Academic literature on the topic 'Language acquisition Social aspects Germany'
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Journal articles on the topic "Language acquisition Social aspects Germany"
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Bhatti, Natalia Viktorovna, Olga Aleksandrovna Gorbacheva, Natalia Anatolievna Ivanova, Elena Pavlovna Savchenko, and Elena Yurievna Kharitonova. "Lexical acquisition of foreign languages by Russian native speakers." SHS Web of Conferences 127 (2021): 02015. http://dx.doi.org/10.1051/shsconf/202112702015.
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Global situation requires fluency in more than two languages nowadays. Professionals knowing several languages and aware of the lingvo-cultural aspects of global communication are of high value in the modern world due to economic, political and social – factors. Vocabulary proficiency determines an individual’s mastery of the native or the second (third) language owing to the fact that lexical skills include understanding of semantics of language elements, their potential compatibility with other units and phonological characteristics of words in speech. The present research deals with the lexical characteristics of simultaneous English and German acquisition as L2 and L3 respectively by the senior students of linguistics department majoring in History and Culture of the Countries of the Studied Languages of the Institute of linguistics and cross-cultural communication of Moscow State Regional University. The authors explore the factors of mutual influence of lexical systems of both languages in the process of their study by Russian native speakers and evaluate the impact of the native language on L2 and L3 acquisition. Having analyzed the specifics of such polylingual learning environment the authors offer а method of teaching vocabulary to advanced students based on the primary importance of the native language in the second or third language acquisition. The experiment carried out within the scope of the survey proves the efficiency of the suggested technique.
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Boldyreva, Irina S. "Comparative Analysis of the Core Aspects of Library Work with Migrants in Russia and Germany." Bibliotekovedenie [Russian Journal of Library Science] 69, no. 3 (August 27, 2020): 289–300. http://dx.doi.org/10.25281/0869-608x-2020-69-3-289-300.
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The paper presents for the first time the analysis of the main aspects of multicultural library work in Russia and the Federal Republic of Germany, based on the data of questionnaire survey conducted by the author in the libraries of two countries. The author considers the terminology used by modern Russian and German libraries in the course of work with migrants. The paper gives definitions and shows the difference in approaches to the use of terms “intercultural library work”, “polycultural library service” and “multicultural library service”. The author reveals that both Russian and German libraries do not mostly maintain statistical records on migrant users. The paper compares the data indicating insufficient knowledge on the interests of readers with migration background. The author revealed institutions of different levels providing statistical data that use the libraries of two countries to analyze the ethnic groups living in the library service area and to clarify the demographic and social characteristics of individual migrant groups. The paper highlights the forms of upgrade qualifications for librarians involved in the development and provision of multicultural services. The survey shows that the important characteristic of German librarians who work with multicultural users is their belonging to a group of migrants. Based on the data obtained, the author concludes that work with migrants in Russia and Germany is mainly funded from the general budget of the library. The author identifies the sources of targeted funding for multicultural work in libraries, as well as the approximate size of the budget allocated for the acquisition of collections for migrants. The paper considers the forms of acquisition and criteria for selecting documents in the languages of migrants. The author presents the comparison of the main forms of mass work with migrants in the libraries of Russia and Germany, as well as identifies the activities that are not held in Russian libraries, but are of interest from the point of view of implementation in the domestic practice.
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Andronie, Melina, Sebastian Krzyzek, Lena Bien-Miller, and Anja Wildemann. "Theory and practice: from Delphi-study to pedagogical training." Qualitative Research Journal 20, no. 1 (November 19, 2019): 63–75. http://dx.doi.org/10.1108/qrj-03-2019-0031.
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Purpose The purpose of this paper is to focus on the combination of Delphi and focus group techniques and on the utilization of qualitative content analysis in this context. Moreover, it illustrates the potential of this hybridized methodology for gathering information from experts on multilingual practices in the primary school context in Germany in order to conceptualize a teacher training. Design/methodology/approach Based on a structured guideline, two group discussions with experts from the scientific community, schools and educational institutions (n=13; n=12) focused on language diversity in the school context, multilingualism, the heritage languages of children as well as on the role of language reflection and metalinguistic awareness in (second) language acquisition and development in primary school. Both group discussions were qualitatively analyzed, and inductive categories were framed. Findings The main aspects derived from the data were: teaching actors, their language awareness, their knowledge about multilingualism and attitudes toward it, characteristics of the materials and methods used in language lessons as well as students’ own experiences with both heritage and second language(s). Practical implications Following these domains derived from the analyses of the data, the authors developed a teacher training, systematically considering multilingual teaching practices and implications resulting from the modified Delphi-study. Originality/value Due to the fact that knowledge and experience of experts from research and school context had been taken into account, the teacher training measure achieved higher acceptance and efficacy.
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Urazaeva, Nailya, and Evgenii Morozov. "Corpus-based linguistics in teaching German language: practical basis and instruments." Современное образование, no. 3 (March 2018): 71–79. http://dx.doi.org/10.25136/2409-8736.2018.3.27120.
