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Young-suk Kim - One of the best experts on this subject based on the ideXlab platform.
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influences of individual text and assessment factors on text discourse comprehension in oral language listening comprehension
Annals of Dyslexia, 2020Co-Authors: Young-suk Kim, Yaacov PetscherAbstract:We investigated the contributions of multiple strands of factors—individual characteristics (struggling reader status, working memory, vocabulary, Grammatical Knowledge, Knowledge-based inference, theory of mind, comprehension monitoring), a text feature (narrative vs. expository genre), and question types (literal and inferential)—to one’s performance on discourse comprehension in oral language (listening comprehension), using data from 529 second graders. Results from explanatory item response models revealed that substantial variance in listening comprehension was attributable to differences between items, texts, and children, respectively. Narrative versus expository genre distinctions explained almost all of the variance attributable to text differences. In contrast, literal versus inferential question distinctions did not explain item responses after accounting for text and reading comprehension status. However, there was a moderation between struggling reader status and question type such that struggling readers had a slightly higher (2%) probability of getting inferential questions right compared to typically developing readers, after accounting for individual and text factors. Struggling readers have a lower probability of accurate item responses than typically developing readers, but the difference disappeared once language and cognitive skills (e.g., working memory, vocabulary) were taken into consideration. The effects of text genre and question type on item responses did not differ as a function of children’s language and cognitive skills. Overall, these results underscore the importance of considering individual, text, and assessment factors for children’s performance in listening comprehension.
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developmental component based model of reading fluency an investigation of predictors of word reading fluency text reading fluency and reading comprehension
Reading Research Quarterly, 2015Co-Authors: Young-suk KimAbstract:The primary goal was to expand our understanding of text reading fluency (efficiency or automaticity)-how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text reading fluency; (3) unique emergent literacy predictors (i.e., phonological awareness, orthographic awareness, morphological awareness, letter name Knowledge, vocabulary) of text reading fluency vs. word reading fluency; and (4) unique language and cognitive predictors (e.g., vocabulary, Grammatical Knowledge, theory of mind) of text reading fluency vs. reading comprehension. These questions were addressed using longitudinal data (two timepoints; Mean age = 5;24 & 6;08) from Korean-speaking children (N = 143). Results showed that listening comprehension was related to text reading fluency at time 2, but not at time 1. At both times text reading fluency was related to reading comprehension, and reading comprehension was related to text reading fluency over and above word reading fluency and listening comprehension. Orthographic awareness was related to text reading fluency over and above other emergent literacy skills and word reading fluency. Vocabulary and Grammatical Knowledge were independently related to text reading fluency and reading comprehension whereas theory of mind was related to reading comprehension, but not text reading fluency. These results reveal developmental nature of relations and mechanism of text reading fluency in reading development.
Dorothy V M Bishop - One of the best experts on this subject based on the ideXlab platform.
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assessing understanding of relative clauses a comparison of multiple choice comprehension versus sentence repetition
Journal of Child Language, 2017Co-Authors: Pauline Frizelle, Clodagh Oneill, Dorothy V M BishopAbstract:Although sentence repetition is considered a reliable measure of children's Grammatical Knowledge, few studies have directly compared children's sentence repetition performance with their understanding of Grammatical structures. The current study aimed to compare children's performance on these two assessment measures, using a multiple-choice picture-matching sentence comprehension task and a sentence repetition task. Thirty-three typically developing children completed both assessments, which included relative clauses representing a range of syntactic roles. Results revealed a similar order of difficulty of constructions on both measures but little agreement between them when evaluating individual differences. Interestingly, repetition was the easier of the two measures, with children showing the ability to repeat sentences they did not understand. This discrepancy is primarily attributed to the additional processing load resulting from the design of multiple-choice comprehension tasks, and highlights the fact that these assessments are invoking skills beyond those of linguistic competence.
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uncommon understanding development and disorders of language comprehension in children
1997Co-Authors: Dorothy V M BishopAbstract:Preface to the Classic Edition. Foreword. 1. From Sound to Meaning: A Framework for Analysing Comprehension. 2. Specific Language Impairment. 3. Speech Perception. 4. Understanding Word Meaning. 5. Grammatical Knowledge in Sentence Comprehension. 6. Understanding Sentences in Real Time. 7. Understanding Discourse: Integrating Language and Context. 8. Understanding Intended Meaning: Social Aspects of Comprehension. 9. Modularity and Interaction in Language Development and Disorders.
Christophe Parisse - One of the best experts on this subject based on the ideXlab platform.
