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Descriptors:
Spelling; Vowels; Reading Difficulties; Word Frequency; Grade 2; Grade 3; Word Recognition; Error Patterns; Indo European Languages; Predictor Variables; Elementary School Students; Role

Abstract:
We examined the instability of reading errors, that is whether a child reads the same word sometimes correctly and sometimes incorrectly, as a function of the complexity of context-sensitive spelling rules (vowel degemination and consonant gemination). Dutch bisyllabic words were read twice by typical readers in Grades 2 and 3, and reading-level matched poor readers. Grade 3 readers produced more unstable errors than Grade 2 readers. The poor readers did not differ from the typical readers in overall error instability. For typical readers, vowel degemination complicates word identification. For poor readers this effect was even stronger. Of the lexical and sublexical word characteristics, word frequency was the strongest predictor: The higher word frequency, the higher error instability. Word frequency, moreover, interacted with context-sensitive spelling rules in its effect on error instability. Error instability can be considered as an indicator of the transition from incompetence to reading competence. (Contains 4 figures and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Vocational Education; Teaching Methods; Indo European Languages; Statistical Analysis; Foreign Countries; Secondary School Teachers; Cognitive Style; Secondary School Students; Learning Strategies; Case Studies; Academic Education; Student Attitudes; Mathematics Achievement; Prediction; Native Language Instruction

Abstract:
Background: Research on the relation between teaching and learning approaches has been mainly conducted in higher education and it is not yet clear to what extent the results can be generalised when it comes to secondary education. Purpose: The purpose of this study was to research how students in secondary education perceive their teachers' approaches to teaching in different disciplines, and how this relates to their own learning approaches. Additionally, differences in teaching approaches between mathematics and language teachers were investigated. Sample: The participants in this study were 128 students randomly selected at two secondary schools in two different cities in the Netherlands. Both schools are located in a city with more than 200,000 inhabitants. The students are spread across three different educational levels: lower secondary vocational education (VMBO, 12-18 years), higher secondary education (HAVO, 12-18 years) and academically oriented vocational education (VWO, 12-18 years). Design and methods: In this cross-sectional study, instead of teachers' self-reporting, teaching approaches were measured by student perceptions, which were gathered by means of a questionnaire (N=128). Hierarchical regression analyses were conducted to identify whether perceived teacher approaches predicted students' learning approaches. Finally, analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were carried out to explore differences in how students in mathematics and Dutch-language courses perceived the teaching approaches of their teachers and which learning approaches they consequently adopted. Results: Results indicate that a teacher-centred approach predicts a surface approach to learning and a student-centred approach predicts a deep approach to learning. Next, it was found that students in Dutch-language courses perceive their teachers as more student-centred, and are hence more likely to adopt a deep approach to learning than students in mathematics courses. Conclusions: These results suggest that when schools aim to support students in developing deep-learning approaches, attention on a school level should be paid to teachers' approaches to teaching. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Form Classes (Languages); Indo European Languages; Linguistic Competence; Short Term Memory; Syntax; Grammar; Language Processing; Psycholinguistics

Abstract:
In the syntax literature, it is commonly assumed that a constraint on linguistic competence blocks extraction of "wh-"expressions (e.g. "what" or "which book") from embedded questions, referred to as "wh-"islands. Furthermore, it is assumed that there is an argument/adjunct asymmetry in extraction from "wh-"islands. We report results from two acceptability judgment experiments on long and short "wh-"movement and "wh-"extraction from "wh-"islands in Danish. The results revealed four main findings: (1) No adjunct/argument asymmetry in extraction from "wh-"islands. (2) Long adjunct "wh-"movement is less acceptable than long argument "wh-"movement, and this difference is attributable to matrix verb compatibility and factivity, not D-linking. (3) Long movement reduces acceptability, but is more acceptable than island violations. (4) Training effects reveal that island violations, though degraded, are grammatical in Danish. Since the standard assumptions cannot account for the range of results, we argue in favor of a processing account referring to locality (processing domains) and working memory. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Romance Languages; Articulation (Speech); Phonemes; Vowels; Phonetics; Native Speakers; Adults; Old English; Semitic Languages; Indo European Languages; English

