Search results for "Comprehension approach"
showing 10 items of 27 documents
Visual Methods in Researching Language Practices and Language Learning: Looking at, Seeing, and Designing Language
2016
The changing ways of using language and various understandings of what language is have consequences for the way we research language practices and language learning. When engaging in social contact, people use diverse and complex forms, modes, and varieties of language to communicate, and moreover, these resources often include icons, images, and other semiotic ways of meaning making. Visuality thus has a natural position in people’s language practices. In this chapter, we discuss how visual methods have been adopted and used as a methodological tool in researching language practices and language learning. With this focus, attention is geared to the materiality of language, on the one hand…
Relationship Between the Linguistic Environments and Early Bilingual Language Development of Hearing Children in Deaf-parented Families
2013
We explored variation in the linguistic environments of hearing children of Deaf parents and how it was associated with their early bilingual language development. For that purpose we followed up the children's productive vocabulary (measured with the MCDI; MacArthur Communicative Development Inventory) and syntactic complexity (measured with the MLU10; mean length of the 10 longest utterances the child produced during videorecorded play sessions) in both Finnish Sign Language and spoken Finnish between the ages of 12 and 30 months. Additionally, we developed new methodology for describing the linguistic environments of the children (N = 10). Large variation was uncovered in both the amount…
Foreign language teaching within special needs education: learning from Europe-wide experience
2005
In this article, Anne Stevens and David Marsh focus on the main aspects of the argument and discussion raised in the recently published European Commission (2005) report on the teaching and learning of languages in the context of special educational needs. They explore the avenues of possible action that should follow if the issues raised in the report are to be effectively addressed.
The Cultural Component in the First Language (L1) Teaching: Cultural Heritage, Identity and Motivation in Language Learning
2015
Abstract After almost three decades since the insertion of Catalan (Valencian) within the Valencian education system, its use hasn’t spread through all of the geographical domains and social scopes. In a context of language minorisation, an actual usage of a language is not guaranteed by just acquiring a sounder language competence. For a start we take into consideration a hipothesis defending that even though a comprehension of the goal culture in L2 is not just necessary for a significant use of the language within its society, we also have to realise the importance of the cultural import when using L1. We’ve framed our working field within some research projects which focus on the value …
New Perspectives on Individual Differences in Language Learning and Teaching
2012
Changing Perspectives on Individual Learner Differences.- Cognitive Factors and Instructed Language Acquisition.- Affective and Social Factors in Language Learning.- Individual Differences in Learning and Teaching Practices.
Learning paths on elementary university courses in Finnish as a second language
2015
Along with the growing degree of internationalisation, Finnish university education needs to address issues related to learning and teaching Finnish as a second language. From the perspective of teaching Finnish and related pedagogical development, it is essential to recognise when, where and for which purposes learners need Finnish at the various stages of the language acquisition process. This article focuses on the learning paths of three international students who studied Finnish on a one-term elementary course at the University of Jyvaskyla Language Centre. The article is based on a socio-cultural and ecological view on language learning and teaching. The data consist of learning diary…
Language Learning Methodology for Adults: A Study of Linguistic Transfer
2014
Abstract The purpose of the present research is to bring together the evidence on transfer in adult L2 and L3 language acquisition and investigate the use and the relationship between languages in contact. The role of linguistic transfer ( Odlin, 1989 ) i.e. the imposition of previously learned patterns onto a new learning situation, has a facilitation or inhibition effect on the learner's progress in mastering a new language (L2 or L3). Our findings reveal that the cross-linguistic influence occurs both from the direction of the L2 to the L3 and from the L3 to the L2 ( Odlin, 2003 , Jarvis and Pavlenko, 2008 ). In the case of our participants, in the acquisition of L2 as the foreign langua…
Processing habits and second language learning: Students’ self‐evaluation of their learning
1994
Abstract This article reports a study of students’ second language learning at the upper stage of the comprehensive school. The aim of the study was to analyse students’ conscious second language learning activity and the kinds of language problems the students themselves recognise. 700 students (14–15 year‐olds), representative of the Swedish‐speaking schools in Finland, answered a questionnaire regarding their learning habits and language problems in Finnish. The differences between successful and less successful students were then analysed. The results show that successful and less successful language learners did not differ from each other in processing intensity and general approach to…
Continuity in early language development
1996
Implications of Theories of Language for Information Systems
1985
This article demonstrates how language views can be adopted into an information systems context. We distinguish here between five language views: denotational, generative, cognitive, behavioristic, and interactionist. These views differ in their assumptions about he origin of linguistic behavior, the primary functions of language, elements of language, and the nature of linguistic knowledge. Information system development approaches can be characterized by their underlying language views. This explains great differences in development methods and research. Thus, language views have implications and should be chosen continency for a given information system context.