Noam Chomsky: Cognitive Linguistics. Tamara J. Remhof. University of Texas at Brownsville, Brownsville, Texas
|
|
- Dana Tate
- 6 years ago
- Views:
Transcription
1 Noam Chomsky 1 Running Head: NOAM CHOMSKY Noam Chomsky: Cognitive Linguistics Tamara J. Remhof University of Texas at Brownsville, Brownsville, Texas
2 Noam Chomsky 2 Noam Chomsky is a Linguistics professor at the Massachusetts Institute of Technology and is probably better known for his controversial political views. His book, Syntactic Structures, published in 1957 changed the focus of Linguistics from classifying languages to a more scientific exploration of how language is learned (Smith, 1999, p. 241.) Chomsky moved linguistics into the realm of science thus broadening the research in language acquisition and involving a wide range of disciplines from psychology to computer science. Chomsky was born in Philadelphia, Pennsylvania in His parents were Hebrew teachers and active in the revival of the Hebrew language and the Zionist movement. He grew up in an anti-semitic community and became a strong believer in defending people who could not defend themselves. He was exposed to lively political discussions from his family and this shaped his political views (Cogswell, 1996, p. 12.) He attended the University of Pennsylvania and met the Linguist, Zellig Harris who shared many of his political ideas. It was his relationship with Harris that led him to go into the field of linguistics. Harris encouraged him to study philosophy and mathematics which he applied to the field of linguistics (Cogswell, p. 16.) He married fellow linguist, Carol Schatz and they had three children (Smith, p. 2.). Chomsky went to a progressive elementary school that emphasized creativity, then to a regular high school. He got his B.A. in 1949, his M.A. in 1951, and his Ph.D. in 1955 from the University of Pennsylvania (Strickland, 2001.) He has taught at the Massachusetts Institute of Technology (MIT) since 1955 (Smith, p. 2.) Chomsky changed the way linguistics is studied. Instead of the traditional way of focusing on classifying languages, he focused on how languages developed. He focused on how grammar describes what speakers know about a language and believed this has to be integrated in language learning theory (Fodor, Bever, and Garrett, 1974, p.81.) He came to this belief because of the way we not only speak language but also understand it. He reasoned there had to be more than just a stimulus/response, there had to be a grammar that we all used when learning to speak any language (Ryan, 1991.) He researched the similarities of languages and developed mathematical models to use with them (Chomsky, 1953, p. 245.) He looked for theories to explain why languages are the way they are and he believed those theories should generate testable hypotheses (Smith, p. 8.) Chomsky argued that linguistics was not using verifiable elements to develop theories so could not be compared to disciplines such as physics and
3 Noam Chomsky 3 mathematics (Chomsky, 1955, p. 37.) This belief was the basis of the Chomsky Revolution in linguistics which studied the meaning, semantics, of language not just the syntax and phonology (Chomsky, p. 39.) Chomsky developed the theory of universal generative grammar to explain how language is learned (Cogswell, p. 54.) Children seem to learn language instantly (Smith, p. 13.) This led Chomsky to propose that there is a mental organ that we are all born with much like our other organs and it develops the same way they do (Smith, p. 23.) Chomsky hypothesizes that language is innate; humans are born with the ability to learn language because of the mental organ for language. He observed that children easily learn to speak, will do it without any reinforcement, and do not need to have a high I.Q. to speak competently. He also identified elements of linguistics that were common in all languages and said there was no other way to explain the speed with which children learned to talk (Putnam, 1967, p. 15.) Chomsky s innateness hypothesis challenged the behaviorists view of how humans learn language. Chomsky points out humans learn language rapidly and there are an infinite number of sentences that can be spoken. He believed the behaviorist idea that language is learned by a stimulus/response method is too simplistic. Humans cannot predict what a speaker will say because they do not know what the stimulus is until after the sentence was spoken. This means the stimulus has to be internal (Chomsky, 1959, p 32.) It was Chomsky s review of B. F. Skinner s Verbal Behavior in 1959 that helped to change the focus of psychology from the behaviorist approach to the cognitive approach (Lycan, 2003, p. 11.) Chomsky s theory on language acquisition has lead to the development of the critical period hypothesis which says children need to learn a language before they reach puberty in order for them to be competent speakers of the language. If children have not learned a language by the end of this period, they are not going to be able to master it (Smith, p. 120.) This was accidently demonstrated in research done with children who learned American Sign Language (ASL) as a first language after the critical period. It was found they had a more difficult time learning ASL then children who had learned a language before they became deaf (Smith, p. 122.) This awareness of a critical period for language acquisition is very helpful for identifying children with language impairments. It is important that children who have a difficult time processing language or speaking are identified early because they can then be given help to master the language. Their knowledge of language will impact their ability to function
