Journal articles on the topic 'Language development trajectory'
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1
Liddicoat, Anthony J., Timothy Jowan Curnow, and Angela Scarino. "The trajectory of a language policy." Australian Review of Applied Linguistics 39, no. 1 (November 22, 2016): 31–46. http://dx.doi.org/10.1075/aral.39.1.02lid.
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This paper examines the development of the First Language Maintenance and Development (FLMD) program in South Australia. This program is the main language policy activity that specifically focuses on language maintenance in government primary schools and has existed since 1986. During this time, the program has evolved largely as the result of ad hoc changes, often resulting from decisions made outside the immediate scope of language maintenance provisions. The program was initially introduced as a general reform of language education in primary schools but eventually became a program focused specifically on language maintenance. The paper traces the ways that ad hoc changes have shaped the program, and how these have shaped the program over time. As a result of these changes over time, first language maintenance has moved from being an integrated focus within core language policy to being a peripheral language policy activity. As a result, although the FLMD represents an aspect of South Australia’s language policy, it does not have either a clear position within that policy nor does it have a clearly developed focus of its own.
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Alavi, S. Saber, and Mansour Amini. "Language Trajectory through Corrective Feedback." International Journal of Multicultural and Multireligious Understanding 3, no. 4 (November 12, 2016): 7. http://dx.doi.org/10.18415/ijmmu.v3i4.53.
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This quasi-experimental study was designed to investigate the effects of corrective feedback on SLA/EFL to determine the potential benefits of two different corrective feedback techniques, namely recasts and elicitation. The research hypotheses were: 1) Learners who are exposed to interactive focused task that requires CR will benefit more than those who are exposed to communicative activities only; 2) Elicitation will be more effective than recasts in leading to L2 development; Three intensive EFL classes in a language center in Songkhla province, Thailand were selected to participate in the study. Based on the study design, two class were assigned to the treatment conditions elicitation group and recasts group and the third was used as a control group. The treatment took place over a period of 9 meetings focusing on teaching third person singular –s morpheme and the provision of CF where it was necessary. The participants' knowledge of the intended syntantic point was tested before treatment and post tested after receiving the treatment. A multiple choice and focused-cloze reading grammar test was used in the pre-test and the post-test to evaluate the effects of the treatments on the learners' acquisition of third person singular morpheme. This classroom-based study showed that the two treatment groups benefited from CF strategies, but according to the study, elicitation group outperformed the recast one.
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de Bot, Kees. "Time scales in second language development." Dutch Journal of Applied Linguistics 1, no. 1 (August 31, 2012): 143–49. http://dx.doi.org/10.1075/dujal.1.1.10deb.
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Development, and thus language development takes place at many interacting timescales, ranging from the milliseconds of lexical retrieval to pragmatic development at the scale of the life span. Different factors play a role in development at different time scales and even the same factor may play out differently at different time scales. Motivation in language learning may impact on long term intentions like a successful career, but also on short term motives like passing an examination. Such motivational drives interact, leading to a complex non-linear trajectory over time. There is hardly any research that looks at the same developmental process at different time scales and much of the research on second language development needs to be reconsidered on the basis of these insights.
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Blaj-Ward, Lia. "From language learner to language user in English-medium higher education: Language development brokers outside the language classroom." Journal of Research in International Education 16, no. 1 (February 1, 2017): 55–64. http://dx.doi.org/10.1177/1475240917694109.
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This article explores, from within the social constructivist paradigm and drawing on data from twenty-one semi-structured interviews with international postgraduate university students approaching the end of a one-year full-time taught Masters degree in the UK, the range of language development brokers that have had an impact on these students’ trajectory from language learner to language user. Students from a range of first language backgrounds contributed insights about key people, outside formal language teaching contexts, who supported and resourced their language development. While existing research has tended to focus on formal language instruction settings, this article puts forward insights to inform the fine tuning of language development provision in English-medium instruction (EMI) contexts outside traditional language classrooms, and to contribute to EMI students’ academic and professional success.
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Kazanceva, Elena, Anzhela Kazanceva, and Yuliya Dyundik. "Individual trajectory of methodical self-development of the teacher." Applied psychology and pedagogy 5, no. 4 (October 9, 2020): 181–93. http://dx.doi.org/10.12737/2500-0543-2020-181-193.
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The relevance of the problem of building an individual trajectory of methodical self-development of a teacher is due to the change of reference points in the training and certification of teachers. The article presents an analysis of the category "methodological training" of a foreign language teacher from the point of view of both the process and the result. As a result of the analysis of psychological and pedagogical, methodological literature and comparison of essential characteristics of the desired category, the authors revealed that the teacher's methodological competence is a complex multi-faceted set of psychological, pedagogical and linguistic components. The content of the components of methodological training includes knowledge of modern approaches and technologies of training, knowledge about the essence and main characteristics of the learning process, the availability of skills and abilities of effective organization of the learning process, as well as personal and professional qualities of the teacher AND staff.
On the basis of comparative analysis of requirements of the FSES IN teacher education and Professional standards articulate a set of knowledge, skills, and labor actions, constitute the essence of the methodical training of teachers of a foreign language and to determine the specific tasks of professional self-development and improvement of the teacher. The identified knowledge, skills and labor actions will allow you to design an individual program in accordance with the predicted difficulties and complications in your professional activity.
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Lawson, Robert. "Language and Masculinities: History, Development, and Future." Annual Review of Linguistics 6, no. 1 (January 14, 2020): 409–34. http://dx.doi.org/10.1146/annurev-linguistics-011718-011650.
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In the past two decades, the field of language and masculinities studies has become an established part of language, gender, and sexuality research, growing in response to concerns about the limited criticality directed toward men and masculinities in sociolinguistics. In doing so, the field has added to the conceptual and theoretical tool kit of sociolinguistics, furthering both our understanding of the linguistic strategies used by men in a variety of contexts and the myriad links connecting language and the social performance of gender. This review surveys the historical trajectory of scholarship broadly concerned with men, masculinities, and language and charts its development from more critical work on men and masculinities within sociology to its emergence as an independent field of inquiry. I outline some of the key contributions this body of work has made to sociolinguistic theory, methodology, and knowledge and suggest some future research directions through which the field may engage with contemporary social issues.
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Kuchigina, S. K. "THE LANGUAGE OF SOCIAL NETWORKS: DEVELOPMENT TRENDS." Bulletin of Udmurt University. Series History and Philology 31, no. 5 (October 28, 2021): 1112–16. http://dx.doi.org/10.35634/2412-9534-2021-31-5-1112-1116.
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In our time, the written language is undergoing significant changes, which is associated with the emergence of new technology, equipped with special tools for remote communication. With the help of gadgets, you can send a message at any time without making any efforts, however, this communication format is increasingly reflected in the structure of the statements themselves: they are becoming shorter and more capacious in content, while regulatory requirements, as a rule, are not observed. With the emergence of the sphere of Internet communications we began to observe the transformation of the main types of communication: the boundaries between written and oral forms are increasingly blurred, which is especially clearly seen in the analysis of messages in blogs, chat rooms, on forums when discussing any legislative or regulatory acts. Internet communication is becoming a new form of perception of the general picture of the world, the language game predetermines the trajectory of changing the consciousness of Internet users. In order to identify problem areas in this area, a sociological study was carried out, the results of which are presented in the table.
