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Journal articles on the topic 'Oral language'

To see the other types of publications on this topic, follow the link: Oral language.

Author: Grafiati

Published: 4 June 2021

Last updated: 10 March 2023

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1

PARISSE, CHRISTOPHE. "Oral language, written language and language awareness." Journal of Child Language 29, no. 2 (May 2002): 449–88. http://dx.doi.org/10.1017/s0305000902285347.

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Ravid & Tolchinsky's paper draws a comprehensive picture of the fact that literacy is a lengthy developing process involving many linguistic factors which sometimes begins even before school age and lasts until adulthood. I very much appreciated the breadth and thoroughness of Ravid & Tolchinsky's paper and, in particular, the fact that they have taken the relationship between oral language and literacy into account. It seems to me that this is rarely the case in current linguistic theories and I would like to offer a few comments on some of the consequences that a serious approach to literacy development would have on the studies of both oral language and literacy, and on linguistic theories themselves as well.

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2

Honig, Alice Sterling. "Oral language development." Early Child Development and Care 177, no. 6-7 (August 2007): 581–613. http://dx.doi.org/10.1080/03004430701377482.

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Alchazidu, Athena. "Globalization and Oral traditions." Obra digital, no. 18 (February 28, 2020): 25–31. http://dx.doi.org/10.25029/od.2020.265.18.

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Indigenous orality represents an important part in the everyday life of the Ameriandian communities from the Ecuadorian Amazon region. It is important to see a symptom of serious threats in this phenomenon that can lead to the extinction of these indigenous languages. According to recent research, several languages spoken in the communities of Ecuador are considered to be in danger of extinction. Effective prevention can be promoted by academic projects focused on encouraging indigenous speakers of all generations to use the language regularly in ordinary situations. In this way, indigenous languages can become the language of instruction used in official educational institutions.

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Liu, Meihua. "Language Anxiety in Efl Testing Situations." ITL - International Journal of Applied Linguistics 153 (2007): 53–75. http://dx.doi.org/10.2143/itl.153.0.2022821.

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Abstract This paper reports on a study on orai English test anxiety in Chinese undergraduate EFL students at different proficiency levels. Data collected from a 34-item survey observations, and interviews revealed that (1) the majority of the students felt at least somewhat anxious about oral English tests, (2) the more proficient students tended to be less anxious, (3) oral English test anxiety negatively affected students' test performance, (4) a multitude of variables contributed to oral English test anxiety, and (5) most students felt helpless about being anxious about oral English tests. Based on these findings, some suggestions and implications are discussed.

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Hinton, Leanne. "3. LANGUAGE REVITALIZATION." Annual Review of Applied Linguistics 23 (March 2003): 44–57. http://dx.doi.org/10.1017/s0267190503000187.

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This chapter surveys developments in language revitalization, a movement that dates approximately from the 1990s and builds on prior work on language maintenance (see Fishman, 1991; 2001) and language death (Dorian, 1981; 1989). Focusing on indigenous languages, it discusses the role and nature of appropriate linguistic documentation, possibilities for bilingual education, and methods of promoting oral fluency and intergenerational transmission in affected languages. Various avenues for language revitalization, a proactive approach to the continued use of a particular language, are then described (see Hinton & Hale, 2001). In contrast to the smaller minority languages of Europe that have long literary traditions, many indigenous languages in the Americas and elsewhere are solely or primarily oral languages; thus, revitalization efforts aim to promote conversational fluency among speakers in a community. Related literature falls into four main categories: (a) theoretical and empirical works on language revitalization; (b) applied works on revitalization in practice; (c) pedagogical and reference publications; and (d) legal documents that support or impede revitalization of languages. Recent examples of current literature in each category are reviewed.

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Pallaud, Berthille. "De la fécondité de certaines transgressions dans le domaine linguistique." Voix Plurielles 12, no. 1 (May 6, 2015): 167–85. http://dx.doi.org/10.26522/vp.v12i1.1183.

