Częstym problemem, z którym w procesie glottodydaktycznym borykają się zarówno uczący, jak i uczący się, jest stagnacja w rozwoju językowym. Mimo licznych teorii dotyczących przyczyn tego zjawiska ...rzadko wspomina się, że problem tkwi w dużej mierze w niedostatecznym (co do ilości) i nieodpowiednim (co do sposobu) przyswajaniu przez uczącego się słownictwa. Wychodząc od trzystopniowego modelu zaprezentowanego przez Mirzaei, Zoghi i Davatgari Asl oraz opierając się na zgromadzonym materiale badawczym, obejmującym wybrane błędy popełniane przez uczących się na poziomach B1+ i B2 (błędy kolokacyjne i kontekstowe, fałszywi przyjaciele, transfer modeli słowotwórczych z innych języków do języka docelowego), autorka skupia się na ustaleniu, jakie działania w obszarze instrukcji (obejmujące m.in. materiały dydaktyczne, plany nauczania, zadawane prace pisemne) mogą mieć negatywny wpływ na rozwój kompetencji leksykalnej u ucznia dotkniętego efektem plateau. Wyniki przeprowadzonego badania wskazują na pewne deficyty materiałów dydaktycznych, utrwalające stagnację, którym jednak mogą zapobiec działania nauczyciela, takie jak zwiększenie ilości ćwiczeń drylowych, właściwa selekcja materiału leksykalnego, wprowadzanie kolokacji i idiomów już na poziomie początkowym oraz konsekwentne zwracanie uwagi na sposób użycia języka (bogactwo środków językowych i poprawność).
The article discusses the methods available to the examiner in the verification of linguistic competence, considered among the fundamental elements of communicative competence in the teaching and ...learning of foreign languages. It is one of the skills that has an impact on professional, educational life, and also on social inclusion. Its assessment plays an important role in guiding the learner to master and use their knowledge correctly and effectively in different contexts to achieve well-defined objectives. The evaluation of language skills requires good preparation of tests according to the most appropriate method, and above all, forming a team of experts for the supervision of language tests, which must be ordered and well-constructed remains essential, from a basic level to a more advanced level where the learner will be able to interact easily without making any effort and understand what he hears and reads.
This bidirectional study investigates the willingness to communicate (WTC) by first language (L1) Japanese learners of English as the foreign language (EFL) (n = 27) and L1 English learners of ...Japanese as the foreign language (JFL) learners (n = 12). Previous studies e.g., 8, 25 have found that Japanese university students still struggled to improve their willingness to speak English, despite several years of oral communication classes. The goal of this study is to identify what makes Japanese EFL learners less willing to speak English, by comparing them with English JFL learners. This study examines 1) which factor affects the two learner groups' WTC in their foreign language more, actual or self-perceived linguistic competence; 2) whether speaking an L1 or L2 affects the WTC and self-perceived competence. A total of five linguistic tasks were administered to the two groups (age range 18–22) to measure their actual linguistic competence. An online questionnaire explored the group differences in WTC and self-perceived linguistic competence in L1 and L2 speaking contexts. Only the Japanese EFL group showed that self-perceived linguistic competence could have more impact on L2 WTC than actual linguistic competence. Both EFL and JFL groups showed higher WTC with individual and situational factors and self-perceived linguistic competence in the L1 speaking context than the L2 speaking context.
•English JFL learners outperformed Japanese EFL learners in terms of willingness to communicate, actual, and self-perceived linguistic competence.•Only Japanese EFL learners showed that self-perceived linguistic competence affected L2 WTC more than actual linguistic competence.•Both groups showed that L2 WTC was positively correlated to actual linguistic competence, but only to wh-related accuracy rates.•Both groups showed higher WTC and self-perceived linguistic competence in the L1 speaking context than the L2 speaking context.
In the last few years, Content and Language Integrated Learning (CLIL) has been extensively implemented in the Italian school system and particularly in the Autonomous Province of Trento. This ...article aims to analyse students’ perception of the quality of their CLIL experience since they are the final recipients of CLIL. Results suggest that students acknowledge the positive impact of CLIL on their L2 proficiency (English). However, the success of CLIL seems to be strongly dependent on the CLIL teacher’s linguistic competence in the L2 and on the CLIL curriculum design, which should avoid oversimplification of the subject matter taught by means of the L2.