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Doesburg, Sam M., Keriann Tingling, Matt J. MacDonald, and Elizabeth W. Pang. "Development of Network Synchronization Predicts Language Abilities." Journal of Cognitive Neuroscience 28, no. 1 (January 2016): 55–68. http://dx.doi.org/10.1162/jocn_a_00879.
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Synchronization of oscillations among brain areas is understood to mediate network communication supporting cognition, perception, and language. How task-dependent synchronization during word production develops throughout childhood and adolescence, as well as how such network coherence is related to the development of language abilities, remains poorly understood. To address this, we recorded magnetoencephalography while 73 participants aged 4–18 years performed a verb generation task. Atlas-guided source reconstruction was performed, and phase synchronization among regions was calculated. Task-dependent increases in synchronization were observed in the theta, alpha, and beta frequency ranges, and network synchronization differences were observed between age groups. Task-dependent synchronization was strongest in the theta band, as were differences between age groups. Network topologies were calculated for brain regions associated with verb generation and were significantly associated with both age and language abilities. These findings establish the maturational trajectory of network synchronization underlying expressive language abilities throughout childhood and adolescence and provide the first evidence for an association between large-scale neurophysiological network synchronization and individual differences in the development of language abilities.
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Šefčík, Ondřej. "The development of Indo-European obstruent clusters of types plosive + t/s into Slavic." Zeitschrift für Slawistik 65, no. 2 (May 26, 2020): 222–48. http://dx.doi.org/10.1515/slaw-2020-0012.
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SummaryThis paper aims to demonstrate that the development of Pre-Slavic clusters plosive + t/s in later Common Slavic followed the trajectory of spirantization and subsequent lenition and not the trajectory of gemination, contrary to the prevailing view.
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Minaeva, L. V. "Model of Research-Oriented Foreign Language Teaching as a Basis for Activating the Process of Training of an International Relations Student." Prepodavatel XXI vek, no. 2, 2020 (2020): 109–16. http://dx.doi.org/10.31862/2073-9613-2020-2-109-116.
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The article highlights the use of research oriented teaching methodology in the process of teaching foreign languages to students of international relations. An attempt is made to emphasize the potential of learning foreign languages for developing students’ research and development skills. At the same time, the author claims that the model of science-based teaching is a factor affecting the motivational trajectory of international relations students studying a foreign language.
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Tønnessen, Morten. "Anticipating the societal transformation required to solve the environmental crisis in the 21st century." Sign Systems Studies 49, no. 1-2 (June 4, 2021): 12–62. http://dx.doi.org/10.12697/sss.2021.49.1-2.02.
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This article introduces an ecosemiotic approach to the two great challenges facing humanity in the 21st century: solving an escalating environmental crisis, while also safeguarding and further improving human living conditions. An ecosemiotic framework for the study of societal transformations is presented and political and other normative aspects of what I call transformative semiotics are discussed. This envelops socio-cultural and socio-ecological developments framed in terms of umwelt theory and Deep Ecology. In the long run, developments in human ecology as reflected in our changing relations to non-humans are expressed in the umwelt trajectory of humankind. The question of how the environmental crisis can best be solved is therefore tantamount to the question about what direction the human umwelt trajectory should take in this century. I outline different plausible umwelt scenarios for human ecology in the 21st century, focused on business-as-usual, ecomodernist and Deep Ecology scenarios. In a concluding discussion on technology and sustainability, the scenario development eventually includes a distinction between flexible and inflexible development paths.
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Kirsch, William, and Simone Sarmento. "Stories of professional development in Brazilian Languages Without Borders Program." BELT - Brazilian English Language Teaching Journal 9, no. 1 (September 19, 2018): 115. http://dx.doi.org/10.15448/2178-3640.2018.1.30835.
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This research has investigated the stories of professional development of five student teachers who participate in a community of teachers of English as an Additional Language in a large research university in the south of Brazil. This community has emerged from the Languages without Borders Program (LwB) and has as its end goal teaching English to the university’s community – faculty, staff and, especially, students. The data was obtained through semistructured interviews with focal participants, who were asked to tell us their story of learning in the community. From the data, it is possible to interpret that participants have developed professionally in their trajectory in the Program through the engagement in a number of practices integral to the community.
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Poplack, Shana, and Nathalie Dion. "Myths and facts about loanword development." Language Variation and Change 24, no. 3 (October 2012): 279–315. http://dx.doi.org/10.1017/s095439451200018x.
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AbstractThis study traces the diachronic trajectory and synchronic behavior of English-origin items in Quebec French over a real-time period of 61 years. We test three standard assumptions about such foreign incorporations: (1) they increase in frequency; (2) they originate as code-switches and are gradually integrated into recipient-language grammar; and (3) the processes underlying code-switching and borrowing are the same. Results do not support the assumptions. Few other-language items persist, let alone increase. Linguistic integration is abrupt, not gradual. Speakers consistently distinguish lone other-language items from multiword fragments on each of five linguistic diagnostics tested. They borrow the former, and code-switch the latter. Code-switches are not converted into borrowings; instead the decision to code-switch or borrow is made at the moment the other-language item is accessed. We explore the implications of these findings for understanding the processes by which other-language incorporations achieve the status of native items and their consequences for theories of code-switching and borrowing.
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Borges, Larissa. "A Complex Dynamic Model of Autonomy Development." Special Issue: Papers from the AILA 2021 Symposium 13, no. 2 (June 30, 2022): 200–223. http://dx.doi.org/10.37237/130203.
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Over the last years, language learning has been described as a complex dynamic system, encompassing different interacting subsystems, such as autonomy. In this article, I argue that autonomy development is a complex, dynamic and fluctuating process in which a point of arrival cannot be defined, as autonomy is experienced in a nonlinear and continuous way throughout life, with moments of advances, stability and setbacks, involving the interaction between a large number of processes, elements, agents, among other subsystems. In this paper, I present the Complex Dynamic Model of Autonomy Development (CDMA). This model explains the dynamics of autonomy in learners’ language learning trajectory in light of the complexity paradigm. The model has been used in research and activities with a focus on language learning and language teacher education. It has been discussed with language majoring students, pre-service and in-service language teachers as a tool for reflection, self-awareness and self-regulation, as it enables a comprehensive view of the dynamism and complexity involved in the process of developing both learner autonomy and teacher autonomy.
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Petscher, Yaacov, Laura M. Justice, and Tiffany Hogan. "Modeling the Early Language Trajectory of Language Development When the Measures Change and Its Relation to Poor Reading Comprehension." Child Development 89, no. 6 (July 5, 2017): 2136–56. http://dx.doi.org/10.1111/cdev.12880.
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Karagianni, Eleni, and Athanasios Drigas. "Language Development and Mobile Apps for Down Syndrome Children." Technium Social Sciences Journal 34 (August 8, 2022): 193–213. http://dx.doi.org/10.47577/tssj.v34i1.6997.