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La notion de transgression mais aussi sa présence dans le domaine linguistique sont décrites du point de vue de l’évolution des langues en France et leurs usages, de l’établissement de corpus de français parlé et des spécificités du langage oral (les disfluences). La politique linguistique française, en imposant durant deux siècles un modèle monolingue (la langue française), eut des effets sur les langues régionales que le contexte actuel conduit à regretter : or, la transgression de ce modèle ne put avoir lieu. L’histoire de la langue des signes montre que des débats nombreux finirent par imposer un bilinguisme (langue oral-langes des signes) réclamé par les sourds eux-mêmes. L’évolution de la politique d’archivage de ressources langagières porte elle aussi les traces du purisme monolingue français et ce ne fut pas sans résistances que la variation de la langue orale fut reconnue comme enregistrable. Cette évolution a conduit, entre autres, à l‘étude d’une spécificité du langage oral : les disfluences. When transgressions are beneficial: Evidence from the linguistic domain Abstract: The concept of transgression and its presence in the linguistic field are described from the point of view of the evolution in regional and sign languages in France, the establishment of spoken French corpus and some characteristics in the spontaneous oral language. The language policy in France imposed a monolingual model (the French language) which had effects on the regional languages in the current context: the transgression of this model could not take place. The debates concerning the teaching policy including or not the signs language ended up imposing a bilingualism (oral French-signs language) which was wanted for a long time by the deaf persons themselves. The linguistic resources evolution in spoken French shows that it was not without any resistance that the oral language variations were considered as recordable. This evolution allowed the study of specific phenomena in the oral language: the disfluencies.

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Marcum, Jared, and Yanghee Kim. "Oral Language Proficiency in Distance English-Language Learning." CALICO Journal 37, no. 2 (April 2, 2020): 148–68. http://dx.doi.org/10.1558/cj.37788.

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Fonseca Ayala, Misael. "Mise en oeuvre de la pédagogie de projet afin d’améliorer la production orale des apprenants de français de la Licence en Langues Étrangères à l’ Universidad Pedagógica y Tecnológica de Colombia." Cuadernos de Lingüística Hispánica, no. 21 (June 17, 2013): 119. http://dx.doi.org/10.19053/0121053x.1953.

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RésuméCet article présente une analyse de l’enseignement du français, spécifiquement dans l’enseignement de la production orale à travers la méthodologie de travail par projets avec des élèves de quatrièmesemestre du programme des Langues Étrangères de la Universidad Pedagógica y Tecnológica de Colombia. Mots clés: Pédagogie de projet, français langue étrangère, production orale, compétence linguistique.AbstractThis article presents an analysis of French language teaching, more precisely aimed at oral production through project work methodology, with fourth semester students of the Foreign Languages program at Universidad Pedagógica y Tecnológica de Colombia.Key words: Project pedagogy, French as a foreign language, oral production, linguistic competence.ResumenEste artículo presenta un análisis de la enseñanza del francés, más específicamente en la enseñanza de la producción oral a través de la metodología de trabajo por proyectos, con estudiantes decuarto semestre del programa de Lenguas Extranjeras de la Universidad Pedagógica y Tecnológica de Colombia.Palabras clave: pedagogía por proyectos, francés como lengua extranjera, producción oral, competencia lingüística.

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Kuderinova, Kuralai Bimoldakyzy, Nazira Serikovna Amirkhanova, Maralbek Ermukhamet, and Marzhan Serikovna Sadykova. "KAZAKH ORAL LANGUAGE: PAST, PRESENT." Austrian Journal of Humanities and Social Sciences, no. 1-2 (2021): 37–43. http://dx.doi.org/10.29013/ajh-21-1.2-37-43.

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Swanson, Peter B., and Patricia R. Nolde. "Assessing Student Oral Language Proficiency." IALLT Journal of Language Learning Technologies 41, no. 2 (October 15, 2011): 72–88. http://dx.doi.org/10.17161/iallt.v41i2.8495.

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Second language teachers have an ever increasing abundance oftechnology choices for assessment of student oral proficiency through theadaption of consumer electronics and multimedia devices. The purpose ofthis article is two-fold: (1) to address the benefits and ease of usingdifferent multimedia tools to assess students' oral language proficiencyregardless of grade level and (2) to report the findings of an orallanguage assessment study. Results from the empirical study (N = 128)show that there are manifold benefits of using technology for oralproficiency assessment for both students and instructors. Additionally, thisresearch emphasizes the importance of maximum use of the targetlanguage in the classroom and the importance of aligning assessmentrubrics to the American Council on the Teaching of Foreign Language'sspeaking proficiency guidelines.

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Skachkova, Irina Ivanovna. "LANGUAGE IDEOLOGY AND ORAL COMMUNICATION." V mire nauchnykh otkrytiy, no. 9.2 (December 1, 2014): 934. http://dx.doi.org/10.12731/wsd-2014-9.2-19.