4 Noam Chomsky 4 successfully in school and the world. Identifying language problems will also help teachers modify lessons so the children will be able to understand and be successful. The research that has been done with generative grammar and ASL has had a profound impact on the deaf community. ASL was seen as just gestures and not a real language for many years (Perlmutter, 1986, p. 521.) ASL has the same language structure as spoken languages; it is just conveyed in a different medium. (Smith, p. 122.) Chomsky s theory has been used to prove that ASL is a language and the rules for oral language apply to signed language (Padden and Perlmutter, 1987, p. 369.) This research has also helped to explain why deaf people vary in their ability to speak English. Factors that influence the ability to speak and understand English include the severity of the hearing loss, how much residual hearing they have, and the age when the hearing loss happened (Swisher, 1989, p. 241.) Recognizing that students who use ASL are using a language is important for them to be successful communicators. Because ASL is a language, students who use it need to be recognized as English as a Second Language learners and taught with those methods (Swisher, p. 254.) Teachers need to be aware that students with hearing impairments may also have trouble with language. It is important to provide a rich environment that provides a lot of stimulation so students who are having difficulty learning a language have chances to use and expand on what they know (Putnam, 1987.) Chomsky s theory and models have been used in disciplines outside of psychology and linguistics. Chomskyan models have been used in computer science to understand how language works. The Chomsky hierarchy is used in computer classes because it explains formal languages and can be used as a mathematical formula for language (Wikipedia, 2008.) Chomsky has had an enormous influence on the field of cognitive psychology. Even though many of his ideas are controversial, he did change the study of linguistics. It is no longer a system of studying how languages are related to each other and classifying them according to their linguistic group. It now has a cognitive approach that looks at how we learn language and the part it plays in our lives. We can use this approach to identify the needs of students who come to school missing competency in language. Being able to identify what the student needs and what educators can do to help the student be successful is of paramount importance. We need language to function in society and recognizing that there are times when students are not proficient in any language can make a big difference in their ability to be successful in school.
5 Noam Chomsky 5 References Chomsky, N. (1953). Systems of syntactic analysis. The Journal of Symbolic Logic, 18, Retrieved September 9, 2008, from Chomsky uses a mathematical model to show how different languages have similarities. Chomsky, N. (1955). Logical syntax and semantics: their linguistic relevance. Language, 31, Retrieved September 9, 2008, from /stable/ Chomsky argues that linguists are not focusing on what really needs to be researched but instead are too involved in looking at how words are related. He believes linguists need to research meanings, semantics, and not use artificial systems to prove hypothesis. Chomsky, N. (1959). Review: [untitled]. Language, 35, Retrieved September 9, 2008, from This is the review of B. F. Skinner s Verbal Behavior that had a role in starting the cognitive movement in psychology. In the review, Chomsky argues that using empirical research to prove why humans do what they do is wrong because humans are creative beings and they have reasons for behaving the way they do that are not identified when they are being studied in a purely empirical setting. Cogswell, D., & Gordon, P. (1996). Chomsky: for beginners. New York, NY: Writers and Readers Pub. Short easy to read biography of Chomsky that explains his theory and his politics. Fodor, J. A., Bever, T. G., & Garrett, M. F. (1974). The Psychology of language: an introduction to psycholinguistics and generative grammar. New York: McGraw-Hill. This book explains research in generative grammar and why it cannot be purely empirical. Lycan, W. G. (2003). Chomsky on the mind-body problem. In L. M. Antony & N. Hornstein (Eds.) Chomsky and his critics (pp.11-28). Malden, MA: Blackwell Pub. Retrieved September 9, 2008, from Lycan discussed his views on the connection between how the mind works and how the body functions. He points out that Chomsky helped to start the cognitive movement in psychology. He was inspired by Chomsky but he disagrees with his views and states why he believes Chomsky is wrong.
6 Noam Chomsky 6 Perlmutter, D. M. (1986) No nearer to the soul. Natural Language & Linguistic Theory, 4, Retrieved September 19, 2008, from Perlmutter discusses the similarities and differences between spoken and signed language. He points out that there are different types of sign languages and some communities actually have sign language as part of their spoken language. He says that no matter how someone speaks, signing or orally, one type is not any better than the other. Padden, C. A. & Perlmutter, D. M. (1987) American Sign Language and the architecture of phonological theory. Natural Language & Linguistic Theory, 5, Retrieved September 19, 2008, from Padden and Perlmutter describe the lexicon and phonology of American Sign Language. They identify types of signs, how the signs are used, and how this compares to the phonology of English. They point out the rules and grammar of language help to prove that American Sign Language is a language just as English is. Putnam, H. (1967) The Innateness hypothesis and explanatory models in linguistics. Synthese, 17, Retrieved September 20, 2008, from Putnam explains the innateness hypothesis which states that we are born with the capacity for language; it is part of our genetic makeup. She discusses the reasons for this hypothesis and answers the criticisms raised against the hypothesis. She points out that we still have to learn, language does not just happen but we are born to learn one. Putnam, L. R. (1987). Language, language development and reading. The Reading Instruction Journal. Retrieved September 19, 2008, from htm. This is an interview Putnam did with Noam Chomsky. She asked him questions about how we learn language and how we can teach children. He explains his theory and says he is not an expert in teaching children but does have some recommendations for helping children learn language.
