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Relevant bibliographies by topics / Language development

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Academic literature on the topic 'Language development'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 September 2024

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Journal articles on the topic "Language development"

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Umarovna, Usmonova Mehriniso. "Language Development Is Changing." American Journal of Applied Sciences 02, no. 08 (August 20, 2020): 85–88. http://dx.doi.org/10.37547/tajas/volume02issue08-11.

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Zarnikhi, Abolfazl. "Language development and scientific development." Terminology 11, no. 2 (December 5, 2005): 293–309. http://dx.doi.org/10.1075/term.11.2.05zar.

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The article deals with the role of terminology activities in scientific progress. It seems language development is the first step to achieving development. One way of developing a language is to understand subtleties of developed languages. As physics in Iran is an established course, its terminologies have been studied diachronically, over a period of 150 years, to know whether its language is well developed. To measure language evolution some criteria are suggested: terminologization, increasing of precision, standardization, reducing of loan-words and increasing of scientific concepts in native language. The criteria are applied to the data compiled from three distinct periods of the history of the language of physics in Iran. Today’s terminologies represent an improvement in the language of physics, compared with old word-formations. This means that physics has satisfied the precondition of development.

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Ewing, Guy, Andrew Lock, and Eunice Fisher. "Language Development." Language 61, no. 3 (September 1985): 726. http://dx.doi.org/10.2307/414427.

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Tomblin, J. Bruce. "Language Development." Topics in Language Disorders 11, no. 1 (November 1990): 78–79. http://dx.doi.org/10.1097/00011363-199011000-00012.

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Thornton, Stephanie. "Language development." Child Care 8, no. 3 (March 2011): 22–23. http://dx.doi.org/10.12968/chca.2011.8.3.22.

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Lock, A., and E. Fisher. "Language Development." Child Language Teaching and Therapy 1, no. 1 (January 1985): 121–22. http://dx.doi.org/10.1177/026565908500100119.

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Bates, Elizabeth. "Language development." Current Biology 2, no. 4 (April 1992): 199. http://dx.doi.org/10.1016/0960-9822(92)90532-f.

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Bates, Elizabeth. "Language development." Current Opinion in Neurobiology 2, no. 2 (April 1992): 180–85. http://dx.doi.org/10.1016/0959-4388(92)90009-a.

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Pye, Clifton, and Steven Pinker. "Language Learnability and Language Development." Language 61, no. 4 (December 1985): 903. http://dx.doi.org/10.2307/414499.

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BILLMAN, DORRIT. "Language Learnability and Language Development." Mind & Language 2, no. 3 (September 1987): 252–63. http://dx.doi.org/10.1111/j.1468-0017.1987.tb00120.x.

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Dissertations / Theses on the topic "Language development"

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Mooneyham, John C. "Oral Language Development Workshops." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5923.

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Wallin, Janni. "Storytelling and language development." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36337.

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Since storytelling is a growing form of teaching we wanted to interview teachers to see what their experiences and opinions were on the subject. Our purpose was to investigate how teachers find working with storytelling and how it is related to language development. With help from our supervisor we were able to decide our interview questions that would help us answer our research question. After our interviews we reviewed the answers and analyzed them. We chose to have thematic rubrics in our results section. This enabled us to compare the different answers and analyze them. When we compiled the interviews we noticed that many of the teachers had the same opinion when it came to storytelling and how it can be used in school. In this degree project we found it relevant to analyze one part before going on to the next, therefore our analysis is integrated in our results section. We have done four qualitative interviews with four different teachers of the subject storytelling. The interviews concern their experiences with the subject and how they use it in their classrooms. We have found that teachers have a positive attitude towards storytelling since they experience that their students benefit from this in their language development and overall motivation in school.In my degree project I also have a section with English as a ESL perspective, how storytelling is used and how it can be used to develop students language in an ESL perspective. I chose to do the same as in the other parts, I present the result and then the analyze is integrated in the result part.

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Vaughn, Jennifer Sykes. "Facilitating language and literacy development: A dual language perspective." Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/10647.

