The paper analyzes the results of a sentence repetition task performed by Lithuanian L2 speakers of different language proficiency levels. This paper focuses on a set of targeted verb forms included ...in the task because they are less likely to occur in free production. The different forms the speakers produced are analyzed by considering their correspondence (or not) to the targeted form, by comparing the speakers among each other with respect to their learner variety and by comparing the task results to the repertoire of the same speaker in the free production data. In multiple cases of failed re-production, the analysis examines what the targeted forms were substituted with and tries to identify possible reasons for such substitution. This analysis confirms the general inability of the basic variety speakers to distinguish between morphologically different forms and the dominant trend showing that L2 learners are more meaning-focused than form-focused. The analysis also shows growing implicit knowledge, or at least gradual passive acquisition, of the less frequent forms as the speaker advances in the post-basic continuum.
One of the most influential factors in the future access to the labour market of a young descendant of migrants is their occupational aspirations. Sociodemographic, socio-cultural, and ...socio-professional family elements or knowledge of languages are key in their formation. But in bilingual societies like Catalonia, the symbolism associated with languages is an added complexity.
Thus, this article aims to analyse the influence and predictive power of linguistic knowledge and linguistic acculturation profiles on occupational aspirations, using a questionnaire completed by 205 young people of African, European, and Latin American origin in Lleida.
The findings indicate that better knowledge of Catalan and a profile of linguistic acculturation which emphasises this language predict above-mean occupational aspirations. Knowledge of Spanish has an unclear role and a profile prioritising Spanish is a negative predictor.
We conclude that language knowledge becomes a resource 'through' its symbolic value, questioning theories postulating that multilingualism always allows/facilitates access to better occupations.
This study investigated the dependability of reading comprehension scores across different text genres and response formats for readers with varied language knowledge. Participants included 78 ...fourth-graders in an urban elementary school. A randomized and counterbalanced 3 × 2 study design investigated three response formats (open-ended, multiple-choice, retell) and two text genres (narrative, expository) from the Qualitative Reading Inventory (QRI-5) reading comprehension test. Standardized language knowledge measures from the Woodcock Johnson III Tests of Achievement (Academic Knowledge, Oral Comprehension, Picture Vocabulary) defined three reader profiles: (a) < 90 as emerging, (b) 90–100 as basic, and (c) > 100 as proficient. Generalizability studies partitioned variance in scores for reader, text genre, and response format for all three groups. Response format accounted for 42.8 to 62.4% of variance in reading comprehension scores across groups, whereas text genre accounted for very little variance (1.2–4.1%). Single scores were well below a 0.80 dependability threshold (absolute phi coefficients = 0.06–0.14). Decision studies projecting dependability achieved with additional scores varied by response format for each language knowledge group, with very low projected dependability on open-ended and multiple-choice scores for readers with basic language knowledge. Multiple-choice scores had similarly low projected dependability levels for readers with emerging language knowledge. Findings evidence interactions between reader language knowledge and response format in reading comprehension assessment practices. Implications underscore the limitations of using a single score to classify readers with and without proficiency in foundational skills.
Since students’ knowledge of scientific language can be one of the main difficulties when learning science, teachers must have adequate knowledge of scientific language as well as the teaching and ...learning of it. Currently, little is known about teachers’ practices and, thus, teachers’ knowledge of scientific language, in general, and the teaching and learning of it (Pedagogical Scientific Language Knowledge, PSLK) in particular. For this reason, with this systematic review, we seek to identify elements of pre- and in-service primary and secondary science teachers’ PSLK. The search was conducted on the database Education Resources Information Center (ERIC) and resulted in 35 articles with empirical evidence after the selection process. The results have been deductively and inductively categorized following the framework of the Refined Consensus Model of Pedagogical Content Knowledge, elaborating elements of different knowledge categories that shape PSLK, as well as PSLK itself (e.g., knowledge of (i) scientific language role models, (ii) making scientific terms and language explicit, (iii) providing a discursive classroom, and (iv) providing multiple representations and resources). We can conclude that more research on PSLK is needed as analyzed articles are mainly based on case studies. Additionally, this paper shows a need for a stronger focus on scientific language in teacher education programs. Implications for further research and teacher education are discussed.
