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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.
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Askarova, S. A., and А. А. Boltabekova. "APPROACHES OF LANGUAGE ACQUISITION BY USING STYLISTIC DEVICES: SOCIAL ASPECTS." BULLETIN Series of Sociological and Political sciences 74, no. 2 (June 30, 2021): 167–72. http://dx.doi.org/10.51889/2021-2.1728-8940.25.
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The science of society is commonly referred to as sociology. From a scientific standpoint, it investigates social institutions. Social institutions are also studied from a scientific standpoint in literature. As a result, it is regarded as a type of sociology. Sociologists use literature to investigate various elements of social life. The paper discusses broadly debated topics including such as sociology and the literature's deep interrelatedness. The sociology of literature is a subfield of sociology that studies the link between a work of literature and the social framework in which it is produced. Furthermore, the essay examines stylistic techniques and their influence on sociology via literature, providing instances of connections within sociology and literature.
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Javadi, Yaghoob, and Fakhereh Kazemirad. "Usage-based Approaches to Second Language Acquisition: Cognitive and Social Aspects." Journal of Language Teaching and Research 11, no. 3 (May 1, 2020): 473. http://dx.doi.org/10.17507/jltr.1103.16.
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Usage-based approaches focus on learning language through engaging in the interpersonal communicative and cognitive processes. They consider language as the best accomplishment of our social and cognitive competences which bridges society and cognition. Based on usage-based approaches, language can be learned from language use, by means of social skills and generalizations over usage events in interaction. These approaches actually explore how language learning occurs through language experience. Therefore, usage-based approaches are input-dependent and experience-driven and assume frequency of usage as an inseparable part of language learning which plays an important role in the language production, language comprehension, and also grammaticality of the patterns. While usage-based approaches have been successful in showing how first language is learnt from the input, it is still less clear how these approaches can be made use of in second language learning. The present study provides an overview of the usage-based approaches to second language acquisition and their cognitive and social underpinnings. Firstly, the notion, underlying tenets, and major constructs of usage-based approaches are summarized. Then usage-based linguistics is described in detail. Finally, cognitive and social aspects of usage-based approaches are taken into account.
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Attiyat, Nazzem Mohammad Abdullah, Tamador Khalaf Abu-Snoubar, Yasser Al-Shboul, and Malak Mohammad Hasan Ismael. "COVID-19 Outbreak, State of a Questionable Dilemma, or a Learning Escape: Second Language Acquisition Within Virtual Learning and Social Contact." Theory and Practice in Language Studies 12, no. 6 (June 1, 2022): 1098–106. http://dx.doi.org/10.17507/tpls.1206.09.
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Digital learning, social contact and COVID-19 outbreak are three different phrases have been often heard, read or spoken about since 2020. Undoubtedly, these phrases have brought fear of uncertainty, but also hope to find a new perspective to keep life matters on-going including learning in general, and language acquisition in particular. In order to find the impact of virtual learning and social contact on second language acquisition, a total of 389 second language university students have either online surveyed or been interviewed to validate the results and avoid any misleading. After analyzing the data, results revealed that virtual learning has given the learner a chance to develop understanding of different aspects of learning a second language. Flexibility, free-learning, and richness of knowledge source are positive aspects of virtual learning. Likewise, social contact has an essential role in deepen the understanding of contextual use, semantics and lexis, and other aspects of second language acquisition. Interestingly, both social and virtual aspects of learning motivate the learner to reach language mastery. Therefore, the findings urge the use of virtual learning regarding social contact in developing linguistic skills in second language acquisition. Further insights are recommended to enrich the future research in this topic.
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Castro, Sebastián. "Perceptions of Language Acquisition in Different Bilingualism Development." Open Journal for Psychological Research 6, no. 2 (December 31, 2022): 41–48. http://dx.doi.org/10.32591/coas.ojpr.0602.04041c.
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When bilingualism is brought up as a term, is commonly associated with just the ability to speak two languages, and some other factors that come with this term are not considered in order to give an identity to the individuals who are considered bilinguals. Some aspects of this environment, for example, the background that individuals in how to acquire the language play an important role in order to see how those individuals perceive some of the aspects that are implied in linguistics studies. Another thing to consider is how the social environment that individuals have affects their language development and by the same, it can provide them a feeling of belongingness in certain environments that are around them. Also, these differences in the background of bilinguals can make them have a different perception of each aspect because even if the development of two languages has reached the same goal, the process that those individuals followed to achieve those goals was different and could make them get a different perspective due to the different aspects that each individual identifies in their different process. All of the aspects that are associated with the acquisition of a second language will be analyzed in this paper and will provide the data that allow the identification of each perspective of two different groups of bilinguals, and will make clearer if those aspects, has a big influence on language development.
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Budiharso, Teguh. "LANGUAGE ACQUISITION IN CHILDHOOD STAGE: A REVIEW." IJOLTL: Indonesian Journal of Language Teaching and Linguistics 4, no. 1 (January 1, 2019): 53–64. http://dx.doi.org/10.30957/ijoltl.v4i1.260.
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This paper reviews the language acquisition theory in childhood stages. Five models of baby’s language development including pre-linguistic, holophrastic, telegraphic, simple sentence, and compound sentence are central of discussion. In the early stage, characteristics of language development and language learning in the kindergarten level are discussed integratedly. In the area of Second Language Acquisition (SLA), Krashen Theory in Natural Approach is prevalent, prevailing frontier concepts in children language development. In the social context, language view that has closed relationship to culture is included. This way, norm, etiquette, values, and other aspects of communication are valuable to teaching children in the early stage.
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Montrul, Silvina, and Carmen Silva-Corvalán. "THE SOCIAL CONTEXT CONTRIBUTES TO THE INCOMPLETE ACQUISITION OF ASPECTS OF HERITAGE LANGUAGES." Studies in Second Language Acquisition 41, no. 2 (May 2019): 269–73. http://dx.doi.org/10.1017/s0272263119000354.