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Down syndrome is considered to be one of the most prevalent genetic causes of intellectual disability, derived from chromosomal disorder, which accounts for dysfunctions in many organs and has a characteristic phenotype, which consists of physical and behavioral features. Many studies have shown that language is one of the most impaired areas of function in Down syndrome and perhaps, the highest barrier for their substantial inclusion into formal education and community. The aim of this paper is to investigate the specific features of this linguistic phenotype, presenting the strengths and weaknesses of their language, as well as the factors that contribute to their formation, compared to normally developing children. In addition, it scopes to highlight the role of educational mobile apps, as innovative and interactive tools for the developmental learning of Down syndrome children. The results of the research indicate that their language goes through the same, with typical development sequences, but progressively erases a slowing trajectory and results in lower performance. However, the use of mobile apps can significantly improve their cognitive functioning, in order to acquire academic and social skills that will ensure them an independent and quality life.
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Bogliotti, Caroline, Hatice Aksen, and Frédéric Isel. "Language experience in LSF development: Behavioral evidence from a sentence repetition task." PLOS ONE 15, no. 11 (November 17, 2020): e0236729. http://dx.doi.org/10.1371/journal.pone.0236729.
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In psycholinguistics and clinical linguistics, the Sentence Repetition Task (SRT) is known to be a valuable tool to screen general language abilities in both spoken and signed languages. This task enables users to reliably and quickly assess linguistic abilities at different levels of linguistic analysis such as phonology, morphology, lexicon, and syntax. To evaluate sign language proficiency in deaf children using French Sign Language (LSF), we designed a new SRT comprising 20 LSF sentences. The task was administered to a cohort of 62 children– 34 native signers (6;09–12 years) and 28 non-native signers (6;08–12;08 years)–in order to study their general linguistic development as a function of age of sign language acquisition (AOA) and chronological age (CA). Previously, a group of 10 adult native signers was also evaluated with this task. As expected, our results showed a significant effect of AOA, indicating that the native signers repeated more signs and were more accurate than non-native signers. A similar pattern of results was found for CA. Furthermore, native signers made fewer phonological errors (i.e., handshape, movement, and location) than non-native signers. Finally, as shown in previous sign language studies, handshape and movement proved to be the most difficult parameters to master regardless of AOA and CA. Taken together, our findings support the assumption that AOA is a crucial factor in the development of phonological skills regardless of language modality (spoken vs. signed). This study thus constitutes a first step toward a theoretical description of the developmental trajectory in LSF, a hitherto understudied language.
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Yoshinaga-Itano, Christine, Rosalinda L. Baca, and Allison L. Sedey. "Describing the Trajectory of Language Development in the Presence of Severe-to-Profound Hearing Loss." Otology & Neurotology 31, no. 8 (October 2010): 1268–74. http://dx.doi.org/10.1097/mao.0b013e3181f1ce07.
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Gathercole, Virginia C. Mueller. "Interface or face to face? The profiles and contours of bilinguals and specific language impairment." Applied Psycholinguistics 31, no. 2 (March 11, 2010): 282–93. http://dx.doi.org/10.1017/s0142716409990439.
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What makes a child's language development trajectory have the patterns that it has, and what causes differences across children in those patterns? These fundamental questions have for over half a century been at the heart of research on language development in monolingual children, on the cross-linguistic development of language in children from distinct language communities, on bilingual language development, and on development in cases of language disorders in children. Paradis has taken the important step of carefully comparing the trajectories of two populations of children—children with specific language impairment (SLI) and children growing up bilingually—who both differ in interesting ways from normally developing monolingual children. Her Keynote Article highlights striking similarities and potential differences between these two groups. This Commentary focuses on three issues: what influences developmental profiles in language development, bilinguals' development of vocabulary and syntax, and assessment issues related to treating monolinguals as the “standard.”
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BLESES, DORTHE, WERNER VACH, MALENE SLOTT, SONJA WEHBERG, PIA THOMSEN, THOMAS O. MADSEN, and HANS BASBØLL. "Early vocabulary development in Danish and other languages: A CDI-based comparison." Journal of Child Language 35, no. 3 (June 27, 2008): 619–50. http://dx.doi.org/10.1017/s0305000908008714.
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ABSTRACTThe main objective of this paper is to describe the trajectory of Danish children's early lexical development relative to other languages, by comparing a Danish study based on the Danish adaptation of The MacArthur-Bates Communicative Development Inventories (CDI) to 17 comparable CDI-studies. The second objective is to address the feasibility of cross-linguistic CDI-comparisons. The main finding is that the developmental trend of Danish children's early lexical development is similar to trends observed in other languages, yet the vocabulary comprehension score in the Danish children is the lowest across studies from age 1 ; 0 onwards. We hypothesize that the delay is related to the nature of Danish sound structure, which presents Danish children with a harder task of segmentation. We conclude that CDI-studies are an important resource for cross-language studies, but reporting of studies needs to be standardized and the availability of published data improved in order to make comparisons more straightforward.
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Kaiser, Ann P., Jason C. Chow, and Jennifer E. Cunningham. "A Case for Early Language and Behavior Screening: Implications for Policy and Child Development." Policy Insights from the Behavioral and Brain Sciences 9, no. 1 (February 23, 2022): 120–28. http://dx.doi.org/10.1177/23727322211068886.
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Early language skills and prosocial behavior contribute to positive outcomes across the lifespan. Screening has improved the identification and early intervention (EI) for children with hearing loss, autism spectrum disorders, and genetically based disabilities. However, many children with significant functional impairments in language and behavior are not identified before school entry. These children have missed a critical window for EI that might have prevented or mitigated persistent developmental language impairment and challenging behaviors. The critical need for early identification of children with delays in both language and social-emotional development by proposing a preventive, universal screening approach. This approach to early screening aims to reduce the number of children on a trajectory of academic failure and social difficulties as a result of these early developmental delays.
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Li, Qiang, Qun Li Xia, Ying Ying Cui, and Qiu Qiu Wen. "The Research of Trajectory Software Design Based on Cruise Missile." Advanced Materials Research 228-229 (April 2011): 265–69. http://dx.doi.org/10.4028/www.scientific.net/amr.228-229.265.
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The paper connects trajectory model with the man-machine interface of MFC, which can make the flight parameters and trajectory-drawing together in real-time, being the favorable interaction platform of trajectory design. Through the integrated platform users can obtain a series of flight parameters, such as flight time, velocity, location, impact angle and so on. So we can obtain the changing rule of parameters directly, which can be the basic elements for feasibility and optimization of the whole trajectory design. The platform has modular programming language, and every module has independent function, which can be called by other software independently. With standard structure definition, input/output interfaces meet the function of communication. And the platform has some interface for the secondary development.
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Hui, Bronson. "PROCESSING VARIABILITY IN INTENTIONAL AND INCIDENTAL WORD LEARNING." Studies in Second Language Acquisition 42, no. 2 (November 22, 2019): 327–57. http://dx.doi.org/10.1017/s0272263119000603.