Abstract:
Coarticulation data for Catalan reveal that, while being less sensitive to vowel effects at the consonant period, the alveolar trill [r] exerts more prominent effects than [dark "l"] on both adjacent [a] and [i]. This coarticulatory pattern may be related to strict manner demands on the production of the trill. Both consonants also differ regarding the relative prominence of the consonant-to-vowel anticipatory and carryover effects in VCV sequences: while [r] and [dark "l'] exert much anticipatory coarticulation on the preceding vowel, carryover effects on the following vowel turn out to be more salient for [r] than for [dark "l"]. These consonant-dependent differences in coarticulatory direction parallel the directionality patterns observed in related vowel assimilatory and glide insertion processes occurring in the Romance languages, in Early Germanic, in Old, Middle and Modern English, and in Arabic when the target consonant is not [dark "l'] or [r] but a pharyngealized dentoalveolar. (Contains 1 table and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Syntax; Language Variation; Word Order; Indo European Languages; Foreign Countries; Adults; Grammar; Language Research; Child Language; Age Differences; Diachronic Linguistics

Abstract:
Faroese is at the tail end of a change from an Icelandic-type syntax in which V-to-T is obligatory to a Danish-type system in which this movement is impossible. While the older word order is very rarely produced by adult Faroese speakers, there is evidence that this order is still marginally present in the adult grammar and thus only dispreferred, rather than completely ungrammatical. Here the results are presented of an experimental study of older Faroese children: 5-year-old children both accept and produce the older word order, 6-year-olds do so significantly less, and 10-year-olds behave like adult speakers. We discuss a number of possible interpretations of the children's variability in the context of residual effects of diachronic change in Faroese. (Contains 6 tables, 5 figures, and 18 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mothers; Parent Child Relationship; Linguistic Input; Profiles; Assistive Technology; Indo European Languages; Linguistics; Sign Language; Speech; Video Technology; Language Acquisition; Monolingualism; Infants; Measures (Individuals); Hearing Impairments; Attribution Theory; Bilingualism; Code Switching (Language)

Abstract:
Hearing parents of deaf or partially deaf infants are confronted with the complex question of communication with their child. This question is complicated further by conflicting advice on how to address the child: in spoken language only, in spoken language supported by signs, or in signed language. This paper studies the linguistic environment created by one such mother (language input and parental behavior) and her child's language production longitudinally during the first 2 years of life of the infant to discover possible relationships. The mother-child dyad was observed when the child was 7, 9, 12, 18, and 24 months old. Changes in the mother's approach to communication with her child and their consequent effects on the child's language development will be highlighted. The infant concerned has a hearing loss of more than 90 dB on both ears, which qualified her for cochlear implantation. At the age of 10 months she was implanted on her left side (30/04/2010). Five months later she received a second implant (24/09/2010). By means of several assessments instruments the created linguistic environment, the language development of the infant in question and possible causal relationships were investigated before and after implantation. These instruments include: Pragmatics Profile of Everyday Communication; Profile of Actual Linguistic Skills; video-images of interaction analyzed in ELAN; MacArthur-Bates Communicative Development Inventory for spoken Dutch and Flemish Sign Language (from 9 months onwards). Results for each individual assessment moment are given as well as an overarching interpretation of evolution in the language development. The child seems to be profiting from a bimodal/bilingual approach to communication up to 9 months of age. She is progressing considerably in both spoken Dutch and Flemish Sign Language, with a possible onset of functional code-switch. However, a setback is evidenced in the child's language development, mirrored in a setback in the mother's sensitive behavior as she moves to a more monolingual approach after cochlear implantation. (Contains 7 figures and 11 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Listening; Listening Skills; Listening Comprehension; Listening Comprehension Tests; Cultural Differences; Cultural Influences; High School Students; College Students; Indo European Languages; Profiles; Cross Cultural Studies