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Balla, Ervin. "Impact of Technology in Acquisition of English Language." Journal of Educational and Social Research 13, no. 1 (January 5, 2023): 134. http://dx.doi.org/10.36941/jesr-2023-0012.
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Technology is considered as a very important tool in learning foreign languages, it is very convenient and easy to access, students love it and find it very challenging, playful and has many positive aspects, but unfortunately it has some negative drawbacks. Anyway, generally it is considered innovative and helpful. New technologies are made possible with less expenses because avoid printed materials, which could be expensive. With the help of modern technologies there are standard books and classes that have made it less expensive for students to get the education or exam preparation that they need. Before technology, the only teaching tools were simple tools. Now for educators was easier to include images, videos and different graphics during the instructions and also to share that lesson. Different websites, programs and apps help teachers to change the way how to provide instructions in a better way. Thanks to technology is possible to create an exciting learning environment that increases interest in the educational system in general.
Received: 26 October 2022 / Accepted: 29 December 2022 / Published: 5 January 2023
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Sebastian-Galles, Nuria, and Chiara Santolin. "Bilingual Acquisition: The Early Steps." Annual Review of Developmental Psychology 2, no. 1 (December 15, 2020): 47–68. http://dx.doi.org/10.1146/annurev-devpsych-013119-023724.
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How different is the process of language learning in infants exposed to two languages from birth? Not so long ago, the available evidence pointed to a delay in language learning in bilinguals and suggested differences in several linguistic aspects between monolinguals and bilinguals. At present, the bulk of studies indicates the existence of specific adaptations to the process of language learning. In the current review, we discuss the existing evidence in several abilities in language acquisition in young bilingual infants and toddlers. We also examine studies investigating the impact of bilingual exposure in the emergence of cognitive and social abilities beyond language. We analyze the importance of clarifying several methodological issues and challenges, including the definition of bilingualism itself, for the field to advance.
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Al Masri, Hayat, and Emad A. S. Abu-Ayyash. "Second language acquisition from Syrian refugees’ perspectives: Difficulties and solutions." Open Linguistics 6, no. 1 (August 9, 2020): 372–85. http://dx.doi.org/10.1515/opli-2020-0025.
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AbstractThe current study explored the second language acquisition (SLA) difficulties that 45 Syrian refugees and asylum seekers encountered in nine countries (Germany, Turkey, Sweden, Denmark, Norway, France, Malay, Austria, and Romania) that they fled to away from the ongoing war in Syria. The study also sought to elicit the solutions for these difficulties from the participants’ views. This research employed interviews and an open-ended questionnaire utilizing the Facebook Messenger application to gather data. The study builds on and broadens the scope of language acquisition research and questions main SLA theoretical underpinnings. The study found a variety of difficulties pertinent to economic, personal, social, linguistic, temporal, and psychological factors. The participants’ recommendations were classified into refugee-based, community-based, and authority-based ones.
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Young-Scholten, Martha. "Low-educated immigrants and the social relevance of second language acquisition research." Second Language Research 29, no. 4 (October 2013): 441–54. http://dx.doi.org/10.1177/0267658313491266.
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Since the 1980s’ decoupling of the formal study of second language acquisition from pedagogical concerns, the social relevance of such research has been of little concern. Early studies, in the 1970s, of uninstructed adult learners’ acquisition of morphosyntax pointed to social implications: these working class immigrants had varying levels of schooling, and it turned out that those with the least education made the slowest progress. With a shift in interest to consideration of poverty of the stimulus effects, researchers no longer needed to rely on adults who were uninstructed in the second language (L2) while immersed in the target language. Reliance on easy-to-recruit middle-class secondary school and university participants has had the – unintended – consequence of diminishing the attention paid to socially excluded adult L2 learners. This has left a range of language-external factors unaddressed in second language acquisition (SLA) at the international level; however, at the local level, interest in the language acquisition and literacy development of adult immigrants has risen along with increased immigration by adults with little or no native language schooling. These adults face considerable challenges in acquiring the linguistic competence and literacy skills that support participation in the economic and social life of their new communities. Those who teach such adults have very little SLA research to refer to in dealing with increasingly politicized policies and worsening provision. A return to the type of studies conducted in West Germany and the rest of Europe in the 1970s and 1980s would serve this population of learners well.
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Biggam, C. P. "Sociolinguistic aspects of Old English colour lexemes." Anglo-Saxon England 24 (December 1995): 51–65. http://dx.doi.org/10.1017/s0263675100004658.
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This paper presents an experimental attempt to investigate the social contexts of certain Old English vocabulary belonging to a particular semantic field, namely that of colour. Sociolinguistic studies are concerned with language variations between social classes, age groups, the sexes and other social groupings, so it is obvious from the outset that this sort of evidence will be difficult to retrieve from a dead language. However, in the case of this particular semantic field, textual information can often be augmented by comparative evidence from the colour semantics of living languages, and by the theories about colour term acquisition and usage developed by linguists and anthropologists.
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Rodyaeva, S. N., and Y. I. Kozlovskaya. "Economic vocabulary of contemporary German." Izvestiya MGTU MAMI 1, no. 2 (January 20, 2007): 280–89. http://dx.doi.org/10.17816/2074-0530-69801.
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The paper reveals the need for a deeper understanding of contemporary economic German vocabulary. This requirement is caused by the need of Russian specialists in the German language acquisition in a special field of communication in conditions of social market economy of modern Germany.
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Dausendschön-Gay, Ulrich. "Producing and learning to produce utterances in social interaction." EUROSLA Yearbook 3 (August 28, 2003): 207–28. http://dx.doi.org/10.1075/eurosla.3.12dau.
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Developmental research on first and second language acquisition is mainly concerned with cognitive, linguistic or pragmatic aspects of individual speech production treated separately and based on the tenets of separate disciplines or approaches (psycholinguistics, psychology of language, constructivism, conversation analysis). However, some studies try to integrate questions of language acquisition into the much broader context of social interaction in general. This paper argues in favour of such integration, taking a conversationalist perspective on speech and discourse production in social — face-to-face — interaction. In particular, it argues for the systematic integration of all kinds of body movements (traditionally called gestures) and prosody into the analysis of empirical data as a fundamental basis for the development of an interactional grammar and its study in an acquisitional research framework.