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With an increasingly bilingual population, children have more opportunities for dual language education. Literacy activities at home have been correlated with reading and writing success; however, helping a child learn in a language in which the parent is not fluent could create challenges. Parents of students who attend a K-8 dual language school completed a survey asking how they help their child obtain literacy skills in both languages. Over 200 surveys from both English and Spanish speaking households were analyzed to determine what strategies parents utilize. Follow up interviews were conducted by the investigator to ask additional questions about parent activities and learn if parents had special concerns about the dual language school environment. Reading books was widely chosen by parents when asked what activities they used to help facilitate literacy and language learning in both the home language and secondary language. English speaking families tended to rely more on school functions to help facilitate learning and literacy in Spanish. The Spanish speaking families reported a high usage of TV shows and movies as a tool to help their children develop their second language, English. Although some reported feeling concerned about their children learning two languages at once, the benefits that they saw from the experience outweighed any academic concerns.
Thesis (M.A.)--Wichita State University, College of Health Professionals, Dept. of Communication Sciences and Disorders

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Bakhsh, Jameel. "SECOND LANGUAGE LEARNERS UNDERGOING CULTURE SHOCK:PERCEPTIONS OF ENGLISH LANGUAGE TEACHING METHOD." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent160042669071272.

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Nogwina, Mnoneleli. "Development of a stemmer for the isiXhosa language." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2611.

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IsiXhosa language is one of the eleven official languages and the second most widely spoken language in South Africa. However, in terms of computational linguistics, the language did not get attention and natural language related work is almost non-existent. Document retrieval using unstructured queries requires some kind of language processing, and an efficient retrieval of documents can be achieved if we use a technique called stemming. The area that involves document storage and retrieval is called Information Retrieval (IR). Basically, IR systems make use of a Stemmer to index document representations and also terms in users’ queries to retrieve matching documents. In this dissertation, we present the developed Stemmer that can be used in both conditions. The Stemmer is used in IR systems, like Google to retrieve documents written in isiXhosa. In the Eastern Cape Province of South Africa many public schools take isiXhosa as a subject and also a number of Universities in South Africa teach isiXhosa. Therefore, for a language important such as this, it is important to make valuable information that is available online accessible to users through the use of IR systems. In our efforts to develop a Stemmer for the isiXhosa language, an investigation on how others have developed Stemmers for other languages was carried out. From the investigation we came to realize that the Porter stemming algorithm in particular was the main algorithm that many of other Stemmers make use of as a reference. We found that Porter’s algorithm could not be used in its totality in the development of the isiXhosa Stemmer because of the morphological complexity of the language. We developed an affix removal that is embedded with rules that determine which order should be followed in stripping the affixes. The rule is that, the word under consideration is checked against the exceptions, if it’s not in the exceptions list then the stripping continue in the following order; Prefix removal, Suffix removal and finally save the result as stem. The Stemmer was successfully developed and was tested and evaluated in a sample data that was randomly collected from the isiXhosa text books and isiXhosa dictionary. From the results obtained we concluded that the Stemmer can be used in IR systems as it showed 91 percent accuracy. The errors were 9 percent and therefore these results are within the accepted range and therefore the Stemmer can be used to help in retrieval of isiXhosa documents. This is only a noun Stemmer and in the future it can be extended to also stem verbs as well. The Stemmer can also be used in the development of spell-checkers of isiXhosa.

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Herman, Rosalind. "Assessing British sign language development." Thesis, City University London, 2002. http://openaccess.city.ac.uk/8446/.

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Sign bilingualism is one of several approaches to the education of deaf children in the UK Sign bilingualism seeks to introduce British Sign Language (BSL) to deaf children from an early age in order to establish a first language from which English, the majority language, can be acquired. However, there is little concensus on how deaf children's BSL development should be measured and no practical tools available to assist practitioners in this task. BSL assessments are needed to make baseline assessments, facilitate identification of language difficulties, indicate targets for remediation and evaluate the outcome of educational and therapy programmes for deaf children. This study describes the development of an assessment of British Sign Language development. Issues relating to the type of test required and which aspects of BSL to include are raised. Selection of subjects upon whom to base test development and standardisation are discussed. The BSL test of receptive grammar was initially piloted on 40 children from native signing backgrounds. Revisions were made to the test procedure and a number of unsuccessful items were eliminated prior to standardising the test on 135 children aged 3-13 years. Subjects were carefully selected from the wider population of deaf children as being those who were in optimal language learning contexts. Although this may be considered a small sample for standardising a test, it reflects a high proportion of the population of children who are developing BSL under ideal conditions. Following publication of the test, analysis of data from its use with a larger unselected sample of deaf children allowed comparisons to be made with those in the standardisation study. The results provide insights into the conditions under which deaf children may acquire BSL naturally, even when BSL is not the home language. Areas explored by the study include the comparative language acquisition paths, as measured by the test, of deaf and hearing children from deaf families and deaf children from hearing families with diverse experiences of BSL input.

