The Experts below are selected from a list of 318 Experts worldwide ranked by ideXlab platform
Xu Zhi-ya - One of the best experts on this subject based on the ideXlab platform.
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Analysis on children's language acquisition without Linguistic Competence at all
Journal of Shanxi Medical University, 2003Co-Authors: Xu Zhi-yaAbstract:With the popularity of English in China, much importance has been attached to younger English learners. Although much research has been done in this area, the author still intends to discuss children's language acquisition from a completely different point of view, that is, how children do acquire the ability to use language within a few years even if they have no Linguistic Competence at all. The conclusion drawn from the discussion is that the interaction of human capacity for language at birth and outside stimuli of the language environment finally results in children's acquiring the ability to use language even if they have never learned any Linguistics.
Cecile De Cat - One of the best experts on this subject based on the ideXlab platform.
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information tracking and encoding in early l1 Linguistic Competence vs cognitive limitations
Journal of Child Language, 2011Co-Authors: Cecile De CatAbstract:This study provides experimental evidence for preschool children's Competence in basic information structure, with particular attention to the notions of topic and focus. It investigates their mastery of structural and definiteness distinctions to encode the information status of discourse referents, and seeks to distinguish Linguistic Competence from cognitive development as the source for children's ‘errors’. Evidence comes from a story-telling experiment performed on 45 children acquiring French (between the ages of 2 ; 6·22 and 5 ; 6·15). The article demonstrates continuity between the child and adult systems of basic discourse representation. It further argues that children's definiteness errors are not due to a lack of knowledge of the adult rules of information encoding. Rather, such errors stem from cognitive limitations and from assuming a wider common ground than adults would.
Jonas Åkerman - One of the best experts on this subject based on the ideXlab platform.
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forced march sorites arguments and Linguistic Competence
Dialectica, 2013Co-Authors: Jonas ÅkermanAbstract:Agent relativists about vagueness (henceforth ‘agent relativists’) hold that whether or not an object x falls in the extension of a vague predicate ‘P’ at a time t depends on the judgemental dispositions of a particular competent agent at t. My aim in this paper is to critically examine arguments that purport to support agent relativism by appealing to data from forced-march Sorites experiments. The most simple and direct versions of such forced-march Sorites argu- ments rest on the following (implicit) premise: If competent speakers’ judgements vary in a certain way, then the extensions of ‘P’ as used by these speakers must vary in the same way. This premise is in need of independent support, since otherwise opponents of agent relativism can simply reject it. In this paper, I focus on the idea that one cannot plausibly reject this premise, as that would commit one to implausible claims about Linguistic Competence. Against this, I argue that one can accommodate the data from forced-march Sorites experiments in a way that is compatible with a plausible picture of Linguistic Competence, without going agent relativist. Thus, there is reason to be sceptical of the idea that such data paired with considerations about Linguistic Competence can be invoked in order to lend any solid support to agent relativism. Forced-march Sorites arguments of this kind can, and should be, resisted.
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Forced‐March Sorites Arguments and Linguistic Competence
Dialectica, 2013Co-Authors: Jonas ÅkermanAbstract:Agent relativists about vagueness (henceforth ‘agent relativists’) hold that whether or not an object x falls in the extension of a vague predicate ‘P’ at a time t depends on the judgemental dispositions of a particular competent agent at t. My aim in this paper is to critically examine arguments that purport to support agent relativism by appealing to data from forced-march Sorites experiments. The most simple and direct versions of such forced-march Sorites argu- ments rest on the following (implicit) premise: If competent speakers’ judgements vary in a certain way, then the extensions of ‘P’ as used by these speakers must vary in the same way. This premise is in need of independent support, since otherwise opponents of agent relativism can simply reject it. In this paper, I focus on the idea that one cannot plausibly reject this premise, as that would commit one to implausible claims about Linguistic Competence. Against this, I argue that one can accommodate the data from forced-march Sorites experiments in a way that is compatible with a plausible picture of Linguistic Competence, without going agent relativist. Thus, there is reason to be sceptical of the idea that such data paired with considerations about Linguistic Competence can be invoked in order to lend any solid support to agent relativism. Forced-march Sorites arguments of this kind can, and should be, resisted.
Patrick Studer - One of the best experts on this subject based on the ideXlab platform.