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Di Venanzio, Laura, Katrin Schmitz, and Anna-Lena Scherger. "Objects of transitive verbs in Italian as a heritage language in contact with German." Linguistic Approaches to Bilingualism 6, no. 3 (May 4, 2016): 227–61. http://dx.doi.org/10.1075/lab.13041.div.
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Abstract This paper seeks to close a gap in the ongoing research on heritage languages (HL), their acquisition, and the nature of transfer in HL with a study on a hitherto understudied language combination, namely Italian heritage speakers (HS) raised in Germany with two native languages. The current study compares data from spontaneous speech of these HS with speech data from native speakers of Italian who immigrated to Germany as adults with German as L2, and Italian monolinguals. Analyses of Italian objects reveal that the HS show native knowledge about lexical options of object omissions and their pragmatic identification, and of object clitic use. The results indicate no evidence for covert transfer with regard to Italian object realization types. Finally, the study leads to the conclusion that Italian HS differ in fewer investigated aspects from Italian monolinguals than L1/L2 speakers.
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Merlan, Aurelia. "Rumänisch im deutschen Migrationskontext." Romanistisches Jahrbuch 72, no. 1 (November 17, 2021): 63–117. http://dx.doi.org/10.1515/roja-2021-0003.
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Abstract The migration of Romanian nationals to Germany has a rather long history, but it has gained intensity in the last fifty years. There are almost 780.000 Romanians now living in Germany making them the second-largest group of foreign EU citizens residing in this country. If we also include naturalised citizens as well as the “old” and “new” ethnic German immigrants (the German Romanians), the total number of immigrants originating from Romania exceeds one million individuals. Despite this, migratory linguistic studies are almost non-existent. This article examines the sociolinguistic situation of Romanian as an extraterritorial language in Germany and the discourse behaviour of Romanian migrants to which it correlates. Special attention is paid to the second generation. The focus is on the following aspects: the acquisition of the language of origin and the territorial language, the migrants’ language competence in Romanian compared to their language competence in German, the use of these languages by domains and the translinguistic markers in discourse. The empirical study — which is preceded by a brief description of Romanian migration to Germany — is based on data obtained using qualitative and quantitative methods.
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Kolbe, Vera. "Open Science versus Data Protection – Challenges and Solutions in Sign Language Acquisition Studies." Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (October 12, 2022): 109–20. http://dx.doi.org/10.31299/hrri.58.si.6.
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Research within Deaf communities needs to adhere to the ethical requests of the partner communities involved. These ethical requests can be met via open science practices that are implemented in the project strategies of the European Commission. Open science refers to transparent, collaborative, and accessible research including citizen science. However, researchers studying the acquisition of sign languages are challenged by the General Data Protection Regulation implemented by the European Parliament. Researchers who study sign languages frequently handle personal data, i.e. video data. Such data cannot be fully pseudonymised since facial expressions contain relevant linguistic inputs and cannot be blurred. Hence, strict data protection measures are necessary, but these measures are contradictory to open science practices. How can we meet the demands of the data protection regulations, as well as enable open science practices. This article identifies strategies used in a sign language acquisition study involving more than 100 sign language videos of children’s narrations, which was conducted at the Department of Sign Language Pedagogy and Audio Pedagogy, Humboldt-Universität zu Berlin, Germany.
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Shestopalova, I., and K. Potapenko. "SOCIALIZING ASPECTS OF DISCIPLINE "FOREIGN LANGUAGE"." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 4 (2018): 34–37. http://dx.doi.org/10.17721/2616-7786.2018/4-1/8.
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The article is devoted to the problem of socialization of an individual in the process of foreign language learning, which is a part of multicultural education and is considered as an important tool for a person's adaptation in a multicultural society. The leading idea of the article is the assertion that foreign language as a discipline has a huge socializing potential, as in the process of a foreign language learning, not only the active development of natural resources, abilities, initiative, independence, take place, but also, assimilation of generally accepted in a society socio- cultural rules and moral norms, which plays a crucial role in the process of socialization is activated. Since the main goal of the educational process in foreign languages is the formation of the very communicative skills, its contribution to the process of socialization of a man is indisputable. In this sense, the following characteristics of the learning process in a foreign language are important: the focus on communication, respect for the identity and culture of other peoples, the focus on social activities, the acquisition of social experience in solving life and social problems, and the creation of its own system of life priorities. The communicative method of teaching foreign languages is based on the fact that the learning process is a model of communication. The learning process in foreign languages is based on the linguistic partnership, creative collaboration, constant motivation of communication, based on a combination of such interconnected factors as activity, creativity, autonomy, individualization, which contribute to the intensification of cognitive and educational processes. That is, organization of training in the form of communication is the main methodological task of a modern teacher of foreign languages. It is this specificity of the discipline "foreign language" that is capable of effective implementing educational socialization, helping to complete the formation of the students' ability to communicate, co- exist and cooperate in the professional activities of people of different ethnic groups, the formation of a rich experience of social and cultural communication, which is a solid base for the involvement of learners to the global values of civilization.
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Velasco, Daniel García. "Functional Discourse Grammar and acquisitional adequacy." Revista Odisseia 2 (December 20, 2017): 42. http://dx.doi.org/10.21680/1983-2435.2017v2n0id13182.
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This article explores the compatibility of Functional Discourse Grammar with Tomasello’s (2003; 2008) Social-Pragmatic theory of language acquisition. Section 1 follows Boland (1999, 2006) and others who have claimed that theories of language should be constructed in such a way that they are compatible with what is known about the process of first language acquisition. In section 2, I will briefly explore the main approaches to the study of language acquisition in current linguistics and I will claim that a functional theory of language should preferably be compatible with a constructivist approach, given the paramount role they confer on social, communicative and cultural factors in language acquisition. The paper will then concentrate on examining the compatibility of FDG with Tomasello’s (2003, 2008) theory of language acquisition. My conclusion will be that many aspects of the internal architecture of FDG and the analytical tools employed in the model find direct correlate in Tomasello’s work and thus FDG seems to be in an excellent position to meet Boland’s standard of acquisitional adequacy.