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Nguyen, Bich, Rhonda Oliver, and Judith Rochecouste. "Embracing plurality through oral language." Language and Education 29, no. 2 (November 6, 2014): 97–111. http://dx.doi.org/10.1080/09500782.2014.977294.

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Stirling, E. G., and T. R. Miles. "Oral language of dyslexic adolescents." Child Language Teaching and Therapy 2, no. 2 (June 1986): 143–53. http://dx.doi.org/10.1177/026565908600200202.

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Lind, Marianne, Kristian Emil Kristoffersen, Inger Moen, and Hanne Gram Simonsen. "Oral Language: What is Normal?" Procedia - Social and Behavioral Sciences 6 (2010): 109–10. http://dx.doi.org/10.1016/j.sbspro.2010.08.055.

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Wen, Hong. "Teaching about Chinese Oral Language." Chinese Language Education and Research 12 (November 30, 2010): 57. http://dx.doi.org/10.24285/cler.2010.11.12.57.

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16

Plamondon, Roger. "Oral and Written Language Scales." Psychology in the Schools 35, no. 1 (January 1998): 96–100. http://dx.doi.org/10.1002/(sici)1520-6807(199801)35:1<96::aid-pits11>3.0.co;2-7.

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17

Druks, Judit, Jennifer Aydelott, Marios Genethliou, Helen Jacobs, and Brendan Weekes. "Progressive Dyslexia: Evidence from Hungarian and English." Behavioural Neurology 25, no. 3 (2012): 185–91. http://dx.doi.org/10.1155/2012/702792.

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We report a patient with non-fluent Primary Progressive Aphasia who was premorbidly literate in two alphabetic scripts, Hungarian (L1) and English (L2). Testing was performed over a two-year period to assess the impact of progressive illness on oral reading and repetition of single words. Results showed significant decline in oral reading in both languages, and an effect of language status in favour of oral reading in L1. Phonological complexity was a significant predictor of oral reading decline in both languages. Of interest, we observed an effect of language status on task performance whereby repetition was better in L2 than L1 but oral reading was better in L1 than L2. We conclude that language status has an effect on repetition and oral reading abilities for bilingual speakers with non-fluent Primary Progressive Aphasia.

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18

Alsolami, Radiah. "Effect of Oral Corrective Feedback on Language Skills." Theory and Practice in Language Studies 9, no. 6 (June 1, 2019): 672. http://dx.doi.org/10.17507/tpls.0906.09.

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Corrective feedback is an important element in the language learning process. The issue of corrective feedback in language classrooms has been investigated by numerous scholars who believe that the strategy can effectively be used to improve the language skills of students. Though many forms of feedback approaches are used in learning, oral corrective feedback is the commonly used strategy in teaching languages. This is mainly because it captures the diverse elements of language lessons such as pronunciations and spelling. Oral corrective feedback presents a broad field which assists both teachers and students in error identification and eradication. It mainly focuses on highlighting the common errors and mistakes and addressing them enabling the students to avoid them in the future. This paper mainly explores the impact of oral corrective feedback on the language skills of learners. It generally analyses articles that address the issue of oral corrective feedback and derives information regarding the impact of the strategy in language learning outcomes.

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Spencer, Trina D., and Douglas B. Petersen. "Bridging Oral and Written Language: An Oral Narrative Language Intervention Study With Writing Outcomes." Language, Speech, and Hearing Services in Schools 49, no. 3 (July 5, 2018): 569–81. http://dx.doi.org/10.1044/2018_lshss-17-0030.

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Purpose Despite literature showing a correlation between oral language and written language ability, there is little evidence documenting a causal connection between oral and written language skills. The current study examines the extent to which oral language instruction using narratives impacts students' writing skills. Method Following multiple baseline design conventions to minimize threats to internal validity, 3 groups of 1st-grade students were exposed to staggered baseline, intervention, and maintenance conditions. During the intervention condition, groups received 6 sessions of small-group oral narrative instruction over 2 weeks. Separated in the school day from the instruction, students wrote their own stories, forming the dependent variable across baseline, intervention, and maintenance conditions. Written stories were analyzed for story structure and language complexity using a narrative scoring flow chart based on current academic standards. Results Corresponding to the onset of oral narrative instruction, all but 1 student showed meaningful improvements in story writing. All 4 students, for whom improvements were observed and maintenance data were available, continued to produce written narratives above baseline levels once the instruction was withdrawn. Conclusions Results suggest that narrative instruction delivered exclusively in an oral modality had a positive effect on students' writing. Implications include the efficiency and inclusiveness of oral language instruction to improve writing quality, especially for young students.