7 Noam Chomsky 7 Ryan, B. (Ed.). (1991). Major 20th-century writers: a selection of sketches from contemporary authors. Detroit: Gale Research. Retrieved September 20, 2008, from This entry gives biographical information on Noam Chomsky and describes his theory on how we learn language. Smith, N. V. (1999). Chomsky: ideas and ideals. Cambridge, UK: Cambridge University Press. Smith explains Chomsky s work and how it applies to the study of language. He describes Chomsky s work, why his theory works and the other areas of Chomsky s life that affect his research into language. Strickland, B. B. (Ed.). (2001). The Gale encyclopedia of psychology. Detroit, MI: Gale Group. Retrieved September 19, 2008, from A biographical entry that discusses his formal education, describes what his theory is, and gives a list of published works. Swisher, M. V. (1989). The Language-learning situation of deaf students. TESOL Quarterly, 23, Retrieved September 19, 2008, from Swisher describes the difficulties learning language for deaf children whose parents are hearing. She discusses various situations in which deaf children have to learn language and how the attitudes toward American Sign Language and English affect the child s ability to learn a language. Wikipedia contributors. (2008). Noam Chomsky. Wikipedia, the free encyclopedia. Retreived September 9, 2008, from A biographical entry that discusses Chomsky s work and how it is applied in fields outside of linguistics.
NAME: East Carolina University PSYC Developmental Psychology Dr. Eppler & Dr. Ironsmith
Module 10 1 NAME: East Carolina University PSYC 3206 -- Developmental Psychology Dr. Eppler & Dr. Ironsmith Study Questions for Chapter 10: Language and Education Sigelman & Rider (2009). Life-span human
More informationEvolution of Symbolisation in Chimpanzees and Neural Nets
Evolution of Symbolisation in Chimpanzees and Neural Nets Angelo Cangelosi Centre for Neural and Adaptive Systems University of Plymouth (UK) a.cangelosi@plymouth.ac.uk Introduction Animal communication
More informationAge Effects on Syntactic Control in. Second Language Learning
Age Effects on Syntactic Control in Second Language Learning Miriam Tullgren Loyola University Chicago Abstract 1 This paper explores the effects of age on second language acquisition in adolescents, ages
More informationLearning and Retaining New Vocabularies: The Case of Monolingual and Bilingual Dictionaries
Learning and Retaining New Vocabularies: The Case of Monolingual and Bilingual Dictionaries Mohsen Mobaraki Assistant Professor, University of Birjand, Iran mmobaraki@birjand.ac.ir *Amin Saed Lecturer,
More informationConcept Acquisition Without Representation William Dylan Sabo
Concept Acquisition Without Representation William Dylan Sabo Abstract: Contemporary debates in concept acquisition presuppose that cognizers can only acquire concepts on the basis of concepts they already
More informationMinimalism is the name of the predominant approach in generative linguistics today. It was first
Minimalism Minimalism is the name of the predominant approach in generative linguistics today. It was first introduced by Chomsky in his work The Minimalist Program (1995) and has seen several developments
More informationPsychology and Language
Psychology and Language Psycholinguistics is the study about the casual connection within human being linking experience with speaking and writing, and hearing and reading with further behavior (Robins,
More informationLower and Upper Secondary
Lower and Upper Secondary Type of Course Age Group Content Duration Target General English Lower secondary Grammar work, reading and comprehension skills, speech and drama. Using Multi-Media CD - Rom 7
More informationSOME MINIMAL NOTES ON MINIMALISM *
In Linguistic Society of Hong Kong Newsletter 36, 7-10. (2000) SOME MINIMAL NOTES ON MINIMALISM * Sze-Wing Tang The Hong Kong Polytechnic University 1 Introduction Based on the framework outlined in chapter
More informationAbstractions and the Brain
Abstractions and the Brain Brian D. Josephson Department of Physics, University of Cambridge Cavendish Lab. Madingley Road Cambridge, UK. CB3 OHE bdj10@cam.ac.uk http://www.tcm.phy.cam.ac.uk/~bdj10 ABSTRACT
More informationA Minimalist Approach to Code-Switching. In the field of linguistics, the topic of bilingualism is a broad one. There are many
Schmidt 1 Eric Schmidt Prof. Suzanne Flynn Linguistic Study of Bilingualism December 13, 2013 A Minimalist Approach to Code-Switching In the field of linguistics, the topic of bilingualism is a broad one.