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SCHARF, THOMAS. "Social gerontology in Germany: historical trends and recent developments." Ageing and Society 21, no. 4 (July 2001): 489–505. http://dx.doi.org/10.1017/s0144686x01008340.
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Mirroring the development in the social sciences as a whole, social gerontology has been characterised by an increasing internationalisation in recent years. While the English language remains the prime medium for communication, there is a rapidly expanding research literature published in other major world languages. This raises practical difficulties for researchers lacking the relevant linguistic skills to engage with the findings of research published in languages other than English. It is within this context that this Ageing Update addresses the current state of social gerontology in Germany. Drawing primarily upon sources published in the German language between 1997 and 2000, the article provides an overview of the historical development of research on social and behavioural aspects of ageing in Germany. It then proceeds to address some of the main themes and trends associated with what, by any measure, is a substantial amount of recent research. This analysis offers a basis for illustrating, in a short concluding section, the significant strengths and some areas of apparent weaknesses in the current state of German social gerontology.
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Faubl, Nóra, Zsuzsanna Pótó, Erika Marek, Béla Birkás, Zsuzsanna Füzesi, and Timea Németh. "Kulturális különbözőségek elfogadása a külföldi orvostanhallgatók beilleszkedésében." Orvosi Hetilap 162, no. 25 (June 20, 2021): 978–87. http://dx.doi.org/10.1556/650.2021.32104.
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Összefoglaló. Bevezetés: A 21. századra a multikulturális társadalmi közegben az interkulturális tudás, mint készség, fokozott mértékben válik kulcskompetenciává. E társadalmi kompetencia elsajátításának egyik lehetséges területe a nemzetközi hallgatói mobilitás, mely világszerte, így hazánkban is, egyre nagyobb jelentőségű. Célkitűzés: Magyar és külföldi hallgatók körében folytatott vizsgálatunk fókuszában a beilleszkedési folyamatoknak, valamint az interkulturális kompetencia és érzékenység kialakulásának és fejlődésének vizsgálata állt, a Pécsre érkező mintegy 60 különböző kultúra, valamint a magyar befogadó közeg vonatkozásában egyaránt. Kutatásunk során többek között arra kerestünk választ, hogy az eredeti és a befogadó kultúra közötti különbségek mely területeken nyilvánulnak meg a leginkább, illetve egy másik kultúrához történő alkalmazkodás során milyen beilleszkedést lassító vagy támogató tényezők tárhatók fel. Módszer: Kutatásunkban kvantitatív és kvalitatív módszereket alkalmaztunk, önkitöltéses kérdőíves felmérés, valamint fókuszcsoportos interjúk formájában. A PTE ÁOK német, angol és magyar nyelvű általánosorvos-képzésében részt vevő hallgatókat a 2010 és 2018 közötti időszak tavaszi szemesztereiben saját fejlesztésű, anonim, önkéntesen kitölthető kérdőívvel kerestük meg (a kitöltött kérdőívek száma: n = 13 084 kérdőív). A kérdőíveket három tanévben hét, félig strukturált fókuszcsoportos interjúval egészítettük ki (n = 92 fő). Eredmények: A hazánkba érkező külföldi orvostanhallgatók számára a befogadó közeghez való alkalmazkodást tekintve a kapcsolódás elsősorban a szocializációs, nyelvi, kommunikációs különbségek miatt bizonyult kihívásnak. Megállapítható azonban, hogy a képzési idő előrehaladtával a különbözőségekből fakadó nehézségek csökkentek, így a hallgatók egyre inkább képessé váltak az etnorelatív irányba történő elmozdulásra, valamint a multikulturális közeg pozitív aspektusainak értékelésére. Következtetések: A multikulturális környezetben folytatott tanulmányok alatt a kultúraközi kapcsolódási pontok és együttműködések kialakulása és fejlődése lehetővé teszi és támogatja az interkulturális kompetencia elsajátítását, annak minden résztvevője számára, akár az egyetemi képzésen túlmutatóan, a későbbi orvosi pályát tekintve is. Orv Hetil. 2021; 162(25): 978–987. Summary. Introduction: In the increasingly multicultural social environment of the 21st century, intercultural knowledge as a social skill is gradually becoming a key competence. One of the possible areas of acquiring this competence is international student mobility, which is of increasing importance worldwide, including Hungary. Objective: The focus of our study was to examine integration processes and the development and improvement of intercultural competence and sensitivity among Hungarian and international students, both in relation to the approximately 60 different cultures arriving in Pécs and in relation to the Hungarian host environment. In the course of our research, we sought – among other factors – areas, in which the differences between the original and the host culture are the most prominent, and we aimed at identifying those factors that are slowing down or supporting the integration during the adaptation period to another culture. Method: In our research, we used both quantitative and qualitative methods, in the form of a self-administered questionnaire and focus group interviews. General medical students of the University of Pécs studying in the German-, English- and Hungarian-language programmes participated in the survey during the spring semesters of the academic years between 2010 and 2018. We used our self-developed questionnaires (number of completed questionnaires: n = 13 084), which were filled in on a voluntary basis and anonymity was ensured. The questionnaires were supplemented with seven semi-structured focus group interviews over three academic years (n = 92 students). Results: Regarding the adaptation to the host environment of foreign medical students studying in Hungary, relationship building arising from socialization, language and communication differences, proved to be a challenge. However, it can be stated that as the training time progressed, the difficulties arising from the differences decreased, so that the students gradually became more able to move towards an ethno-relative direction and evaluated the positive aspects of the multicultural environment. Conclusion: During studies in a multicultural university environment, the emergence and development of intercultural connections and collaborations enable and support the acquisition of intercultural competence for all of the students, which will be of great benefit for them, even beyond the university, in their future medical career. Orv Hetil. 2021; 162(25): 978–987.