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AbstractI investigated the trajectory of processing variability, as measured by coefficient of variation (CV), using an intentional word learning experiment and reanalyzing published eye-tracking data of an incidental word learning study (Elgort et al., 2018). In the word learning experiment, native English speakers (N = 35) studied Swahili-English word pairs (k = 16) before performing 10 blocks of animacy judgment tasks. Results replicated the initial CV increase reported in Solovyeva and DeKeyser (2018) and, importantly, captured a roughly inverted U-shaped development in CV. In the reanalysis of eye-tracking data, I computed CVs based on reading times on the target and control words. Results did not reveal a similar inverted U-shaped development over time but suggested more stable processing of the high-frequency control words. Taken together, these results uncovered a fuller trajectory in CV development, differences in processing demands for different aspects of word knowledge, and the potential use of CV with eye-tracking research.
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Myhill, Debra. "Developmental trajectories in mastery of paragraphing." Written Language and Literacy 12, no. 1 (August 18, 2009): 26–51. http://dx.doi.org/10.1075/wll.12.1.02myh.
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Learning to write paragraphs and thus learning how to sub-divide a text for topical and organisational coherence is an accepted part of acquiring writing maturity, and most teachers of writing will include explicit teaching of paragraphing techniques within their writing instruction classes. However, there is relatively little pedagogical or empirical attention devoted to understanding the nature of development in paragraphing — how writers increase in sophistication in managing paragraphs, and the pathways of development from not using paragraphs to secure mastery. The study reported here, therefore, set out to answer the research question — what developmental trajectories are evident in mastering paragraphing in secondary-aged writers? The article draws on a detailed linguistic analysis of a corpus of writing samples from 359 students stratified by age (13 or 15) and gender and posits a model of development in which the trajectory is from graphical organisation through to topical organisation and finally to textual organisation. However, the trajectory is not simply linear as the demands of longer, more complex texts create new challenges in paragraph organisation for able writers.
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Gabler, Laura, and Stefan Ufer. "Gaining flexibility in dealing with arithmetic situations: a qualitative analysis of second graders’ development during an intervention." ZDM – Mathematics Education 53, no. 2 (April 4, 2021): 375–92. http://dx.doi.org/10.1007/s11858-021-01257-y.
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AbstractThe influence of language and situation structure on the difficulty of word problems has been investigated intensively in the field of mathematics education. However, instructional approaches to overcoming students’ difficulties are still not widely available. This paper describes an intervention to develop second graders’ skills in handling additive word problems flexibly. During ten small-group sessions of 40 min, two strategies to restructure the situation described in a word problem were introduced: (1) changing the direction of mathematical relations and (2) changing semantic structures. The introduction of these strategies was supported using macro-scaffolding. The development of students’ flexibility in dealing with arithmetic situations during the intervention was analyzed in a longitudinal case study focusing on four students, who were preselected from a larger sample based on their language skills. We examined audio data and student work by applying qualitative content analysis. Students’ development in handling word problems flexibly was compared with the intended learning trajectory in the intervention. The results provide insights into potential key processes when gaining flexibility, and yield information on the necessary adaptations of the learning trajectory.
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Hsu, Ching-fen, and Annette Karmiloff-Smith. "LANGUAGE AND WILLIAMS SYNDROME." Annual Review of Applied Linguistics 28 (March 2008): 191–204. http://dx.doi.org/10.1017/s0267190508080070.
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Most aspects of human life—from gene expression, to brain structure/function, to underlying linguistic and cognitive processes, through to overt language production and comprehension behaviors—are the result of dynamic developmental processes, in which timing plays a crucial role. So, the study of language acquisition in developmental disorders such as Williams syndrome (WS) needs to change from the still widely held view that developmental disorders can be accounted for in terms of spared versus impaired modules to one that takes serious account of the fact that the infant cortex passes from an initial state of high regional interconnectivity to a subsequent state of progressively increasing specialization and localization of functional brain networks. With such early interconnectivity in mind, developmental neuroscientists must explore the possibility that a small perturbation in low-level processes in one part of the brain very early in development can result in serious deficits in higher-level processes in another part of the brain later in development. Therefore, in profiling developmental disorders of language such as in WS, it is vital to start in early infancy, from which to trace the full trajectory of the interactions of language and other cognitive processes across infancy, toddlerhood, and childhood, through to adolescence and adulthood.
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BYERS-HEINLEIN, KRISTA, CHRISTOPHER T. FENNELL, and JANET F. WERKER. "The development of associative word learning in monolingual and bilingual infants." Bilingualism: Language and Cognition 16, no. 1 (September 27, 2012): 198–205. http://dx.doi.org/10.1017/s1366728912000417.
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Children growing up bilingual face a unique linguistic environment. The current study investigated whether early bilingual experience influences the developmental trajectory of associative word learning, a foundational mechanism for lexical acquisition. Monolingual and bilingual infants (N = 98) were tested on their ability to learn dissimilar-sounding words (lif and neem) in the Switch task. Twelve-month-olds from both language backgrounds failed to detect a violation of a previously taught word–object pairing. However, both monolinguals and bilinguals succeeded at 14 months, and their performance did not differ. The results indicate that early bilingual experience does not interfere with the development of the fundamental ability to form word–object associations, suggesting that this mechanism is robust across different early language environments.
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Henner, Jon, Rama Novogrodsky, Catherine Caldwell-Harris, and Robert Hoffmeister. "The Development of American Sign Language–Based Analogical Reasoning in Signing Deaf Children." Journal of Speech, Language, and Hearing Research 62, no. 1 (January 30, 2019): 93–105. http://dx.doi.org/10.1044/2018_jslhr-l-18-0062.
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Purpose This article examines whether syntactic and vocabulary abilities in American Sign Language (ASL) facilitate 6 categories of language-based analogical reasoning. Method Data for this study were collected from 267 deaf participants, aged 7;6 (years;months) to 18;5. The data were collected from an ongoing study initially funded by the U.S. Institute of Education Sciences in 2010. The participants were given assessments of ASL vocabulary and syntax knowledge and a task of language-based analogies presented in ASL. The data were analyzed using mixed-effects linear modeling to first see how language-based analogical reasoning developed in deaf children and then to see how ASL knowledge influenced this developmental trajectory. Results Signing deaf children were shown to demonstrate language-based reasoning abilities in ASL consistent with both chronological age and home language environment. Notably, when ASL vocabulary and syntax abilities were statistically taken into account, these were more important in fostering the development of language-based analogical reasoning abilities than were chronological age and home language. We further showed that ASL vocabulary ability and ASL syntactic knowledge made different contributions to different analogical reasoning subconstructs. Conclusions ASL is a viable language that supports the development of language-based analogical reasoning abilities in deaf children.
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LIU, LIQUAN, and RENÉ KAGER. "Perception of tones by bilingual infants learning non-tone languages." Bilingualism: Language and Cognition 20, no. 3 (February 23, 2016): 561–75. http://dx.doi.org/10.1017/s1366728916000183.