More informationCS 598 Natural Language Processing
CS 598 Natural Language Processing Natural language is everywhere Natural language is everywhere Natural language is everywhere Natural language is everywhere!"#$%&'&()*+,-./012 34*5665756638/9:;< =>?@ABCDEFGHIJ5KL@
More informationInformatics 2A: Language Complexity and the. Inf2A: Chomsky Hierarchy
Informatics 2A: Language Complexity and the Chomsky Hierarchy September 28, 2010 Starter 1 Is there a finite state machine that recognises all those strings s from the alphabet {a, b} where the difference
More informationLinguistics. Undergraduate. Departmental Honors. Graduate. Faculty. Linguistics 1
Linguistics 1 Linguistics Matthew Gordon, Chair Interdepartmental Program in the College of Arts and Science 223 Tate Hall (573) 882-6421 gordonmj@missouri.edu Kibby Smith, Advisor Office of Multidisciplinary
More informationLanguage Development: The Components of Language. How Children Develop. Chapter 6
How Children Develop Language Acquisition: Part I Chapter 6 What is language? Creative or generative Structured Referential Species-Specific Units of Language Language Development: The Components of Language
More informationLanguage Acquisition Chart
Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people
More informationLongitudinal family-risk studies of dyslexia: why. develop dyslexia and others don t.
The Dyslexia Handbook 2013 69 Aryan van der Leij, Elsje van Bergen and Peter de Jong Longitudinal family-risk studies of dyslexia: why some children develop dyslexia and others don t. Longitudinal family-risk
More informationEnglish Language Arts Missouri Learning Standards Grade-Level Expectations
A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition
More informationEnglish Language and Applied Linguistics. Module Descriptions 2017/18
English Language and Applied Linguistics Module Descriptions 2017/18 Level I (i.e. 2 nd Yr.) Modules Please be aware that all modules are subject to availability. If you have any questions about the modules,
More informationAspects Of The Theory Of Syntax (Massachusetts Institute Of Technology. Research Laboratory Of Electronics. Special Technical Report No.
Aspects Of The Theory Of Syntax (Massachusetts Institute Of Technology. Research Laboratory Of Electronics. Special Technical Report No. 11) By Noam Chomsky If looking for a book by Noam Chomsky Aspects
More informationSyntactic and Lexical Simplification: The Impact on EFL Listening Comprehension at Low and High Language Proficiency Levels
ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 5, No. 3, pp. 566-571, May 2014 Manufactured in Finland. doi:10.4304/jltr.5.3.566-571 Syntactic and Lexical Simplification: The Impact on
More informationCommunication Skills for Architecture Students
Architecture students spend much of their academic careers creating visual solutions for design problems. An emphasis, however, has been placed lately, on the importance of lucid writing and clear speech
More informationGroup Assignment: Software Evaluation Model. Team BinJack Adam Binet Aaron Jackson
Group Assignment: Software Evaluation Model Team BinJack Adam Binet Aaron Jackson Education 531 Assessment of Software and Information Technology Applications Submitted to: David Lloyd Cape Breton University
More informationThe Effects of Jigsaw and GTM on the Reading Comprehension Achievement of the Second Grade of Senior High School Students.
The Effects of Jigsaw and GTM on the Reading Comprehension Achievement of the Second Grade of Senior High School Students Yullia Rossiana Abstract. The aim of this study is to compare the effectiveness
More informationThe Acquisition of English Grammatical Morphemes: A Case of Iranian EFL Learners
105 By Fatemeh Behjat & Firooz Sadighi The Acquisition of English Grammatical Morphemes: A Case of Iranian EFL Learners Fatemeh Behjat fb_304@yahoo.com Islamic Azad University, Abadeh Branch, Iran Fatemeh
More informationThe Structure of Relative Clauses in Maay Maay By Elly Zimmer
I Introduction A. Goals of this study The Structure of Relative Clauses in Maay Maay By Elly Zimmer 1. Provide a basic documentation of Maay Maay relative clauses First time this structure has ever been
More informationTAIWANESE STUDENT ATTITUDES TOWARDS AND BEHAVIORS DURING ONLINE GRAMMAR TESTING WITH MOODLE
TAIWANESE STUDENT ATTITUDES TOWARDS AND BEHAVIORS DURING ONLINE GRAMMAR TESTING WITH MOODLE Ryan Berg TransWorld University Yi-chen Lu TransWorld University Main Points 2 When taking online tests, students
More informationThe College Board Redesigned SAT Grade 12
A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.
More informationCo-teaching in the ESL Classroom
WINTER 2008 Co-teaching in the ESL Classroom BY ANDREA HONIGSFELD AND MARiA DOVE The authors explore the transferability of coteaching models and techniques from the field of Special Education to that
More information2,1 .,,, , %, ,,,,,,. . %., Butterworth,)?.(1989; Levelt, 1989; Levelt et al., 1991; Levelt, Roelofs & Meyer, 1999
23-47 57 (2006)? : 1 21 2 1 : ( ) $ % 24 ( ) 200 ( ) ) ( % : % % % Butterworth)? (1989; Levelt 1989; Levelt et al 1991; Levelt Roelofs & Meyer 1999 () " 2 ) ( ) ( Brown & McNeill 1966; Morton 1969 1979;
More informationWhite Paper. The Art of Learning
The Art of Learning Based upon years of observation of adult learners in both our face-to-face classroom courses and using our Mentored Email 1 distance learning methodology, it is fascinating to see how
More informationProcedia - Social and Behavioral Sciences 141 ( 2014 ) WCLTA Using Corpus Linguistics in the Development of Writing
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 141 ( 2014 ) 124 128 WCLTA 2013 Using Corpus Linguistics in the Development of Writing Blanka Frydrychova
More informationAN ANALYSIS OF THE FIRST YEAR STUDENTS ABILITY TO COMPREHEND NEWS ITEM TEXT AT SMAN 7 PADANG.