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Information era of the development of computer technologies and wide availability of Internet opens new opportunities for increasing the efficiency of educational process of foreign languages. The subject of this research is one of the modern and relevant directions in methodology of teaching German language – the corpus-based teaching. Corpus-based technologies are used in teaching vocabulary, grammar, translation, in cross-cultural research, realization of project activities, as well as allow significantly increasing the quality of education, accelerate the process of acquisition and digestion of knowledge, increase motivation and interest in learning German language. Research methodology is based on the analysis of theoretical insights on the indicated problematic, normative documents, description and assessment of possible application of linguistic corpuses in learning and teaching German language. The achievements in the area of corpus-based linguistics can become widely used in the process of teaching German language. Corpus-based approach is the most advanced innovation addition to the traditional teaching; it is optimal for understanding of such aspects of language as polysemy, historical, geographical and social variation, changes in language system. The key aspects of corpus-based teaching are the authenticity of material, Interdisiplinarity, empirical adequacy, adjustment to particular tasks and target groups, possibility of self-tuition.
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Arendt, Birte. "A Long-Lasting CofP of New and Native Speakers—Practices, Identities of Belonging and Motives for Participation." Languages 6, no. 1 (February 15, 2021): 30. http://dx.doi.org/10.3390/languages6010030.
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Within sociolinguistic research on small languages like Low German, differentiation into new and native speakers has become established. The relationship between the two different groups of speakers is sometimes conceptualized as an insurmountable “gap”. In addition to different acquisition paths and competencies, identity discourses of belonging, authority and authenticity, as well as typical practices, are all crucial elements of these differences. Despite these differences, the intergenerational language-centered analog community of practice (CofP) “Plattdüütschkring” consisting of approximately 10 new and native speakers of the regional language Low German has existed since 2005. This article is based on an explorative case-study analyzing the network “Plattdüütschkring” as an example of successful cooperation between new speakers and native speakers on the basis of typical attitudes and linguistic practices. In order to gain authentic, subjectively experienced insights into identities, normative conceptions and individual language experiences within and outside the network, meta-linguistic reflections of the members themselves were analyzed. These meta-linguistic reflections were collected through narrative interviews with the same and different members at the two survey dates 2010/11 and 2020. The findings show norms of monolingual language use, narrative identities of a normative hierarchy of acquisition scenarios and competences as aspects of belonging. Social and learning-oriented and thus multiple individually appropriate functions of the network can explain the motivation for long-term membership. These outcomes help to understand the role of language attitudes in CofP in the language development of small languages as well as abstract characteristics of successful language-centered networks.
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Editors. "Foreword." Acta Linguistica Asiatica 11, no. 2 (July 30, 2021): 5–6. http://dx.doi.org/10.4312/ala.11.2.5-6.
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The Covid-19 pandemic imposes a new way of life on us, and in this new reality, we try in every way to find positive aspects for language studies in particular and science in general. One of such aspects is the switch to online scientific meetings and conferences, which have therefore become more accessible also to language enthusiasts from more remote locations. Besides, the already ongoing digitalization of linguistics in different respects, from teaching and learning materials, linguistic data collection, and others, only seems to accelerate in the situation. And finally, as unfortunate as it is, it nevertheless offers numerous new insights into our social lives. The summer issue of Volume 11 is dedicated though not limited to such insights. In the first article “A Comparative Corpus-Based Content Analysis of Head of Government Addresses in Response to the Covid-19 Pandemic: Japan and Western Countries” by Nagisa MORITOKI ŠKOF discussed the speakers’ perspectives and political orientation in public addresses made by heads of government in Japan, the USA, New Zealand, Germany, and Slovenia in response to the coronavirus disease. Following, SAWADA Hiroko and INOUE Rizu in their article “Network for Supporting Education of Foreign Children During Covid-19: Language Assessments as a Tool for Promoting Community Integration” introduce problems of the present Japanese education system, which does not adequately support children whose mother language is not Japanese. Their action research project in collaboration with several schools and one university proposed a support system through online media that would soften the impact of the Covid-19 pandemic. The third article in this issue was written by Oleg KALININ. “Comparative Analysis of Coronavirus Metaphoric Representation in Chinese and Russian Online Media” compared the coronavirus metaphorical image in the online media of China and Russia to find out that their basic difference is in discussing or not discussing the positive outcome of the coronavirus battle, which consequently impacts the public opinion. WANG Aiqing’s “Causation in Classical Chinese during the Warring States Period and in the Han Dynasty” explores causation in Classical Chinese and shows that the strategies to form causation structures are compatible with a prosodic theory, according to which agentive and causative constructions involving covert causative verbs are prosodic words, while those involving overt causative verbs exhibit properties of phrases. The article “’I Am Not Punjabi, My Parents Are’: Degradation of the Language of Dominant Majority” by Sham HAIDAR, Tehreem WALI, Tehreem TAHIR, and Mehwish PARVEEN discuss the present status and explore the predicament of the Punjabi language based on the findings that the Punjabi speakers themselves disown their language and the Punjabi identity due to social, economic, religious, and political reasons. Last but not least, Mária IŠTVÁNOVÁ in her article “On The Use of Corpora in Second Language Acquisition – Chinese as an Example” presents several language corpora and points out advantages of their use in the process of Chinese language acquisition together with some practical examples of the corpora's direct and indirect use for teaching and learning Chinese as a second language. Editors and Editorial board wish the regular and new readers of the ALA journal a pleasant read full of inspiration, and a rise of new research ideas inspired by these papers.