In today's increasingly linguistically diverse classrooms, all science teachers require expertise in supporting students' language development simultaneous to content-based classroom instruction. ...Current science-oriented K-12 teaching frameworks and standards promote a vision of learning and doing science that entails engaging students in language-rich science practices. The purpose of this case study was to follow one teacher candidate's developing pedagogical language knowledge. Of specific interest was his instructional decision-making in regard to integrating science and language learning. This study provides insight into the strengths and struggles of a novice teacher during his student-teaching experience. Overall, findings indicate that his knowledge and understandings about science, language, and science-language integration proved more sophisticated than his implementation, and at times his practices were contradictory to the more sophisticated views that he held. This case offers an example for other teacher educators seeking to better prepare teacher candidates for the integration of language and content.
This study investigated the effects of online collaborative note-taking strategies on English as a Foreign Language (EFL) beginners' literacy development. Fifty-two EFL beginners enrolled in literacy ...instruction to learn how to read texts (up to 350 words) and write the main ideas by using collaborative note-taking strategies. They were separated into a control group (N=26), which received paper-based instruction, and an experimental group (N=26), which received online instruction. The results indicate that the EFL beginners in the experimental group made greater progress than those in the control group as they actively utilized the online collaborative note-taking strategies available to comprehend the texts, and more particularly, in clarifying and reflecting on their own and their peers' reading and writing difficulties. In contrast, the beginners in the control group had few or no opportunities to collaborate with peers in sharing notes, nor did they explicitly observe their peers' learning process by checking log files, or save peers' important words, leading to little literacy improvement. Online collaborative note-taking strategies facilitate EFL beginners' literacy development to construct new language knowledge through text decoding (note-taking), text encoding (writing main ideas), and text discussion (collaborative interaction).
The linguistic knowledge of foreign language learners appears to be partly implicit and partly explicit. Learners rely on implicit knowledge when involved in spontaneous everyday communication, while ...explicit knowledge enables them to reflect on language structures and recognise or use metalanguage. The present study investigated the explicit and implicit foreign language learners' knowledge of English tenses in the Bosnian context at the end of the first educational cycle, i.e., primary school, by means of a metalinguistic test, an untimed grammaticality judgement test and an elicited imitation test. The study aimed at exploring the variability in the quantity and quality of EFL learners' knowledge and the relationship between different types of knowledge based on three factors, namely gender, average grade, and starting age. While revealing quite limited knowledge of the target structures, the findings showed no significant difference between explicit and implicit knowledge, while the correlation coefficients between them were relatively high. Out of the three factors, a three-way ANOVA showed that only average grade proved to have a significant main effect on EFL knowledge. The interaction effect of gender and grade was significant on the participants' overall EFL knowledge and their explicit knowledge, whereas a significant interaction effect of all three factors was confirmed only on explicit knowledge.
Resumen
La imagen de la mujer en la fraseología tiene varios aspectos y
está diferenciada. La bipolaridad del género masculino y femenino determina la
imagen lingüística y cultural del hombre, la ...mujer y las interacciones entre
ellos, durante las diferentes etapas de sus vidas. Este estudio se basa
metodológicamente en la aceptación de aspectos reflejados en el significado de
las expresiones idiomáticas. El tema de las relaciones amorosas entre jóvenes es
el más representado en la fraseología eslovaca. La diferencia de edad se
percibía de forma negativa. El matrimonio era tomado muy seriamente; se
consideraba una decisión cuyas consecuencias representarían la felicidad o
infelicidad de la persona. En la fraseología podemos encontrar la imagen de la
mujer y del hombre ideal. La belleza era importante, pero el trabajo duro y la
fidelidad eran los valores prioritarios. El rol de la mujer y el hombre, tanto
en la familia como en la sociedad, han sido determinados tradicionalmente. El
estatus de mujer era influenciado por el derecho romano. El estudio trata de una
corta comparación entre las expresiones idiomáticas eslovacas y españolas sobre
el tema de mujeres, hombres y sus características.
"Language is a human universal reflecting our deeply social nature. Among its essential functions, language enables us to quickly and efficiently share information. We tell each other that many ...things are true—that is, we routinely make assertions. Information shared this way plays a critical role in the decisions and plans we make. In Knowledge and the Norm of Assertion, a distinguished philosopher and cognitive scientist investigates the rules or norms that structure our social practice of assertion. Combining evidence from philosophy, psychology, and biology, John Turri shows that knowledge is the central norm of assertion and explains why knowledge plays this role. Concise, comprehensive, non-technical, and thoroughly accessible, this volume quickly brings readers to the cutting edge of a major research program at the intersection of philosophy and science. It presupposes no philosophical or scientific training. It will be of interest to philosophers and scientists, is suitable for use in graduate and undergraduate courses, and will appeal to general readers interested in human nature, social cognition, and communication."
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