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Chen Pichler, Deborah. "Challenging the oral-only narrative." Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (October 12, 2022): 6–26. http://dx.doi.org/10.31299/hrri.58.si.1.

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Learning a language is, at its core, a process of noticing patterns in the language input surrounding the learner. Although many of these language patterns are complex and difficult for adult speakers/signers to recognize, infants are able to find and learn them from the youngest age, without explicit instruction. However, this impressive feat is dependent on children’s early access to ample and well-formed input that displays the regular patterns of natural language. Such input is far from guaranteed for the great majority of deaf and hard of hearing (DHH) children, leading to well-documented difficulties and delays in linguistic development. Efforts to remedy this situation have focused disproportionately on amplifying DHH children’s hearing levels, often through cochlear implants, as young as possible to facilitate early access to spoken language. Given the time required for cochlear implantation, its lack of guaranteed success, and the critical importance of exposing infants to quality language input as early as possible, a bimodal bilingual approach can optimize DHH infants’ chances for on-time language development by providing them with both spoken and signed language input from the start. This paper addresses the common claim that signing with DHH children renders the task of learning spoken language more difficult, leading to delays and inferior language development, compared to DHH children in oral-only environments. That viewpoint has most recently been articulated by Geers et al. (2017a), which I will discuss as a representative of the many studies promoting an oral-only approach. Contrary to their claims that signing degrades the language input available to DHH children, recent research has demonstrated that the formidable pattern-finding skills of newborn infants extends to linguistic cues in both the spoken and signed modalities, and that the additional challenge of simultaneously acquiring two languages is offset by important “bilingual advantages.” Of course, securing early access to high quality signed input for DHH children from hearing families requires considerable effort, especially since most hearing parents are still novice signers. This paper closes with some suggestions for how to address this challenge through partnerships between linguistics researchers and early intervention programs to support family-centered bimodal bilingual development for DHH children.

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Pazyura, Natalia. "Influence of Sociocultural Context on Language Learning in Foreign Countries." Comparative Professional Pedagogy 6, no. 2 (June 1, 2016): 14–19. http://dx.doi.org/10.1515/rpp-2016-0012.

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Abstract Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official language and language of instruction, as most communication outside school is in the local languages it is taught as language to learn other disciplines. These are two contrasting contexts for enhancing the English language skills. In both settings there are concerns about students’ difficulties in developing adequate English proficiency to successfully learn content through that language. This paper analyzes the influence of sociocultural factors on the students’ motivation to learn English in different countries, reveals main problems and difficulties in oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. On the other hand, in some countries English is not the prerequisite of future successful career. But anyway the author insists on consistency of English teaching concept with that of the world. Improving the students’ cross-cultural oral communication ability is impossible without laying equal stress on cross-cultural communication competence and oral English teaching.

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Siboro, Hotlan, Dian Eka Chandra, and Ngudining Rahayu. "VARIASI BAHASA DALAM KOLOM MELA KOMENTAR SURAT KABAR RAKYAT BENGKULU." Jurnal Ilmiah KORPUS 2, no. 1 (August 6, 2018): 34–44. http://dx.doi.org/10.33369/jik.v2i1.5555.

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The purpose of this study is to describe the variation of spoken language in the column Mela Bengkulu People's newspaper commentary and language variations in the column Mela Bengkulu People's newspaper comments in terms of formality. This research uses descriptive research design and using documentation technique as data collection tool. For data analysis, the following steps are used: (1) read carefully, (2) code every data obtained, (3) tabulate data used to describe language usage, (4) analyze data of spoken language in terms of level (5) classify the results of data analysis, (6) synthesize the results of classification, (7) conclude. From the result of the research, it is found that the variation of language in Mela Comments column used standard oral language and non standard oral language. Language variations seen in terms of formality are used diverse casual and familiar variety. The marker of standard oral spoken language is seen in the use of Indonesian vocabulary and diction and no regional language elements. Markers of oral spoken language use are not seen in non-standard word usage, regional/foreign language usage, slang usage and presence of expression statements. Markers of casual usage are seen in the use of regional/foreign languages, the use of non-standard words, the use of slang and expressions. The use of familiar varieties is seen in the use of the word hello, the use of regional/foreign languages and typical terms. Conclusion; Language variations in the October 26 to 24 November 2016 edition of Mela Comments column of 26 topics with 265 speeches, can be summarized by 38 speeches using standard oral language and 227 using non-standard spoken language. Language variations are viewed in terms of its formality using a variety of casual and diverse. Keywords: language variation, mela komentar column, Rakyat Bengkulu newspaper

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BORODKIN, KATY, and MIRIAM FAUST. "Tip-of-the-tongue (TOT) states and cross-linguistic transfer." Bilingualism: Language and Cognition 16, no. 4 (July 1, 2013): 914–23. http://dx.doi.org/10.1017/s136672891300031x.