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Kalinina, Marina G., and Sofiya V. Kudryashova. "Multimodal presentation of video content in French and German classes." Yaroslavl Pedagogical Bulletin 1, no. 124 (2022): 94–102. http://dx.doi.org/10.20323/1813-145x-2022-1-124-94-102.
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Modern technologies allow us to expand the possibilities of classes and lead to the need to use new forms of education. Currently, a scientific direction is developing in the study of multimodal texts and the development of new educational technologies. The visual range in general plays a huge, sometimes decisive role in digital communication. In this area, new phenomena based on images are constantly emerging and spreading at lightning speed: emoticons (graphic symbols), GIFs, and so on.This article is devoted to the use of video materials in the classroom in French and German. The article lists the criteria for the selection of video material, considers the classification of training videos and the features of their organization in teaching the language of professional communication in a law school. In the article, the authors also describe their own experience of using educational video resources at Saratov State Law Academy, authentic videos on Youtube channels dedicated to the study of law, helping students in the learning process. The authors come to the conclusion that the rational use of video materials contributes to a deeper involvement of students in the study of a foreign language, stimulates the development of creative thinking, social skills, promotes the acquisition of knowledge, skills and understanding, speaking and writing. The authors emphasize that only novelty and creativity can form a sustainable interest in learning a foreign language, especially in the legal field. This is facilitated by the creation of such a learning process, when students can continuously learn new aspects of learning activities; see its prospects and application to practice.
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Bhatti, Natalia, Ekaterina Kovsh, Elena Kharitonova, and Irina Sapranova. "Grammar aspect of English and German acquisition in Russian medium." E3S Web of Conferences 210 (2020): 21005. http://dx.doi.org/10.1051/e3sconf/202021021005.
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Bilingualism and multilingualism in education has become a reality in the modern multi-cultural world. In recent years, there have been numerous studies proving benefits from bilingual and multilingual approaches in education. Proficiency in second or third languages has many benefits starting from excellence in academic studies and easier access to global information resources and ending with personal awareness of cultural diversity of the world and global mobility. There is overwhelming evidence that English and German are the most popular languages chosen for the Unified State Exam in a foreign language in Russia. The study shows that a worthwhile investment of time and effort into grammatical aspect of language acquisition is of great value. The research is based on the data collected in an experiment involving 38 senior students of gymnasium 6 in Ivanteevka (Moscow Region, Russia). The result of the experiment proves the efficiency of the translanguaging approach to teaching English or German grammar. The successful formation of grammar skills in oral and written speech is based on the comparative analysis of the languages (L1, L2, L3). The mistakes which were predetermined by the differences in grammatical features of the target languages were eliminated by laying emphasis on developing mostly productive rather than reproductive skills. The cognitive exercises used the experiment enlarged the students` meta-disciplinary knowledge and helped them to master analytical skills. By comparing cultural, linguistic and social phenomena existing in L1, L2 and L3 the experimentees came to realize their belonging to the global community and the necessity of application of their language skills to successfully function as an equal member of this community. This approach could be widely used in comprehensive schools in the Russian Federation, adding to the positive effects on intellectual growth and enhancing students` linguistic, emotional and personal development.
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Алексеева, Марина Геннадьевна, and Вера Александровна Фролова. "FORMATION OF CROSS-CULTURAL COMPETENCE IN THE JUNIOR YEARS OF STUDYING AT THE FACULTY OF FOREIGN LANGUAGES." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 1(110) (March 30, 2021): 97–104. http://dx.doi.org/10.37972/chgpu.2021.110.1.012.
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Актуальность статьи обусловлена необходимостью изучения эффективности новых организационно-методических приемов и технологий по совершенствованию языковой подготовки студентов-лингвистов на младших курсах. В современных условиях образовательного процесса для достижения студентами высокого уровня владения коммуникативной межкультурной компетенцией, предусмотренной ФГОС нового поколения, необходимо уделять особое внимание культурно-дидактическим и социально-психологическим аспектам. Проведенный анализ научных источников позволил доказать важность применения в образовательном процессе нестандартных методов обучения, содержащих элементы творческого подхода к усвоению нового языка, позволяющих качественно формировать профессиональные компетенции студентов. В статье предлагается комплексный анализ эффективности использования таких методов, авторы статьи дают подробные рекомендации по применению этих элементов на уроках немецкого языка при обучении студентов-лингвистов на младших курсах и иллюстрируют их наглядными примерами. В статье уделяется внимание анализу словообразовательных средств и словообразовательных моделей как способу не только систематизации языкового материала, но и усвоения концептуальной модели мира немецкого социума. Работа с немецкими аудиотекстами, овладение интонационными образцами, знакомство с темпоритмикой немецкой речи, использование видеоматериалов также рассматриваются в исследовании как эффективные средства формирования межкультурной компетенции. Статья предназначена для работников системы образования, руководителей образовательных учреждений, исследователей, магистрантов и студентов. The relevance of the article is due to the need to study the effectiveness of new organizational and methodological techniques and technologies for improving the language training of junior students. Nowadays, it is necessary to pay special attention to the cultural-didactic and social-psychological aspects of the educational process when mastering this competence to achieve a high level of knowledge of students’ possession of the communicative cross-cultural competence provided by the new FSES. The analysis of literary sources made it possible to prove the importance of using non-standard teaching methods containing elements of creative continuation in language acquisition that allow students to form professional competencies qualitatively. The article offers an integrated analysis of the effectiveness of the use of such methods. The authors of the article give detailed recommendations on the use of these elements at German lessons with junior students and illustrate them with examples. The article focuses on the analysis of means and models of word-formation as a way of systematizing the language material and mastering the conceptual worldview of German society. Working with German audio texts, mastering intonation patterns, the tempo and rhythm of German speech and the use of different videos are considered as effective means of forming cross-cultural competence. The article is intended for education workers, heads of educational institutions, researchers, graduate and undergraduate students.