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This paper examines the ability of bilingual infants who were learning Dutch and another non-tone language to discriminate tonal contrasts. All infants from 5 to 18 months of age succeeded in discriminating a tonal contrast of Mandarin Chinese (Tone 1 versus Tone 4) and showed a U-shaped pattern when facing a less acoustically salient manipulated version (contracted) of the aforementioned contrast. Specifically, infants showed initial sensitivity to the contracted contrast during their early months, followed by a loss of sensitivity at the stage where tonal perceptual reorganization typically occurs, and a sensitivity rebound by the end of the first year after birth. Compared to a previous studying of ours testing monolingual Dutch infants (Liu & Kager, 2014), the discrimination patterns of bilingual infants revealed both similarities and differences. On one hand, as with monolinguals, non-tone-learning bilingual infants’ tonal perception presented plasticity influenced by contrast acoustic salience along the trajectory of perceptual reorganization; as well as a general U-shaped perceptual pattern when discriminating non-native tones. On the other hand, bilingual infants appeared to regain sensitivity to the contracted tonal contrast at an earlier age (11–12 months) in comparison with monolinguals infants (17–18 months). We provide several explanations, stemming from the simultaneous exposure to two languages, to account for the 6-month bilingual perceptual plasticity from linguistic and cognitive perspectives. The overall outcomes of the study offer insights into the infant perceptual reorganization and language development trajectory, expand on the differences between monolingual and bilingual language development, and broaden our understanding of the influence of bilingual exposure to the perception of non-native contrasts in infancy from linguistic and cognitive perspectives.
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Kaczmarek, Wojciech, Bartłomiej Lotys, Szymon Borys, Dariusz Laskowski, and Piotr Lubkowski. "Controlling an Industrial Robot Using a Graphic Tablet in Offline and Online Mode." Sensors 21, no. 7 (April 1, 2021): 2439. http://dx.doi.org/10.3390/s21072439.
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The article presents the possibility of using a graphics tablet to control an industrial robot. The paper presents elements of software development for offline and online control of a robot. The program for the graphic tablet and the operator interface was developed in C# language in Visual Studio environment, while the program controlling the industrial robot was developed in RAPID language in the RobotStudio environment. Thanks to the development of a digital twin of the real robotic workstation, tests were carried out on the correct functioning of the application in offline mode (without using the real robot). The obtained results were verified in online mode (on a real production station). The developed computer programmes have a modular structure, which makes it possible to easily adapt them to one’s needs. The application allows for changing the parameters of the robot and the parameters of the path drawing. Tests were carried out on the influence of the sampling frequency and the tool diameter on the quality of the reconstructed trajectory of the industrial robot. The results confirmed the correctness of the application. Thanks to the new method of robot programming, it is possible to quickly modify the path by the operator, without the knowledge of robot programming languages. Further research will focus on analyzing the influence of screen resolution and layout scale on the accuracy of trajectory generation.
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Ferjan Ramírez, Naja, Sarah Roseberry Lytle, and Patricia K. Kuhl. "Parent coaching increases conversational turns and advances infant language development." Proceedings of the National Academy of Sciences 117, no. 7 (February 3, 2020): 3484–91. http://dx.doi.org/10.1073/pnas.1921653117.
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Parental language input is one of the best predictors of children’s language achievement. Parentese, a near-universal speaking style distinguished by higher pitch, slower tempo, and exaggerated intonation, has been documented in speech directed toward young children in many countries. Previous research shows that the use of parentese and parent–child turn-taking are both associated with advances in children’s language learning. We conducted a randomized controlled trial to determine whether a parent coaching intervention delivered when the infants are 6, 10, and 14 mo of age can enhance parental language input and whether this, in turn, changes the trajectory of child language development between 6 and 18 mo of age. Families of typically developing 6-mo-old infants (n = 71) were randomly assigned to intervention and control groups. Naturalistic first-person audio recordings of the infants’ home language environment and vocalizations were recorded when the infants were 6, 10, 14, and 18 mo of age. After the 6-, 10-, and 14-mo recordings, intervention, but not control parents attended individual coaching appointments to receive linguistic feedback, listen to language input in their own recordings, and discuss age-appropriate activities that promote language growth. Intervention significantly enhanced parental use of parentese and parent–child turn-taking between 6 and 18 mo. Increases in both variables were significantly correlated with children’s language growth during the same period, and children’s language outcomes at 18 mo. Using parentese, a socially and linguistically enhanced speaking style, improves children’s social language turn-taking and language skills. Research-based interventions targeting social aspects of parent–child interactions can enhance language outcomes.
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Zuev, Mikhail B. "ON THE USE OF CONTEMPORARY INFORMATION AND NEW INTERACTION TECHNOLOGIES IN THE COURSE OF TRAINING FOREIGN LANGUAGES." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 3 (2020): 21–30. http://dx.doi.org/10.28995/2073-6398-2020-3-21-30.
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Informatization is a leading factor in the development of the Institute of modern education, hence the attention of specialists to the problem of implementing this trend in foreign language teaching technologies. The purpose of the research is to consider modern information and communication technologies that allow improving the effectiveness of students ‘ linguistic competence in learning a foreign language. Various information platforms of teaching in the conditions of computer technologies development are considered. Language digitization is an actual social and cultural phenomenon that needs to be scaled through educational technologies of the XXI century, which will allow you to translate language content into digital data that speeds up the process of learning a foreign language and personalize it through an individual approach. Thus, the main characteristic of digitalization of the educational space for learning foreign languages is the tendency of conciseness, convenience, simplicity and mobility in the transfer of accumulated knowledge about the intercultural trajectory of the language paradigm to the student. This trend was the result of the third and fourth waves of scientific and technical changes (open Internet resources, access to rapid transfer of intellectual knowledge and technology). Digitalization of the educational environment creates conditions for the development of electronic mobile platforms in remote and online forms and forms an electronic educational environment that creates interaction between the teacher and the student in a completely new format.
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Fedorova, Dina Vladimirovna, Svetlana Alexandrovna Pashneva, Victoria Viktorovna Klimentyeva, Dmitry Dmitrievich Klimentyev, and Anna Valerievna Umerenkova. "Integrating preparation for international exams into foreign language education curriculum at university." SHS Web of Conferences 121 (2021): 03011. http://dx.doi.org/10.1051/shsconf/202112103011.
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In order to increase competitiveness of graduates not only in our country, but abroad as well, the development of the higher education system in Russia requires qualitative changes in the content of language training of students who are to be capable of integration into the global multicultural community, academic mobility, independence and constant professional growth. In this regard, there arises a question whether the quality of students’ knowledge, skills and abilities in the field of foreign language communication may comply with the requirements of international standards. The article reflects the results of theoretical research and practical experience in international exams preparation as part of foreign language instruction provided by the Foreign Languages Faculty of Kursk State University thus substantiating the hypothesis that it is possible to optimize the development of skills and abilities necessary to successfully pass international exams if the subject-related tasks and exercises are designed in their format and offered both for in-class and self-study activities. The purpose hereof is to explore feasibility of implementing effective preparation for international language exams in class without interference with the major curriculum. The scientific novelty of the research lies in the development and testing of a model of the educational trajectory leading to the formation of the competencies that meet international standards of foreign language education in graduates, majoring in languages. Having applied classical research methods analysis of publications and accumulated methodological experience, trial learning and observation – the authors came to the conclusion that the proposed approach is feasible and productive.
