hebrew orthography represents a special case of within language design with two versions of the script, a transparent (vowelized) and an opaque one (unvowelized). In this study we conducted a within and between comparison of word reading fluency and accuracy of English- and Hebrew-speaking children in fourth grade. In addition, the role of phonological awareness and vocabulary in predicting word reading in each language was examined. Findings suggest different trends for fluency and accuracy measures, with Hebrew-speaking children performing higher on word reading accuracy, and significantly lower on reading fluency. Phonological awareness was found to be a universal predictor of word reading in both languages. Vocabulary had an independent contribution to word reading only in English, indicating a unique role of verbal abilities to inconsistent orthographies. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
English (Second Language); Foreign Countries; Vocabulary; Phonological Awareness; Bilingualism; Dravidian Languages; Mandarin Chinese; Contrastive Linguistics; Indonesian Languages; Regression (Statistics); Kindergarten; Mothers; Educational Attainment; Prediction; Family Environment; Predictor Variables; Socioeconomic Status; Transfer of Training; Role; Family Income

Abstract:
To test the lexical restructuring hypothesis among bilingual English-language learners, English phonological awareness (PA), English vocabulary and ethnic language vocabulary (Mandarin Chinese, Malay or Tamil) were assessed among 284 kindergarteners (168 Chinese, 71 Malays and 45 Tamils) in Singapore. A multi-level regression analysis showed that English vocabulary, in interaction with mother's education, statistically significantly predicted Singaporean children's PA; ethnic language vocabulary did not. Thus, the present study supports the lexical restructuring hypothesis that growth in vocabulary changes how lexical items are stored, leading to the development of PA. Home language practices, as represented by mother's education, may also enhance children's PA after a threshold of English vocabulary is reached. In addition, specific ethnic language (Chinese, Malay or Tamil) was a statistically significant predictor of PA, suggesting that orthographic depth as well as syllabic complexity of a bilingual's other language may influence their development of English PA. (Contains 1 figure, 5 tables and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Native Speakers; English (Second Language); Monolingualism; Language Variation; Japanese; Language Proficiency; Motion; Bilingualism; Phrase Structure; Grammar; Second Language Learning; Second Language Instruction; Teaching Methods; Coding; Contrastive Linguistics; Statistical Analysis

Abstract:
Native speakers show systematic variation in a range of linguistic domains as a function of a variety of sociolinguistic variables. This article addresses native language variation in the context of multicompetence, i.e. knowledge of two languages in one mind (Cook, 1991). Descriptions of motion were elicited from functionally monolingual and non-monolingual speakers of Japanese, with analyses focusing on clausal packaging of Manner and Path. Results revealed that (1) acquisition of a second language (L2) appears to affect how speakers distribute information about motion in and across clauses in their first language (L1); (2) these effects can be seen with rather less knowledge of a second language than the advanced bilingual proficiency level typically studied; and (3) there appears to be little effect of L2 immersion in this domain since Japanese users of English as a second language (ESL) did not differ from Japanese users of English as a foreign language (EFL). We discuss the findings with respect to characterizations of emerging multicompetent grammars, and to implications for the construct of "the native speaker", for language pedagogy and language assessment. (Contains 9 notes, 2 tables, and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Native Speakers; Phonemes; Second Language Learning; Auditory Perception; Korean; Diagnostic Tests; Phonology; Articulation (Speech); English (Second Language); Adults; Contrastive Linguistics

Abstract:
Links between perception and production were investigated for two adult native speakers of Korean who participated in electropalatographic (EPG) treatment designed to teach phonological and articulatory contrasts between English /s/ - /[esh]/, /z/ - /[voiced palato-alveolar affricate]/, and /l/ - /[alveolar approximant]/. Participants were successful in learning to produce the English contrasts. Perception of English consonants was tested pre- and post-treatment. Post-treatment perception improved somewhat for treated consonants but not for untreated consonants, although perception was not directly trained. (Contains 4 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Value Judgment; Second Language Learning; German; English (Second Language); Bilingualism; Nouns; Italian; Adults; Morphemes; Contrastive Linguistics; Language Acquisition; Form Classes (Languages); Task Analysis

Abstract:
This study investigates definite articles in specific and generic subject nominals in Italian spoken by adult simultaneous bilinguals (2L1ers) and second language learners (L2ers). The study focuses on plural and mass DPs, in which German and Italian differ. The aims are to (i) compare acquisition outcomes between the weaker and the stronger language in 2L1 acquisition, (ii) see in a comparison with L2ers whether the phenomenon under investigation, which is typically acquired late (after age 6;0), lacks age of onset effects, and (iii) discuss predictions for the directionality of cross-linguistic influence. Twenty German-Italian 2L1ers and 15 advanced L2ers of Italian with German as their native language were tested in an acceptability judgment task and a truth value judgment task. The results show clear differences between Italian as the weaker and as the stronger language in 2L1 acquisition, and similarities between Italian as L2 and as the weaker language in 2L1 acquisition. (Contains 20 footnotes, 7 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Prediction; Linguistic Theory; Language Processing; English; Native Language; Spanish; Second Language Learning; Language Variation; Foreign Countries; Sentences; Reading Processes; Verbs; Contrastive Linguistics; Form Classes (Languages); Ambiguity (Semantics)

Abstract:
This self-paced reading study first tested the prediction that the garden path effect previously observed during the processing of subject-object ambiguities in native English would not obtain in a null subject language like Spanish. The investigation then further explored whether the effect would be evident among near-native readers of Spanish whose native language was a non-null subject language like English. Twenty-three near-native and 33 native readers of Mexican Spanish read sentences like "Cuando el escultor acabo/volvio la obra tenia tres metros de altura" "When the sculptor finished/came back the piece was three meters in height". The results suggest that (i) Spanish differs from English for this type of processing and (ii) native and near-native processing can be guided by largely similar principles, at least where lexical information like verb transitivity is concerned. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website