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new perspectives on language development and the innateness of Grammatical Knowledge
Language Sciences, 2005Co-Authors: Christophe ParisseAbstract:Chomsky [Chomsky, N., 1965. Aspects of The Theory of Syntax. MIT Press, Cambridge, Mass; Chomsky, N., 1986. Knowledge of Language: its Nature, Origin, and Use. Praeger, New York] presents a series of arguments for an innate syntactic component of the language faculty. Do the arguments proposed at that time still stand, or have they been overridden by newer proposals? The current paper emphasizes three research directions among the most recent advances in cognitive science. These directions lead to alternate proposals to the generative linguistic theoryof language development. First, the item-based theoryof language development, which stresses that development of language Knowledge goes from specific to general and is compatible with developing research in cognitive linguistics. Second, the apparent uniformityof adult linguistic competence, which is a fundamental tenet of generative linguistics theory, may be the product of literate cultures but not of invariants of the brain, as attested bythe fundamental differences found between spoken and written language. Third, artificial neural networks provide evidence against the necessityto call on algebraic rules to explain language performance and this, in turn, argues in favor of the emergence approach and of the dynamic systems approach to language development. All this calls for a renewal of language development theories and for a separation between statistical, non-algebraic, non-conscious, item-based, and usage-based structures and processes dedicated to spoken language (and to automatized written language processes), and principle-and-rule-governed, algebraic structures and processes dedicated to conscious written or formal spoken language.
Mehraein Mokhberi - One of the best experts on this subject based on the ideXlab platform.
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the effect of focus on form instruction on intermediate efl learners grammar learning in task based language teaching
Global Journal of Foreign Language Teaching, 2013Co-Authors: Amir Marzban, Mehraein MokhberiAbstract:One of the current concerns of applied linguistics focuses on incorporating grammar instruction within communicative classroom. The major points in the debates include whether, how and when we should integrate grammar instruction. Some studies have investigated focus on form, defined as the incidental attention that teachers and learners pay to form in the context of meaning – focused instruction. This study investigated three groups of EFL learners who completed the same task and compared the two types of approaches to focus on form (FonF) that is ' reactive focus on form ' and ' pre-emptive focus on form '. The results of the study suggested that reactive FonF in comparison with pre-emptive FonF furnishes an excellent means for developing the ability to use the Grammatical Knowledge of the target structure in context. The results further indicated that the majority of the pre-emptive FFEs were initiated by the teacher rather than students and dealt with vocabulary whereas the linguistic focus of reactive FFEs was largely on grammar. Keywords: Focus on form; Grammar; Task-based Language Teaching;
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the effect of focus on form instruction on intermediate efl learners grammar learning in task based language teaching
Procedia - Social and Behavioral Sciences, 2012Co-Authors: Amir Marzban, Mehraein MokhberiAbstract:Abstract One of the current concerns of applied linguistics focuses on incorporating grammar instruction within communicative classroom. The major points in the debates include whether, how and when we should integrate grammar instruction. Some studies have investigated focus on form, defined as the incidental attention that teachers and learners pay to form in the context of meaning – focused instruction. This study investigated three groups of EFL learners who completed the same task and compared the two types of approaches to focus on form (FonF) that is ‘reactive focus on form’ and ‘preemptive focus on form’. The results of the study suggested that reactive FonF in comparison with preemptive FonF furnishes an excellent means for developing the ability to use the Grammatical Knowledge of the target structure in context. The results further indicated that the majority of the preemptive FFEs were initiated by the teacher rather than students and dealt with vocabulary whereas the linguistic focus of reactive FFEs was largely on grammar.
Shalom Lappin - One of the best experts on this subject based on the ideXlab platform.
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Grammaticality acceptability and probability a probabilistic view of linguistic Knowledge
Cognitive Science, 2017Co-Authors: Jey Han Lau, Alexander Clark, Shalom LappinAbstract:The question of whether humans represent Grammatical Knowledge as a binary condition on membership in a set of well-formed sentences, or as a probabilistic property has been the subject of debate among linguists, psychologists, and cognitive scientists for many decades. Acceptability judgments present a serious problem for both classical binary and probabilistic theories of Grammaticality. These judgements are gradient in nature, and so cannot be directly accommodated in a binary formal grammar. However, it is also not possible to simply reduce acceptability to probability. The acceptability of a sentence is not the same as the likelihood of its occurrence, which is, in part, determined by factors like sentence length and lexical frequency. In this paper, we present the results of a set of large-scale experiments using crowd-sourced acceptability judgments that demonstrate gradience to be a pervasive feature in acceptability judgments. We then show how one can predict acceptability judgments on the basis of probability by augmenting probabilistic language models with an acceptability measure. This is a function that normalizes probability values to eliminate the confounding factors of length and lexical frequency. We describe a sequence of modeling experiments with unsupervised language models drawn from state-of-the-art machine learning methods in natural language processing. Several of these models achieve very encouraging levels of accuracy in the acceptability prediction task, as measured by the correlation between the acceptability measure scores and mean human acceptability values. We consider the relevance of these results to the debate on the nature of Grammatical competence, and we argue that they support the view that linguistic Knowledge can be intrinsically probabilistic.