AN ANALYSIS OF THE FIRST YEAR STUDENTS ABILITY TO COMPREHEND NEWS ITEM TEXT AT SMAN 7 PADANG. SiskaFebri Nuriza 1, Welya Roza 2, Khairul Harha 2 1 The Student of EnglishDepartment, The Faculty of Teacher
More informationOn Human Computer Interaction, HCI. Dr. Saif al Zahir Electrical and Computer Engineering Department UBC
On Human Computer Interaction, HCI Dr. Saif al Zahir Electrical and Computer Engineering Department UBC Human Computer Interaction HCI HCI is the study of people, computer technology, and the ways these
More informationRubric for Scoring English 1 Unit 1, Rhetorical Analysis
FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction
More informationINSTRUCTIONAL FOCUS DOCUMENT Grade 5/Science
Exemplar Lesson 01: Comparing Weather and Climate Exemplar Lesson 02: Sun, Ocean, and the Water Cycle State Resources: Connecting to Unifying Concepts through Earth Science Change Over Time RATIONALE:
More informationThe Inclusiveness Condition in Survive-minimalism
The Inclusiveness Condition in Survive-minimalism Minoru Fukuda Miyazaki Municipal University fukuda@miyazaki-mu.ac.jp March 2013 1. Introduction Given a phonetic form (PF) representation! and a logical
More informationARSENAL OF DEMOCRACY
ARSENAL OF DEMOCRACY Preview of Main Idea Between 1910 and 1930, Detroit became a major industrial center of the United States, indeed, the world. The ability of the automobile industry to produce an extraordinarily
More informationIntroduction to HPSG. Introduction. Historical Overview. The HPSG architecture. Signature. Linguistic Objects. Descriptions.
to as a linguistic theory to to a member of the family of linguistic frameworks that are called generative grammars a grammar which is formalized to a high degree and thus makes exact predictions about
More informationIntra-talker Variation: Audience Design Factors Affecting Lexical Selections
Tyler Perrachione LING 451-0 Proseminar in Sound Structure Prof. A. Bradlow 17 March 2006 Intra-talker Variation: Audience Design Factors Affecting Lexical Selections Abstract Although the acoustic and
More informationSPCH 1315: Public Speaking Course Syllabus: SPRING 2014
: Public Speaking Course Syllabus: SPRING 2014 Northeast Texas Community College exists to provide responsible, exemplary learning opportunities. Danny Moss, MA : IT 114 Phone: 903-434-8228 Course Work
More informationTHE ROLE OF THE ENGLISH TEACHERS: AN OVERVIEW
227 ABSTRACT THE ROLE OF THE ENGLISH TEACHERS: AN OVERVIEW DR. OMANA ANTONY* *Associate Professor, Department of English, Lingaya s University, Faridabad. It is a well known fact that a teacher has greater
More informationImproved Effects of Word-Retrieval Treatments Subsequent to Addition of the Orthographic Form
Orthographic Form 1 Improved Effects of Word-Retrieval Treatments Subsequent to Addition of the Orthographic Form The development and testing of word-retrieval treatments for aphasia has generally focused
More informationNumber of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012)
Program: Journalism Minor Department: Communication Studies Number of students enrolled in the program in Fall, 2011: 20 Faculty member completing template: Molly Dugan (Date: 1/26/2012) Period of reference
More informationThe Strong Minimalist Thesis and Bounded Optimality
The Strong Minimalist Thesis and Bounded Optimality DRAFT-IN-PROGRESS; SEND COMMENTS TO RICKL@UMICH.EDU Richard L. Lewis Department of Psychology University of Michigan 27 March 2010 1 Purpose of this
More informationA. What is research? B. Types of research
A. What is research? Research = the process of finding solutions to a problem after a thorough study and analysis (Sekaran, 2006). Research = systematic inquiry that provides information to guide decision
More informationELLEN E. ENGEL. Stanford University, Graduate School of Business, Ph.D. - Accounting, 1997.