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LLEÓ, CONXITA. "Aspects of the Phonology of Spanish as a Heritage Language: from Incomplete Acquisition to Transfer." Bilingualism: Language and Cognition 21, no. 4 (August 7, 2017): 732–47. http://dx.doi.org/10.1017/s1366728917000165.
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The present study analyzes percentages of target-like production of Spanish spirantization and assimilation of coda nasals place of articulation, in three groups of bilingual children simultaneously acquiring German and Spanish: two very young groups, one living in Germany and another one in Spain, and a group of 7-year-old bilinguals from Germany. There were monolingual Spanish and monolingual German control groups. The comparison between groups shows that the Spanish of bilinguals is different from that of monolinguals; and the Spanish of bilinguals in Germany is different from that of bilinguals in Spain. Results lead to the conclusion that the Spanish competence of the bilinguals from Germany is still incomplete, and influenced by transfer of the majority language (German). Only bilingual children living in Germany show influence of the majority language onto the heritage language, whereas transfer does not operate on the Spanish competence of the bilingual children from Spain.
Dissertations / Theses on the topic "Language acquisition Social aspects Germany"
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Blumenthal, Laura F. "Self-Efficacy in Low-Level English Language Learners." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1622.
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Accounting for differences in second language proficiency attainment is an important area of inquiry in the study of Second Language Acquisition (SLA). Accounts of the language acquisition process have generally come from cognitive or psychological perspectives, which view language learning as primarily an internal mental/emotional process, or from sociocultural or critical perspectives that emphasize the influence of the learner's social environment. Research on variability in language learning has also failed to take into account the learning experiences of low-level learners.
This study adopted a social-psychological perspective on language acquisition that focused on the role of self-efficacy in learning, and applied this perspective to understudied learners.
This study interviewed four low- to intermediate-proficiency English language learners (ELLs) from Mexico about their experiences and their self-efficacy beliefs about their ability to use their English. Their accounts of their experiences learning and using English were analyzed qualitatively and four major themes were found: the role of English language interlocutors, the participants' self-assessment of their abilities, structural obstacles to learning, and the participants' experiences of and responses to challenges. The results also explored students' expressions of self-efficacy, and the ways in which their levels of efficacy helped or hindered their ability to successfully engage in interactions with English speakers.
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Howell, Ellen Sook Hyang. "Life experiences that influence language acquisition in generation 1.5 students." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3100.
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The study examines the life and educational experiences of five Generation 1.5 students at California State University, San Bernardino and analyzes how the first cultural socialization affects later English academic language learning. The study used three methods of gathering data: a survey questionnaire, participant-observation, and one-on-one interviews. The study also reviews other case studies that describe life and educational experiences as well as the language and cultural connections of Generation 1.5 students. An analysis of lexical, structural and interactional differences of the spoken and written modes of the English language is also included. The study's findings indicate that learning the vocabulary of the written language was a key factor in being a member of the academic community.
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Nitta, Takayo. "Affective, cognitive and social factors affecting Japanese learners of English in Cape Town." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1842_1210749983.
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This research used diary studies and interviews with five Japanese learners of English to investigate the different affective, cognitive and social factors that affected their learning of English in Cape Town between 2004 and 2005. The findings of this study corroborate arguments put forward by Gardner that factors such as learning goals, learning strategy, attitude, motivation, anxiety, self-confidence and cultural beliefs about communication affect the acquisition of a second language and correlate with one another.
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Huh, Cheong Rhie. "Sociocultural factors in the loss of one's mother tongue: The case of Korean immigrant children." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1187.
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Yeh, Ling-Miao. "Determination of legitimate speakers of English in ESL discourse social-cultural aspects of selected issues - power, subjectivity and equality /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1092350762.
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Thesis (Ph. D.)--Ohio State University, 2004.Document formatted into pages; contains 299 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2007 Aug. 13.
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Gajjout, Hassane. "Strategic politeness enactment in first and foreign language acquisition: with soecial reference to moroccan learners of english." Doctoral thesis, Universite Libre de Bruxelles, 1996. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212282.
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Huang, Hsiao-Juo. "Enunciative identity in elementary English as a foreign language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/40.
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How to improve the skill of speaking English is a major challenge for English learners in Taiwan nowadays. This project focuses on issues of pronunciation as the starting point to examine the problems of learning English, and issues of identity transformation in the language-learning process. Then it addresses the concept of enunciation as a way to facilitate English learners to establish their confidence in, and ownership of, the target language. This project is designed not only for discussing issues of improving the teaching and learning of English pronunciation, but also for explicating how students can gain their own voices and define their subjectivity during their English-learning process.
