Search results

1

Using MLU to study early language development in English

100%

Wieczorek R.

Psychology of Language and Communication

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2010

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vol. 14

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issue 2

59-69

EN

The study examines the parameter of Mean Length of Utterance (MLU), measured both in morphemes (MLUm) and words (MLUw), in early language development in the case of two English children matched for age. The MLU scores of a normally developing child were compared to the MLU results of a language-impaired child in a longitudinal study. Moreover, the reliability of the MLU index measured in words was also tested in both children. The MLU analysis was based on the CHILDES database and CLAN programme, where the transcripts of spontaneous speech samples are used to calculate basic language parameters at different age-points. The findings of this study indicate that despite the expected delay, the language-impaired child followed a similar route of language development as the control child. However, significant differences between MLUw and MLUm confirmed that the parameters performed two different linguistic analyses.

2

Guck (1.) mal (.) ich (.) mache (3.). Frühe Nebensatzkonstruktionen bei deutschsprachigen Kindern

100%

Elsner D.

Germanica Wratislaviensia

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2011

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vol. 134

103-116

EN

This article shows that data from the acquisition of subordinated clauses supports a cognitive-functional approach to language development. The idea that children acquire subordinated clauses via the fixation of the head parameter of the IP cannot be reconstructed with the help of the data at hand. Early subordinated clauses appear with certain matrix verbs in certain syntactic confi gurations, which are quite formulaic.

3

Understanding CLIL as an innovation

100%

Kelly R.

Studies in Second Language Learning and Teaching

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2011

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vol. 1

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issue 1

153-171

EN

This article explores the potential offered by complexity theories for understanding language learners’ sense of self and attempts to show how the self might usefully be conceived of as a complex dynamic system. Rather than presenting empirical findings, the article discusses existent research on the self and aims at outlining a conceptual perspective that may inform future studies into the self and possibly other individual learner differences. The article concludes by critically considering the merits of a complexity perspective but also reflecting on the challenges it poses for research.

4

The World without Sight. A Comparative Study of Concept Understanding in Polish Congenitally Totally Blind and Sighted Children

100%

Jaworska-Biskup K.

Psychology of Language and Communication

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2011

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vol. 15

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issue 1

27-48

EN

The paper presents the outcome of an experiment on concept understanding in Polish congenitally totally blind and sighted children. A test of free associations was administered to a group of 40 sighted and 24 congenitally totally blind children between the ages of 7 and 9. The research instrument included 25 sample concepts grouped into four categories such as colors, nature phenomena, features of living organisms and physical processes. The collected responses lend support to the fact that there exist many impediments to proper concept understanding due to limited hands-on experience arising out of blindness, visible in the research by the presence of gaps in knowledge or egocentrism-based responses. The data exhibits a blind child's high dependence on contextual clues and a delay in the process of decontextualization, especially if it is not accompanied by sufficient stimulation from the child's environment.

5

Generic and Specific Numeral Classifier Input and its Relation to Children’s Classifier and Number Learning

100%

Atagi N., Sandhofer C. M.

Psychology of Language and Communication

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2015

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vol. 19

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issue 2

101-127

EN

In Japanese, numeral classifiers-or measure words-co-occur with numbers in counting phrases. Th e present study characterized parent numeral classifier use and its relation to children’s classifier acquisition and number learning. Twenty-four Japanese-speaking parents and their two- to six-year-old children viewed and talked about two wordless picture books about counting to each other. Children also participated in a Counting task and Give-N task. Results revealed (1) parents’ classifier use changed in relation to children’s age and classifier use, and (2) parents’ increased use of specific classifiers was uniquely associated with children’s number understanding. These results suggest that aspects of children’s language and numerical development are related to parents’ language input, demonstrating the importance of examining the relation between language and cognition in a developmental context.

6

O potrzebie sięgnięcia do tradycji polonistycznej w zakresie kształcenia językowego

100%

Fiszbak J.