ELLEN E. ENGEL September 2016 University of Illinois at Chicago Department of Accounting 601 S. Morgan Street Chicago, IL 60607 Office Phone: (312)-413-3418 Mobile Phone: (847) 644-2961 Email: elleneng@uic.edu
More informationLatin America: From Colonization To Globalization By Noam Chomsky
Latin America: From Colonization To Globalization By Noam Chomsky If looking for a ebook by Noam Chomsky Latin America: From Colonization to Globalization in pdf format, then you have come on to the faithful
More informationMonticello Community School District K 12th Grade. Spanish Standards and Benchmarks
Monticello Community School District K 12th Grade Spanish Standards and Benchmarks Developed by the Monticello Community High School Spanish Department Primary contributors to the 9 12 Spanish Standards
More informationLinguistics Department Academic Plan
Linguistics Department 2010-11 Academic Plan December 6, 2005 1 The Current State and Goals for the Future... 1 2 Faculty growth... 2 3 Academic Programs... 3 3.1 Graduate Programs... 3 3.2 Undergraduate
More informationAGENDA LEARNING THEORIES LEARNING THEORIES. Advanced Learning Theories 2/22/2016
AGENDA Advanced Learning Theories Alejandra J. Magana, Ph.D. admagana@purdue.edu Introduction to Learning Theories Role of Learning Theories and Frameworks Learning Design Research Design Dual Coding Theory
More informationTHE ACQUISITION OF INFLECTIONAL MORPHEMES: THE PRIORITY OF PLURAL S
THE ACQUISITION OF INFLECTIONAL MORPHEMES: THE PRIORITY OF PLURAL S *Ali Morshedi Tonekaboni 1 and Ramin Rahimy 2 1 Department of English Language, Islamic Azad University of Tonekabon, Iran 2 Department
More informationLab 1 - The Scientific Method
Lab 1 - The Scientific Method As Biologists we are interested in learning more about life. Through observations of the living world we often develop questions about various phenomena occurring around us.
More informationUnraveling symbolic number processing and the implications for its association with mathematics. Delphine Sasanguie
Unraveling symbolic number processing and the implications for its association with mathematics Delphine Sasanguie 1. Introduction Mapping hypothesis Innate approximate representation of number (ANS) Symbols
More informationELS LanguagE CEntrES CurriCuLum OvErviEw & PEDagOgiCaL PhiLOSOPhy
ELS Language Centres Curriculum Overview & Pedagogical Philosophy .. TABLE OF CONTENTS ELS Background. 1 Acceptance of ELS Levels. 1 Features of ELS Language Centres Academic Program 2 English for Academic
More informationre An Interactive web based tool for sorting textbook images prior to adaptation to accessible format: Year 1 Final Report
to Anh Bui, DIAGRAM Center from Steve Landau, Touch Graphics, Inc. re An Interactive web based tool for sorting textbook images prior to adaptation to accessible format: Year 1 Final Report date 8 May
More informationDeveloping a Language for Assessing Creativity: a taxonomy to support student learning and assessment
Investigations in university teaching and learning vol. 5 (1) autumn 2008 ISSN 1740-5106 Developing a Language for Assessing Creativity: a taxonomy to support student learning and assessment Janette Harris
More informationTESL /002 Principles of Linguistics Professor N.S. Baron Spring 2007 Wednesdays 5:30 pm 8:00 pm
TESL 500.001/002 Principles of Linguistics Professor N.S. Baron Spring 2007 Wednesdays 5:30 pm 8:00 pm OFFICE HOURS Location: McKinley 156 Times: Mondays 4:30 pm 5:30 pm Tuesdays 8:30 am 11:30 am (by appointment
More informationLITERACY, AND COGNITIVE DEVELOPMENT
COURSE DESCRIPTION EDRD 611 Online: LANGUAGE, LITERACY, AND COGNITIVE DEVELOPMENT (3 cr) Kathleen O Neil, Ph.D. Mobile & Text: 719-233-9409 Office: 351-2035 kathleen.oneil@unco.edu Students examine the
More informationMultiple case assignment and the English pseudo-passive *
Multiple case assignment and the English pseudo-passive * Norvin Richards Massachusetts Institute of Technology Previous literature on pseudo-passives (see van Riemsdijk 1978, Chomsky 1981, Hornstein &
More informationIntegrating culture in teaching English as a second language
Book of Proceedings 52 Integrating culture in teaching English as a second language Dr. Anita MUHO Department of Foreign Languages Faculty of Education Aleksandër Moisiu University Durrës, Albania E mail:
More informationOne Stop Shop For Educators
Modern Languages Level II Course Description One Stop Shop For Educators The Level II language course focuses on the continued development of communicative competence in the target language and understanding
More informationThis Performance Standards include four major components. They are
Environmental Physics Standards The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy
More informationReviewed by Florina Erbeli
reviews c e p s Journal Vol.2 N o 3 Year 2012 181 Kormos, J. and Smith, A. M. (2012). Teaching Languages to Students with Specific Learning Differences. Bristol: Multilingual Matters. 232 p., ISBN 978-1-84769-620-5.