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Hui, Leng. "A study of intercultural discourse between mainland Chinese speakers of English and Anglo-Australians." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/672.
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Intercultural communication between mainland Chinese speakers of English and Anglo-Australians is receiving ever-increasing attention in many fields. These fields include intercultural communication. English language teaching, education and business. This study approached the intercultural communication between mainland Chinese speakers of English and Anglo-Australians from a cognitive perspective by applying the theoretical framework of cultural linguistics. The intercultural discourse produced by mainland Chinese speakers of English in the context of them interacting with Anglo-Australians was analysed. The analysis was made by employing key concepts such as schemas, cultural schemas, discourse scenarios and discourse indexicals. A body of 39 audio-taped conversations between mainland Chinese speakers of English and Anglo-Australians which ran about 50 hours was collected according to the research tradition of the ethnography of communication. The data were transcribed and examined with the “emic” and “etic” insights provided by volunteer participants and informants. Fifty live excerpts of these conversations were analysed in line with cognitive anthropology and cultural linguistics.
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Sacklin, Jennifer Marie. "Identity and Investment in the Community ESL Classroom." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2326.
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After Norton Peirce's (1995, Norton, 2000) groundbreaking work in conceptualizing identity as "multiple, changing, and contradictory," many researchers have explored language learners' identities. However, few studies of identity have been conducted within the "overlooked and understudied" (Mathews-Aydinli, 2008) context of adult community ESL (English as a Second Language), and even fewer studies have focused on LESLLA (low-educated second language and literacy acquisition) learners in mainstream community ESL programs.
This thesis, based on a case study of an adult LESLLA learner in a community ESL class, analyzes how this student's identity, the social context of her life, and the classroom space shaped her investment in participating in the ESL class.
Ethnographic interviews revealed that the participant's investment in language learning was linked to her identity in multiple and contradictory ways: while the participant eventually left the ESL program, her self-identification as 'no preparada' (uneducated) and therefore 'burra' (stupid) seemed to be a motivating challenge, not an insurmountable obstacle, and her sense of investment in language learning remained strong even though her in-class participation was limited.
The results have pedagogical as well as theoretical implications: there is clearly value in engaging learners' lives in the classroom as well as including learners' voices in research to have a clearer recognition of how learners see themselves and their "possible selves" (Dornyei, 2009) to be able to understand the complex factors that underlie their investments in language learning.
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Wang, Fu-Chuan. "An integration of cognitive academic language proficiency and content-based instruction." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2297.
Full textBooks on the topic "Language acquisition Social aspects Germany"
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Griechisch-deutsche Zweisprachigkeit und nonverbale Kommunikation: Eine Untersuchung über Gestik und Mimik mit Vorschulkindern. Frankfurt am Main: P. Lang, 1996.
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Sozialpsychologische Faktoren im Zweitspracherwerb: Eine Untersuchung bei griechischen Migrantenkindern in der Bundesrepublik Deutschland : eine Pilotstudie auf der Grundlage von schriftlichen Texten. Tübingen: G. Narr, 1989.
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Thoma, Nadja, and Magdalena Knappik. Sprache und Bildung in Migrationsgesellschaften: Machtkritische Perspektiven auf ein prekarisiertes Verhältnis. Bielefeld: Transcript, 2015.
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J, Kramsch Claire, ed. Language acquisition and language socialization: Ecological perspectives. London: Continuum, 2002.
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Song, Sooho. Politeness and culture in second language acquisition. Houndmills, Basingstoke, Hampshire [UK]: Palgrave Macmillan, 2012.
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Cutiño, José Manuel Trigo. El habla de los niños de Sevilla: Configuraciones discursivas : un estudio sociolingüístico. Sevilla: Alfar, 1990.
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Bill, VanPatten, and Williams Jessica 1957-, eds. Theories in second language acquisition: An introduction. Mahwah, N.J: Lawrence Erlbaum Associates, 2007.
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Language, space and power: A critical look at bilingual education. Buffalo: Multilingual Matters Ltd, 2005.
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Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold, 1985.
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Sareen, S. K. English reading texts: A socio-cultural study. New Delhi: Intellectual Pub. House, 1992.
Find full textBook chapters on the topic "Language acquisition Social aspects Germany"
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Stewart, Alison. "An Inquiry into the Social Aspects of Language Teacher Expertise." In Readings in Second Language Pedagogy and Second Language Acquisition, 101–18. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/ubli.4.10ste.
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Kilroe, Patricia A. "Knowledge of Language." In Advances in Linguistics and Communication Studies, 1–17. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8467-4.ch001.
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Human beings learn to speak or sign the language or languages they are exposed to as children. To have acquired the language(s) of one's speech community is to have acquired both linguistic and communicative competence. Linguistic competence results from internalizing the knowledge of the basic elements of language (sounds, words, sentences) and the rules for combining these elements into units that enable users to express linguistic meaning. Communicative competence results when learners have acquired knowledge of the appropriate social conventions involved in interpersonal communication. Effective language teaching is enhanced through an understanding of both the structural and social aspects of linguistic communication as well as how these aspects challenge students in the process of second language acquisition.
