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Descriptors:
Identification; Phonology; Syllables; Infants; Child Language; Child Caregivers; Phonetic Transcription; Listening; Language Acquisition

Abstract:
Purpose: The prelinguistic infant's babbling repertoire of "syllables"--the phonological categories that form the basis for early word learning--is noticed by caregivers who interact with infants around them. Prior research on babbling has not explored the caregiver's role in recognition of early vocal categories as foundations for word learning. In the present work, the authors begin to address this gap. Method: The authors explored vocalizations produced by 8 infants at 3 ages (8, 10, and 12 months) in studies illustrating identification of phonological categories through caregiver report, laboratory procedures simulating the caregiver's natural mode of listening, and the more traditional laboratory approach (phonetic transcription). Results: Caregivers reported small repertoires of syllables for their infants. Repertoires of similar size and phonetic content were discerned in the laboratory by judges who simulated the caregiver's natural mode of listening. However, phonetic transcription with repeated listening to infant recordings yielded repertoire sizes that vastly exceeded those reported by caregivers and naturalistic listeners. Conclusions: The results suggest that caregiver report and naturalistic listening by laboratory staff can provide a new way to explore key characteristics of early infant vocal categories, a way that may provide insight into later speech and language development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Processes; Writing Skills; Writing (Composition); Guides; Grammar; Punctuation; Teacher Attitudes; Internet; Research; Computer Uses in Education; Reference Materials; Persuasive Discourse

Abstract:
Using casual language and a straightforward approach, "Better Writing: Beyond Periods and Commas" provides students with an easy-to-read and effective guide for developing their writing skills. Rather than intimidate and overwhelm novice writers with vast sets of rules, Travis Koll utilizes simple and relatable explanations and examples to demystify the writing process. Armed with this better understanding, one that reaches far beyond the mere mechanics of punctuation and grammar, students can begin to recognize the true nature and significance of writing, its potential impact on their readers, and the importance of their voices in their communities and the world. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grammar; Classification; Acoustics; Phonology; Learning Processes; Performance; Language Patterns; Language Acquisition; Language Research

Abstract:
Some of recently proposed phonotactic learners are tier-based bigram learners that restrict their hypothesis space to patterns between two segments that are adjacent at the tier level. This assumption is understandable considering that typologically frequent nonadjacent sound patterns are predominantly those that hold between two tier-adjacent segments. However, it is not clear whether the assumption is psychologically justified, i.e., whether speakers are indeed exclusively attentive to patterns between two tier-adjacent segments when it comes to learning nonadjacent sound patterns. In general, many recent studies suggest that learnable sound patterns are not limited to typologically observed sound patterns. Specifically, Koo and Callahan (2012) argue that adult speakers in laboratory settings have no trouble learning artificial patterns that cannot be explained by tier-based bigram learners. In this paper, we replicate their results in a more carefully controlled setting and argue that the assumption of tier-based bigram learning must be relaxed in order to properly explain human performance. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Spelling; Classification; Error Patterns; Error Analysis (Language); Dyslexia; Children; Grade 3; Grade 4; Grade 7; Age Differences; Punctuation; Phonology; Grammar; Greek

Abstract:
In this study we propose a classification system for spelling errors and determine the most common spelling difficulties of Greek children with and without dyslexia. Spelling skills of 542 children from the general population and 44 children with dyslexia, Grades 3-4 and 7, were assessed with a dictated common word list and age-appropriate passages. Spelling errors were classified into broad categories, including phonological (graphophonemic mappings), grammatical (inflectional suffixes), orthographic (word stems), stress assignment (diacritic), and punctuation. Errors were further classified into specific subcategories. Relative proportions for a total of 11,364 errors were derived by calculating the opportunities for each error type. Nondyslexic children of both age groups made primarily grammatical and stress errors, followed by orthographic errors. Phonological and punctuation errors were negligible. Most frequent specific errors were in derivational affixes, stress diacritics, inflectional suffixes, and vowel historical spellings. Older children made fewer errors, especially in inflectional suffixes. Dyslexic children differed from nondyslexic ones in making more errors of the same types, in comparable relative proportions. Spelling profiles of dyslexic children did not differ from those of same-age children with poor reading skills or of younger children matched in reading and phonological awareness. In conclusion, spelling errors of both dyslexic and nondyslexic children indicate persistent difficulty with internalizing regularities of the Greek orthographic lexicon, including derivational, inflectional, and word (stem) families. This difficulty is greater for children with dyslexia. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Processing; Logical Thinking; Semitic Languages; Statistical Analysis; Phonology; Computational Linguistics; Linguistic Input; Networks; Phonemes; Classification; Psycholinguistics; Grammar