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Tse, Shek Kam, Cheong Yam Leung, Pik Fong Tsui, Kit Yee Chan, and Mei Chi Kwok. "A Longitudinal Investigation into the Chinese Language Development of Non-Chinese Speaking Preschoolers in Hong Kong." Journal of Language Teaching and Research 12, no. 1 (January 1, 2021): 183. http://dx.doi.org/10.17507/jltr.1201.20.
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Learning Chinese as a second language is challenging for non-Chinese speaking population in Hong Kong. In order to facilitate the Chinese learning of this group of people, understanding their trajectory of Chinese language development is crucial. The present longitudinal study follows 88 non-Chinese speaking preschoolers in 4 time points, from their K1 to K3, in order to have a grasp of their Chinese language development in three key aspects, namely listening, speaking and reading. Results showed that non-Chinese speaking preschoolers progressed their Chinese language proficiency over time in the three domains, whereas their listening abilities have the best advancement. Though their speaking abilities were the worst at the beginning, they had significant improvement by the end of their K3. The qualitative data provides descriptors of the Chinese language proficiency of non-Chinese speaking preschoolers in different grades. The study’s findings serve as a valuable reference for schools regarding school-based curriculum development, learning and teaching materials, approaches and assessments.
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Durrant, Chloe, Hilary S. Wong, Tim J. Cole, Betty Hutchon, Lynn Collier, Anna Wright, Cara George, Michelle De Haan, and Angela Huertas Ceballos. "Developmental trajectories of infants born at less than 30 weeks’ gestation on the Bayley-III Scales." Archives of Disease in Childhood - Fetal and Neonatal Edition 105, no. 6 (May 3, 2020): 623–27. http://dx.doi.org/10.1136/archdischild-2019-317810.
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ObjectiveTo describe the cognitive, language and motor developmental trajectories of children born very preterm and to identify perinatal factors that predict the trajectories.DesignData from a cohort of 1142 infants born at <30 weeks’ gestation who were prospectively assessed on the Bayley Scales of Infant and Toddler Development, third edition (Bayley-III) at 3, 6, 12 and 24 months corrected age, were analysed using the Super Imposition by Translation and Rotation (SITAR) growth curve analysis model.Main outcome measuresDevelopmental trajectory SITAR models for Bayley-III cognitive, language (receptive and expressive communication subscales) and motor (fine and gross motor subscales) scores.ResultsThe successfully fitted SITAR models explained 62% of variance in cognitive development, 68% in receptive communication, 53% in fine motor and 68% in the gross motor development. There was too much variation in the expressive communication subscale to fit a SITAR model. The rate of development (gradient of the curve) best explains the variation in trajectories of development in all domains. Lower gestational age, lower birth weight and male sex significantly predicted a slower rate of development.ConclusionThe rate of development, rather than single time point developmental assessment, best predicts the very preterm infant’s developmental trajectory and should be the focus for monitoring and early intervention.
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Zadorozhna, Iryna. "PECULIARITIES OF FORMING FOREIGN LANGUAGE COMPETENCE OF FUTURE ENERGY ENGINEERS BY MEANS OF APPLYING EDUCATIONAL PROJECTS." Academic Notes Series Pedagogical Science 1, no. 204 (October 2022): 31–35. http://dx.doi.org/10.36550/2415-7988-2022-1-205-31-35.
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The paper substantiates the expediency of applying educational projects as a means of forming future energy engineers’ foreign language competence based on the opportunities they provide to create an individual trajectory for learning a foreign language and to improve communication skills. The author’s own definitions of the concept of «project learning technologies», «project work» and «educational project» have been formulated. The efficiency of creating profession-oriented projects in the course of educational process has been experimentally verified by the example of forming foreign language competence of the students majoring in 141 «Electric Power, Electrical Engineering and Electro-mechanics» with the use of English site materials. According the results obtained in the investigation, it has been determined that the work on an educational project makes students exhibit their intellectual skills, enhance their intrinsic motivation to mastering new knowledge, improve their skills of self-organization and self-development, provide activation and automation of their receptive and productive communication skills. A complex of interrelated and complementary features, which characterize the process of forming future energy engineers’ foreign language communication skills by means of educational projects has been determined, namely: creation of an individual trajectory for learning a foreign language; revealing of the inner potential of every higher education student regardless of their foreign language competence level; autonomy in the process of carrying out educational work, encouragement to self-education and self-development; computerization of foreign language training, expanding personal and professional horizons; improvement of speaking activity skills; formation of a complex of competences (information, communication, professional, project and investigation ones) that are necessary for successful self-realization under the conditions of intellectual and innovative society development.
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Karagianni, Eleni, and Athanasios Drigas. "contribution of ICTs to the Down Syndrome Children’s Language and Cognitive Development." Technium Education and Humanities 2, no. 3 (September 24, 2022): 19–40. http://dx.doi.org/10.47577/teh.v2i3.7418.
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Down syndrome is considered to be one of the most prevalent genetic causes of intellectual disability, derived from chromosomal disorder, which accounts for dysfunctions in many organs and has a characteristic phenotype, which consists of physical and behavioral features. Many studies have shown that language is one of the most impaired areas of function in Down syndrome and perhaps, the highest barrier for their substantial inclusion into formal education and community. The aim of this paper is to investigate the specific features of this linguistic phenotype, presenting the strengths and weaknesses of their language, as well as the factors that contribute to their formation, compared to normally developing children. In addition, it scopes to highlight the role of educational mobile apps, as innovative and interactive tools for the developmental learning of Down syndrome children. The results of the research indicate that their language goes through the same, with typical development sequences, but progressively erases a slowing trajectory and results in lower performance. However, the use of ICT tools can, significantly, improve language, literacy and sort-term memory skills, but also stimulate their cognitive and fine mobile functioning, in order to upgrade their quality of life.
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Arciuli, Joanne, and Christopher M. Conway. "The Promise—and Challenge—of Statistical Learning for Elucidating Atypical Language Development." Current Directions in Psychological Science 27, no. 6 (October 15, 2018): 492–500. http://dx.doi.org/10.1177/0963721418779977.
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Statistical learning plays an important role in the acquisition of spoken and written language. It has been proposed that impaired or atypical statistical learning may be linked with language difficulties in developmental disabilities. However, research on statistical learning in individuals with developmental disabilities such as autism spectrum disorder, dyslexia, and specific language impairment, and in individuals with cochlear implants, has produced divergent findings. It is unclear whether, and to what extent, statistical learning is impaired or atypical in each of these developmental disabilities. We suggest that these disparate findings point to several critical issues that must be addressed before we can evaluate the role of statistical learning in atypical child development. While the issues we outline are interrelated, we propose four key points relating to (a) the nature of statistical learning, (b) the myriad of ways in which statistical learning can be measured, (c) our lack of understanding regarding the developmental trajectory of statistical learning, and (d) the role of individual differences. We close by making suggestions that we believe will be helpful in moving the field forward and creating new synergies among researchers, clinicians, and educators to better support language learners.