Kształcenie Językowe

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2016

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vol. 14 (24)

19-34

EN

The article relates to decreasing language proficiency among the graduates of high schools. The author points out the reasons of this tendency and discusses the newest suggestions for working over language in schools. As efforts of creating new strategy of language-development are not satisfactory, she proposes going back to ways worked out by the Polish didacticians, or even taking into consideration the autonomous aims of teaching the scientific knowledge of language. She reminds of neglected in practice scholastic forms of exercises which effectively affect the development of students’ language.

7

Acquisition of Romani in a Bilingual Context

100%

Kyuchukov H.

Psychology of Language and Communication

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2014

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vol. 18

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issue 3

211-225

EN

The paper presents research findings from research on Roma children and their acquisition of different grammatical categories in the Romani language. Results from three different studies with Roma children from Bulgaria are discussed: acquisition of mental state verbs (MSV), Bates-MacArthur Communicative Development Inventories (CDI) in Romani and subtests from DELV (Seymour, Roeper, & de Villiers, 2005). All the testing and research shows that Roma children follow the paths of normally developing children in their language development. Roma children are able to correctly use nouns, verbs, wh-questions and to assume different communicative roles.

8

Understanding CLIL as an innovation

100%

Kiely R.

Studies in Second Language Learning and Teaching

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2011

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vol. 1

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issue 1

153-171

EN

Content and Language Integrated Learning (CLIL) initiatives in schools have become widespread across Europe and beyond in the last decade or so. Drivers for this include the role of English as the language of international economic activity, media and culture, belief in the value of early start and meaning-focussed instruction in foreign language learning, and a policy position which promotes a multilingual Europe. In many contexts, CLIL initiatives are local: teachers and educational leaders with assistance from teacher educators and experts in universities establish programmes, which are then shaped by available resources, human and material. While the commitment, enthusiasm and energy for CLIL at classroom and school levels are essential requirements for educational innovation, they may not, in the longer term be enough for sustainability and ongoing development. This paper examines the implementation of CLIL as an innovation and identifies some issues where wider policy support and coordination may be useful. It draws on the findings of an evaluation study of a CLIL project implemented in four countries, and identifies issues and ways forward for an effective strategy for CLIL in terms of foreign language learning, subject learning, and positive learning experiences for every child.

9

Gesty jako predyktor rozwoju komunikowania się u dzieci prawidłowo się rozwijających oraz z zaburzeniami rozwojowymi

100%

Dłużniewska A.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2016

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issue 14

73-88

PL

Gestures and facial expressions appear in child communication before she/he is able to say the first word, and their qualitative and quantitative growth is considered an indicator of future language development. The aims of this article is review of the research available in literature on the use of gestures in the communication process of children whose development is typically and children with developmental disorders. There is an evidence that the differences in the development of gestures communication in children with typical and atypical development allow to predict potential language delays.

10

Dimensionen sprachhistorischer Varietäten

100%

Biszczanik M.

Colloquia Germanica Stetinensia

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2012

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issue 20

109-119

EN

The paper is an attempt at a theoretical setting of the contemporary German language and its development in the multidimensional, spatial and diachronically approached spectrum of language development in general. The presented reflections are in particular centred on the so-called standard German language variety, its degree of abstractness or realness, as well as the interconnections between the standard variety, dialects and written varieties.

11

Language Behaviours in Children with Hearing Impairment vs. the Social Functioning of Their Mothers-Comparative Surveys

100%

Bieńkowska K. I., Woźniak A.

The New Educational Review

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2016

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vol. 46

189-199

EN

The object and aim of the undertaken surveys was to assess the modifying impact of a child’s language development (independent variable) on selected areas of their mother’s functioning-the appearance of symptoms of depression, and concentration on the child’s disability (dependent variable). Surveys in a group of the same 30 dyads (mother-child) connected with the Association of Family and Friends of Children with Hearing Impairment in Krosno were conducted in 2007 and repeated after 9 years. Analysis of the test data (n=60) confirmed the hypothesis that the appearance of symptoms of depression in mothers is less frequent and a mother’s perception of a child’s hearing impairment as burdensome decreases alongside the development of a child’s language competence. The article is critical of the results of surveys conducted by other researchers. The authors also analyse other factors, including the Universal Neonatal Hearing Screening Programme, place of residence, quality of specialist treatment and therapy, and the passage of time, which may influence change in the functioning of mothers of children with hearing impairment.