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Coping with English: students’ perceptions of their teachers’ Linguistic Competence in undergraduate science teaching
ITL – International Journal of Applied Linguistics, 2015Co-Authors: Patrick StuderAbstract:DeutschIn diesem Artikel wird der Frage nachgegangen, wie Bachelor-Studierende die Sprachkompetenzen ihrer Dozierenden beurteilen, wenn die Unterrichtssprache von Deutsch auf Englisch wechselt. Ausgehend vom Konzept der Intersubjektivitat in Classroom Communities of Practice untersucht dieser Artikel Interpretative Repertoires von Studierenden, die ihren Beschreibungen des kommunikativen Verhaltens der Dozierenden unterliegen. Zu diesem Zweck wurden Fokusgruppen-Gesprache mit Studierenden durchgefuhrt, in welchen ausgewahlte Szenen aus zwei naturwissenschaftlichen Vorlesungen besprochen wurden. Der Artikel zeigt auf, dass die positive Wahrnehmung von englischsprachigem Fachunterricht starker an die Fahigkeit der Dozierenden gebunden ist, kommunikativdidaktische Kompetenzen zu vermitteln, als Sprachkompetenzen zu zeigen. EnglishThis paper addresses the question of how undergraduate students negotiate Linguistic Competence of their university lecturers following the switch of the classroom medium of instruction from German to English. Emphasizing the concept of intersubjectivity in classroom communities of practice, this paper aims at revealing interpretative repertoires underlying the students’ display of the lecturers’ communicative behaviour. Discussing selected scenes from two science lectures with undergraduate students, the paper shows that the successful implementation of English-medium instruction crucially depends on the lecturers’ ability to negotiate communicative-didactic rather than Linguistic Competence.
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Coping with English: students' perceptions of their teachers' Linguistic Competence in undergraduate science teaching
International Journal of Applied Linguistics, 2014Co-Authors: Patrick StuderAbstract:This paper addresses the question of how undergraduate students negotiate Linguistic Competence of their university lecturers following the switch of the classroom medium of instruction from German to English. Emphasizing the concept of intersubjectivity in classroom communities of practice, this paper aims at revealing interpretative repertoires underlying the students' display of the lecturers' communicative behaviour. Discussing selected scenes from two science lectures with undergraduate students, the paper shows that the successful implementation of English-medium instruction crucially depends on the lecturers' ability to negotiate communicative-didactic rather than Linguistic Competence. In diesem Artikel wird der Frage nachgegangen, wie Bachelor-Studierende die Sprachkompetenzen ihrer Dozierenden beurteilen, wenn die Unterrichtssprache von Deutsch auf Englisch wechselt. Ausgehend vom Konzept der Intersubjektivitat in Classroom Communities of Practice untersucht dieser Artikel Interpretative Repertoires von Studierenden, die ihren Beschreibungen des kommunikativen Verhaltens der Dozierenden unterliegen. Zu diesem Zweck wurden Fokusgruppen-Gesprache mit Studierenden durchgefuhrt, in welchen ausgewahlte Szenen aus zwei naturwissenschaftlichen Vorlesungen besprochen wurden. Der Artikel zeigt auf, dass die positive Wahrnehmung von englischsprachigem Fachunterricht starker an die Fahigkeit der Dozierenden gebunden ist, kommunikativ-didaktische Kompetenzen zu vermitteln, als Sprachkompetenzen zu zeigen.
Suzanne Flynn - One of the best experts on this subject based on the ideXlab platform.
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Code-switching as a marker of Linguistic Competence in bilingual children
Bilingualism: Language and Cognition, 2017Co-Authors: W. Quin Yow, Jessica S. H. Tan, Suzanne FlynnAbstract:Code-switching is a common phenomenon that bilinguals engage in, including bilingual children. While many researchers have analyzed code-switching behaviors to better understand more about the language processes in bilingual children, few have examined how code-switching behavior affects a child's Linguistic Competence. This study thus sought to examine the relationship between code-switching and Linguistic competency in bilingual children. Fifty-five English–Mandarin bilingual children aged 5 to 6 years were observed during classroom activities over five days (three hours each day). A number of different word roots and mean length of utterance for both languages, and a number of code-switched utterances for each child, were computed. English receptive vocabulary scores were also obtained. Additionally, teachers rated children's English and Mandarin language competencies approximately six months later. Correlational and hierarchical regression analyses support the argument that code-switching does not indicate Linguistic inCompetence. Instead, bilingual children's code-switching strongly suggests that it is a marker of Linguistic Competence.