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"How the Core Deficits Affect Language Acquisition and Linguistic Comprehension." In Advances in Early Childhood and K-12 Education, 53–77. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9442-1.ch003.
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This chapter examines how the core deficits discussed in Chapter 2 account for the linguistic deficits discussed in Chapter 1. It explains why diminished attention to speech and diminished joint attention behaviors impede linguistic immersion, potentially limiting the acquisition of vocabulary and syntactic structures. It discusses echolalia and how it reflects limitations in syntactic understanding. It also discusses how difficulty interpreting facial expressions and social interactions impedes the acquisition of socio-emotional vocabulary. It then turns to social communication, also known as pragmatics, as well as to comprehension, and explains why these aspects of language are, to varying degrees, universally impaired across the autism spectrum. Finally, it offers further discussion of non-speaking autism: why it often correlates with nonverbal autism and what the underlying issues appear to be. It concludes with 13 takeaways related to language and literacy acquisition in autism that will inform later chapters.
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Egbert, Joy, and Reima Abobaker. "Opportunities for Engaging Young English Language Learners Through Technology Use." In Advances in Early Childhood and K-12 Education, 158–76. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3123-4.ch009.
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There are still many aspects of language learning that are not well explained, but second language acquisition theories provide evidence for under what conditions language is learned. Key among these conditions is the opportunities that students have for input, output, social interaction, and feedback. Teachers have control over the types of opportunities that language learners have in their classrooms, and it is important that these opportunities are engaging so that learners take advantage of them and therefore learn. Technology, used to support engaging language tasks, can help this to happen. This chapter addresses the links between second language acquisition theory and engaging opportunities for young learners in language classrooms, and it explores uses of technology that can support both.
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Murphy-Judy, Kathryn. "iStudyAbroad." In Academic Podcasting and Mobile Assisted Language Learning, 133–46. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-141-6.ch008.
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Students studying abroad already don’t leave home without their mobile devices—phones, MP3 players, netbooks, laptops. The potential for m-learning for these device-toting learners holds great promise that can easily be capitalized upon by the savvy teacher. Learners studying abroad who are outfitted with m-learning devices which include well-chosen Web 2.0 resources derive immediate and long range benefits. Furthermore, when organized to communicate with learners back home, the travelers help create a transnational community of practice that shares the wealth of the experiential learning. This chapter takes a tour of mobile learning technologies and techniques that enhance and extend the study abroad experience far beyond the reach of a small group fortunate enough to travel. As has long been the case with CALL (Computer Assisted Language Learning) and TELL (Technology Enhanced Language Learning), and now with MALL (Mobile Assisted Language Learning), experts note that well-chosen resources, along with carefully structured and planned activities, enhance various aspects of language acquisition and social interaction. After the literature review, this chapter considers lessons gleaned from the author’s trails, trials, and errors across a range of technologies and borders. It ends with suggestions for ways to optimize iStudyAbroad today and tomorrow.
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Dollmann, Jörg, Frida Rudolphi, and Meenakshi Parameshwaran. "Ethnic Differences in Language Skills: How Individual and Family Characteristics Aid and Prohibit the Linguistic Integration of Children of Immigrants." In Growing up in Diverse Societies, 219–45. British Academy, 2018. http://dx.doi.org/10.5871/bacad/9780197266373.003.0009.
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Proficiency in the language of a new country is perhaps the most important precondition for the successful integration of immigrants in various other integration aspects, like educational and vocational success, interethnic relations and ethnic identify formation. Explaining ethnic disparities in linguistic integration therefore has the potential to aid our understanding of ethnic differences along various other integration dimensions. In the present contribution, we first demonstrate substantial heterogeneity of adolescents’ language proficiency in four European countries depending on their ethnic origin and their migration history. In order to further understanding these differences we examine very different individual and family factors that can be hypothesised to influence language learning processes. Besides an influence of social background on language learning, we show that ethnic specific factors such as language use in the family are at least partly relevant for the language acquisition process.
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Yeh Wai Man, Helen,. "An Investigation of the Relationship of Motivation, Attitudes and Environment." In Student Engagement and Participation, 1126–39. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch055.
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This chapter will study a Philippine and a Chinese leaner's approaches to learn and achieve English language proficiency over 15 years in Hong Kong using biographical approaches. It focuses on the experience of individual motivation and social learning environments, and examines the interactions between the learner's motivation, self-confidence, and competition in the global economy. The effect of the interaction on shaping English learning and the learning experiences in three aspects including formal, self-directed and natural learning environments will also be discussed through Gardner's model of socio-educational model in second language acquisition and Weiner's attribution theory in social psychology. The chapter will suggest some practical implications for students and language teachers, discusses the ways to enhance second language learning in a cosmopolitan city, and presents some possible ways to increase learners' motivation and competitiveness in the global economy.
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Voloshyna, Oksana. "APPLICATION OF MODERN PEDAGOGICAL TECHNOLOGIES WHEN TEACHING A FOREIGN LANGUAGE IN THE NON-LINGUISTIC HIGHER EDUCATION INSTITUTION." In Development of scientific, technological and innovation space in Ukraine and EU countries. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-151-0-6.