More informationProcedia - Social and Behavioral Sciences 154 ( 2014 )
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 154 ( 2014 ) 263 267 THE XXV ANNUAL INTERNATIONAL ACADEMIC CONFERENCE, LANGUAGE AND CULTURE, 20-22 October
More informationICTCM 28th International Conference on Technology in Collegiate Mathematics
DEVELOPING DIGITAL LITERACY IN THE CALCULUS SEQUENCE Dr. Jeremy Brazas Georgia State University Department of Mathematics and Statistics 30 Pryor Street Atlanta, GA 30303 jbrazas@gsu.edu Dr. Todd Abel
More informationCELTA. Syllabus and Assessment Guidelines. Third Edition. University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom
CELTA Syllabus and Assessment Guidelines Third Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is accredited by Ofqual (the regulator of qualifications, examinations and
More informationIntensive Writing Class
Intensive Writing Class Student Profile: This class is for students who are committed to improving their writing. It is for students whose writing has been identified as their weakest skill and whose CASAS
More informationStimulating Techniques in Micro Teaching. Puan Ng Swee Teng Ketua Program Kursus Lanjutan U48 Kolej Sains Kesihatan Bersekutu, SAS, Ulu Kinta
Stimulating Techniques in Micro Teaching Puan Ng Swee Teng Ketua Program Kursus Lanjutan U48 Kolej Sains Kesihatan Bersekutu, SAS, Ulu Kinta Learning Objectives General Objectives: At the end of the 2
More information1 Signed languages and linguistics
1 Signed languages and linguistics In this chapter, we discuss the discovery of signed languages as real languages and describe their place within modern linguistics. We begin by defining language and
More informationLing/Span/Fren/Ger/Educ 466: SECOND LANGUAGE ACQUISITION. Spring 2011 (Tuesdays 4-6:30; Psychology 251)
Ling/Span/Fren/Ger/Educ 466: SECOND LANGUAGE ACQUISITION Spring 2011 (Tuesdays 4-6:30; Psychology 251) Instructor Professor Joe Barcroft Department of Romance Languages and Literatures Office: Ridgley
More informationTo appear in The TESOL encyclopedia of ELT (Wiley-Blackwell) 1 RECASTING. Kazuya Saito. Birkbeck, University of London
To appear in The TESOL encyclopedia of ELT (Wiley-Blackwell) 1 RECASTING Kazuya Saito Birkbeck, University of London Abstract Among the many corrective feedback techniques at ESL/EFL teachers' disposal,
More informationSECOND LANGUAGE ACQUISITION RESEARCH IN THE LABORATORY
SSLA, 19, 131 143. Printed in the United States of America. SECOND LANGUAGE ACQUISITION RESEARCH IN THE LABORATORY Possibilities and Limitations Jan H. Hulstijn Vrije Universiteit, Amsterdam This paper
More informationAlternate Language Proficiency Instrument for Students with Significant Disabilities
Alternate Language Proficiency Instrument for Students with Significant Disabilities The procedures outlined below are applicable to a student with significant disabilities and must be completed within
More informationLearning Disability Functional Capacity Evaluation. Dear Doctor,
Dear Doctor, I have been asked to formulate a vocational opinion regarding NAME s employability in light of his/her learning disability. To assist me with this evaluation I would appreciate if you can
More informationACCREDITATION STANDARDS
ACCREDITATION STANDARDS Description of the Profession Interpretation is the art and science of receiving a message from one language and rendering it into another. It involves the appropriate transfer
More informationUpdate on Standards and Educator Evaluation
Update on Standards and Educator Evaluation Briana Timmerman, Ph.D. Director Office of Instructional Practices and Evaluations Instructional Leaders Roundtable October 15, 2014 Instructional Practices
More informationArizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS
Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together
More informationThe presence of interpretable but ungrammatical sentences corresponds to mismatches between interpretive and productive parsing.
Lecture 4: OT Syntax Sources: Kager 1999, Section 8; Legendre et al. 1998; Grimshaw 1997; Barbosa et al. 1998, Introduction; Bresnan 1998; Fanselow et al. 1999; Gibson & Broihier 1998. OT is not a theory
More informationAQUA: An Ontology-Driven Question Answering System
AQUA: An Ontology-Driven Question Answering System Maria Vargas-Vera, Enrico Motta and John Domingue Knowledge Media Institute (KMI) The Open University, Walton Hall, Milton Keynes, MK7 6AA, United Kingdom.
