...users (Verheijen). Belying the findings of these studies, however, is the viewpoint among older generation researchers and academicians that text messaging has negative correlations to improving learning skills among users. They argue that text messaging has contributed detrimental implications on learners as opposed to its emphasized importance by recent researchers. They present counterarguments justifying their disapproval of the importance of text messaging on learning. They cite the negative implications of technology on learners as justification to their opposing viewpoints to the debate while attributing the effect of text messaging. Although older generation researchers and academicians argue that technological developments in communication have detrimental implications on the youth and future generations, it is justifiable that text messaging has a positive influence on literacy levels by encouraging...
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...polysynthetic languages, which compress lots of separate morphemes into single words. Nevertheless, before getting into depth in the morphological typology of languages, and also the patterns of word formation, it must be explained the core concept covered within this paper: the concept of word. Although it may seem simplistic, the study and analysis of this concept entails certain difficulty and may vary from one culture/language to another. Most scholars make a distinction between phonological and grammatical word as principal distinctions. A phonological word can be defined as a prosodic unit not smaller than a syllable (Aikhenvald). It is a string of sounds that behaves as a unit for certain kinds of phonological processes, especially stress and accent. Normally, it is not needed to make a distinction between these two types of words in utterances like linguistics or science. However, there are cases in which this differentiation arises as necessary. For example, in English every phonological word has a main stress. Elements that are written as separate words but do not have their own stress are therefore not phonological words in English (Dixon & Aikhenvald). Let’s consider any random sentence: The doctors came to pick me. If we pay attention to the stresses we see that although there are six words in this sentence, only three of them are stressed: doctors, came and pick. Therefore,...
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...Running head: Language and Literacy Development Language Abilities and Deficiencies on Literacy Development SheQuita Hogan Grand Canyon University: ECH 515 March 14, 2012 Language and literacy are skills that work together. Children development language skills and a young age and they develop at different ages and stages. They are constantly observing and practicing communication and oral language. What they learn, hear, and see has an effect on their literacy skills. Children build oral language knowledge and they practice as they learn to read and write. They develop understanding about reading through writing and they extent through they writing through reading. Language, reading, and writing skills develop at the same time and are intimately linked. Early literacy development is a continuous developmental process that begins in the first years of life. Early literacy skills develop in real life settings through positive interactions with literacy materials and other people Children who have difficult with early speech communication skills are at risk of having problems in the future. Therefore, the development of oral language has in effect on the development of emergent reader literacy skills. Oral language is a key aspect of the future literacy of children, as it goes a far way toward promoting many of the skills contained in reading writing, and language arts. Oral language is also a method through which children may learn incidental vocabulary. Being exposed...
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...Chapter I THE FUNCTIONAL ASPECT OF SPEECH SOUNDS This chapter is concerned with the linguistic function of speech sounds, i. e. “segments of speech”. We are going to discuss here the definitions of the phoneme, methods used in establishing the phonemic structure of a language, the system of English phonemes, modifications of sounds in connected speech. 1.1. The Phoneme 17 1.1. The Phoneme 1.1.1. The definition of the phoneme To know how sounds are produced by speech organs it is not enough to describe and classify them as language units. When we talk about the sounds of a language, the term “sound” can be interpreted in two rather different ways. In the first place, we can say that [t] and [d] are two different sounds in English, [t] being fortis and [d] being lenis1 and we can illustrate this by showing how they contrast with each other to make a difference of meaning in a large number of pairs, such as tie – die, seat – seed, etc. But on the other hand if we listen carefully to the [t] in let us and compare it with the [t] in let them we can hear that the two sounds are also not the same, the [t] of let us is alveolar, while the [t] of let them is dental. In both examples the sounds differ in one articulatory feature only; in the second case the difference between the sounds has functionally no significance. It is perfectly clear that the sense of “sound” in these two cases is different. To avoid this ambiguity, the linguist uses two separate terms: “phoneme” is...