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Singleton, David. "Language aptitude: Desirable trait or acquirable attribute?" Studies in Second Language Learning and Teaching 7, no. 1 (March 31, 2017): 89–103. http://dx.doi.org/10.14746/ssllt.2017.7.1.5.
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The traditional definition of language aptitude sees it as “an individual’s initial state of readiness and capacity for learning a foreign language, and probable facility in doing so given the presence of motivation and opportunity” (Carroll, 1981, p. 86). This conception portrays language aptitude as a trait, in the sense of exhibiting stability over long periods of time and being immune to training. The trait view of language aptitude tends towards the notion that it is innate, and indeed language aptitude has often been associated with the popular notion of a “gift for languages” (cf. Rosenthal, 1996, p. 59). The view of language aptitude as an innate trait has, however, long been questioned (see e.g., Neufeld, 1978). Recently, this questioning has intensified (see Singleton, 2014), especially since the development of a widespread consensus that working memory needs to be recognized as an important component of language aptitude (see Wen, 2016). Working memory was also once thought of as a trait, but is now recognized as susceptible to the influence of experience and instruction (see e.g., Williams, 2012). The present paper will track the trajectory of the above theoretical discussion and will explore the implications of the stage it has now reached.
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Hruby, George G. "Language’s vanishing act in early literacy education." Phi Delta Kappan 101, no. 5 (January 27, 2020): 19–24. http://dx.doi.org/10.1177/0031721720903823.
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Current conversations about children’s literacy have focused on the need for more phonics and decoding instruction and have sidelined the importance of children’s language development, argues George Hruby. Language development involves more than the ability to decode written language. The ability to understand the meaning of those words is also important, and poor outcomes on reading assessments are not necessarily evidence of poor decoding skills. Hruby posits that comprehension follows a recursive trajectory that he calls ELIK in which students’ linguistic environment affects their language abilities which affects their intellectual growth, which affects their knowledge. Against this backdrop, a lack of attention to linguistic environment is an issue of equity, with children who grow up in less literacy-rich environments coming into school at a disadvantage.
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Norton, Bonny. "Identity, Literacy, and English-Language Teaching." TESL Canada Journal 28, no. 1 (November 3, 2010): 1. http://dx.doi.org/10.18806/tesl.v28i1.1057.
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In the field of English-language teaching, there has been increasing interest in how literacy development is influenced by institutional and community practice and how power is implicated in language-learners’ engagement with text. In this article, I trace the trajectory of my research on identity, literacy, and English-language teaching informed by theories of investment and imagined communities. Data from English-language classrooms in Canada, Pakistan, and Uganda suggest that if learners have a sense of ownership over meaning-making, they will have enhanced identities as learners and participate more actively in literacy practices. The research challenges English teachers to consider which pedagogical practices are both appropriate and desirable in the teaching of literacy and which will help students develop the capacity for imagining a wider range of identities across time and space. Such practices, the research suggests, will necessitate changes in both teachers’ and students’ identity.
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KAMOWSKI-SHAKIBAI, MARGARET T., and HELEN SMITH CAIRNS. "Kindergarten children can be taught to detect lexical ambiguities." Journal of Child Language 43, no. 2 (April 27, 2015): 442–56. http://dx.doi.org/10.1017/s030500091500015x.
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ABSTRACTThis study investigates the development of metalinguistic skills, particularly ambiguity detection, and whether training accelerates this development for prereaders in kindergarten (5;5–6;6). It is the first to compare homophone detection with lexically ambiguous sentence detection in which the same homophones appear. The experimental group received ambiguity detection training; the control group received vocabulary training. Results showed that there is a spontaneous development of homophone detection abilities at the end of kindergarten, and training may accelerate this trajectory. The development of lexical ambiguity detection is not apparent in kindergarteners. However, explicit training improves this trajectory significantly. The knowledge of both meanings of a homophone is not sufficient to report both meanings of a sentence that contains that homophone. We propose that detecting the dual meanings of an ambiguous sentence involves sentence processing operations and an ability to think flexibly about language that may be enhanced with training.
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Vande Walle, Willy F. "Between Sinology and Japanology: Léon de Rosny and Oriental Studies in France." Journal of Cultural Interaction in East Asia 12, no. 1 (June 1, 2021): 29–62. http://dx.doi.org/10.1515/jciea-2021-2008.
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Abstract This contribution on Léon de Rosny 羅尼 (1837–1914), the founder of modern Japanese Studies in France, deals with the trajectory of his formation and track record in Chinese and Japanese Studies. It highlights the role and significance his training in Chinese Studies under the guidance of Stanislas Julien played in his scholarly development and orientation, both as a sinologist and a japanologist. A self-taught student of the Japanese language, he pioneered the development of teaching material for Japanese language and literature, while also producing scholarly translations of classical literature, both Chinese and Japanese. We clearly discern a trajectory: the initial focus is on the study of Chinese, it subsequently shifts towards Japanese Studies from the 1850s on, to reach its apogee in the 1870s, while from the late 1870s on it appears to tilt towards Chinese Studies again. We conclude by an assessment of the merits and demerits of his scholarly production in these two areas of what was called “Oriental Studies” in the France of his time.
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Averis, Kate. "Vieillir, dit-elle: Nancy Huston's Feminist Trajectory and Writing Female Ageing." Nottingham French Studies 57, no. 3 (December 2018): 325–39. http://dx.doi.org/10.3366/nfs.2018.0228.
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This article examines Nancy Huston's writing of female ageing in light of her intellectual and personal trajectory as a feminist thinker. It identifies women's ageing as an integrative and ubiquitous phenomenon in Huston's œuvre, tracing the presence of this thematic and theoretical concern to her very first published works, and outlining its development until her most recent works, before examining a key instance of her fictional treatment of female ageing in Lignes de faille. Drawing on a literary, philosophical and sociological theoretical framework, it argues that Huston furthers feminist approaches to female senescence by inscribing women's experiences of later life not in terms of existential crisis but rather as part of the continuous process of change and transformation inherent to subjective development. The analysis aims to address pressing questions surrounding the intersections of gender and age that are at the forefront of Huston criticism and feminist studies.
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Neupane, Bharat Prasad, Laxman Gnawali, and Hem Raj Kafle. "NARRATIVES AND IDENTITIES: A CRITICAL REVIEW OF EMPIRICAL STUDIES FROM 2004 TO 2022." TEFLIN Journal - A publication on the teaching and learning of English 33, no. 2 (November 20, 2022): 330. http://dx.doi.org/10.15639/teflinjournal.v33i2/330-348.
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Amidst the recent surge in English language teacher identity research, this article systematically reviews existing research studies (n=30) conducted on English language teacher identity across English as a foreign language (EFL), English as a second language (ESL), and native English-speaking contexts that employed narrative inquiry as its methodology. Employing Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework, the systematic review identifies major themes on teacher professional identity classifying articles on three broad stages of professional development from student teachers’ identity negotiation to novice teachers’ identity development and experienced teachers’ and teacher educators’ identity construction. It reveals that English language teachers’ identity is influenced by their practice in learning communities in varying contexts, macro factors like gender, race, ideology and discourse, critical incidents and agency, conflicting emotions, teacher education programs, and imagined identity and investing. In addition, the article offers a critical assessment of narrative inquiry in language teacher identity and gives suggestions for future research. Finally, it proposes a preliminary framework on the trajectory of identity construction and its implications for English language curriculum and teacher development.
