Inter-language- some basic concepts. "Interlanguage. What is ‘Interlanguage’ ? In term ‘interlanguage’ was coined by the American linguist, Larry Slinker, in recognition of the fact that L2.
Inter-language- some basic concepts. "Interlanguage. What is ‘Interlanguage’ ? In term ‘interlanguage’ was coined by the American linguist, Larry Slinker, in recognition of the fact that L2.
FalconPro is a Complete Real Estate Software to Manage All Real Estate Activities Available in English and Arabic , برنامج العقارات فالكون برو هو برنامج عقارات متكامل لإدارة كافة الأنشطة العقارية متوفر باللغة العربية والإنجليزية (Sales-Rental-Brokers-Commissions-Leads Management - Financial- Profit & loss for Each Project - Cheque Management - Legal Management - Police Cases Management - Alerts & Notifications through Emails & SMS ) , (بيع - شراء - إيجارات - عملاء - عمولات - نظام حسابات متكامل - حساب الأرباح والخسائر لكل مشروع - إدارة الشيكات - إدارة بلاغات الشرطة والدعاوي القضائية - تنبيهات وإشعارات بالبريد الإلكتروني والرسائل النصية
FalconPro is a Complete Real Estate Software to Manage All Real Estate Activities Available in English and Arabic , برنامج العقارات فالكون برو هو برنامج عقارات متكامل لإدارة كافة الأنشطة العقارية متوفر باللغة العربية والإنجليزية (Sales-Rental-Brokers-Commissions-Leads Management - Financial- Profit & loss for Each Project - Cheque Management - Legal Management - Police Cases Management - Alerts & Notifications through Emails & SMS ) , (بيع - شراء - إيجارات - عملاء - عمولات - نظام حسابات متكامل - حساب الأرباح والخسائر لكل مشروع - إدارة الشيكات - إدارة بلاغات الشرطة والدعاوي القضائية - تنبيهات وإشعارات بالبريد الإلكتروني والرسائل النصية
When organizations remove the hurdles their employees face, engage with them on their needs and nurture and develop them, they create an extraordinary culture where employees unleash their potential, set new standards of excellence and create wonders. We call it peopleMAGIC. And it is made possible by Synergita’s cloud based performance management and analytics solution.
Synergita guarantees Zero Disruption as it is easy to use and integrates with existing applications and processes. Our customers go WOW! With our powerful features designed around their needs. Synergita’s Insta-go functionality gets you on your way with minimal fuss. Synergita is a system that works the way you want it to.
Synergita automates employee talent data, employee goals alignment, continuous employee performance reviews & feedback, employee engagement, employee development & retention.
Synergita is highly coherent and can be integrated with any pre-existing HR platform. Synergita aims to resolve all important talent management related pain points (employee engagement and employee development) of an organization and create more great places to work for employees.
You can manage employee talent information, set goals, track and monitor progress, manage competency and performance, do 360 degree feedback surveys, recommend training for employees, do employee engagement surveys, peer recognition, etc. using Synergita.
4.5 First and Second Language Learning Compared With simultaneous .docxgilbertkpeters11344
4.5 First and Second Language Learning Compared With simultaneous bilinguals, both languages are acquired in the same way. There are, as we have seen, cognitive differences that exist in bilingual children because of bilingualism, but the processes they use in acquiring their two languages are the same—the same as each other and the same as those used by monolinguals. In succes- sive bilinguals, however, there may be differences, and most of these are associated with the age of the learner. The age of the learner is highly relevant for the following reasons:
• The experience of learning a first language means that second language learn- ers know more about what language is about and how it is structured. They are experienced in finding patterns in what they hear. Older children might experi- ence some temporary interference from the first language, but generally, the experienced learner is more efficient than the inexperienced and cognitively less well-developed first language learner. • Babies are born with more acute hearing than adults (Pearson, 2008, p. 103). Over time, their hearing acuity attenuates to adult levels. Superior hearing is part of the reason why younger children are better able to discriminate between indi- vidual language sounds and why they are superior mimics of the sound system. Second language learners will acquire the pronunciation of the new language faster and more accurately than children who begin after the onset of puberty. • Babies go through a babbling stage during which they practice the sounds of their language without either the pressure or the ability to produce perfectly formed words. Older learners do not have this practice period, and their hearing will be less acute than infants. Nevertheless, their improved cognitive processing abilities will compensate. • The “input” is different. For school-aged children, the first exposure to a new language may be at school. The language of the school differs in content and in purpose from the language of the home, and the older the learner, the greater the difference. • The older the learner, the more experience he or she has in learning. Even after the first language is essentially established, children continue to learn, and all prior experience in learning is potentially beneficial. For educators, the issue is how best to take advantage of it.