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Rapid globalization processes, formation and development of innovation-oriented economy, Ukraine’s integration into the global financial and economic space, which lead to intensification of cooperation with foreign partners, are reflected in all areas of activity and cause new demands for the competence of future professionals, and foreign language communicative competence holds a substantial position. To implement these tasks, the main strategy for the development of the higher education system is the adaptation of curricula to the international level, inclusion of international aspects at all levels of educational and research activities of higher education institutions. Pedagogical technologies are active teaching methods based on the interaction of the teacher with students. When conducting classes with the use of pedagogical technologies, the teacher acts as an organizer, and his main task is to direct the process of information exchange between the students, namely, consolidation of previously learned material, identifying different points of view, increasing student’s activity, combining theoretical knowledge and practical skills. When teaching a foreign language in the non-linguistic higher education institution, pedagogical technologies are distributed according to the type of organization and management of cognitive activity, namely: structural and logical, integrative, game-based, computer-based, dialogue-based, and – training ones. Organization of the educational process with the use of pedagogical technologies allows students to get more professionally oriented information, allows them to ask questions with their subsequent solution. When learning a foreign language in a non-linguistic higher education institution, pedagogical technologies targeted at the development of intercultural foreign language communication of students are used, namely: structural and logical (work in small groups, aquarium); integrative (cluster, cinquain); game-based (Brownian motion, sparring partnership, puzzle); dialogue-based (large circle, carousel); training (decision tree, brainstorming, case method, project method). Harmonious formation of personal and professional self-esteem is an important condition for achieving professional competence of the future specialist. The main objectives of pedagogical technologies in foreign language learning are as follows: social (ability to cooperate, ability to solve problems in different professional situations, mutual understanding skills, active participation, social and professional values and skills, communication skills, mobility, ability to identify personal roles in a professional team), motivational (ability to learn, ingenuity, skills to adapt and be mobile, ability to succeed in professional activities, desire to improve professional level, interests and intrinsic motivation, personal practical abilities, ability to make individual choices and set personal goals), functional (linguistic competence, professional and scientific competence, ability to operate knowledge in professional activities and self-study, ability to use sources of information for the personal development). Mastering a foreign language by the students is the basis for many special disciplines in a non-linguistic higher education institution. Practical skills of foreign language communication cannot exist separately from theoretical knowledge, and this contradiction helps to solve the use of pedagogical technologies, the main of which are practice-oriented teaching methods. Practice-oriented teaching methods help to engage students in professional activities without being excluded from classes. The essence of practice-oriented learning involves organization of the educational process on the basis of the harmony of operational and activitybased components; assimilation of new information and acquisition of skills of practical experience and use of theoretical knowledge when solving vital tasks; awareness of the importance and significance of learning. A practiceoriented learning should be based on practical approach. The purpose of the practical approach is to develop students’ ability to act, and the means of learning for the students should be knowledge that are currently required in various fields of social and professional practice, forming an understanding of where and under what circumstances this knowledge may be useful.
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PRISECARU, LUMINIȚA. "LITERARY-ARTISTIC AXIOLOGY OF HIGH SCHOOL STUDENTS." In Values, models, education. Contemporary perspectives. Eikon Publishing House, 2022. http://dx.doi.org/10.56177/epvl.ch41.2022.en.
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Axiological education is education for and through authentic values, validated socio-culturally, practically, with the help of reconsidering the instructive-educational process in a value sense. The whole world opts for an education that would be focused on prospective and continuous availability, for knowledge and action, for the cultural perfection of the human personality, for reflection, active and critical spirit, for the creative and optimal adaptation of man to the social context, in permanent change. Axiological pedagogy goes beyond the classical side of education for and through values and adds another important objective: the theoretical and practical study of training for valorization, for the acquisition and practice of value criteria in the critical assessment of various aspects of education, self-education. At the same time, it highlights aspects related to the knowledge of values, their selection, ordering in relation to the definition of the goals of personality formation, the specification of the means of achievement, the coordination of processes, the application of value criteria in all educational actions, for their evaluation and optimization. The diachronic perspective of the students' literary-artistic axiology follows the concepts of value/literary-artistic value, being addressed the problem of defining literary-artistic values/values from a philosophical, social, anthropological and pedagogical perspective, which resulted in an own definition of literary value - artistic. Literary-artistic values are examined in direct relation with the notion of text and work, as well as with the reading activity of the reader and the teacher of Romanian language and literature. A special compartment is devoted to the comparative study of values, and another to interculturality, examined from the perspective of literary-artistic values, establishing that interculturality is an implicit feature of any literary work.
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"The Universal Invariant-Based SLA Theory." In Advances in Educational Technologies and Instructional Design, 29–61. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2672-9.ch002.