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Bloom, Paul 1963. "Semantic structure and language development." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/13686.

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Tamm, Lessa de Sá Carlos. "Autistic functioning and language development." Thesis, University of East London, 2014. http://roar.uel.ac.uk/4597/.

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This thesis is a retrospective qualitative study based on psychotherapy sessions with children presenting autistic features who use language in atypical ways. The aim was to understand, through the transferential relationship, what psychological context in terms of anxieties and defences prevents the child from using language efficiently. Hypotheses concerning children‘s use of language in the context of their emotional oscillation and evolution during the course of treatment were noted and checked against subsequent developments. They were also triangulated with the outcome of a grounded theory analysis. The grounded theory analysis led to the emergence of higher-level themes that were compared within and across cases and allowed factors surrounding the children‘s use of language to be conceptualized. The grounded theory method was used in parallel with the usual process of evaluation of the dynamics of each session and patient used by psychoanalysts a posteriori and which is part of the researcher‘s background. This procedure was enhanced by the use of Bion‘s Grid, here in a version adapted to the aims of the research. This approach is discussed in detail in the Methodology chapter. The psychoanalytic theoretical background that supported the research was mainly based on the tradition of Object-Relations Theory, particularly the evolution of Kleinian thinking represented by Bion‘s works, and as far as autism is concerned, by Frances Tustin and Donald Meltzer‘s formulations. Concerning the subject of language development, Meltzer‘s explorations on the necessary conditions for its development and the philosopher Wittgenstein‘s investigations on the social function of language were the main influences of this work. The evolution of the children‘s use of language in parallel with their emotional development in the context of their psychotherapies was analyzed and some hypotheses about the oscillations in their emotional and mental functioning were made. The oscillation in the children‘s emotional state, language use and thinking processes was also studied in terms of a general fluctuation between different mental states that was considered to be present in different degrees and quality in mental life and more strongly when there are limitations in communication skills and social interaction. A few excerpts from notes on adolescent and adult cases with autistic features were included in the Discussion Chapters to briefly illustrate this aspect.

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Jay, Jason T. "Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5707.

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Literacy proficiency is critical for success both in and out of school; yet adolescent English language learners (ELLs) are not performing at the level of their English-speaking peers. This qualitative study focused on ways in which one successful high-school teacher facilitated literacy events as a way to provide language and literacy support for these students. The findings describe the actions of the teacher, the affordances made by these actions, and how the students took up those affordances. Teacher actions included creating a safe and comfortable atmosphere, following a routine, and participating in sharing activities. Affordances included opportunities for using vocabulary and language structures, developing and expressing ideas, and reflecting on meaning of texts. Student actions included various forms of engagement in the activities and content such as speaking up during sharing activities, showing interest in what other students had to say, and not wanting the activities to end. This study helps to inform educators of the potential of literacy events to support both language and literacy development for adolescent ELLs.

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Seyed, Alavi Seyed Mohammad. "Language Development in Personal and Social Systems: Second Language Development from an Autopoietic Systemic Perspective." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37135.