Abstract:
A significant problem in computational language learning is that of inferring the content of well-formedness constraints from input data. In this article, we approach the constraint induction problem as the gradual adjustment of subsymbolic constraints in a connectionist network. In particular, we develop a multi-layer feed-forward network that learns the constraints that underlie restrictions against homorganic consonants, or "OCP-Place constraints", in Arabic roots. The network is trained using standard learning procedures in connection science with a representative sample of Arabic roots. The trained network is shown to classify actual and novel Arabic roots in ways that are qualitatively parallel to a psycholinguistic study of Arabic. Statistical analysis of network behavior also shows that activations of nodes in the hidden layer correspond well with violations of symbolic well-formedness constraints familiar from generative phonology. In sum, it is shown that at least some constraints operative in phonotactic grammar can be learned from data and do not have to be stipulated in advance of learning. (Contains 5 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Feedback (Response); Graduate Students; Writing (Composition); Language Research; Writing Research; Online Courses; Computer Science; Word Frequency; Computational Linguistics; Discourse Analysis; Coding; Literary Genres; Instructional Materials; Internet; Grammar; Language Usage; Research Reports; English for Academic Purposes; Periodicals; Journal Articles

Abstract:
There has been increasing interest in the possible applications of corpora to both linguistic research and pedagogy. This study takes a corpus-based, genre-analytic approach to discipline-specific materials development. Combining corpus analysis with genre analysis makes it possible to develop teaching materials that are not only authentic but also research-supported. An RA corpus consisting of 60 research articles from three major journals of computer science was constructed. A word frequency list derived from the corpus was analyzed to develop a vocabulary profile for the genre. Move analysis was also conducted based on a self-developed coding scheme of rhetorical moves in the target genre. The move codes were tagged in the corpus texts so that individual moves and move patterns could be retrieved for the purpose of developing research-based online teaching materials for graduate students of computer science. Numerous examples of specialized vocabulary, grammatical usage, and move structures that showcase and characterize academic computer science discourse were used in not only lessons but also learning tasks, discussion topics, and online writing models. The paper ends with a discussion of the usefulness and effectiveness of the online RA writing materials, based on student feedback and assessments. (Contains 5 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Phonetics; Phonetic Transcription; Human Body; Correlation; Phonology; Sign Language; Distinctive Features (Language)

Abstract:
In this article we describe a componential, articulatory approach to the phonetic description of the configuration of the four fingers. Abandoning the traditional holistic, perceptual approach, we propose a system of notational devices and distinctive features for the description of the four fingers proper (index, middle, ring, and pinky). Specifically, we suggest that the configuration of the fingers is best understood as a componential combination of the positions of each of the three joints of each finger. (Contains 6 tables, 19 figures and 14 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Supplementary Education; Tutoring; Peer Teaching; Guides; Study Guides; Program Guides; Instructional Materials; Training Methods; Training Objectives; Tutors; Bibliographies; Pretests Posttests; Educational Principles; Teacher Responsibility; Program Improvement; Records (Forms); Statistical Data; Problem Sets; Learning Activities; Reference Materials; Program Descriptions; Educational Strategies; Educational Practices

Abstract:
This manual consists of an introduction to our Academic Peer Instruction (API) program at LaGuardia Community College, a compilation of the materials we have developed and use for training of our tutors (with answers), and a bibliography. API is based on an internationally recognized peer tutoring program, Supplemental Instruction. (Contains 6 tables and 23 figures.)

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Descriptors:
Semantics; Discourse Analysis; Writing (Composition); Literacy; History; Biology; Language Variation; Grammar; Role; Classification; Linguistic Theory; Secondary School Students

Abstract:
This paper takes as point of departure the register variable field, and explores its application to the discourse of History and Biology in secondary school classrooms from the perspective of systemic functional linguistics. In particular it considers the functions of technicality and abstraction in these subject specific discourses, and their relation to the high stakes reading and writing expected from students. The paper shows how the practical concepts of power words, power grammar and power composition can be developed from this work as tools for teachers to use for purposes of knowledge building. Specific attention is paid to the role of specialised composition and classification taxonomies and activity sequences in specialised fields, and the relation of this valeur to the concept of semantic density in Legitimation Code Theory. (Contains 14 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Form Classes (Languages); English; Syntax; Instructional Materials; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Writing Instruction; Punctuation; Grammar; Writing (Composition); Connected Discourse

Abstract:
The claim that the words "for," "and," "nor," "but," "or," "yet," and "so" (FANBOYS) constitute a complete list of English coordinating conjunctions is examined though syntactic analysis and found wanting. This analysis is presented as an illustration of the need for teachers constantly to question the choice of material that we present to our students and our reasons for presenting it. (Contains 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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