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Nugraha, Deni Sapta, Ninuk Lustyantie, and Uwes Anis Chaeruman. "Self-determined learning in EFL classroom: a trajectory for the future research." Journal on English as a Foreign Language 12, no. 2 (August 4, 2022): 339–61. http://dx.doi.org/10.23971/jefl.v12i2.4068.
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The development of technology has rapidly affected the growth complexity of the 21st century's work environment which also influences educational environment. Thus, approaches in teaching and learning such as self-determined learning has been considered relevant to enhance the quality of learning. Researchers and educators have been pursuing to accomodate the praxis of self-determined learning. The purpose of the study was to uncover research trends and try to bridge the gap of future research of self-determined learning (SDL) in the English as a foreign language (EFL) context. Using meta-synthesis, 13 selected articles were examined drawn from a single database from the last five years between 2017 and 2021. The articles were systematically selected through several criteria using the query "Self-determined Learning+AND+EFL" in the Sopus database. They contributed to the growing interest related to research and practice of heutagogy or SDL. Results showed that research areas of SDL had been widely investigated in different levels of students; primary (23%), secondary (23%), and university (54%). In addition, a few research studies were conducted to examine students' language skills and language components (listening and vocabulary) (15%). It implicated that many EFL research area could be investigated from different levels and focus in the future.
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Channell, Marie Moore. "Cross-Sectional Trajectories of Mental State Language Development in Children With Down Syndrome." American Journal of Speech-Language Pathology 29, no. 2 (May 8, 2020): 760–75. http://dx.doi.org/10.1044/2020_ajslp-19-00035.
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Purpose This article (a) examined the cross-sectional trajectories of mental state language use in children with Down syndrome (DS) and (b) identified developmental factors associated with its use. Method Forty children with DS aged 6–11 years generated stories from a wordless picture book and completed an assessment battery of other linguistic, cognitive, and social–emotional skills. Their narratives were coded for mental state language density (the proportion of utterances containing mental state references) and diversity (the number of different mental state terms used). Results The emergence of mental state language use during narrative storytelling was observed across the sample; 0%–24% of children's utterances included references to mental states, and a variety of mental state terms were produced. Cross-sectional developmental trajectory analysis revealed that expressive vocabulary and morphosyntax were significantly related to increased mental state language density and diversity. Nonverbal emotion knowledge was significantly related to greater diversity of mental state terms used. Age and nonverbal cognition were not significant factors. Conclusions This first in-depth, within-syndrome characterization of mental state language use by school-age children with DS provides an important next step for understanding mental state and narrative development in this population. By identifying skills associated with the development of mental state language, this study provides an avenue for future longitudinal research to determine causal relationships, ultimately informing intervention efforts.
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BRITO, NATALIE H., NÚRIA SEBASTIÁN-GALLÉS, and RACHEL BARR. "Differences in Language Exposure and its Effects on Memory Flexibility in Monolingual, Bilingual, and Trilingual Infants." Bilingualism: Language and Cognition 18, no. 4 (November 11, 2014): 670–82. http://dx.doi.org/10.1017/s1366728914000789.
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Bilingual advantages in memory flexibility, indexed using a memory generalization task, have been reported (Brito & Barr, 2012; 2014), and the present study examines what factors may influence memory performance. The first experiment examines the role of language similarity; bilingual 18-month-old infants exposed to two similar languages (Spanish–Catalan) or two more different (English–Spanish) languages were tested on a memory generalization task and compared to monolingual 18-month-olds. The second experiment compares performance by trilingual 18-month-olds to monolingual and bilingual infants’ performance from the first experiment. The bilingual advantage in memory flexibility was robust; both bilingual groups outperformed the monolingual groups, with no significant differences between bilingual groups. Interestingly, an advantage was not found for infants exposed to three languages. These findings demonstrate early emerging differences in memory flexibility, and have important implications for our understanding of how early environmental variations shape the trajectory of memory development.
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Řezník, Tomáš, Lukáš Herman, Martina Klocová, Filip Leitner, Tomáš Pavelka, Šimon Leitgeb, Kateřina Trojanová, et al. "Towards the Development and Verification of a 3D-Based Advanced Optimized Farm Machinery Trajectory Algorithm." Sensors 21, no. 9 (April 23, 2021): 2980. http://dx.doi.org/10.3390/s21092980.
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Efforts related to minimizing the environmental burden caused by agricultural activities and increasing economic efficiency are key contemporary drivers in the precision agriculture domain. Controlled Traffic Farming (CTF) techniques are being applied against soil compaction creation, using the on-line optimization of trajectory planning for soil-sensitive field operations. The research presented in this paper aims at a proof-of-concept solution with respect to optimizing farm machinery trajectories in order to minimize the environmental burden and increase economic efficiency. As such, it further advances existing CTF solutions by including (1) efficient plot divisions in 3D, (2) the optimization of entry and exit points of both plot and plot segments, (3) the employment of more machines in parallel and (4) obstacles in a farm machinery trajectory. The developed algorithm is expressed in terms of unified modeling language (UML) activity diagrams as well as pseudo-code. Results were visualized in 2D and 3D to demonstrate terrain impact. Verifications were conducted at a fully operational commercial farm (Rostěnice, the Czech Republic) against second-by-second sensor measurements of real farm machinery trajectories.
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Kronenberger, William G., David B. Pisoni, Michael S. Harris, Helena M. Hoen, Huiping Xu, and Richard T. Miyamoto. "Profiles of Verbal Working Memory Growth Predict Speech and Language Development in Children With Cochlear Implants." Journal of Speech, Language, and Hearing Research 56, no. 3 (June 2013): 805–25. http://dx.doi.org/10.1044/1092-4388(2012/11-0356).
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Purpose Verbal short-term memory (STM) and working memory (WM) skills predict speech and language outcomes in children with cochlear implants (CIs) even after conventional demographic, device, and medical factors are taken into account. However, prior research has focused on single end point outcomes as opposed to the longitudinal process of development of verbal STM/WM and speech-language skills. In this study, the authors investigated relations between profiles of verbal STM/WM development and speech-language development over time. Method Profiles of verbal STM/WM development were identified through the use of group-based trajectory analysis of repeated digit span measures over at least a 2-year time period in a sample of 66 children (ages 6–16 years) with CIs. Subjects also completed repeated assessments of speech and language skills during the same time period. Results Clusters representing different patterns of development of verbal STM (digit span forward scores) were related to the growth rate of vocabulary and language comprehension skills over time. Clusters representing different patterns of development of verbal WM (digit span backward scores) were related to the growth rate of vocabulary and spoken word recognition skills over time. Conclusion Different patterns of development of verbal STM/WM capacity predict the dynamic process of development of speech and language skills in this clinical population.