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Over the past two decades, holistic and systemic approaches to second language development have begun to draw the attention of scholars in the field of SLA. These studies are primarily informed by complexity theory, which emerged from the general systems theory. General systems theory, however, has another important theoretical offshoot in social sciences, namely autopoietic systems theory. An investigation of conceptual tools drawn from the latter theory has been absent in the field of second language education. This paper seeks to explore how systemic thinking has improved the field’s understanding of the complexity of the L2 development. It then explores the possibilities for incorporating autopoietic systems theory into complexity thinking to better understand the dynamics of L2 development at personal and social levels. Finally, it will highlight two insights from a systemic analysis of language development in L2 classroom groupings. These insights build on each other to describe L2 development from a systemic perspective. By exploring and bringing together these theoretical perspectives, this paper hopes to shed light on how complexity theory can provide a systemic description of L2 development.

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Books on the topic "Language development"

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Higgins, Louise. Language development. Princeton, N.J: Films for the Humanities & Science, 1995.

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Reich, Peter A. Language development. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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Gerstenberg, Annette, and Anja Voeste, eds. Language Development. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/impact.37.

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Staveley-Taylor, Helen. Language development. Princeton, NJ: Films for the Humanities & Sciences, 2004.

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Peter, Jordens, Lalleman Josine A, and Algemene Vereniging voor Taalwetenschap (Netherlands), eds. Language development. Dordrecht, Holland: Foris Publications, 1988.

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Hoff, Erika. Language development. Pacific Grove, CA: Brooks/Cole Pub., 1997.

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Hoff-Ginsberg, Erika. Language development. 2nd ed. Belmont, CA: Wadsworth/Thomson Learning, 2001.

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Vera, Kempe, ed. Language development. Hoboken, New Jersey: Wiley-Blackwell, 2012.

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Pinker, Steven. Language learnability and language development. Cambridge, Mass: Harvard University Press, 1996.

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Lois, Bloom, ed. Language disorders and language development. New York: Macmillan, 1988.

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Book chapters on the topic "Language development"

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Lenneberg, Eric H. "Developmental Milestones in Motor and Language Development." In Language, 113–16. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13421-2_6.

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Owens, Robert E. "Preschool Language Development: Brown’s Stages of Development." In Language, 148–59. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13421-2_9.

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Tomasello, Michael. "Language Development." In The Wiley-Blackwell Handbook of Childhood Cognitive Development, 239–57. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444325485.ch9.

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Lock, Andy. "Language Development." In Encyclopedia of Critical Psychology, 1052–57. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_167.

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Tamis-LeMonda, Catherine S., Lulu Song, and Katelyn K. Fletcher. "Language Development." In Encyclopedia of Evolutionary Psychological Science, 1–15. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-16999-6_2410-1.

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Klee, Thomas, and Stephanie F. Stokes. "Language Development." In Child Psychology and Psychiatry, 71–76. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119170235.ch8.

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Schlinger, Henry D. "Language Development." In A Behavior Analytic View of Child Development, 151–83. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4757-8976-8_8.

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Rudd, Loretta C., and Heather M. Kelley. "Language Development." In Encyclopedia of Child Behavior and Development, 865. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1609.

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Pruden, Shannon M., and Rosalie Odean. "Language Development." In Advancing Developmental Science, 133–44. New York : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/8791315174686-11.

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DeVries, Beverly A. "Language Development." In Literacy Assessment and Intervention for Classroom Teachers, 67–85. Fifth Edition. | New York : Routledge, 2019. | “Fourth edition published by Routledge 2017”—T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9781351108157-4.

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Conference papers on the topic "Language development"

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Knabe, Melina L., Margarita Kaushanskaya, and Haley A. Vlach. "Dual-Language Storybooks as a Word Learning Tool for Single-Language Learners." In 2024 IEEE International Conference on Development and Learning (ICDL), 1–6. IEEE, 2024. http://dx.doi.org/10.1109/icdl61372.2024.10644443.

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"Natural-language Scenario Descriptions for Testing Core Language Models of Domain-Specific Languages." In International Conference on Model-Driven Engineering and Software Development. SCITEPRESS - Science and and Technology Publications, 2014. http://dx.doi.org/10.5220/0004713703560367.

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Kunovski, Marina, and Lorenzo Rocca. "LANGUAGE TESTING OUTSIDE THE LANGUAGE ENVIRONMENT." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1416.

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Tikhonova, Elena, Vera Karnyushina, and Lilia Raitskaya. "LANGUAGE CREATIVITY DEVELOPMENT AMONG BACHELORS OF FOREIGN LANGUAGES FACULTY." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2185.