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...------------------------------------------------- Nursery rhyme From Wikipedia, the free encyclopedia See also: Children's music and Children's song Illustration of "Hey Diddle Diddle", a popular nursery rhyme A nursery rhyme is a traditional poem or song for young children in Britain and many other countries, but usage only dates from the late 18th/early 19th century and in North America the term Mother Goose Rhymes, introduced in the mid-18th century, is still often used.[1] Contents [hide] * 1 History * 1.1 Lullabies * 1.2 Early nursery rhymes * 1.3 19th century * 2 Meanings of nursery rhymes * 3 Nursery rhyme revisionism * 4 Nursery rhymes and education * 5 See also * 6 Notes ------------------------------------------------- History[edit] Lullabies[edit] Main article: Lullaby The oldest children's songs of which we have records are lullabies, intended to help a child sleep. Lullabies can be found in every human culture.[2] The English term lullaby is thought to come from "lu, lu" or "la la" sound made by mothers or nurses to calm children, and "by by" or "bye bye", either another lulling sound, or a term for good night.[3] Until the modern era lullabies were usually only recorded incidentally in written sources. The Roman nurses' lullaby, "Lalla, Lalla, Lalla, aut dormi, aut lacta", is recorded in a scholiumon Persius and may be the oldest to survive.[4] Many medieval English verses associated with the birth of Jesus take...
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...suggests the several variations of English spoken in different countries (Seargeant, 2012) As new ‘Englishes’ develop new theories about their formation, similarities and differences arise around the world. English is no longer seen as a unique structure but as a multicultural and plural concept. Hence, the Theory of World Englishes has been developed. According to Seargeant (2012: 6) the theory of World Englishes is “…used to refer to the general discipline that examines the nature and use of English worldwide or of English in globalised contexts”. Thus, it is vital to consider the cultural issues that influence the contexts of those who want to acquire English as a second language. This helps to understand English variations and improves communication in the world. Therefore, this assignment will firstly explain the development of the Theory of World Englishes, then describe its present and future applications and finally evaluate the cultural impacts on speakers of world Englishes. Firstly, it is relevant to provide a clear explanation of the development of the theory of World Englishes. Historically, the concept of ‘World Englishes’ as a discipline can be dated from 1978, when two conferences were carried out by linguistics Larry Smith and Braj Kachru. On these conferences they focused on the diversity of English worldwide, the use of English language in distinct contexts and some linguistic and non-linguistic issues related to English around the world...
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...Scholarship Student Theses Spring 2011 Exploring the Effects of Text Messaging on the Spelling Skills of Ninth and 12th Grade Students James G. Muhammad Follow this and additional works at: http://opus.govst.edu/theses Part of the Communication Technology and New Media Commons Recommended Citation Muhammad, James G., "Exploring the Effects of Text Messaging on the Spelling Skills of Ninth and 12th Grade Students" (2011). Student Theses. Paper 32. For more information about the academic degree, extended learning, and certificate programs of Governors State University, go to http://www.govst.edu/Academics/Degree_Programs_and_Certifications/ This Thesis is brought to you for free and open access by OPUS Open Portal to University Scholarship. It has been accepted for inclusion in Student Theses by an authorized administrator of OPUS Open Portal to University Scholarship. For more information, please contact opus@govst.edu. Exploring the Effects of Text Messaging on the Spelling Skills of Ninth and 12th Grade Students By James G. Muhammad B.S., Bowling Green State University, 1976 THESIS Submitted in partial fulfillment of the requirements For the Degree of Master of Arts, With a Major in Communication and Training Governors State University University Park, IL 60466 2011 ii Acknowledgements I am forever grateful to Dr. David Rhea for his counsel, guidance and professionalism during the process of writing this paper...
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...NOVEMBER–DECEMBER VOL. 2011, 46, NO. 6, 657–664 Research Report Communication skills in a population of primary school-aged children raised in an area of pronounced social disadvantage James Law†‡, Kirsty McBean‡ and Robert Rush‡ †School of Education, Communication & Language Sciences, Newcastle University, Newcastle, UK ‡Centre for Integrated Healthcare Research, Queen Margaret University, Edinburgh, UK (Received 10 December 2009; accepted 1 February 2011) Abstract Background: Previous studies have highlighted the level of communication difficulty experienced by children from socially disadvantaged backgrounds, but the pattern of difficulties remains unclear. Aims: The study asks whether the performance of a community sample of children from one of the most socially disadvantaged neighbourhoods in Scotland is best characterized by a general delay in all areas of development, by difficulties across the more formal structural aspects of language or in phonological skills. Methods & Procedures: The study included 138 monolingual English-speaking children: 63 (45.7%) boys and 75 (54.3%) girls aged between 5 and 12 years. All children were assessed blind to educational attainment in the school. Outcomes & Results: Nearly 40% of children had delayed language development with 10% having severe difficulties. The children presented with an uneven profile with much lower structural language scores than reading, general communication skills or non-verbal performance. Although service use was...