CHAPTER 4Section 4.5 First and Second Language Learning Compared
At the heart of the issue of age is the critical period hypothesis (see Chapter 3). Is there a critical period for language learning, as some believe? Popular wisdom that holds that where language learning is concerned, younger is better, would appear to be true. But is it? For a first language, yes, it does appear that there is an “expire” date on the brain’s abil- ity to acquire language. But the preponderance of bilinguals in the world, many of whom learned the two languages sequentially, is a compelling argument against a critical period for second langua.
Mythbusters of second language acquisition Carla Huck
This was a presentation to content-area teachers in our high school - they each had a whiteboard and wrote true/false to the statements before we revealed the responses and rationale; all elements were then linked to practical classroom strategies.
9300AWEEK 1 What is language Our relationship with language. T.docxblondellchancy
9300A
WEEK 1: What is language? Our relationship with language. The Study of L2 Acquisition.
Readings:
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford
University Press. Chapter 1.
· As never before, people have had to learn a second language, not just as a pleasing pastime, but often as a means of obtaining an education or securing employment. At such a time, there is an obvious need to discover more about how second languages are learned. (学习二语的原因：why do you need to learn English? Is there have some special reason to learn [academic, daily life])
· ‘L2 acquisition’, then, can be defined as the way in which people learn a language other than their mother tongue, inside or out side of a classroom, and ‘Second Language Acquisition’ (SLA) as the study of this. [do you think you are a successful second language learner? Why? How you did it?]
· What are the goals of sla: learner language [how learners’ accents change over time. Another might be the words learners use; how learners build up their vocabulary.]
· What type of input facilitates learning? [do learners benefit more from input that has been simplified for them or from the authentic language of native-speaker communication?
· The goals of SLA, then, are to describe how L2 acquisition proceeds and to explain this process and why some learners seem to be better at it than others.
·
WEEK 2: First Language Acquisition
Readings:
Yule, G. (2016). The study of language. Cambridge university press. P.170-181 Lightbown, P. M., & Spada, N. (2006). How languages are learned. Oxford
University Press. Chapter 1
Yule: By the age of two-and-a-half, the child’s vocabulary is expanding rapidly and the child is initiating more talk while increased physical activity includes running and jumping. By three, the vocabulary has grown to hundreds of words and pronunciation has become closer to the form of adult language. At this point, it is worth considering what kind of influence the adults have in the development of the child’s speech.
Morphology; syntax
Lightbown: How do children accomplish this? What enables a child not only to learn words, but to put them together in meaningful sentences? What pushes children to go on developing complex grammatical language even though their early simple communication is successful for most purposes? Does child language develop similarly around the world? How do bilingual children acquire more than one language?
【Which stage do you think is the fastest progress in your second language?】
【How the interviewee’s knowledge of English grammar developed during the time? (if you cannot remember the learning processes, you can think what did you do, how does you try to learn an L2)】p.008
[学习者有没有背单词，是long-term memory 还是working memory？（cognition）]
Negation对立面p.9
WEEK 3: Behaviourism and Contrastive Analysis Hypothesis
Readings:
Brown, H. D. (2000). Principles of language learning and teaching. P.69-71
Ellis, R. (2015). Understanding second ...
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Outline
• Introduction
• Theories Relating Age to Language
Development
• Age and Second Language Acquisition
• Comparisons among Three Age Groups
• Conclusion
• References
3. Introduction
Age is one of the important issues regarding to
Second Language Acquisition. However, it is
debatable among the researchers whether the
more young age, the more native-like.
4. Theories Relating Age
to Language Development
• Brain Plasticity Hypothesis
According to this hypothesis the optimum period for
language acquisition falls within the first ten years
of life, when the brain retains its plasticity. The
brain of a child is flexible and adaptable. If part of
the brain becomes impaired then another part
will take over its functions (Penfield and Roberts:
1959).