12

Looking for structure: Is the two-word stage of langugae development in apes and human children the same of different?

88%

Patkowski M.

Studies in Second Language Learning and Teaching

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2014

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vol. 4

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issue 3

507-528

EN

Previously published corpora of two-word utterances by three chimpanzees and three human children were compared to determine whether, as has been claimed, apes possess the same basic syntactic and semantic capacities as 2-year old children. Some similarities were observed in the type of semantic relations expressed by the two groups; however, marked contrasts were also uncovered. With respect to the major syntactic mechanism displayed in two-word child language, namely word order, statistically significant differences were found in all three comparisons that were tested. These results indicate that chimpanzees do not exhibit the linguistic capacities of 2-year old children.

13

Die Rolle von Etymologie und Grammatik in Sprachentwicklung und Sprachverwandtschaft – Gesetzmäßigkeiten und Regeln

88%

Euler W.

Studia Etymologica Cracoviensia

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2012

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vol. 17

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issue 1

25-66

EN

Morphological developments of Indo-European languages are known, but not formulated as laws: the loss of dual, of some cases and of the neuter, the change of root stems into the class of vocalic stems, the loss of the subjunctive, and the convergence of perfect and aorist, the replacement of the synthetic mediopassive by analytic categories. The established criteria of the kinship between related language families or of the degree of kinship between two languages or within a group are morphological and lexical commonalities. Whereas lexemes are often borrowed, idioms are borrowed only between closely related languages. Grammatical categories can be created corresponding to patterns of neighbouring languages. Phonological borrowings are rare.

14

Looking for structure: Is the two-word stage of language development in apes and human children the same or different?

88%

Patkowski M.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 3

507-528

EN

Previously published corpora of two-word utterances by three chimpanzees and three human children were compared to determine whether, as has been claimed, apes possess the same basic syntactic and semantic capacities as 2-year old children. Some similarities were observed in the type of semantic relations expressed by the two groups; however, marked contrasts were also uncovered. With respect to the major syntactic mechanism displayed in two-word child language, namely word order, statistically significant differences were found in all three comparisons that were tested. These results indicate that chimpanzees do not exhibit the linguistic capacities of 2-year old children.

15

Linguistic Competence of Hearing Children of Deaf Parents. A Case Study

75%

Zaborniak-Sobczak M., Perenc L.

Logopedia

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2017

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vol. 46 EN

293-308

EN

The article constitutes a description of selected aspects of the development of linguistic knowledge of an eight-year-old hearing boy against the background of the process of his language development with deaf parents who communicate using sign language. The results of previous studies, mostly English-language, in terms of the impact of an unusual language environment on the speech and language development of hearing children of deaf parents, are not unambiguous. This publication describes one of several cases comprising the empirical material of broader research1 whose goal is, among others, the identification and description of the communicative and language competences (mainly in terms of phonological language) of hearing children of deaf parents.

16

Enantiosémie jako výsledek vývojových procesů

75%

Nejedlý P.

Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)

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2014

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vol. 75

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issue 3

181-193

EN

Enantiosemy describes a situation in which a lexical unit acquires opposing meanings as a result of long-term semantic development. In this article, using several examples from Old Czech, I show how the enantiosemic status of words results from the development of lexical units or (sub-)systems. In the first example, the verb ublížit (to harm) has gained (on the background of words blízký, bližní, přiblížit, etc.) negative conceptual content through the systemic usage of the directional meaning of the prefix u-. In another example, the verb odpravit has changed its meaning from ‘to arrange regularly’ to ‘to murder’ during its own complicated semantic development (‘to make sth rightly’→‘to punish sb rightly’→‘to put sb to death’→‘to murder’). Finally, it is shown that the meanings ‘to love’ and ‘to hate’ of the Old Czech verb náviděti have become the result of a double progressive artificially-created opposition to the initial common Slavic nenáviděti – the previous concept, presented both in linguistic and in popular literature on its polysemy, is thus incorrect.