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...Linguistics Introduction the scientific study of language. The word was first used in the middle of the 19th century to emphasize the difference between a newer approach to the study of language that was then developing and the more traditional approach of philology. The differences were and are largely matters of attitude, emphasis, and purpose. The philologist is concerned primarily with the historical development of languages as it is manifest in written texts and in the context of the associated literature and culture. The linguist, though he may be interested in written texts and in the development of languages through time, tends to give priority to spoken languages and to the problems of analyzing them as they operate at a given point in time. The field of linguistics may be divided in terms of three dichotomies: synchronic versus diachronic, theoretical versus applied, microlinguistics versus macrolinguistics. A synchronic description of a language describes the language as it is at a given time; a diachronic description is concerned with the historical development of the language and the structural changes that have taken place in it. The goal of theoretical linguistics is the construction of a general theory of the structure of language or of a general theoretical framework for the description of languages; the aim of applied linguistics is the application of the findings and techniques of the scientific study of language to practical tasks, especially to the elaboration...
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...particular purpose, and is referred to as a register.[25] There may be certain lexical additions (new words) that are brought into play because of the expertise of the community of people within a certain domain of specialisation. Registers and discourses therefore differentiate themselves through the use of vocabulary, and at times through the use of style too. People in the medical fraternity, for example, may use some medical terminology in their communication that is specialised to the field of medicine. This is often referred to as being part of the "medical discourse", and so on. Dialect[edit] A dialect is a variety of language that is characteristic of a particular group among the language speakers.[26] The group of people who are the speakers of a dialect are usually bound to each other by social identity. This is what differentiates a dialect from a register or adiscourse, where in the latter case, cultural identity does not always play a role. Dialects are speech varieties that have their own grammatical and phonological rules, linguistic features, and stylistic aspects, but have not been given an official status as a language. Dialects often move on to gain the status of a language due to political and social reasons. Differentiation amongst dialects (and subsequently, languages too) is based upon the use of...
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...heories about how young children acquire and develop language Young children become amazingly proficient communicators during the first three years of life. As the Birth to Three Matters framework points out, they use 'the hundred languages of children' - body language (including facial expressions and dance); sign language (their own and family inventions as well as an officially recognised sign language); painting, drawing and mark-making; and oral expression. They have been acutely active listeners since their days in the womb, where they learned to recognise the speech patterns, tunes and tones of the languages used in their home contexts. Language theory research informs us that young children's language development is influenced by many factors, including having sensitive adults and older children around them who will listen and attend to their expressions and who will use and model appropriate language themselves. This has been called 'Motherese' by researchers led by Cathy Snow. Children's babbling during their first year includes the sounds of every world language and 'crib talk' demonstrates their intense interest in the sounds they hear around them. Although children with a hearing loss will stop babbling, if they grow up in a home with parents who can sign, they will follow the same patterns of development using their first language - signing - and will sign their first word at around the same age that hearing children speak theirs. Between two and three years...
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...Error analysis (linguistics) In second language acquisition, error analysis studies the above example, “I angry” would be a local error, since the types and causes of language errors. Errors are the meaning is apparent. classified[1] according to: From the beginning, error analysis was beset with methodological problems. In particular, the above ty• modality (i.e., level of proficiency in speaking, pologies are problematic: from linguistic data alone, it writing, reading, listening) is often impossible to reliably determine what kind of • linguistic levels (i.e., pronunciation, grammar, error a learner is making. Also, error analysis can deal effectively only with learner production (speaking and vocabulary, style) writing) and not with learner reception (listening and • form (e.g., omission, insertion, substitution) reading). Furthermore, it cannot account for learner use of communicative strategies such as avoidance, in which • type (systematic errors/errors in competence vs. oclearners simply do not use a form with which they are casional errors/errors in performance) uncomfortable. For these reasons, although error analy• cause (e.g., interference, interlanguage) sis is still used to investigate specific questions in SLA, the quest for an overarching theory of learner errors has • norm vs. system largely been abandoned. In the mid-1970s, Corder and others moved on to a more wide-ranging approach to learner language, known as interlanguage. 1 Methodology ...