5. • Language Acquisition Device, renamed
Universal Grammar
These theories, although advanced by the famous
linguist Noam Chomsky (1965) specifically about first
language acquisition. They suggest that language is
somewhat innate and that children are born with
what Chomsky called a language acquisition device,
which is a unique kind of knowledge that fits them
for language learning. Children could not learn their
first language so quickly and effortlessly without the
help of an innate language faculty to guide them.
6. • The Critical Period Hypothesis
Eric Lenneberg (1967) argued that there was a fixed
span of years during which the Language
Acquisition Device, like other biological functions,
works successfully so that language learning can
take place naturally and effortlessly. He believed
that the critical period lasts until puberty (around
the ages of 12 or 13 years).
7. Age and Second Language Acquisition
1) Does Age Really Matter in SLA?
The question when is the best age for second
language acquisition seems to be connected with the
amount input or exposure to the target language.
CPH The participants were actively exposed to the
target language on daily basis and received great
amount of exposure to the target language outside of
the classroom.
8. 2) CPH in relation to native-like accent
A number of recent studies, e.g. Bongerts et al
(1997), Nikolov (2000a), Bellingham (2000), and
Neufeld (2001) all suggest that adults are in fact
capable of attaining a native-like accent, which runs
counter to the CPH. Nikolov's study featured thirty
three successful language learners aged 20 to 70, all
of whom had acquired their target language after
puberty. Her survey showed that their successful
language learners were related with intrinsic
motivation in the target language.
9. Comparisons among Three Age Groups
Traits of Childhood
Advantages Disadvantages
• Ability of language learning does not
reveal any differences
• Their first language and foreign
language are easy to be mixed
• Acquiring pronunciation naturally • Their culture and L2 culture tend to
blend in a mess
• Learning a foreign language in this
stage might be strongly impressed on
their brain
• They have not formed abstract logic
ideation yet and have to spend more
time in L1 learning than the L2
learners in other age stages
• Further learning can help them to
form language habit and competency
easily
10. Comparisons among Three Age Groups
Traits of Adolescents
Advantages Disadvantages
• Cognitive competency has grown to certain
extent and their meta-language, which helps
the learners to analyze or describe a language,
is fairly sensitive
• In fact it is very difficult for adolescent
learners to persevere in heavy learning tasks,
because they are easily affected by the other
things around them.
• Good at imitation and reminiscence • Adolescent egocentrism is a self-absorption
that makes it hard for them to accept
criticism and tolerate authority
• Adolescents are better than children in
utilizing the strategy of language
communication and they apprehend the things
between the language and culture easily
• They have a lot of learning courses assigned
by their parents and teachers, which might let
them attend to one thing and lose another.
• Adolescent psychological barrier is lower than
adults and they would not pay excessive
attention to other people’s attitude towards
them
• Adolescents and adults would listen to their
own utterances to compare what they say with
what they intend to say, and to make
corrections if necessary
11. Comparisons among Three Age Groups
Traits of Adulthood
Advantages Disadvantages
• Adults’ cerebra nerve network has come into
being completely, and their thinking habits have
become mature in this period
• Their study in SLA continuity
is always interrupted by
social activities, which might
be important for them
• They can deal with complicated language form
and contents easily, because their meta-language
consciousnesses, common sense and literary
knowledge are better than children, as Krashen
(1982:21) claimed “we also use context, our
knowledge of the world, our extra-linguistic
competency to help us understand”.
• They are apparently worse
than children and
adolescents in getting rid of
their L1 habits which are in
conflict with the L2 system
• Their definite learning goals, great study
motivation, rich knowledge experiences and
better comprehension competency and short-
term and long-term memories facilitate the
process of L2 learning
12. Conclusion
1. As a teacher or practitioner, you can choose and
use some theories underlying your assumption to
the age and second language acquisition.
2. Realizing the differences among groups, the
teacher can develop and apply some appropriate
teaching approaches and learning strategies to
promote their SLL.
13. References
Stefansson, Einar G. 2013. Second Language
Acquisition The Effect of Age and Motivation. -:Universitatis
Islandiae Sigillum.
Ying, Li & Liu Shufan. - . Is Age the Major Factor in
Second Language Acquisition? An examination of the Critical
Period Hypothesis.
Zhang, Chao. 2009. A Study of Age Influence in L2
Acquisition. Journal of Asian Social Science Vol.5 No.5 May
2009.