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Hertel, Irina, Solveig Chilla, and Lina Abed Ibrahim. "Special Needs Assessment in Bilingual School-Age Children in Germany." Languages 7, no. 1 (December 30, 2021): 4. http://dx.doi.org/10.3390/languages7010004.
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Educational and (psycho-)linguistic research on L1 and L2 acquisition in bilingual children sketches them as a group of language learners varying in many aspects. However, most studies to date have based evaluations of language proficiency or new assessment tools on data from heritage children, while studies on the appropriateness of assessment tools for school-age refugee children remain a notable exception. This study focuses on the standardized assessment tool BUEGA for primary school children, which is, among others, a widespread tool for the assessment of pedagogical support or special needs (SN) in Germany. We compare the performance of 12 typically developing monolinguals (MoTD: 7;3–12;1), 14 heritage-bilinguals (BiTD: 7;1–13;4, L1 Turkish and Arabic), 12 refugee- students (BiTD: 8;7–13;1, L1 Arabic), and 7 children with developmental language disorders (DLD: 7;7–13;9) on the subtests of grammar, word-reading, and spelling. Overall results show that refugee-BiTDs perform in the (monolingual) pathology range. No significant differences emerged between students with DLD and typically developing (TD) refugee students. Considering the assessment of school-related language performance, bilingual refugees are at risk of misdiagnosis, along with the well-known effects of educational disadvantage. This particularly applies to children with low socioeconomic status (SES). Looking beyond oral language competencies and using test combinations can help exclude language disorders in school-age children with limited L2 proficiency.
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Garaeva, Almira K., and Ildar G. Ahmetzyanov. "Awareness of Historical Background as One of the Factors of Better Language Acquisition." International Journal of English Language and Literature Studies 7, no. 1 (May 21, 2018): 15–21. http://dx.doi.org/10.18488/journal.23.2018.71.15.21.
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The article deals with the problems of language learning within the educational universities. These theme is a major one, because it is important for English learners and moreover it is connected with other aspects of the language that can be linked with students’ awareness of the English language itself The essence of the issue is that the perfect acquisition of the language studied can be achieved only by learning the history of the language and the country studied as well as its relation to culture and people. The purpose of the article is to reveal a number of historical aspects of language learning, which include acquisition of material and awareness of historical background. The leading approach to the study of the problem is systematic.We suppose that it will facilitate shaping skills needed for cross-cultural communication. Any language is perceived as a social phenomenon, which comprises not only linguistic items, but also a combination of economic, behavioral and historical aspects. The materials of this paper can be recommended for use in modern practice of various educational institutions.
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Elotteebi, Ghozayel Mohsen. "role of socialisation in the development of phonological, syntactical and lexical aspects of language." International Journal for Innovation Education and Research 5, no. 4 (April 30, 2017): 84–92. http://dx.doi.org/10.31686/ijier.vol5.iss4.665.
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Rapid linguistic development is believed to occur in early childhood because of the malleability of this period (Hutterlocher, et al., 1991; Maccoby, 1992). The aim of this paper is to evaluate the role of socialisation as a contributor to first-language acquisition in terms of the phonological, lexical and syntactical aspects of language. The relative importance of nativist-and usage-based approaches to language is examined. Following from that, the role of the amount, type and period of exposure to speech in the process of learning English as a first-language. This paper explores a number of studies of typical and atypical children in the relevant literature. It concludes that language acquisition is driven both by innate ability and by environmental factors, i.e. society, or social elements are significant as activators of the human being’s innate ability to acquire language. According to this paper, the deprivation of socialisation is critical to many aspects of language development, most importantly syntactic, and least importantly phonological. Deficits in phonological aspects are only seen in the case of atypical children, and the cases of autistic children, while lexical development can be seen in both cases; typical and atypical. The results of the studies investigated in this paper suggest that syntax is aspect of language most affected by inadequate exposure to language. It also concluded that these three aspects of language acquisition are also likely to be influenced by a critical period, which is a proposal of nativism.
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Sahasti, Julananda Putri. "PEMEROLEHAN BAHASA PADA ANAK USIA 2-3 TAHUN MELALUI METODE BERNYANYI DI PAUD NUR INSANI PIYAMAN, WONOSARI, GUNUNGKIDUL." MEDAN MAKNA: Jurnal Ilmu Kebahasaan dan Kesastraan 16, no. 2 (March 23, 2020): 198. http://dx.doi.org/10.26499/mm.v16i2.845.
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Language is the main means of communication in human life in this world either in written form, oral and which is only a certain symbol. Without human language can not communicate because humans are social beings who inevitably have to interact with other humans. Language acquisition in humans begins with children when learning to speak. Language acquisition in each child is not the same, according to his age. In this research will be studied the acquisition of child language on phonology, morphology, and syntax aspects. This research uses qualitative research method with naturalistic technique. Sources of data in this study are the students of class A PAUD Nur Insani, Piyaman, Wonosari, Gunungkidul. The purpose of this study are: 1) explain the acquisition of phonology of children aged 2-3 years in early childhood Nur Insani Piyaman, Wonosari, Gunungkidul; 2) explain the acquisition of morphology of children aged 2-3 years in early childhood Nur Insani Piyaman, Wonosari, Gunungkidul; and 3) describes the acquisition of syntactics of children aged 2-3 years in early childhood Nur Insani Piyaman, Wonosari, Gunungkidul.
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Filippa, Manuela, and Didier Grandjean. "Introduction to the Special Issue on Nonverbal Vocal Communication in Development." Journal of Nonverbal Behavior 44, no. 4 (July 12, 2020): 391–94. http://dx.doi.org/10.1007/s10919-020-00338-y.
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Abstract Nonverbal vocal aspects of communication, often related to affective states, are crucial to social interactions not only for animals but also for humans during early infancy, as well as being one of the pillars of human language development and acquisition. The thread that binds together the contributions to this Special Issue is the analysis of nonverbal vocal communication during development, both from ontogenetic and phylogenetic perspectives. This introduction presents the multiple viewpoints emerging from this Special Issue and delineates future research directions for investigating the nonverbal aspects of vocal communication in early development.