17

The role of a teacher in a CLIL classroom

75%

Papaja K.

Glottodidactica

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2013

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vol. 40

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issue 1

147-153

PL

CLIL classrooms are not typical language classrooms due to the fact that language is the medium through which content is “transported”. Non-linguistic content is used to teach a language and learners acquire new knowledge but in a foreign language. The following paper provides an outline of research on the role of a teacher in a CLIL classroom. Starting with a brief insight into the phenomenon of CLIL, and a general overview of the qualitative studies based on observations, questionnaires and interviews, the article focuses particularly on the main features of a CLIL teacher.

18

Ján Dekan K Vývoji Jazyků

75%

Boček V.

Jazykovedný Casopis

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2015

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vol. 66

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issue 1

5-16

EN

In 1951, in the period after Stalin’s intervention against Marrism, young Slovak archaeologist and historian Ján Dekan published a study Za stalinské riešenie otázok etnogenezy [For the Stalinist Solution of the Questions of Ethno-genesis]. The present paper shows that hidden behind the Marxist terminology, a worth reading and worth considering work on the topic of the rise and development of languages can be found. With the help of the concept of four paradigms of historical (historical-comparative) linguistics, Dekan’s study is evaluated as a text fitting into the revisionist paradigm, characteristic by the assumption of a balanced role of divergence and convergence in language development. Further relationships of the Dekan’s work to other theories and principles of language development are discussed

19

Rola wybranych sprawności fonologicznych w twórczości językowej dziecka

75%

Kostka-Szymańska M.

Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia

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2018

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vol. 31

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issue 3

EN

The purpose of presented research is the analysis of poems created by preschool children, in terms of the quality and frequency of use of the phonological language means. A pivotal aspect of the research is the description of the influence of age on the type of created narratives (prose, poem) and on the type of used language means. The impact of phonological features (rhymes and alliterations) on the language development in children will be discussed. The results indicate on the necessity of encompassing in the kindergartens’ didactic programs linguistic exercises and games, aimed at recognition of rhymes and alliterations. Such games play a crucial role in the proper development of reading and writing skills and, as a result, they improve the language competence and have a positive impact on further academic achievement of a child at school.

PL

Celem prezentowanych badań jest analiza wierszy budowanych przez dzieci przedszkolne pod kątem jakości i częstości używania fonologicznych środków językowych. Ważnym aspektem jest opisanie wpływu wieku na rodzaj tworzonych wypowiedzi (proza, wiersz) oraz stosowanych środków językowych. Przedyskutowana zostanie rola, jaką odgrywają używane cechy fonologiczne (rymy i aliteracje) w rozwoju językowym dzieci. Wyniki badań wskazują, iż powinno się zadbać o to, by w programach dydaktycznych przedszkoli znajdowały się ćwiczenia z zakresu zabaw językowych, szczególnie dotyczących tworzenia i rozpoznawania rymów i aliteracji. Poprzez tego typu gry rozwija się ważna dla umiejętności czytania i pisania sprawność fonologiczna. W konsekwencji ma to znaczenie w doskonaleniu kompetencji językowej i korzystnie oddziałuje na dalszy proces edukacji dziecka w szkole.

20

Rodzina a rozwój języka dziecka w młodszym wieku szkolnym

75%

Kiełb-Starczewska E.

Wychowanie w Rodzinie

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2016

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vol. XIII

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issue (1/2016)

359-369

EN

The research paper describes the role of families in the language development of their children. The main points of the paper concern: the parent's education, the relationships within the families and the language education of the children (and how the families support the language development of their children). The components of the home environment which are taken to account include the financial status of the family as well as the cultural and social components. But the most important part of the home environment is the parents themselves, because the parents have the most important impact on the development of the vocabulary of their children. There are other components such as: the abilities of perception of the children, their physical and psychological development (which are described in the paper). The abilities of the children to learn (in different age groups) are described too. There are differences in the way the children speak according to the region of the country in which they live, as well as their age, social status and examples taken from the home environment. There are other possible difficulties in learning too. The abilities for the language development of the children include such elements as: their comprehension, their ability to memorize things, their ability to use new words etc. These components decide their future learning success. In conclusion the most important ideas and findings are shown, which should be helpful in order to work on the language development of the children and for future research.

