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Words as social tools
(2019)
What’s Symmetrical?
(2019)
This chapter investigates teacher management of learner turns in an American second-grade classroom during a read-aloud activity. A read-aloud is a whole-group instructional activity which involves a teacher read-ing aloud a book to a cohort of students as they listen (Tainio & Slotte, 2017). Using ethnomethodological conversation analysis (EMCA) and drawing on the concepts of alignment and affi liation (Steensig, 2012; Stivers, 2008; Stivers et al., 2011), we investigate how embodied practices such as gaze, facial expressions, body positioning and gestures in addition to verbal practices are used by the teacher separately and together to respond to learner turns in ways that keep the learners aff ectively engaged and, at the same time, ensure the orderly progression of the lesson. Our analysis shows that teacher cooperative management of learners’ turns involves: (1) orient-ing to them as affi liative tokens in order to neutralize their disaligning force while still treating learners as cooperative participants in the activity; and (2) managing turns not only according to their sequential positions and the actions they project but, just as importantly, to the larger instructional proj-ect being accomplished. The study contributes to the re-specifi cation of the everyday grounds of teaching in order to broaden understandings of the specialized nature of such work (Macbeth, 2014).
This study is concerned with repair practices that a teacher and students employ to restore intersubjectivity when faced with interactional problems in a Content and Language Integrated Learning (CLIL) classroom. Adopting a conversation analytic (CA) approach, it examines the interactional treatment of students’ verbal and embodied trouble displays in a video-recorded, teacher-fronted geography lesson held in English at a German high school. At the same time, it explores to what extent the repair practices employed are fitted to this specific interactional context. The analysis shows that students’ verbal trouble displays often result in extensive repair sequences, whereas students’ embodied trouble displays are usually met with teacher self-repair in the transition space. In this way, the latter are resolved much earlier and more quickly. The study further reveals practices like reformulation and translation to be especially useful for repairing interactional problems in classrooms in which a foreign language is used as the medium of instruction. The findings may be of interest for prospective as well as practicing teachers in that they provide relevant insights into how interactional trouble can be successfully managed in (CLIL) classroom interaction.
Many human infants grow up learning more than one language simultaneously but only recently has research started to study early language acquisition in this population more systematically. The paper gives an overview on findings on early language acquisition in bilingual infants during the first two years of life and compares these findings to current knowledge on early language acquisition in monolingual infants. Given the state of the research, the overview focuses on research on phonological and early lexical development in the first two years of life. We will show that the developmental trajectory of early language acquisition in these areas is very similar in mono- and bilingual infants suggesting that these early steps into language are guided by mechanisms that are rather robust against the differences in the conditions of language exposure that mono- and bilingual infants typically experience.
Word forms such as walked or walker are decomposed into their morphological constituents (walk + -ed/-er) during language comprehension. Yet, the efficiency of morphological decomposition seems to vary for different languages and morphological types, as well as for first and second language speakers. The current study reports results from a visual masked priming experiment focusing on different types of derived word forms (specifically prefixed vs. suffixed) in first and second language speakers of German. We compared the present findings with results from previous studies on inflection and compounding and proposed an account of morphological decomposition that captures both the variability and the consistency of morphological decomposition for different morphological types and for first and second language speakers. Open Practices This article has been awarded an Open Materials badge. Study materials are publicly accessible via the Open Science Framework at . Learn more about the Open Practices badges from the Center for Open Science: .
Vagueness
(2019)
Though vague phenomena have been studied extensively for many decades, it is only in recent years that researchers sought the support of quantitative data. This chapter highlights and discusses the insights that experimental methods brought to the study of vagueness. One area focused on are ‘borderline contradictions’, that is, sentences like ‘She is neither tall nor not tall’ that are contradictory when analysed in classical logic, but are actually acceptable as descriptions of borderline cases. The flourishing of theories and experimental studies that borderline contradictions have led to are examined closely. Beyond this illustrative case, an overview of recent studies that concern the classification of types of vagueness, the use of numbers, rounding, number modification, and the general pragmatic status of vagueness is provided.