Applied linguists have been exploring approaches to second language acquisition and competence that move beyond a prioritization of cognition and grammar that was derived from the foundational ...structuralist legacy in linguistics. Recently, for example, they have collaborated in putting together an integrated alternative model (Douglas Fir Group, 2016) to move theory and pedagogy forward. Shifting further yet toward the material locus and spatiotemporal conditioning of communication, this article reports on the communicative practices of international STEM (science, technology, engineering, and mathematics) scholars. Its data analysis uses a spatial orientation informed by schools such as new materialism, post-humanism, and actor network theory, influenced largely by scholars in material and spatial sciences. The article calls for a fuller materialization, embodiment, and performativity in theorizing language competence than currently conceptualized in applied linguistics.
An individual participant data meta‐analysis was conducted to test pre‐registered hypotheses about how the configuration of attachment relationships to mothers and fathers predicts children's ...language competence. Data from seven studies (published between 1985 and 2014) including 719 children (Mage: 19.84 months; 51% female; 87% White) were included in the linear mixed effects analyses. Mean language competence scores exceeded the population average across children with different attachment configurations. Children with two secure attachment relationships had higher language competence scores compared to those with one or no secure attachment relationships (d = .26). Children with two organized attachment relationships had higher language competence scores compared to those with one organized attachment relationship (d = .23), and this difference was observed in older versus younger children in exploratory analyses. Mother–child and father–child attachment quality did not differentially predict language competence, supporting the comparable importance of attachment to both parents in predicting developmental outcomes.
Background: Discourse abilities play an important role in the assessment, classification, and therapy outcome evaluation of people with aphasia. Discourse production in aphasia has been studied quite ...extensively in the last 15 years. Nevertheless, many questions still do not have definitive answers.
Aims: The aim of this review is to present the current situation in the research on a number of crucial aspects of discourse production in aphasia, focusing on methodological progress and related challenges. This review continues the discussion of the core themes in the field, aiming to render it as up-to-date as possible.
Main Contribution: The review focuses on a number of unexplored theoretical issues, specifically, the interface between micro- and macrolinguistic abilities, and the relationship between linguistic competence and communicative success in aphasia. The emphasis on theoretical challenges, along with the thorough discussion of methodological problems in the field, makes this review a starting point and a comprehensive information source for researchers planning to address language production in people with aphasia.
Conclusion: Although the picture is not yet complete, recent advancements lead to a better understanding of the processes involved in aphasic discourse production. Different approaches provide insights into the complex multifaceted nature of discourse-level phenomena; however, methodological issues, including low comparability, substantially slow down the progress in the field.
Compositionality has been a central concept in linguistics and philosophy for decades, and it is increasingly prominent in many other areas of cognitive science. Its status, however, remains ...contentious. Here, I reassess the nature and scope of the principle of compositionality (Partee, 1995) from the perspective of psycholinguistics and cognitive neuroscience. First, I review classic arguments for compositionality and conclude that they fail to establish compositionality as a property of human language. Next, I state a new competence argument, acknowledging the fact that any competent user of a language L can assign to most expressions in L at least one meaning which is a function only of the meanings of the expression's parts and of its syntactic structure. I then discuss selected results from cognitive neuroscience, indicating that the human brain possesses the processing capacities presupposed by the competence argument. Finally, I outline a language processing architecture consistent with the neuroscience results, where semantic representations may be generated by a syntax‐driven stream and by an “asyntactic” processing stream, jointly or independently. Compositionality is viewed as a constraint on computation in the former stream only.
Abstract
If Amelia utters ‘Brad ate a salad in 2005’ assertorically, and she is speaking literally and sincerely, then I can infer that Amelia believes that Brad ate a salad in 2005. This paper ...discusses what makes this kind of inference truth-preserving. According to the baseline picture, my inference is truth-preserving because, if Amelia is a competent speaker, she believes that the sentence she uttered means that Brad ate a salad in 2005; thus, if Amelia believes that that sentence is true, then she must believe that Brad ate a salad in 2005. I argue that this view is not correct; on pain of irrationality, normal speakers can’t have specific beliefs about the meaning of the sentences they utter. I propose a new account, relying on the view that epistemically responsible speakers utter sentences assertorically only if they believe all the propositions which they think those sentences might mean.
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