PL

Streszczenie W artykule niniejszym zwraca się uwagę na współczesne czynniki środowiska rodzinnego, mogące wywierać wpływ na rozwój języka dziecka. Dotyczą one poziomu wykształcenia rodziców, atmosfery współżycia rodzinnego i związanej z nimi opieki świadomej lub nawykowej, odnoszącej się do rozwoju intelektualnego dziecka. Mówiąc o czynnikach środowiska rodzinnego zwraca się uwagę na zarówno materialne, jak też kulturalno-społeczne warunki życia rodzinnego. Na plan pierwszy wysuwani są przede wszystkim sami rodzice lub prawni opiekunowie dziecka, ponieważ niewątpliwie te osoby stanowią w kręgu domowo-rodzinnym najbardziej istotny czynnik środowiskowy w rozwoju języka dziecka. Nie pomijam również zdolności percepcyjnych samego dziecka, aktywności psychicznej dziecka, jego rozwoju psychicznego i motorycznego. Mówiąc o predyspozycjach dziecka mam na myśli jego rozwój fizyczny, emocjonalny, społeczny i poznawczy. Akcentuję także związek języka dziecka z jego rozwojem poznawczym, co rzutuje na efekty tegoż rozwoju w poszczególnych etapach wiekowych. Na uwagę w słownictwie dziecka zasługują także różnice gwarowe, wiek, położenie geograficzne, przynależność do klasy społecznej, wzorce językowe wyniesione ze środowiska rodzinnego oraz możliwość trudności w uczeniu się. Możliwości rozwojowe słownictwa dziecka: rozumienie, zapamiętywanie oraz umiejętność zastosowania poznanego słownictwa zdecydują o prognozie skuteczności przyszłej nauki. Z całości wypływają wnioski końcowe i uogólnienia wskazujące na konieczność refleksji rodziców pragnących wspierania pracy wychowawczej nad rozwojem intelektualnym ich dzieci. Wynikają także potrzeby dla dalszych naukowych poszukiwań w zakresie powyższej problematyki.

Refine search results

Using MLU to study early language development in English

Guck (1.) mal (.) ich (.) mache (3.). Frühe Nebensatzkonstruktionen bei deutschsprachigen Kindern

Understanding CLIL as an innovation

The World without Sight. A Comparative Study of Concept Understanding in Polish Congenitally Totally Blind and Sighted Children

Generic and Specific Numeral Classifier Input and its Relation to Children’s Classifier and Number Learning

O potrzebie sięgnięcia do tradycji polonistycznej w zakresie kształcenia językowego

Acquisition of Romani in a Bilingual Context

Understanding CLIL as an innovation

Gesty jako predyktor rozwoju komunikowania się u dzieci prawidłowo się rozwijających oraz z zaburzeniami rozwojowymi

Dimensionen sprachhistorischer Varietäten

Language Behaviours in Children with Hearing Impairment vs. the Social Functioning of Their Mothers-Comparative Surveys

Looking for structure: Is the two-word stage of langugae development in apes and human children the same of different?

Die Rolle von Etymologie und Grammatik in Sprachentwicklung und Sprachverwandtschaft – Gesetzmäßigkeiten und Regeln

Looking for structure: Is the two-word stage of language development in apes and human children the same or different?

Linguistic Competence of Hearing Children of Deaf Parents. A Case Study

Enantiosémie jako výsledek vývojových procesů

The role of a teacher in a CLIL classroom

Ján Dekan K Vývoji Jazyků

Rola wybranych sprawności fonologicznych w twórczości językowej dziecka

Rodzina a rozwój języka dziecka w młodszym wieku szkolnym