More informationSoftware Security: Integrating Secure Software Engineering in Graduate Computer Science Curriculum
Software Security: Integrating Secure Software Engineering in Graduate Computer Science Curriculum Stephen S. Yau, Fellow, IEEE, and Zhaoji Chen Arizona State University, Tempe, AZ 85287-8809 {yau, zhaoji.chen@asu.edu}
More informationSpanish III Class Description
Spanish III Class Description Spanish III is an elective class. It is also a hands on class where students take all the knowledge from their previous years of Spanish and put them into practical use. The
More informationDegeneracy results in canalisation of language structure: A computational model of word learning
Degeneracy results in canalisation of language structure: A computational model of word learning Padraic Monaghan (p.monaghan@lancaster.ac.uk) Department of Psychology, Lancaster University Lancaster LA1
More informationPh.D. in Behavior Analysis Ph.d. i atferdsanalyse
Program Description Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse 180 ECTS credits Approval Approved by the Norwegian Agency for Quality Assurance in Education (NOKUT) on the 23rd April 2010 Approved
More informationReading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-
New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,
More informationInternational Conference on Education and Educational Psychology (ICEEPSY 2012)
Available online at www.sciencedirect.com Procedia - Social and Behavioral Sciences 69 ( 2012 ) 984 989 International Conference on Education and Educational Psychology (ICEEPSY 2012) Second language research
More informationMaximizing Learning Through Course Alignment and Experience with Different Types of Knowledge
Innov High Educ (2009) 34:93 103 DOI 10.1007/s10755-009-9095-2 Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Phyllis Blumberg Published online: 3 February
More informationLANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Volume 11 : 3 March 2011 ISSN
LANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Volume ISSN 1930-2940 Managing Editor: M. S. Thirumalai, Ph.D. Editors: B. Mallikarjun, Ph.D. Sam Mohanlal, Ph.D. B. A. Sharada, Ph.D.
More informationA Decent Proposal for Bilingual Education at International Standard Schools/SBI in Indonesia
A Decent Proposal for Bilingual Education at International Standard Schools/SBI in Indonesia Harits Masduqi Universitas Negeri Malang Paper presented at The 57 th TEFLIN International Conference: Revitalizing
More informationAn Introduction to the Minimalist Program
An Introduction to the Minimalist Program Luke Smith University of Arizona Summer 2016 Some findings of traditional syntax Human languages vary greatly, but digging deeper, they all have distinct commonalities:
More informationENGBG1 ENGBL1 Campus Linguistics. Meeting 2. Chapter 7 (Morphology) and chapter 9 (Syntax) Pia Sundqvist
Meeting 2 Chapter 7 (Morphology) and chapter 9 (Syntax) Today s agenda Repetition of meeting 1 Mini-lecture on morphology Seminar on chapter 7, worksheet Mini-lecture on syntax Seminar on chapter 9, worksheet
More informationThe History of Language Teaching
The History of Language Teaching Communicative Language Teaching The Early Years Chomsky Important figure in linguistics, but important to language teaching for his destruction of The behaviourist theory
More informationTHEORY OF PLANNED BEHAVIOR MODEL IN ELECTRONIC LEARNING: A PILOT STUDY
THEORY OF PLANNED BEHAVIOR MODEL IN ELECTRONIC LEARNING: A PILOT STUDY William Barnett, University of Louisiana Monroe, barnett@ulm.edu Adrien Presley, Truman State University, apresley@truman.edu ABSTRACT
More informationSome Principles of Automated Natural Language Information Extraction
Some Principles of Automated Natural Language Information Extraction Gregers Koch Department of Computer Science, Copenhagen University DIKU, Universitetsparken 1, DK-2100 Copenhagen, Denmark Abstract
More informationFilms for ESOL training. Section 2 - Language Experience
Films for ESOL training Section 2 - Language Experience Introduction Foreword These resources were compiled with ESOL teachers in the UK in mind. They introduce a number of approaches and focus on giving
More informationSpecification and Evaluation of Machine Translation Toy Systems - Criteria for laboratory assignments
Specification and Evaluation of Machine Translation Toy Systems - Criteria for laboratory assignments Cristina Vertan, Walther v. Hahn University of Hamburg, Natural Language Systems Division Hamburg,
More informationISSUES OF TEYL IN INDONESIAN AND WHAT PARENT CAN DO ABOUT IT
Indonesian Journal of English Language Teaching Volume 6/Number 2 October 2010 ISSUES OF TEYL IN INDONESIAN AND WHAT PARENT CAN DO ABOUT IT Nugrahenny T. Zacharias Faculty of Language and Literature Satya
More informationStephen Craint and Donald Shankweilert. 1. Introduction
SYNTACTIC COMPLEXITY AND READING ACQUISITION* Stephen Craint and Donald Shankweilert 1. Introduction Learning to read is difficult for most people and complete mastery usually requires years of practice.
More informationCLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction
CLASSIFICATION OF PROGRAM Critical Elements Analysis 1 Program Name: Macmillan/McGraw Hill Reading 2003 Date of Publication: 2003 Publisher: Macmillan/McGraw Hill Reviewer Code: 1. X The program meets
More informationDepartment of Anthropology ANTH 1027A/001: Introduction to Linguistics Dr. Olga Kharytonava Course Outline Fall 2017
Department of Anthropology ANTH 1027A/001: Introduction to Linguistics Dr. Olga Kharytonava Course Outline Fall 2017 Lectures: Tuesdays 11:30 am - 1:30 pm, SEB-1059 Tutorials: Thursdays: Section 002 2:30-3:30pm
More information