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Hejshkho, F. I., H. Z. Bagirokov, Z. B. Bguasheva, and Z. K. Kahuzheva. "Phraseological picture of the world of the Russian and Adyghe languages: comparative typological description." In Global science. Development and novelty. L-Journal, 2020. http://dx.doi.org/10.18411/gsdn-25-12-2020-10.

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The article is devoted to a comparative description of the phraseological picture of the world of two different languages-Russian and Adyghe. The empirical analysis has allowed to establish four basic ways in which the matching of phraseological units of Russian and Adyghe languages: full matching (equivalent), incomplete compliance (analogues), lack of correspondences in the Russian language, the lack of correspondences in the Circassian language. The analysis confirmed that in the phraseological picture of the world of the compared languages, equivalent phraseological units are found to a greater extent.

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Togtoomurat, Zhangul, and Zhanar Eskazinova. "PEDAGOGICAL TECHNOLOGIES OF TEACHING FOREIGN LANGUAGE." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(33).

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In this article, we will talk about methods and technologies of teaching foreign languages. Based on life experience, the disadvantages, and one – sided nature of some methods lead to the fact that they do not give a positive result in mastering foreign languages, although the students are fluent in grammar, as a result, they are unable to speak and think in the language they are learning. In order to eliminate these gaps, it is proposed to use effective methods of teaching students to the extent that they can use foreign languages in their lives, to practice non-thinking speech skills, and to achieve a level of thinking in the language they are learning.

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Bünder, Hendrik. "Decoupling Language and Editor - The Impact of the Language Server Protocol on Textual Domain-Specific Languages." In 7th International Conference on Model-Driven Engineering and Software Development. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0007556301290140.

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Bünder, Hendrik. "Decoupling Language and Editor - The Impact of the Language Server Protocol on Textual Domain-Specific Languages." In 7th International Conference on Model-Driven Engineering and Software Development. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0007556301310142.

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Schneiderova, Barbora. "DEVELOPMENT OF MINING LANGUAGE." In 16th International Multidisciplinary Scientific GeoConference SGEM2016. Stef92 Technology, 2016. http://dx.doi.org/10.5593/sgem2016/b12/s03.041.

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Idrisov, Renat. "Sisal: Parallel Language Development." In Spring/Summer Young Researchers' Colloquium on Software Engineering. Institute for System Programming of the Russian Academy of Sciences, 2012. http://dx.doi.org/10.15514/syrcose-2012-6-4.

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Reports on the topic "Language development"

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Pandian, Preethi. Application Development Language v1.2. Ames (Iowa): Iowa State University, January 2019. http://dx.doi.org/10.31274/cc-20240624-227.

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Boddy, Mark, M. Michalowski, A. SchwerdFeger, H. Shackleton, and S. Vestal. Formal United System Engineering Development (FUSED) Language. Fort Belvoir, VA: Defense Technical Information Center, August 2011. http://dx.doi.org/10.21236/ada554254.

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Hare-Blye, Cynthia. Gender Differences in Slow Expressive Language Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6730.

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Jones, Beth. Temperament Differences in Children with a History of Slow Expressive Language Development and Their Peers with Normal Language Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7154.

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Rasmussen, Craig E. Domain Specific Language Support for Exascale Application Development. Office of Scientific and Technical Information (OSTI), March 2018. http://dx.doi.org/10.2172/1432436.

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Knauf, Marilyn. Speech Improvement as an Aid to Language Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2437.

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Lynn, Timothy. Otitis media and language development in late talkers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5984.

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Kellogg, Loretta. Temperament and Language Development in First Grade Children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7156.

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Cobb-Clark, Deborah A., Colm Harmon, and Anita Staneva. The bilingual gap in children’s language and emotional development. The University of Queensland, September 2018. http://dx.doi.org/10.14264/uql.2018.597.

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Varshavskaya, Paulina. Behavior-Based Early Language Development on a Humanoid Robot. Fort Belvoir, VA: Defense Technical Information Center, January 2002. http://dx.doi.org/10.21236/ada434707.

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