Abstract:
Understanding how members of different cultures perceive and process listening is fundamental to the enhancement of cross-cultural communication. This exploratory study is the first to compare Iranian students with U.S. students regarding their perceptions of their own listening competence using Brownell's HURIER Listening Profile. The study's hypothesis that the two groups perceive their listening competence differently was partially supported. Across the six processes of the HURIER Listening Profile, the U.S. students perceived themselves as slightly better listeners in the areas of hearing, remembering and responding as compared with their Iranian counterparts, although both groups perceived themselves as "good listener" in four areas of hearing, remembering, interpreting, and responding, and as "adequate listener" in two areas of understanding and evaluating. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Second Language Instruction; English (Second Language); Indo European Languages; Listening; Role; Control Groups; Listening Skills; Learning Strategies; Inferences; Units of Study; Identification; Repetition; Notetaking; Listening Comprehension Tests; Class Activities; Learning Activities; Teaching Methods; Speech

Abstract:
Listening used in language teaching refers to a complex process that allows us to understand spoken language. The current study, conducted in Iran with an experimental design, investigated the effectiveness of teaching listening strategies delivered in L1 (Persian) and its effect on listening comprehension in L2. Five listening strategies: Guessing, making inferences, identifying topics, repetition, and note-taking were taught over 14 weeks during a semester. Sixty lower intermediate female participants came from two EFL classrooms in an English language institute. The experimental class (n = 30) who listened to their classroom activities performed better (t value = 10.083) than the control class using a methodology that led learners through five listening strategies in Persian. The same teacher taught the students in the control class (n = 30), who listened to the same classroom listening activities without any of the above listening strategies. A pre and post listening test made by a group of experts in the language institute assessed the effect of teaching listening strategies delivered in L1. Results gathered on the post intervention listening test revealed that listening strategies delivered in L1 led to a statistically significant improvement in their discrete listening scores compared with the control group. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Indo European Languages; Bilingualism; Second Language Learning; Monolingualism; Age; Comparative Analysis; Form Classes (Languages); English; Young Children; Children; Qualitative Research; Transfer of Training; Error Analysis (Language); Grammar; Language Acquisition; Language Research

Abstract:
This study compares the development of three different types of bilingual/second language children in their acquisition of gender-marking on adjectives in Dutch to investigate whether there is evidence for age-of-onset effects in early childhood as proposed by Meisel (2009). The three groups of children are: simultaneous bilingual children, exposed to Dutch and English from birth; early successive bilingual children, first exposed to Dutch between the ages of 1 and 3 years; and second language children, whose age at first exposure ranged from 4 to 10 years. In an initial analysis that included all children, early successive bilingual and in particular second language children produced qualitatively different errors from the other bilingual and monolingual groups. It is argued, however, that these errors resulted from transfer from the children's other language, English. Once children's knowledge of gender attribution is taken into account, similar error profiles were observed across all groups ("contra" Meisel 2009). (Contains 2 tables, 5 figures and 14 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Questionnaires; Measures (Individuals); Factor Analysis; Models; Factor Structure; Translation; Indo European Languages; Reliability; Risk; Goodness of Fit; Prosocial Behavior; Peer Relationship; Behavior Problems; Age Differences; Parent Attitudes

Abstract:
The aim of this study was to examine the factor structure of the Strengths and Difficulties Questionnaire (SDQ) using a Structural Confirmatory Factor Analytic approach. The Danish translation of the SDQ was distributed to 71,840 parents and teachers of 5-7 and 10-12-year-old boys and girls from four large scale cohorts. Three theoretical models were examined: 1. a model with five first order factors (i.e., hyperactivity/inattention, conduct, emotional, peer problems and prosocial), 2. a model adding two internalising and externalising second order factors to model 1, and 3. a model adding a total difficulties second order factor to model 1. Model fits were evaluated, multi-group analyses were carried out and average variance extracted (AVE) and composite reliability (CR) estimates were examined. In this general population sample, low risk sample models 1 and 2 showed similar good overall fits. Best model fits were found when two positively worded items were allowed to cross load with the prosocial scale, and cross loadings were allowed for among three sets of indicators. The analyses also revealed that model fits were slightly better for teachers than for parents and better for older children than for younger children. No convincing differences were found between boys and girls. Factor loadings were acceptable for all groups, especially for older children rated by teachers. Some emotional, peer, conduct and prosocial subscale problems were revealed for younger children rated by parents. The analyses revealed more internal consistency for older children rated by teachers than for younger children rated by parents. It is recommended that model 1 comprising five first order factors, or alternatively model 2 with additionally two internalising/externalising second order factors, should be used when employing the SDQ in low risk epidemiological samples. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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