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This study examined cross-linguistic transfer in oral language skills in a sample of 50 native Hebrew speakers who learned English as a second language. The ability to retrieve phonological forms of words in naming, as manifested by the tendency to experience tip-of-the-tongue states, was correlated across languages. We also found within and across language correlations between this ability and grammatical accuracy, lexical diversity, and syntactic complexity in second language narratives. These findings are consistent with the transfer across languages in oral language skills and provide insights into the processes linking phonological and higher level encoding in production of connected speech.

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Pace, Michelle H., and Enrique Ortiz. "Oral Language Needs: Making Math Meaningful." Teaching Children Mathematics 21, no. 8 (April 2015): 494–500. http://dx.doi.org/10.5951/teacchilmath.21.8.0494.

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HENSHKE, Yehudit. "Oral Language Traditions and Classical Hebrew." Revue des Études Juives 168, no. 1 (June 30, 2009): 181–94. http://dx.doi.org/10.2143/rej.168.1.2035306.

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de Montfort Supple, Marie. "Dyslexia: Oral and Written Language Disorder." Folia Phoniatrica et Logopaedica 52, no. 1-3 (August 17, 1999): 7–13. http://dx.doi.org/10.1159/000021507.

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Goldblatt, Jennifer, and Fran Friedman. "Oral and Written Language Scales (OWLS)." Diagnostique 24, no. 1-4 (March 1999): 197–209. http://dx.doi.org/10.1177/153450849902401-417.

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Oliver, Rhonda, Yvonne Haig, and Judith Rochecouste. "Communicative Competence in Oral Language Assessment." Language and Education 19, no. 3 (May 15, 2005): 212–22. http://dx.doi.org/10.1080/09500780508668675.

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Kaderavek, Joan N., and Linda Higbee Mandlebaum. "Enhancement of Oral Language in LEA." Intervention in School and Clinic 29, no. 1 (September 1993): 18–25. http://dx.doi.org/10.1177/105345129302900104.

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Duquès, Susan Lyon. "An Oral Language Bridge to Writing." TEACHING Exceptional Children 18, no. 3 (March 1986): 214–19. http://dx.doi.org/10.1177/004005998601800312.

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Kirkland, Lynn D., and Janice Patterson. "Developing Oral Language in Primary Classrooms." Early Childhood Education Journal 32, no. 6 (June 2005): 391–95. http://dx.doi.org/10.1007/s10643-005-0009-3.

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Johnson, Doris J. "Relationships between Oral and Written Language." School Psychology Review 22, no. 4 (December 1, 1993): 595–609. http://dx.doi.org/10.1080/02796015.1993.12085676.

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Butler, Frances A., and Robin Stevens. "Oral language assessment in the classroom." Theory Into Practice 36, no. 4 (September 1997): 214–19. http://dx.doi.org/10.1080/00405849709543771.

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Hill, Susan, and Nicola Launder. "Oral language and beginning to read." Australian Journal of Language and Literacy 33, no. 3 (October 2010): 240–54. http://dx.doi.org/10.1007/bf03651837.

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Zhang, Niina Ning. "Universal 20 and Taiwan Sign Language." Sign Language and Linguistics 10, no. 1 (October 16, 2007): 55–81. http://dx.doi.org/10.1075/sll.10.1.05zha.

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Word order flexibility in sign languages has led some scholars to conclude that sign languages do not have any hierarchical structure. This paper shows that the word order patterns within Taiwan Sign Language nominals precisely follow Greenberg’s (1963:87) Universal 20. The manifestation of the universal in this sign language indicates that like oral languages, sign languages have hierarchical structures. Moreover, this paper also discusses the relation between syntactic hierarchy and linearization from the perspective of Taiwan Sign Language. The fact that the word order possibilities stated in Universal 20 are attested in a single language challenges the very notion of language parameter.

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Macswan, Jeff, and Kellie Rolstad. "How Language Proficiency Tests Mislead Us about Ability: Implications for English Language Learner Placement in Special Education." Teachers College Record: The Voice of Scholarship in Education 108, no. 11 (November 2006): 2304–28. http://dx.doi.org/10.1177/016146810610801103.