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...Theory 3. Historical Examples 3.1. Oral Transmission 3.2. Pictography 3.3. The Andean Khipu 3.4. Manuscript 3.5. Print 3.6. Theater 3.7. Photography 3.8. Moving Image 3.9. Radio and Television 3.10. The Digital 4. Conclusion Acknowledgements Glossary Bibliography Biographical Sketches Summary The growing consensus among literary scholars is that the meaning of literature cannot be properly studied or understood outside of the specific medium of its transmission and archival. This realization can be considered a revolution in literary studies, and its fundamental ramification is the confluence of literary studies and theory with media studies and theory. The fields of media studies and media theory are dedicated to the analysis and understanding of the myriad media through which information is communicated. Under the influence of these fields, the media through which literature is communicated is no longer considered secondary to the literary content or form, but deserving attention in its own right. Moreover, literary content and form can and often are deeply influenced by the media of their transmission, as well as by the particular forms of media prevalent at the time and place of their production. The reception of literature can also be swayed by dominant media forms. This chapter discusses...
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...Linguistics and the Human Sciences LHS (print) issn 1742–2906 LHS (online) issn 1743–1662 Article A linguistic analysis of Spanglish: relating language to identity Jason Rothman and Amy Beth Rell Abstract According to the 2000 census, 35.3 million Hispanics live in the United States. This number comprises 12.5% of the overall population rendering the Latino community the largest minority in the United States. The Mexican community is not only the largest Hispanic group but also the fastest growing: from 1990 to 2000, the Mexican population grew 52.9% increasing from 13.5 million to 20.6 million (U.S. Department of Commerce News, 2001). The influx of Mexican immigrants coupled with the expansion of their community within the United States has created an unparalleled situation of language contact. Language is synonymous with identity (cf. Granger, 2004, and works cited within). To the extent that this is true, Spanish is synonymous with being Mexican and by extension, Chicano. With the advent of amnesty programs such as Immigration Reform and Control Act (IRCA), which naturalized millions of Mexican migrants, what was once a temporal migratory population has become increasingly permanent (Durand et al., 1999). In an effort to conserve Mexican traditions and identity, the struggle to preserve the mother tongue while at the same time acculturate to mainstream Americana has resulted in a variant of Spanglish that has received little attention. This paper will examine the...
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...MEMORY Memory is one of the most important concepts in learning; if things are not remembered, no learning can take place. Futhermore, memory has served as a battleground for opposing theories and paradigms of learning (e.g., Adams, 1967; Ashcraft, 1989; Bartlett, 1932; Klatzky, 1980; Loftus & Loftus, 1976; Tulving & Donaldson, 1972). Some of the major issues include recall versus recognition, the nature of forgetting (i.e., interference versus decay), the structure of memory, and intentional versus incidental learning. According to the early behaviorist theories (e.g., Thorndike, Guthrie, Hull), remembering was a function of S-R pairings which acquired strength due to contiguity or reinforcement. Stimulus sampling theory explained many memory phenomenon on the basis of statistical outcomes. On the other hand, cognitive theories (e.g., Tolman) insisted that meaning (i.e., semantic factors) played an important role in remembering. In particular, Miller suggested that information was organized into "chunks" according to some commonality. The idea that memory is always an active reconstruction of existing knowledge was championed by Bruner and is found in the theories of Ausubel and Schank. Some theories of memory have concerned themselves with the nature of the processing. Paivio suggests a dual coding scheme for verbal and visual information. Craik & Lockhart proposed that information can be processed to different levels of understanding. Rumelhart & Norman describe three...
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