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SLA is a broad multilateral realm of theoretical and applied projections. The discipline being topical for the world community, its coterminous issues are rather summarily thrown together, but actually spread out or split up of the field originally meant as a more concentrated and closely-knit nucleus. The research mainstream branches out into numerous aspects of language acquisition, most of which are ‘cross-sectional'. The heterology of research approaches hinders the progress towards the development of a well-balanced unified SLA theory relying on the basics inherent in science at large. A theory like that is aimed at the elimination of any ambiguity and confusion, so that anyone could similarly interpret it. Although the idea sounds like a utopian goal so far, a number of steps could be taken for SLA integrity to get closer and ultimately to transpire. A holistic theoretical model of SLA requires that its modules be represented on the basis of the same property, or radix. In the model developed, the radix is identified as a minimal predicative unit being formed. The unit takes shape in the process of predication, which can be referred to as the act of joining initially independent objects of thought expressed by self-determining words—predicate and argument—in order to convey any idea. Predication is a most important function of language cognition due to which the real and individualized worlds converge in the learner's mind. Hence, predication is not just a common fundamental of language, social intercourse, and individual inner thought activity but actually a medium creating the environment in which all three spheres mentioned function cohesively. The SLA Universal Invariant-Based Binary Predication Theory is identified in terms of its domain, content and procedural phenomena, principles, rules and regularities, binary opposition logic. and idealized object.
Conference papers on the topic "Language acquisition Social aspects Germany"
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Necula, Gina Aurora. "NEW PERSPECTIVES ON THE ACQUISITION OF LANGUAGE SKILLS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end001.
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"Reading, writing, speaking and listening – the four foundational skills of language learning have been constantly reassessed over time. When we learn a new language, we firstly learn to listen, and read then speak, and finally write. Therefore, traditionally, we consider that the student first acquires skills of receiving the newly acquired language (listening and reading) and, later, skills of producing that language (speaking and writing), thus gradually turning from consuming a foreign language, to delivering it. Thus, language teachers insist on practicing all four language skills to ensure that both the spoken (listening and specking) and written (reading and writing) aspects of the language are developed at the same level. However, experiencing the pandemic with all the imposed major switches that needed to be done in education proved changes in the way communication skills are acquired under these specific circumstances. Our research, conducted with foreign students learning Romanian Language during the last academic year, made us understand that teachers need to adapt their teaching tools and cope with new challenges imposed by the reversal of the ratio between the volume of online or asynchronous activity and the onsite ones, according to the traditional model. At the same time, we need to consider the fact that both teachers and students have been forced to redefine and understand how public and private spheres interact during online courses. Nevertheless, through this article, our intentions are to analyze the way in which the students' perception on the way of learning foreign languages has changed due to new social imperatives that have tipped the scales in terms of acquiring oral communication skills to the detriment of written communication skills, but have also changed perspectives on other satellite skills needed for an effective communication such as cultural and social skills."
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Sendra Pons, Pau, Norat Roig Tierno, and Alicias Mas Tur. "Raising awareness on Sustainable Development Goals (SDGs) through Lego Serious Play (LSP)." In INNODOCT 2020. Valencia: Editorial Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inn2020.2020.11763.
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In September 2015, world leaders agreed on a new sustainable development agenda based on a set of global goals aimed at eradicating poverty, ensuring planet protection and guaranteeing prosperity for future generations (Stafford-Smith et al., 2017). Since then, the education sector has played a fundamental role, not only raising awareness among young people about the importance of Sustainable Development Goals (SDGs) but also promoting innovative ideas around sustainability (Owens, 2017). SDGs implementation needs of business actors rethinking their understanding of economic growth, taking into consideration not only economic aspects but also social and ecological concerns (Crespo et al., 2017). Thus, the traditional paradigm based on continuous economic expansions needs to adopt a triple bottom line perspective (Slaper and Hall, 2011). In this context, it is remarkable to bring economic and business students closer to the importance of SDGs, involving them in the 2030 Agenda for sustainable development. For this purpose, a LEGO Serious Play (LSP) workshop is held to envision a more sustainable tomorrow and collectively reflect on the main challenges of our society from the business perspective (Kristiansen and Rasmussen, 2014). LSP is an unconventional methodology based on brick-building and metaphoric storytelling. It involves kinesthetic learning given that participants are asked to build metaphoric structures with Lego bricks that respond to a challenge raised by the instructor. This hands-on methodology is often accompanied by facilitated reflection, becoming a language for emotional content and promoting discussion around complex issues (Peabody and Noyes, 2017). The workshop started with an introduction to LSP for students to familiarize themselves with its dynamics. Then, a challenge related to the achievement of Sustainable Development Goals (SDGs) was raised by the instructors who accompanied students through the process of strategic thinking. The last part of the workshop was devoted to sharing ideas and reflections among participants, both regarding the designed prototypes and the potential of LSP for developing new ideas. This last phase was developed firstly within the different work groups and, after, with the broader group so that participants could receive the feedback of their fellows before presenting the prototypes to all participants. To analyze the results of this innovative education project, we conducted a survey among participants about LSP methodology, workshop dynamics and skills acquisition using a Likert scale. The results show how LSP is especially suitable to foster ideation around SDGs since it raises awareness and understanding about how these goals might be integrated into daily business initiatives. It also allows participants to significantly improve their communication and problem-solving skills. This suggests LSP methodology is suitable in higher education contexts as it allows students to reflect on complex issues through an ideation process where kinesthetic learning plays a crucial role. LSP speeds up the process of finding sustainable solutions and allows unconscious ideas to take shape in 3D. It also helps students to foster self-confidence as well as network with other students, given its socializing nature. All in all, students develop key skills for their professional development.