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The authors argue that English language learner (ELL) language assessment policy and poor language tests partly account for ELLs’ disproportionate representation in special education. Previous research indicates that many states routinely assess ELLs’ first language (L1) at initial enrollment and that ELLs identified as limited in both languages have relatively high rates of identification in special education. Two common tests, the Language Assessment Scales-Oral (LAS—O) Español and the Idea Proficiency Test I–Oral (IPT) Spanish, are shown to identify 74% and 90%, respectively, Spanish-background ELLs (N = 145) as limited L1 students, whereas a natural language measure found only 2% of participants to have unexpectedly high morphological error rates. Correlations are provided. The authors recommend changes in language testing policies and practices for ELLs.

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Soto-Corominas, Adriana, Johanne Paradis, Brian V. Rusk, Stefka Marinova-Todd, and Xuan Zhang. "ORAL LANGUAGE PROFILES OF ENGLISH SECOND LANGUAGE LEARNERS IN ADOLESCENCE." Studies in Second Language Acquisition 42, no. 4 (March 19, 2020): 697–720. http://dx.doi.org/10.1017/s0272263119000767.

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AbstractIt is often claimed that child English L2 learners take up to seven years to attain English skills commensurate with those of monolingual peers; however, existing research is insufficient to know if this claim is valid for oral language abilities in particular. This study examined the lexical and morphological abilities of English L2 learners and their monolingual peers (ages 12–15; N = 227) in Canadian middle schools to determine the timeline for convergence with monolinguals, and what factors predict individual differences among L2 learners. Having seven or more years of schooling was insufficient for all L2 learners to converge with monolinguals on all measures; moreover, growth in English abilities slowed after seven years. Regression analyses revealed that use of English with friends, parental education, and cognitive skills predicted individual variation in the L2 learners’ English abilities and, thus, contributed to their potential for convergence with monolinguals.

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Nah, Vanessa Ellen Mei Yin, Francesco Cavallaro, Ivan Panović, and Bee Chin Ng. "Multilingualism among the elderly Chinese in Singapore: an oral account." International Journal of the Sociology of Language 2021, no. 270 (May 24, 2021): 153–79. http://dx.doi.org/10.1515/ijsl-2020-2119.

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Abstract This study aims to qualitatively document the histories of Singapore’s Chinese multilingual elderly. Semi-structured interviews were conducted with seven Chinese Singaporeans aged 75 years and above on how and why they acquired the languages they speak and their attitudes towards these linguistic varieties, of which many are declining in usage. Five participants were multilingual and spoke three or more languages fluently; two spoke only two languages and were included for a balanced and holistic perspective. Common themes from the interviews were identified and discussed. One key finding was that communicative necessity and practicality naturally fuelled language learning. Outside of the home, multilingual individuals acquired varieties from conversing with friends, relatives and customers, or as an educational requirement. Language was tied to ethnic belonging, but, generally, pride to speak a linguistic variety was linked to its functional value, not its associated ethnic identity. Unhappiness was expressed at the waning of the Chinese vernaculars and Baba Malay in Singapore today. Such language loss was seen as a sombre, but unavoidable consequence of Singapore’s globalisation and modernisation.

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McConvell, Patrick. "Aboriginal language programmes and language maintenance in the Kimberley." Volume 3 3 (January 1, 1986): 108–22. http://dx.doi.org/10.1075/aralss.3.07mcc.

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Different types of language programmes for indigenous Australian languages should be developed to suit different language situations. Programmes are here divided into three types: Bilingual Education, Language Maintenance and Language Renewal. The Kija language of Warrmarn community, Western Australia is cited as an example of a situation requiring a Language Maintenance programme. In Language Maintenance programmes thought needs to be given to the intended function of the target language in the future. Consideration of this question tends to favour an approach which emphasizes cultural maintenance and the oral side of the programme.

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Al-shammari, Khalid. "Gender and Number Agreement in the Oral Production of L1 Arabic Among Bilingual Arab-Americans." JOURNAL OF ADVANCES IN LINGUISTICS 6, no. 1 (May 29, 2015): 839–45. http://dx.doi.org/10.24297/jal.v6i1.2884.

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Bilingualism means the ability to communicate in two languages and in some cases,with better skills in one language versus the other. Most bilinguals have one language that ismoredominant than the other due to sequential acquisition.That is, the dominant language is used in everyday communication and in school. Heritage languages are immigrant languages

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Turner, Jean. "Assessing Speaking." Annual Review of Applied Linguistics 18 (March 1998): 192–207. http://dx.doi.org/10.1017/s0267190500003548.