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de Bot, Kees. "PSYCHOLINGUISTICS IN APPLIED LINGUISTICS: TRENDS AND PERSPECTIVES." Annual Review of Applied Linguistics 20 (January 2000): 224–37. http://dx.doi.org/10.1017/s0267190500200147.
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This article addresses the relationship between two major terms, psycho-linguistics and applied linguistics, and in the process, explores key issues in multilingual processing. A straightforward definition of psycholinguistics is provided by Kess (1991:1): ‘The field of study concerned with psychological aspects of language studies.’ In the last decade, the definition has become more restricted, leaving out more social-psychological aspects like the study of attitudes in language use. Here, psycholinguistics will be further restricted to the study of processes of language production and perception (as opposed to acquisition and attrition).
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Pallotti, Gabriele. "Towards an Ecology of Second Language Acquisition." EUROSLA 6 55 (January 1, 1996): 121–34. http://dx.doi.org/10.1075/ttwia.55.10pal.
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Recent work in second language acquisition research has seen a renewed interest in 'external factors' affecting the acquisition process. However, few studies have adressed the question of how the interactional features of the social context in which naturalistic learning takes place, can influence second language development. The research presented in this paper is an attempt to fill this gap, in applying a 'language socialization' (Schieffelin & Ochs, 1986) perspective on non-instructed second language acquisition. The subject of the study is a Moroccan five-year- old girl, who was videotaped in an ethnographic study of her acquisition of Italian as a second language. This approach allowed to collect data both on the girl's linguistic development and on the socio-interactional environment in which it took place. It was thus possible to investigate the systematic relationships between interlanguage and its context of acquisition. This preliminary investigation focuses on three different language levels. The first is the lexicon: the very first words learned by the girl can be shown to have a particular relevance for the nursery school's communicative economy. The second area of investigation is morphology. Here, too, one can see how some of the first grammatical morphemes acquired, diminutives and superlatives, played a role in facilitating the learner's socialization. Finally, an examination of how syntactic structures were initially produced, shows that sentence construction was influenced by the interactional needs of the speaker in a particular communicative context. It is argued that all these aspects of second language acquisition can -at least partially - be explained by reference to the socio-cultural context of learning. Given the importance recently attributed to interaction as one of the most powerful determinants of naturalistic second language acquisition, it is suggested that the study of the sociolinguistic environment - or the 'ecology' of second language acquisition - is a profitable direction for future research.
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Orvig, Anne Salazar, Geneviève De Weck, and Rouba Hassan. "The Implications of a Dialogical Approach to Language Acquisition: the Example of a Research Study on the Acquisition of Referring Expressions." Bakhtiniana: Revista de Estudos do Discurso 16, no. 1 (March 2021): 155–80. http://dx.doi.org/10.1590/2176-457348286.
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ABSTRACT This paper aims to illustrate the contribution of dialogism to the field of language acquisition. According to dialogical approaches, children do not experience linguistic units and structures per se; they experience language in socially meaningful contexts. More specifically, speech genres, activities and interactional settings appear as mediators between individual discourse, social uses and a particular language. In order to illustrate the implications of a dialogical approach, this paper presents a research study on the acquisition of referring expressions (the DIAREF Project). Referring expressions are particularly relevant because their mastery involves both formal and functional aspects of language. The results show that children’s uses of nouns, personal pronouns, demonstrative pronouns and dislocations are jointly determined by discourse-pragmatic factors, such as the position in the referential chain and socio-discursive factors, such as speech genres, activities and interactional settings.
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MARTÍNEZ LIROLA, MARÍA. "THE IMPORTANCE OF PROMOTING MULTIMODAL TEACHING IN THE FOREIGN LANGUAGE CLASSROOM FOR THE ACQUISITION OF SOCIAL COMPETENCES: PRACTICAL EXAMPLES." International Journal for 21st Century Education 3, Special (June 30, 2016): 77. http://dx.doi.org/10.21071/ij21ce.v3ispecial.5709.
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This article analyses the way in which the subject English Language V of the degree English Studies (English Language and Literature) combines the development of the five skills (listening, speaking, reading, writing and interacting) with the use of multimodal activities and resources in the teaching-learning process so that students increase their motivation and acquire different social competences that will be useful for the labour market such as communication, cooperation, leadership or conflict management. This study highlights the use of multimodal materials (texts, videos, etc.) on social topics to introduce cultural aspects in a language subject and to deepen into the different social competences university students can acquire when they work with them. The study was guided by the following research questions: how can multimodal texts and resources contribute to the development of the five skills in a foreign language classroom? What are the main social competences that students acquire when the teaching-learning process is multimodal? The results of a survey prepared at the end of the academic year 2015-2016 point out the main competences that university students develop thanks to multimodal teaching. For its framework of analysis, the study draws on the main principles of visual grammar (Kress and van Leeuwen, 2006) where students learn how to analyse the main aspects in multimodal texts. The analysis of the different multimodal activities described in the article and the survey reveal that multimodality is useful for developing critical thinking, for bringing cultural aspects into the classroom and for working on social competences. This article will explain the successes and challenges of using multimodal texts with social content so that students can acquire social competences while learning content. Moreover, the implications of using multimodal resources in a language classroom to develop multiliteracies will be observed.
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LUNDBERG, INGVAR. "Early language development as related to the acquisition of reading." European Review 14, no. 1 (January 3, 2006): 65–79. http://dx.doi.org/10.1017/s1062798706000068.
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This article reviews research on early linguistic precursors and enabling skills of reading acquisition among young children. Language development starts early in infancy when the child learns to categorize the speech sounds according to the pattern typical of the mother tongue. Equipped with these sound categories the child is ready to learn to segment words from the sound stream and to understand and to use words. The precise phonological representation of words will facilitate the important development of phonological awareness. Some longitudinal research and training studies indicate the causal direction of the relation between phonological awareness and reading. Preventive and remedial implications are pointed out. Preventive effects are related to vocabulary exposure in different social environments and to informal early literacy socialization. In particular, the benefits of reading aloud to children are discussed. The complexity of the causal relationships between different aspects of early language development, including genetic influences and later reading is emphasized.