The speed-curvature power law is a celebrated law of motor control expressing a relation between the kinematic property of speed and the geometric property of curvature. We aimed to assess whether speech movements obey this law just as movements from other domains do. We describe a metronome-driven speech elicitation paradigm designed to cover a wide range of speeds. We recorded via electromagnetic articulometry speech movements in sequences of the form /CV…/ from nine speakers (five German, four English) speaking at eight distinct rates. First, we demonstrate that the paradigm of metronome-driven manipulations results in speech movement data consistent with earlier reports on the kinematics of speech production. Second, analysis of our data in their full three-dimensions and using advanced numerical differentiation methods offers stronger evidence for the law than that reported in previous studies devoted to its assessment. Finally, we demonstrate the presence of a clear rate dependency of the power law’s parameters. The robustness of the speed-curvature relation in our datasets lends further support to the hypothesis that the power law is a general feature of human movement. We place our results in the context of other work in movement control and consider implications for models of speech production.
Purpose: The aims of this systematic review are to provide a critical overview of short-term memory (STM) and working memory (WM) treatments in stroke aphasia and to systematically evaluate the internal and external validity of STM/WM treatments. Method: A systematic search was conducted in February 2014 and then updated in December 2016 using 13 electronic databases. We provided descriptive characteristics of the included studies and assessed their methodological quality using the Risk of Bias in N-of-1 Trials quantitative scale (Tate et al., 2015), which was completed by 2 independent raters. Results: The systematic search and inclusion/exclusion procedure yielded 17 single-case or case-series studies with 37 participants for inclusion. Nine studies targeted auditory STM consisting of repetition and/or recognition tasks, whereas 8 targeted attention and WM, such as attention process training including n-back tasks with shapes and clock faces as well as mental math tasks. In terms of their methodological quality, quality scores on the Risk of Bias in N-of-1 Trials scale ranged from 4 to 17 (M = 9.5) on a 0-30 scale, indicating a high risk of bias in the reviewed studies. Effects of treatment were most frequently assessed on STM, WM, and spoken language comprehension. Transfer effects on communication and memory in activities of daily living were tested in only 5 studies. Conclusions: Methodological limitations of the reviewed studies make it difficult, at present, to draw firm conclusions about the effects of STM/WM treatments in poststroke aphasia. Further studies with more rigorous methodology and stronger experimental control are needed to determine the beneficial effects of this type of intervention. To understand the underlying mechanisms of STM/WM treatment effects and how they relate to language functioning, a careful choice of outcome measures and specific hypotheses about potential improvements on these measures are required. Future studies need to include outcome measures of memory functioning in everyday life and psychosocial functioning more generally to demonstrate the ecological validity of STM and WM treatments.
We examined gestural coordination in C1C2 (C1 stop, C2 lateral or tap) word initial clusters using articulatory (electromagnetic articulometry) and acoustic data from six speakers of Standard Peninsular Spanish. We report on patterns of voice onset time (VOT), gestural plateau duration of C1, C2, and their overlap. For VOT, as expected, place of articulation is a major factor, with velars exhibiting longer VOTs than labials. Regarding C1 plateau duration, voice and place effects were found such that voiced consonants are significantly shorter than voiceless consonants, and velars show longer duration than labials. For C2 plateau duration, lateral duration was found to vary as a function of onset complexity (C vs. CC). As for overlap, unlike in French, where articulatory data for clusters have also been examined, clusters where both C1 and C2 are voiced show more overlap than where voicing differs. Further, overlap was affected by the C2 such that clusters where C2 is a tap show less overlap than clusters where C2 is a lateral. We discuss these results in the context of work aiming to uncover phonetic (e.g., articulatory or perceptual) and phonological forces (e.g., syllabic organization) on timing.