Search results for "CQ"

Zola «onomaturge»: le sens et la portée symbolique des anthroponymes dans "Les Rougon-Macquart"

2016

Throughout the twenty volumes of his monumental novel series, Emile Zola carefully chose his characters’ family names and given names, looking for clues in authentic documents or inventing some new anthroponyms himself. The main principle of the relation between a character and his/her family name is the name’s meaning and the symbolical significance hidden in its phonetic and semantic structure. As far as the given names are concerned, their choice usually seems to be determined by irony, the writer’s favorite literary technique.

Is it time to consider visual feedback systems the gold standard for chest compression skill acquisition?

2017

Rosmini e Tocqueville. Le ragioni cristiane del liberalismo

2020

Pur essendo coeve, le biografie intellettuali di Antonio Rosmini e Alexis de Tocqueville non mostrano piena reciprocità di espliciti richiami bibliografici intercorsi tra i due. Il confronto diretto, non l’unico ma senz’altro il più approfondito, è stato operato da Rosmini limitatamente al libro della Democrazia in America pubblicato nel 1835. Il filosofo di Rovereto lo pone in risalto nella definizione di molti argomenti trattati nella Filosofia della politica del 1839 e, in seguito, lo riprende occasionalmente in altri suoi studi. Non risultano, invece, riferimenti da parte di Tocqueville a opere rosminiane. Fanno eccezione alcuni contatti epistolari avvenuti tra giugno e ottobre 1849 dur…

The effect of bidialectal literacy on school achievement

2015

The Norwegian language has two written standards, Bokmal (majority variety) and Nynorsk (minority variety), and children receive their schooling in one or other of them. Pupils schooled in Nynorsk acquire the Bokmal variety simultaneously through extracurricular exposure and thus develop what may be termed bidialectal literacy. In this study, we correlate, at municipal level, the results from Norwegian standardized national tests in reading, arithmetic, and English from four cohorts of eighth graders (2009–2012), with available statistics on language of instruction and socio-economic status. The finding is that municipalities with Nynorsk pupils have better than average results in national …

Neural correlates of morphological processing and its development from pre-school to the first grade in children with and without familial risk for d…

2022

Previous studies have shown that the development of morphological awareness and reading skills are interlinked. However, most have focused on phonological awareness as a risk factor for dyslexia, although there is considerable diversity in the underlying causes of this reading difficulty. Specifically, the relationship between phonology, derivational morphology, and dyslexia in the Finnish language remains unclear. In the present study, we used magnetoencephalography (MEG) to measure the brain responses to correctly and incorrectly derived Finnish nouns in 34 first grade Finnish children (21 typically developing and 13 with familial risk for dyslexia). In addition, we compared longitudinall…

EVALUATIVE LANGUAGE IN SPOKEN AND SIGNED STORIES TOLD BY A DEAF CHILD WITH A COCHLEAR IMPLANT: WORDS, SIGNS OR PARALINGUISTIC EXPRESSIONS?

2011

In this paper the use and quality of the evaluative language produced by a bilingual child in a story-telling situation is analysed. The subject, an 11-year-old Finnish boy, Jimmy, is bilingual in Finnish sign language (FinSL) and spoken Finnish. He was born deaf but got a cochlear implant at the age of five. The data consist of a spoken and a signed version of “The Frog Story”. The analysis shows that evaluative devices and expressions differ in the spoken and signed stories told by the child. In his Finnish story he uses mostly lexical devices – comments on a character and the character’s actions as well as quoted speech occasionally combined with prosodic features. In his FinSL story he…

CSCL – a tool to motivate foreign language learners: The Finnish application

2003

This article discusses the applications of the theory of Computer Supported Collaborative Learning (CSCL) to teaching and learning a foreign language, in this case, one of the ‘Less Commonly Taught Languages’, Finnish. The ‘Virtually Finnish’ project was based on the idea of creating a larger, virtual Finnish learning community among the second-year Finnish language students in five US universities during the fall semester, 2001. CSCL was chosen as a base, as its principal goal is to aid the learners in sharing and distributing their knowledge to the whole learning community. In addition to discussing the set up and the content of the project, the students’ feedback about their language lea…

Predicting Word Maturity from Frequency and Semantic Diversity: A Computational Study

2016

Semantic word representation changes over different ages of childhood until it reaches its adult form. One method to formally model this change is the word maturity paradigm. This method uses a text sample for each age, including adult age, and transforms the samples into a semantic space by means of Latent Semantic Analysis. The representation of a word at every age is then compared with its adult representation via computational maturity indices. The present study used this paradigm to explore to the impact of word frequency and semantic diversity on maturation indices. To do this, word maturity indices were extracted from a Spanish incremental corpus and validated, using correlation scor…

CLIL classroom discourse

2013

Under the label of Content and Language Integrated Learning (CLIL) the teaching of curriculum subjects through the medium of a foreign language has become a widely accepted feature in mainstream education systems in Europe and other parts of the world. After contextualizing its subject matter in CLIL research as a whole, this article focuses on research into classroom discourse. In order to unravel the complexities involved, three different takes on CLIL classroom discourse are discussed as an evidence-base for (a) language learning, (b) language use and social-interactional aspects of L2-interaction, and (c) processes of knowledge construction in and through a second or foreign language. T…

Yhteistyön mahdollisuudet – lukiokoulutukseen valmistava koulutus kielellistyvässä maailmassa

2018

Tassa tutkimuksessa selvitetaan sita, millaisia kasityksia rehtoreilla, opettajilla ja opiskelijoilla on vuorovaikutuksen mahdollistavasta toiminnasta eli yhteistyosta Lukiokoulutukseen valmistavan koulutuksen (LUVA) ja muun lukiotoiminnan valilla. Edellisen lisaksi tarkastellaan sita, ilmeneeko LUVA-koulutuksessa aineiston perusteella kielenoppimista tukevaa eri kielten limittaista kayttoa (engl.  translanguaging ).  Tutkimuksen teoreettinen tausta pohjautuu kielenoppimisen kayttopohjaiseen ajatteluun eli siihen, etta oppimisessa tarkeimpana nahdaan kielenkaytto ja vuorovaikutus. Taman artikkelin keskeinen teoreettinen kasite on  translanguaging , joka nahdaan vastakohtana yksikielisyyden …