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Netto, Gina, Maria Hudson, Nicolina Kamenou-Aigbekaen, and Filip Sosenko. "Dominant Language Acquisition in Destination Countries: Structure, Agency and Reflexivity." Sociology 53, no. 5 (February 21, 2019): 843–60. http://dx.doi.org/10.1177/0038038519826021.
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This article advances understanding of the structural and agentic factors which influence how migrants in low-paid work reflexively acquire the dominant language of destination countries. Bourdieu’s theories on the symbolic power of language and habitus, and theories of reflexivity by Archer and others underpin our analysis of how migrants acquire English in the UK. Analysis of data generated from in-depth qualitative interviews with 31 migrants from EU and non-EU countries in low-paid work reveals that the agency of migrants in increasing proficiency in the language is shaped by access to resources, conscious and unconscious reflexive processes, aspects of embodiment and perceptions of identity by the self and others. We argue that closer attention to the social, political and economic context in which migrants acquire the dominant language of destination countries is needed, as well as greater awareness of the multi-dimensional nature of reflexivity and the constraints on agency.
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Basili, Roberto, Danilo Croce, and Giuseppe Castellucci. "Dynamic polarity lexicon acquisition for advanced Social Media analytics." International Journal of Engineering Business Management 9 (January 1, 2017): 184797901774491. http://dx.doi.org/10.1177/1847979017744916.
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Social media analytics tool aims at eliciting information and knowledge about individuals and communities, as this emerges from the dynamics of interpersonal communications in the social networks. Sentiment analysis (SA) is a core component of this process as it focuses onto the subjective levels of this knowledge, including the agreement/rejection, the perception, and the expectations by which individual users socially evolve in the network. Analyzing user sentiments thus corresponds to recognize subjective opinions and preferences in the texts they produce in social contexts, gather collective evidence across one or more communities, and trace some inferences about the underlying social phenomena. Automatic SA is a complex process, often enabled by hand-coded dictionaries, called polarity lexicons, that are intended to capture the a priori emotional aspects of words or multiword expressions. The development of such resources is an expensive, and, mainly, language and task-dependent process. Resulting polarity lexicons may be inadequate at fully covering Social Media phenomena, which are intended to capture global communities. In the area of SA over Social Media, this article presents an unsupervised and language independent method for inducing large-scale polarity lexicons from a specific but representative medium, that is, Twitter. The model is based on a novel use of Distributional Lexical Semantics methodologies as these are applied to Twitter. Given a set of heuristically annotated messages, the proposed methodology transfers the known sentiment information of subjective sentences to individual words. The resulting lexical resource is a large-scale polarity lexicon whose effectiveness is measured with respect to different SA tasks in English, Italian, and Arabic. Comparison of our method with different Distributional Lexical Semantics paradigms confirms the beneficial impact of our method in the design of very accurate SA systems in several natural languages.
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Eskildsen, Søren Wind, and Johannes Wagner. "Sprogbrugsbaseret læring i en tosproget hverdag. En forskningsoversigt over sprogbrugsbaseret andetsprogstilegnelse og sprogpædagogiske implikationer." NyS, Nydanske Sprogstudier 48, no. 48 (June 30, 2015): 71. http://dx.doi.org/10.7146/nys.v48i48.21136.
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This paper makes the case for a usage-driven approach to second language (L2) learning and an ensuing call for an experiential take on L2 teaching. Earlier research of language learners’ interactional practices in their everyday world has shown that especially self-initiated repair is a versatile resource for picking up linguistic items in the L2. The paper illustrates this finding and discusses recent research on other aspects of experiential language learning, aka language learning in the wild. Bringing in models of usage-based linguistics and conversation analysis the paper discusses current research on L2 acquisition through practice and use and sketches a theoretical background for the reported findings from language learning in the wild. In the final section, the paper discusses the pedagogical consequences of this approach and argues that language acquisition in a usage-based frame needs to be seen as a social endeavor where language learners’ interactional competence, range of activities, and their social networks expand together.
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Dr. Imdad Ullah Khan, Dr. Ghani Rahman, and Dr. Abdul Hamid. "Poststructuralist Perspectives on Language and Identity: Implications for English Language Teaching Research in Pakistan." sjesr 4, no. 1 (March 6, 2021): 257–67. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(257-267).
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Before the 1990s, Second Language Acquisition (SLA) research conceptualized language as a system or structure that the language learner acquired and developed, mediated by the learner's motivation and his/her strategies learning a language. With “the social turn” in social sciences, the language came to be viewed from a social constructionist perspective as a socially situated practice influenced by various social, cultural, class, gender, and ethnic factors. This shift towards the social aspects of language learning marks the change from a psycholinguistic and structuralist theory of language to a poststructuralist one. This paper reviews the development of poststructuralist research foci in language and identity studies in applied linguistics. The paper argues that broadening SLA research purview is useful, for example, in illuminating how social class mediates access to learning powerful languages like English and how indigenous languages suffer shrinking of use domains due to the hegemony of powerful languages. The paper attempts to tease out the implication of this research body for English language learning research in Pakistan's multilingual context. It concludes with a few suggestions for more socially-oriented language learning research in Pakistan.
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Zaker, Alireza. "THE ACCULTURATION MODEL OF SECOND LANGUAGE ACQUISITION: INSPECTING WEAKNESSES AND STRENGTHS." Indonesian EFL Journal 2, no. 2 (September 12, 2017): 80. http://dx.doi.org/10.25134/ieflj.v2i2.640.