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The publication of the ACTFL (American Council on the Teaching of Foreign Languages) Guidelines (1986) and the creation and popularization of the ACTFL Oral Proficiency Interview (ACTFL-OPI) have had a profound effect on foreign and second language instruction and assessment, drawing attention to language students' abilities to use language in performing particular functions and tasks rather than to what they have learned about language. The growing interest in communicative language teaching, with its emphasis on meaningful interaction in the language as opposed to knowledge of linguistic rules, has complemented interest in the ACTFL Guidelines' descriptions of functional language ability and the interview-format oral proficiency interview.

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POP, Maria Cristina. "Particularities of oral language in students with intellectual disabilities." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare IV, no. 2 (October 15, 2018): 44–53. http://dx.doi.org/10.26744/rrttlc.2018.4.2.06.

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Papastefanou, Theodora, Theodoros Marinis, and Daisy Powell. "Development of Reading Comprehension in Bilingual and Monolingual Children—Effects of Language Exposure." Languages 6, no. 4 (October 12, 2021): 166. http://dx.doi.org/10.3390/languages6040166.

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The current study aimed at investigating the performance of bilingual children with English as an additional language (EAL) on language and literacy measures compared to monolinguals across the first four years of primary school in the U.K. Moreover, it addressed whether bilinguals and monolinguals’ performance on reading comprehension was consistent with the Simple View of Reading. An additional area of interest was to examine the extent to which use of and exposure to both heritage and majority language affected the development of the children’s reading comprehension in both of their spoken languages. A total of forty bilingual and forty monolingual children were assessed in oral language skills and decoding in Year 1 and Year 3 in primary school. After one school year, they were assessed in oral language skills, decoding, and reading comprehension in Year 2 and Year 4. The results showed that the bilinguals performed better than the monolinguals in decoding in all years, suggesting that exposure to a first language with transparent orthography (Greek) may benefit the development of word reading skills. However, the bilinguals scored lower in oral language skills and reading comprehension than their monolingual peers. This finding underlined the significant role of oral language skills in the development of bilinguals’ reading comprehension. Both oral language skills and decoding contributed to reading comprehension in bilinguals but the effects of oral language skills on reading comprehension were stronger than the effects of decoding. Finally, we found that language use of the minority language outside the home could significantly predict reading comprehension in the minority language, underlining the importance of language exposure through complementary schools and other activities outside the home to the maintenance and development of the heritage language.

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Maliva, Wakati, Mwajuma Vuzo, and Orestes Kapinga. "English Language Teachers’ Classroom Assessment Practices of Oral Language Skills in Secondary Schools in Tanzania." Journal of Linguistics and Language in Education 16, no. 1 (June 30, 2022): 64–90. http://dx.doi.org/10.56279/jlle.v16i1.4.

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This study investigated secondary school English language teachers’ classroom practices in the assessment of oral language skills in Tanzania. The study was informed by a phenomenological research design. Data were collected in six schools through interviews with eight (8) teachers, classroom observation and documentary review. All interviews were recorded and transcribed verbatim. Data analysis was conducted through a thematic approach. Findings revealed that classroom oral language assessment in secondary schools was sparingly conducted in the studied schools. Where it was conducted, it was dominated by debates, group discussions and classroom presentations, dialogues, dictation, interviews, questions and answers and computerassisted assessment. It was further foundthat smaller classes benefitted from oral language assessment than larger classes. Teachers with larger classes were hampered from conducting oral language assessments due to time limitations. The paper concludes that students’ oral language skills can better be

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Tarone, Elaine, and Martha Bigelow. "IMPACT OF LITERACY ON ORAL LANGUAGE PROCESSING: IMPLICATIONS FOR SECOND LANGUAGE ACQUISITION RESEARCH." Annual Review of Applied Linguistics 25 (March 2005): 77–97. http://dx.doi.org/10.1017/s0267190505000048.

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In this chapter we describe a body of research on oral language processing that we believe has important implications for applied linguistics. This research documents the effects of literacy on human oral language processing. Studies in this area show that illiterate adults significantly differ from literate adults in their performance of oral processing tasks that require an awareness of linguistic segments. These studies provide evidence that the acquisition of the ability to decode an alphabetic script changes the way in which the individual processes oral language in certain kinds of cognitive tasks. At the same time, based on research establishing a clear reciprocal relationship between oral language processing skills and literacy, researchers on first language acquisition are extending the scope of their study to explore the way in which an individual's language competence is altered and extended by literacy itself. In this discussion, we describe the broad outlines of this new body of research and scholarship, and explore the implications for our understanding of second-language acquisition, and particularly for theories and research that explore the impact of “noticing” on SLA. We conclude by stressing the social and theoretical importance of including clearly-identified illiterate adults in our growing database on second language acquisition research.

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Hamzah, Nurul Nazira, and Nor Ain Manap. "THE TALE OF THE TWO LANGUAGES: THE QUEST IN UNDERSTANDING STUDENTS TOWARD ORAL COMMUNICATION." International Journal of Modern Education 3, no. 10 (September 5, 2021): 74–85. http://dx.doi.org/10.35631/ijmoe.310006.

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This study investigates how students with basic English and Arabic language proficiency from the foreign language perceive their oral communication challenges in completing their oral project for Oral Communication in English and Arabic Language Level 3 - Interviewing Native/Second language speakers in the target language. Qualitative research using the case study method was adopted. A total of 74 Arabic students & English were taken for this study is on purposeful sampling. Students were required to present a short reflective journal on their view of their project at the end of the semester to the teacher-researcher. Major findings indicate that students generally held a positive view towards the idea of approaching native speakers to practice the languages. Finally, to maximize the potential of the students, it is suggested that a need analysis should be conducted at the beginning of the semester to understand the needs and preferences of students when using the languages orally both inside and outside the campus, formal and informal use. Teachers should also try to utilize the potential of the mixed-ability group to enhance peer learning and sharing.

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Dolean, Dacian Dorin, Arne Lervåg, Laura Visu-Petra, and Monica Melby-Lervåg. "Language skills, and not executive functions, predict the development of reading comprehension of early readers: evidence from an orthographically transparent language." Reading and Writing 34, no. 6 (January 24, 2021): 1491–512. http://dx.doi.org/10.1007/s11145-020-10107-4.

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AbstractThe simple view of reading proposes that the development of reading comprehension in early elementary school is best predicted by children’s fluent decoding and oral language skills. Recent studies challenge this view and suggest that executive functions should also be included in this theoretical model; however, the empirical evidence is not strong enough to clearly support or refute this hypothesis. In this short-term longitudinal study, we used latent variables to test whether executive functions have direct effects on the development of reading comprehension in 184 Romanian second graders, beyond fluent decoding and oral language skills. The results indicated that the initial stages of reading comprehension were associated with executive functions, but only the language skills could independently predict the development of reading comprehension. Our findings show that executive functions do not have a significant direct effect on the development of reading comprehension in early readers beyond fluent decoding and oral language skills in languages with transparent orthography. The results also suggest that once children learn to decode well, their language skills (and not their executive functions) have a strong effect on the development of reading comprehension. Therefore, reading interventions in elementary school should stress on the development of oral language skills.

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Ralph, Matthew A. Lambon. "ORAL NAMING AND ORAL READING: DO THEY SPEAK THE SAME LANGUAGE?" Cognitive Neuropsychology 16, no. 2 (March 1999): 157–69. http://dx.doi.org/10.1080/026432999380933.

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German, Diane J., and Rochelle S. Newman. "Oral Reading Skills of Children with Oral Language (Word-Finding) Difficulties." Reading Psychology 28, no. 5 (November 5, 2007): 397–442. http://dx.doi.org/10.1080/02702710701568967.

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Palma-Alcivar, Gilma Cleotillde, and Bella Aurora Barreiro-Vera. "Phonemes in language development in elementary school students." International journal of linguistics, literature and culture 8, no. 4 (July 5, 2022): 168–74. http://dx.doi.org/10.21744/ijllc.v8n4.2126.

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In alphabetic languages like ours, learning to write requires awareness of the phonological structure of speech. Phonological awareness is the ability to access the structure of the oral language and be aware of the phonological segments of words. The purpose of the work is to carry out an analysis on the importance of the teaching of phonemes, as a key element for the development of the subject of language in the students at elementary school of the Educational Unit Fisco Misional Cinco de Mayo of the Chone Canton in the period 2021-2022, as well as the strong relationship that exists between the development of oral language and the skills that favor phonological knowledge in elementary school students. The research is based on a bibliographic review and descriptive work, which made it possible to characterize the impact of phonemes on the development of language in elementary school students and it was possible to verify the strong relationship that exists between the development of oral language and the skills that favor phonological knowledge in students.

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