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Previous research has highlighted the significant impact of culture on learning a second language (L2). Accordingly, culture is now believed to be a major learning-affecting factor which, along with linguistic competence, facilitates the process of L2 learning. Some have proposed that being surrounded in the L2 environment gives one a better chance of learning an L2. Based on this premise, Schumann in 1978 proposed the acculturation/pidginization model as an environmental-oriented model that emphasizes identification with a community as the primary requirement of second language acquisition. This study attempts to take a closer look at different aspects of this theory. The taxonomy of factors which control social distance is presented along with the different types of acculturation and the stages/steps of acculturation in an L2 environment. The article concludes with a discussion on the advantages and shortcomings of the model.Keywords: acculturation, culture, pidginization, target language environment
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Klein, Ágnes, and Tünde Tancz. "Interaction Analysis in Nurseries." Acta Educationis Generalis 12, no. 3 (November 1, 2022): 135–46. http://dx.doi.org/10.2478/atd-2022-0028.
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Abstract Introduction: The present research aimed to review the qualitative aspects of communication between children and their caregivers. We focused on the presence of quality indicators, on the strategies we encounter in influencing language acquisition in the interaction between children and early childhood educators. Methods: We examined the diversity, awareness and efficiency with which educators use communication tools and techniques in various preschool education situations for children under 3 years of age. In the empirical survey of day-care interactions a questionnaire was based on the evaluation and observation of questionnaire responses. Results: The emotional and motivational basis of language acquisition is formed by the toddler’s social inclinations and attachment needs, as well as social inclinations, with his environment playing a prominent role in changing these processes. Discussion: These interactions provide a framework for language acquisition, where in the classic case language acquisition is not guided, but takes place through everyday situations, through participation in authentic communication situations. The axiom is that language skills develop in language use. Limitations: The questionnaire was validly completed by 60 people. The data collection concentrated on the region of southern and northern Transdanubia in Hungary. Although not in national terms, this offers the opportunity to evaluate and reflect on the situation at the regional level. Conclusions: The professional communication and competent language development activity of educators’ results from the interplay of scientific-theoretical knowledge, implicit empirical knowledge, competence-oriented procedures
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Martínez-Lirola, María. "La importancia de introducir la competencia intercultural en la educación superior: Propuesta de actividades prácticas." Revista Electrónica Educare 22, no. 1 (September 12, 2017): 1. http://dx.doi.org/10.15359/ree.22-1.3.
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Teaching a foreign language like English involves teaching aspects, not only related to the target language content, but also the introduction of cultural aspects that help to learn the language embedded in a culture. This article is a contribution that shows how to include cultural aspects in the foreign language classroom in higher education. Different cooperative activities favoring the acquisition of intercultural competence were designed, and a cooperative methodology was chosen to make it easier for students to have an active role and acquire social competences. In addition, a survey was prepared to know the opinion of students on different aspects of intercultural competence. The students participating in the study were enrolled in the English Language V mandatory course, in the third year of the degree in English Studies. The results presented are significant, thanks to the importance students attach to this competence, and to how they appreciate working with it in the proposed activities. It is concluded that it is essential to introduce this competence in the twenty-first century, so that students grow as global citizens and teaching is linked to social demands.
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Tassinari, Maria Giovanna. "Complexity in Advising for Language Learning: From Theory to Practice." Special Issue: Papers from the AILA 2021 Symposium 13, no. 2 (June 30, 2022): 182–98. http://dx.doi.org/10.37237/130202.
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Research on advising for language learning has benefited from various theoretical frameworks, such as sociocultural theory, ecological theory and, in recent years, the theory of complex dynamic systems. With its holistic perspective on second language acquisition, the theory of complex dynamic systems helps integrate the manifold aspects involved in language development. It recognizes the interrelation of individual and social aspects, of internal and contextual factors, and places the focus on the various, interconnected/ inseparable dimensions of the language learning process. In this paper I will first illustrate some principles of complex dynamic systems theory and their impact on research on second language acquisition and language learner autonomy. Then, I will focus on advising for language learning, as a means of supporting learners as they become more autonomous and they implement change in their unique learning trajectories. Drawing on research on advising from the perspective of complex dynamic systems, I will show how this metatheory helps expand our understanding of advising beyond its conceptualization as a one-to-one interaction between a learner (advisee) and an advisor, by integrating the reflective dialogue between advisor and advisee into additional processes in which both advisor and advisee are involved. Finally, I will reflect on some implications for my own advising practice.
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Jiwon Lee. "Application of Metapragmatics to Language-Learning Research: A Longitudinal Study of Word Learning in Language Exchange Conversations." English as a Foreign Language International Journal 26, no. 3 (May 4, 2022): 47–75. http://dx.doi.org/10.56498/3312632022.
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Second language acquisition (SLA) studies have not proposed a comprehensive theoretical and epistemological framework to capture both the object-level social interactions in which language learning occurs and meta-level practices of research describing it. Therefore, this study introduces the linguistic anthropological theory of “metapragmatics” into SLA research and demonstrates how it can manage both meta-level and object-level of social practices regarding language learning, with the primary focus on the latter. After considering SLA research in terms of the metapragmatic practice articulated by specific sociocultural perspectives, this study analyzes word learning during four months of language exchange conversations between two native and two non-native Japanese speakers. The results indicate that the state in which “someone has learned something” is indexically created through the metapragmatics of interaction, that is, by fading metapragmatic frames that focus on learning objects and related acts, highlighting the nonlinear, dynamic, indexical, and contextual aspects of language learning. This study concludes that the concept of metapragmatics can open new lines of SLA research to enhance the understanding of the social nature of learning and its research.
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van Kalsbeek, Alice, and Folkert Kuiken. "Academisch taalgebruik in het Nederlandse wetenschappelijk onderwijs: stand van zaken en blik op de toekomst." Internationale Neerlandistiek 52, no. 3 (August 1, 2014): 221–36. http://dx.doi.org/10.5117/in2014.3.kals.
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Abstract This article discusses aspects of academic literacy. It first focuses on academic language in general, highlighting its characteristics and the process of academic language acquisition by university students. A review is given of the problems with academic language proficiency of students at Dutch universities and initiatives to improve this proficiency. In the second part, the relation between language and culture in the academic context is the point of focus. Some of the problems with the social and cultural integration of students into the academic world are identified and suggestions for further research are given.